Struggle

for

Equality

Activity One: Readings on Racial Violence (2 days)

1. The students will read a collection of news clippings, sermons, and narratives which clearly depict the continued
struggle and mistreatment of the African American citizens.

Suggest readings from the American Memory Collection:

The Voice of the Carpet Bagger. Scroll down to the section headed, THE AVERAGE CONGRESSMAN-WHAT HE DON'T KNOW. Read this section only.
Lynch law in Georgia , Wells-Barnett, Ida B., 1862-1931
A sermon on lynch law and raping, Love, E. K. (Emanuel K.), 1850-1900. Scroll to CLIPPINGS FROM SOME OF OUR LEADING SOUTHERN PAPERS and stop at II. Mob violence is inexcusable and all matters should be determined in a lawful assembly.
A protest against the burning and lynching of Negroes by Booker T. Washington.
To the members of the Anti-Lynching Bureau, Wells-Barnett, Ida B., 1862-1931.

2. Divide the students into two groups.
Within each group assign two students per article and allow them a day to read and discuss the material.
Each pair of students should become an expert on the assigned reading.

Activity Two: In the News

1. Each group of students should come together to plan and execute a "60 Minutes" style news program reporting the
struggle for equality as depicted in the readings. (3 days)

Production of the program should include the following:

A lead in to the program including an original title
Feature stories on authors of the selected reading
Complete credits for works consulted
Feature stories on the Race Problem
Feature stories on the potential solutions to the Race Problem
Historical background to the Race Problem
Students may chose to video tape the production and add visuals and music

Activity Three: Literary Response

1. Read the poem, Strong Men by Sterling Brown (1 Day)

See Reader's Guide for Strong Men