Kyle Buffinton

Wes Nuckols

Parker Rogers

INDIAN CIVIL RIGHTS MOVEMENT

BASIC STRUGGLES OF NATIVE AMERICANS• Native Americans have been struggling with American influence for over 200 years

• They were kicked off their land and forced to live on reservations

• An example is the Indian Removal Act of 1838, also known as the Trail of Tears

• Reservations have no running water, inadequate sanitation facilities, no industry, no health care facilities, the unemployment was high, and the land was rocky and unproductive (can’t farm)

• In 1970, Indian unemployment rate was 10x the National average

• 40% of Native Americans population lived below the poverty line

• Life expectancy was 44 in 1970, which is a third less than of the average American

• In one Apache town of 2,500 on the San Carlos reservation, they only had about 25 telephones, most homes had outdoor toilets and relied on wood burning for heat

ORGANIZATIONS OF THE MOVEMENT• An organization was started in 1968 which began the Native American civil rights

movement, called the Native American civil rights activist organization (AIM)

• Main objectives are the sovereignty of the Native American land, people, preservation of culture, and enforcement of the treaties agreed upon by the United States

• Movement is built around the philosophy of self-determination

• The tribes were trying to prevent the spread of racism and increase the employment rate of Native Americans

• Indians of All Tribes was a famous group of protestors

• Video of History of AIM

• https://www.youtube.com/watch?v=sfnJ8mHUQNY

OCCUPATION OF ALCATRAZ• November, 1969, 78 Native Americans known as, “Indians of all Tribes” took over

abandoned Alcatraz Island and held it for 19 months

• Thought it was symbolic to their life at their reservations (see back to previous slide)

• Tried to buy it off the government, but were denied the offer

• Before leaving, Native Americans burned down some of the buildings on the island

• When some refused to leave, a large force of law enforcement officers raided the island and removed them

• Although controversial, the occupation is thought of as a success because of the international attention gained

TRAIL OF BROKEN TREATIES• Native American activist movement know as the trail of broken treaties and took over the

Bureau of Indian affairs to protest the U.S. governments failure to the past treaty responsibilities.

• The AIM movement also led to the walk on Washington D.C know as the spiritual walk. This took place because the tribes wanted to draw attention to the anti Indian legislations.

• This paid off because it caused Congress to pass the Indian Religious Freedom Act and eventually to the Indians Civil Rights Act of 1968. This guarantee Native American there civil rights and equal protection.

RELATIVE TO AMERICAN SOCIETY• There still are Native American reservations today (about 325)

• Comparable to the Third World as said by many researchers

• Poverty on Native American reservations is below 28.2%

• There are 90,000 homeless or under housed Indian families, and that 30% of Indian housing is overcrowded (Consensus 2008)

• 500% are more likely to die from tuberculosis

• 177% more likely to die from diabetes

• 82% are more likely to die from suicide

• Source: Boundless. “Native American Rights.” Boundless U.S. History. Boundless, 02 Apr. 2015. Retrieved 21 May. 2015 from https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/the-sixties-1960-1969-29/the-expansion-of-the-civil-rights-movement-220/native-american-rights-1227-9763

• http://upload.wikimedia.org/wikipedia/commons/thumb/d/d7/Bayfield_county_IMG_1612_red_cliff_wisconsin_34th_powwow.JPG/1920px-Bayfield_county_IMG_1612_red_cliff_wisconsin_34th_powwow.JPG

• http://www.nrcprograms.org/site/PageServer?pagename=naa_livingconditions

• http://www.nrcprograms.org/site/PageServer?pagename=airc_livingconditions

• https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAYQjB0&url=http%3A%2F%2Fwww.edgarcayce.org%2Fare%2Fancient_mysteri

• https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAYQj

THE ANTIWAR MOVEMENTBy Ryan and Robby

PEACE MOVEMENT

-Opposition to the war on economic and moral grounds

-Attracted members from college campuses, middle class suburbs, labor unions, and government institutions

ORGANIZATIONS

-Students for a Democratic Society (SDS) -SDS was an important force on student organizing and demonstration. They organized 15,000 to 20,000 people gather at the capitol to protest bombing in North Vietnam.(1965)

-Student Nonviolent Coordinating Committee (SNCC)- goal was to stop nuclear weapon usage and creation during the Vietnam War-Committee for Nonviolent Action (CNVA)- Opposed the war very strongly but also opposed violemt ways that some organizations were demonstrating.

YOUTH

● The movement attracted many students from College Campuses

● The average U.S soldier in Vietnam was only 19 years old which enrages the younger generation who feared that they would be drafted into the military

● Antiwar demonstrations on campuses started small but many included thousands of participants

● Students observed that young Americans were legally old enough to fight and die, but were not permitted to vote or drink alcohol.

● Social protest provided young people with a voice they didn’t always have. Popular music, already a vital part of youth culture by the mid-1960s, became a method through which they could hear their views put to music. The music helped to build the antiwar community

● On College Campuses, schools were forced to cancel classes, roads were shut down, and ROTC buildings were burned during the protests.

KEY PEOPLE

Lyndon B. Johnson - 36th U.S. president; used the FBI to track and detain anti war protesters

Richard M. Nixon - 37th U.S. president; claimed existence of “silent majority” of Americans who supported the war

J. William Fulbright - Arkansas senator who criticized Johnson and U.S. war strategy in Senate hearings in 1966

Robert McNamara - McNamara initially advocated increasing U.S. involvement in Vietnam but started to question U.S. policy by 1966. After growing disillusioned with the direction of the war, McNamara resigned his position following the Tet Offensive in early 1968.

Martin Luther King Jr: Asserted that the war was draining funds from more important domestic programs. Connected the civil rights movement to the Antiwar movement.

IMPACT

● The Antiwar movement stopped a majority of the support for the war. In addition the movement led to a decrease in U.S involvement in Vietnam and aided the eventual withdrawal of troops in 1973

● Lead to a split in American Society

● Patriotism vs newer liberal ideas

● Led a precedent for college demonstrations for future protests

● Was an example of counterculture during the time period

● Led to dangerous and violent protests that involved police

OTHER FACTS

-Those who missed their physical for the draft would be sent to jail.

-Heavyweight Champion Muhammed Ali had his title stripped from him for refusing the draft. He declared himself a conscientious objector of the war. He was sentenced to 5 years in prison for his refusal of the draft however he never served any jail time.

-There were all different types of citizens who didn't want to go to war and all different methods used to avoid being sent. Some citizens fled the U.S. and went up to canada, while some would lie to the doctors and say they took any kind of drug they could think of.

-Hawks= For the war

-Doves= Against the war

-80% of ground troops were from the lower class because they were rarely granted non-fighting positions

-African Americans angered by the African American casualties compared to the total army population

TIMELINE1959 Students for a Democratic Society is founded

1965 First draft riots occur on college campuses

1966 Fulbright publishes The Arrogance of Power

1967 Martin Luther King Jr goes public opposing the war

1967, Oct. 21, 100,000 people gather on the Lincoln Memorial in protest

1967 Johnson authorizes CIA to investigate antiwar activists 35,000 protesters demonstrate outside the Pentagon

1968 Protest outside Democratic National Convention turns violent

1969, Dec, First U.S. draft lottery since WWII

1970, May 4, National Guard kills four protesters at Kent State University

1971 Pentagon papers published causing more americans to question the U.S. accountability

Kent State protests

BIBLIGRAPHY

"The Anti-War Movement in the United States." The Anti-War Movement in the United States . N.p., n.d. Web. 22 May

2015.

"The Antiwar Movement." Ushistory.org. Independence Hall Association, n.d. Web. 22 May 2015.

Gottlieb, Sherry Gershon. Hell No, We Won't Go!: Resisting the Draft during the Vietnam War . New York, NY: Viking,

1991. Print.

SparkNotes. SparkNotes, n.d. Web. 22 May 2015.

"Vietnam War Protests." History.com. A&E Television Networks, n.d. Web. 22 May 2015.

THE BEAT MOVEMENTMegan and Max

DEFINING FEATURES

• Literature that influenced American culture during the post WW2 era

• Exploration of American and Eastern Religions• Rejection of materialism• Experimentation with psychedelic drugs• Being open with ones sexual orientation

SOME LITERARY EXAMPLES

• Howl (Allen Ginsberg, 1956) http://www.poetryfoundation.org/poem/179381

• Naked Lunch (William S. Burroughs, 1959) http://www.enotes.com/topics/naked-lunch

• On The Road (Jack Kerouac, 1957) http://www.sparknotes.com/lit/ontheroad/summary.html

RELIGION

• During the Beat generation, the religion that influenced Kerouac was Buddhism

• The Western interpretation of Buddhism• Kerouac first encountered Buddhism in

1954 from Dwight Goddard’s A Buddhist Bible

BEAT AUTHORS / POETS

• Allen Ginsberg

• Herbert Huncke

• William S. Burroughs

• Lucien Carr

• Jack Kerouac

JACK KEROUAC

• Jack was the acknowledged leader of the beats • He wrote neither fiction nor non-fiction, but memoirs and how he

viewed the world• Wrote to discover himself• His writings influenced musicians such as:

– The Beatles– Bob Dylan– Patti Smith

• Famous works include:– On The Road– The Town and The Citys

5 MAJOR QUESTIONS

1. How do you think Beat Generation literature affected people during this time? Why?

2. Why do you think the Beat movement took place during this time period? If it hadn’t then, what time period do you think it would have?

3. Who do think was most effected by the Beats movement? Who was the least effected?

4. What do you think is the most important part of the Beat movement? Why do you think this?

5. When was the Beat movement at its peak? Why do you think it was most prominent at that point?

BIBLIOGRAPHY• http://en.wikipedia.org/wiki/Beat_Generation• http://en.wikipedia.org/wiki/San_Francisco_Renaissance• http://www.poetryfoundation.org/poem/179381• http://www.enotes.com/topics/naked-lunch• http://www.sparknotes.com/lit/ontheroad/summary.html• McKee, Jenn. Great Writers: Jack Kerouac. Philidelphia: Chelsea

Town, 2004. Print.• Lawlor, William. Beat Culture: Icons, Lifestyles, and Impact. Santa

Barbara, CA: ABC-CLIO, 2005. Print.• Feinsteinin, Stephen. Decades of the 20th Century: “The 1950’s –

From the Korean War to Elvis. New Jersey: Enslow Publishers, Inc. 2000. Print.

• Matterson, Stephen. “Mid 1950s-60s Beat Generation.” PBS, 2003. Web. 19 May 2015.

• Lawlor, William. “Beat Culture.” Santa Barbra, California. ABC CLIO.

THE CIVIL RIGHTS MOVEMENT

John Insall

Ty Schuler

Chris Walczak

History: Mr. Webb

May 22, 2015

THE CIVIL RIGHTS MOVEMENT1954-1968

The civil rights movement was a mass popular movement to secure equal access to and opportunities for the basic privileges and rights of U.S. Citizenship for all African Americans.

The roots of the movement date back to the 19th century, but it peaked in the 1950s and 1960s.

CORE: CONGRESS OF RACIAL EQUALITY● Founded in 1942 at the University of Chicago: launched a series of

initiatives over the next decades

– The Freedom Rides, aimed at desegregation of public facilities, Freedom Summer voter registration project in Mississippi (1964), and participation and organization of the March on Washington

● June 1964: 3 civil right activists of CORE were killed by KKK during Freedom Summer project

● Gained national attention when they organized the first Freedom Ride to desegregate interstate transportation facilities

● Pressed political and economic justice for African Americans

SCLC: SOUTHERN CHRISTIAN LEADERSHIP CONFERENCE

● Formed in 1957 after the Montgomery Bus Boycott with Martin Luther King, Jr. as its leader

● Wanted white Americans to stop watching the humiliation of the African American community, and stop participating in these activities

● African Americans were encouraged to “seek justice and reject all injustice”

● Anyone associated with SCLC had to accept the philosophy of non-violence

● SCLC was thrust into the limelight after Birmingham

● They were involved in organizing the March on Washington

● They launched a campaign to register black voters

● They organized a 50-mile march from Selma to Montgomery, Alabama

● There were some concerns about the inner city violence and poverty

● Martin Luther King, Jr. was assassinated during the March

● Ralph Abernathy succeeded him

SNCC: STUDENT NONVIOLENT COORDINATING COMMITTEE

● The SNCC was founded in 1960 by young people who had emerged as leaders in the civil rights protest movement in North Carolina

● The students were independent of Martin Luther King's SCLC, but they worked side-by-side in the early years of the civil rights movement

● MLK told the students to form a continuing organization, and remain non-violent

● After the Selma to Montgomery March, the leader, Stokely Carmichael and other organizers helped black residents in rural Alabama launch the all-black Lowndes County Freedom Organization, later known as the Black Panther Party

● The Black Panthers, and Stokely Carmichael became known for their ideas on “Black Power”

● The Black Panthers encouraged militancy through the SNCC among urban blacks, and the SNCC became the subject of an FBI investigation

● By 1970, the organization had basically disappeared due to activity

NAACP: NATIONAL ASSOCIATION FOR THE ADVANCEMENT OF COLORED PEOPLE

● Mission: to ensure the political, educational, social, and economic equality of rights of all persons, and to eliminate race-based discrimination

● Nation's largest, oldest, and most widely-recognized grassroots-based civil rights organization, with more than 500,000 members and supporters

● Vision: to secure the rights guaranteed in the 13 th, 14th, and 15th Amendments to the US Constitution, which promised an end to slavery, the equal protection of the law, and universal adult male suffrage

● The NAACP helped advance integration of the armed forces in 1948, the passage of the Civil Rights Acts of 1957, 1964, and 1968, and well as the Voting Rights Act of 1965

● NAACP co-organized the March on Washington in 1963

● The Civil Rights Movement of the 1950s and 1960s echoed the NAACP's goals, but leaders like Martin Luther King, Jr. felt that direct action was needed to obtain them

● 1970s: NAACP broadened its scope by committing itself to the struggle for equal rights around the world

BLACK POWER MOVEMENT● Although not a formal movement, the Black Power movement marked a turning point

in black-white relations in the United States and also in how blacks saw themselves.

● The movement was hailed by some as a positive and proactive force aimed at helping blacks achieve full equality with whites, but it was reviled by others as a militant, sometimes violent and whose primary goal was to drive a wedge between whites and blacks

● Civil Rights legislation was an earnest and effective step toward eliminating inequality between blacks and whites. Even with the obvious progress, however, the reality was that prejudice could not be legislated away

● By the mid-1960s, dissatisfaction with the pace of change was growing among blacks. The term "black power" had been around since the 1950s, but it was Stokely Carmichael, head of the student nonviolent coordinating committee (SNCC), who popularized the term in 1966

● The Black Power movement instilled a sense of racial pride and self-esteem in blacks. Blacks were told that it was up to them to improve their lives.

● For years, the movement's leaders said, blacks had been trying to aspire to white ideals of what they should be. Now it was time for blacks to set their own agenda, putting their needs and aspirations first.

BIBLIOGRAPHYAmerican History. Independence Hall Association, ND. May 2015. Web.

Blumberg, Rhoda Lois. Civil Rights: The 1960s Freedom Struggle. Boston, Mass.: Twayne, 1984. Print.

Burns, Stewart. Social Movements of the 1960s: Searching for Democracy . Boston: Twayne, 1990. Print.

"History of the NAACP." History.com. Ed. Foner Eric. A&E Television Networks, 1991. Web. 22 May 2015.

Morgan, Iwan W. From Sit-ins to SNCC the Student Civil Rights Movement in the 1960s . Gainesville: U of Florida, 2012. Print.

"NAACP | National Association for the Advancement of Colored People." NAACP | National Association for the Advancement of Colored People. 2014. Web. 22 May 2015.

"Southern Christian Leadership Conference." Southern Christian Leadership Conference. 2014. Web. 22 May 2015.

Sullivan, Patricia. Lift Every Voice: The NAACP and the Making of the Civil Rights Movement. New York: New :, 2009. Print.

"Student Nonviolent Coordinating Committee." King Institute Home. 1981. Web. 22 May 2015.

THE CONSERVATION MOVEMENT

By: Erin Avery and Lizzie Ellsworth

E-Period US History

CONSERVATION MOVEMENT• The public needed to be more informed and engaged in the environment.

• During the 1970s, the turbulence of civil rights, women’s rights, and anti-war agitation highlighted the new environmental activism and youthful energy.

• Quality of life and public health concerns were the main ecological perspectives.

• Worry about water and air pollution, toxic waste, pesticides, nuclear radiation, etc.

CONSERVATION MOVEMENT (CONT.)

• Human and nature balance is being disrupted

• Concern about industrial society impacting the quality of life

SILENT SPRING• Published in 1962

• Written by Rachel Carlson

• Published by Houghton Mifflin

• Educated the public on hazards of pesticides and ecological systems

• Popularized belief that human and natural balance is being disrupted to eventual grief

• Asked for people to take action

• Housewives, garden club members, President Kennedy, US government, etc.

• Less than a decade after its publish, the US Environment Protection Agency (EPA) was established (1970)

ENVIRONMENTAL ACTS

• 1963: Clean Air Act• Encouraged air pollution control; Federal grants for Air pollution control agencies

• 1964:Wilderness Act• 9 million acres preserved (western states)

• 1965: Water Quality Act• Required states to establish + enforce water quality standards

• 1968: Wild and Scenic Rivers Act (WSRA), National Scenic Trails Act (NSTA)

• WSRA designated 8 rivers (27 others evaluated)

• NSTA designated Pacific Crest and Appalachian trails as national scenic trails

ENVIRONMENTAL ACTS (CONT.)

• 1970: Resource Conservation and Recovery Act• EPA promote the recovery/recycling of solid waste

• 1972: Federal Environmental Pesticide Control Act• Manufacturers must register pesticides with EPA and disclose contents and test

results

• EPA could ban sales/seize products

• 1973: Endangered Species Acts• Authorized list of endangered/threatened species

• 1976: Toxic Substances Control Act• Manufacturers required to test products for human/environmental risk before

marketing them

ACTIVISM REDEFINED

• Sierra Club, Friends of the Earth, Greenpeace, others redefined environmental activism during the 60s+70s

• Non-controversial land + wildlife conservation found support growing rapidly

• “once it’s gone, it’s gone forever” warning sunk in across political spectrum

• Conservatives believed in private ownership while Liberals supported effective means (public/private ownership)

FOCUSES OF ENVIRONMENTAL JUSTICES

• History of constructions

• nature in landscape paintings

• Landscapes/environments as cultural systems

• Rhetoric/imagery of nature in media (music, TV, movies, etc.)

• Written works (poetry, fiction, non-fiction, etc.)

FOCUSES OF ENVIRONMENTAL JUSTICES (CONT.)

• Genderized/racialized natural terms (mother nature, savage wilderness, etc.)

• Cultural assumptions

• Environmental rhetorics that ignore/undermine environmental justice

• Communities/sites where local history shaped environmental justice understandings/interactions

ENVIRONMENTAL BELIEFS• Environmental/social issues are related and “intertwined”

• Ecofeminism – focus on relationship between women’s oppression and environmental degrade (expanded to impacts of race, class, colonialism)

• “mainstream environmental groups” also important for representing feminist environmental justice• Included: Audubon society, Greenpeace, Sierra Club, etc.

LITERATURE• 1962: Silent Spring by Rachel Carlson

• popularized the idea that nature and human balance is being disrupted to eventual grief.

• 1963: Night Comes to the Cumberlands by Harry Caudill

• Described devastation in Eastern Kentucky by coal industry as human/environmental catastrophe

• Sparked concern for regional poverty

BIBLIOGRAPHY

• "Environmental Movements." Cultural Politics. Web. 19 May 2015.

• "Silent Spring and the Birth of the Modern Environmental Movement." The Paley Center for Media. Web. 18 May 2015.

• Walls, David. "Environmental Movement." Sonoma State University. Web. 18 May 2015.

WOMEN’S MOVEMENTKetsana Bounphakdy

Marianne Bonsall

Abby Dunham

http://agraveinterest.blogspot.com/2014/03/march-is-womens-history-month-even-in.html

http://therealdeal.com/issues_articles/this-month-in-real-estate-history-82/

TIMELINE • 1960- birth control pills are approved;

granting greater reproductive freedom to American women

• 1963- Equal Pay Act: the idea that an occupation cannot pay any women less than a man’s salary if they have the same job, signed by John F. Kennedy (never actually went into affect)

• 1964- Equal Employment Opportunity Commission (EEOC) was established

• 1966- The National Organization for Women (NOW): created to end discrimination

• 1972- The Equal Rights Amendment (ERA): designed to guarantee equal rights from men and women (proposed amendment was denied)

• 1972- Title IX Education Amendment: an amendment that was a prohibition against discrimination

• 1973- Legalization of Abortion: women would be able to prevent a child if they were not financially or physically capable of a kid

CONFLICTS• Discrimination: making a distinction in favor of or against, a person or thing

based on the group, class, or category to which that person belongs (men vs. women)

• Segregation: a setting apart or separation of people or things from others or from a main body or group (blacks vs. whites)

• Women were denied access to:

• Own a credit card

• Serve on a jury

• Go on birth control pills

• Get an Ivy League education

• Experience equality in work places

http://gregmitchellwriter.blogspot.com/2014_07_01_archive.html

DISCRIMINATION IN WORK PLACES• During the 1960’s, the 38% of American women that worked were limited to

jobs as nurses, teachers, or secretaries. As a result, women accounted for 6% of American doctors, 3% of lawyers, and less than 1% of engineers. Working women were usually paid lower salaries than men and denied opportunities to mobility within the work place.

• Glass ceiling: women were not able to move further up in work areas, and women can see their full potential yet are denied the access to advance

http://www.bu.edu/wgs/past-events/conference2014/

GOALS• End discrimination in work places, have working men and

working women with equal pay

• Have the Equal Pay Act and Equal Rights Amendment established

• Allow women to have abortions, and use birth control pills

http://library.lwv.org/taxonomy/term/15

http://womenshistory.about.com/od/feminism-second-wave/

ACHIEVEMENTS AND OUTCOME• Outcome:

• The Equal Rights Amendment was denied.

• The Equal Pay Act was signed yet never went into affect

• Achievements:

• TITLE IX- The Education Amendments: allowed men and women to receive a high education

• Women gain the right to use birth control and have abortions

http://www.cnn.com/2014/08/07/living/sixties-women-5-things/

TITLE IX: THE EDUCATION AMENDMENTS OF 1972

• On the 23rd of June in 1972 president Nixon signed the title IX of the Education Amendments of 1972. Title IX was a very comprehensive federal law that prohibited discrimination on the basis of sex in any federally funded education program or activity. Title IX objective was to avoid the use of federal money to support sex discrimination in education programs and also provide individual citizens effective protection against those practices.

• Title IX would apply with some specific expectations to all aspects of federally funded education programs or activities. In addition to traditional educational institutions such as colleges, universities, and elementary and secondary schools, Title IX also applies to any education or training program operated by a recipient of federal financial assistance. The Department of Education has issued regulations on the requirements of Title IX, 34 C.F.R. § 106.1et seq. The Title IX common rule published on August 30, 2000 covers education program providers/recipients that are funded by other federal agencies.

galleryhip.com

EVENTS

• On September 7, 1968 hundreds of feminist activists showed up on the Atlantic City Boardwalk to indorse in their “Miss America Protest” and they gave out signs that said “No More Miss America” and things along those lines. They believed that the pageant set up impossible standards for girls to aim for and they also believed that it was racist, for never having an African American Miss America. It was also believed to be blatantly unequal in encouraging girls to be like Miss American, which is nearly impossible, but boys were encouraged to be more like the president, which was a more likely.

www.vfa.us

www.thinglink.com

foundsf.org

POLITICAL CARTOON #1

POLITICAL CARTOON #2

POLITICAL CARTOON #3

CRITICAL THINKING QUESTIONS

• How do women’s rights in America change overtime from the 1960s-1970s? What was the outcome of these changes?

• Why do you think that a woman’s main goal was to have voting rights? What was the benefit of voting?

• How did women influence others on the idea of equality? Explain one event.

• What types of things were unequal between men and women?

• Look at the 3 political cartoons. What is the relationship between these cartoons? What do they portray about women’s rights?