diff --git a/app/views/primary_source_sets/black-power.md b/app/views/primary_source_sets/black-power.md index 8e7ab54977..788ca934b3 100644 --- a/app/views/primary_source_sets/black-power.md +++ b/app/views/primary_source_sets/black-power.md @@ -25,21 +25,21 @@ In the mid-1960s, civil rights activists compelled Congress to pass the Civil Ri ## Teachingtips -The resources in this set are composed of sound and audio clips from the 1960s of Black Power advocates and activists speaking in various settings, including interviews, conferences, rallies, protests, television broadcasts, and press conferences. Arranged chronologically by date, this resource set allows students to see how Black Power definitions and issues evolved over time and to consider how and why African Americans from different walks of life thought about and engaged with the movement. +The resources in this set are composed of video and audio clips from the 1960s of Black Power advocates and activists speaking in various settings, including interviews, conferences, rallies, protests, television broadcasts, and press conferences. Arranged chronologically by date, this resource set allows students to see how Black Power definitions and issues evolved over time and to consider how and why African Americans from different walks of life thought about and engaged with the movement. #### Background Information - Before engaging with this resource set, students should possess the following: -- A general understanding of Jim Crow, racial segregation, racial violence in the mid-twentieth-century era, and pre-1960s Black nationalist movements -- A general understanding of the civil rights era and Black Power era timeframe -- A understanding of differences between civil rights and Black Power politics -knowledge of nationally recognized Black figures and organizations in the post-World War II United States -- A understanding of nonviolent direct-action protest -knowledge of the 1954 Brown v. Board of Education decision, the Civil Rights Act of 1964, and the Voting Rights Act of 1965 -- A general understanding of issues impacting African Americans in U.S. cities, such as de facto segregation, unemployment, unequal housing and education, and police violence -- A general knowledge of U.S. involvement in the Vietnam War -- A general understanding of other 1960s social movements, including second-wave feminism and the antiwar movement +- a general understanding of Jim Crow, racial segregation, racial violence in the mid-twentieth-century era, and pre-1960s Black nationalist movements +- a general understanding of the civil rights era and Black Power era timeframe +- an understanding of differences between civil rights and Black Power politics +- knowledge of nationally recognized Black figures and organizations in the post-World War II United States +- an understanding of nonviolent direct-action protest +- knowledge of the 1954 Brown v. Board of Education decision, the Civil Rights Act of 1964, and the Voting Rights Act of 1965 +- a general understanding of issues impacting African Americans in U.S. cities, such as de facto segregation, unemployment, unequal housing and education, and police violence +- a general knowledge of U.S. involvement in the Vietnam War +- a general understanding of other 1960s social movements, including second-wave feminism and the antiwar movement
@@ -53,11 +53,14 @@ What do the voices of Black Power activists contribute to our understanding abou - What do you think the goals of the Black Power Movement were? - What challenges did Black Power activists face? - How have these primary source audio and video clips affected your understanding about Black Power as a concept or a movement? +
#### Classroom Activities - -1) Ask students to engage in group work around specific topics, then come together to discuss. +Ask students to engage in group work around specific topics, then come together to discuss. + +1) Divide the class into four groups. Ask each group to watch or listen to the sources in their assigned topics, as organized below. ##### Group 1: Black Power Politics - [Malcolm X Radio Documentary](https://americanarchive.org/primary_source_sets/black-power/9-207-60qrfqmn) (1991) diff --git a/app/views/primary_source_sets/black-power/1-28-zw18k75h85.md b/app/views/primary_source_sets/black-power/1-28-zw18k75h85.md index c594f66f86..b0eaec7eb0 100644 --- a/app/views/primary_source_sets/black-power/1-28-zw18k75h85.md +++ b/app/views/primary_source_sets/black-power/1-28-zw18k75h85.md @@ -12,7 +12,7 @@ cpb-aacip-28-zw18k75h85 In this sound clip from a 1966 radio interview, Stokely Carmichael – the Student Nonviolent Coordinating Committee (SNCC) Field Secretary for Lowdnes County, Alabama – discusses the organizing and voter registration activities of the Lowdnes County Freedom Organization (LCFO), an independent Black political party he co-founded with local leaders. Stokely Carmichael Interview -KPFA - Pacifica Radio | February 5, 1966 +| KPFA - Pacifica Radio | February 5, 1966 This audio clip and associated transcript appear from 00:00 - 04:11 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/black-power/2-28-6688g8fs31.md b/app/views/primary_source_sets/black-power/2-28-6688g8fs31.md index a36d9b811f..fe7e21b5f4 100644 --- a/app/views/primary_source_sets/black-power/2-28-6688g8fs31.md +++ b/app/views/primary_source_sets/black-power/2-28-6688g8fs31.md @@ -13,7 +13,7 @@ cpb-aacip-28-6688g8fs31 In this sound clip from a 1966 broadcast, Reverend James Bevel of the Southern Christian Leadership Conference (SCLC) is speaking at the Conference of Black Power held at the University of California-Berkeley in October 1966. Bevel speaks from the position of a devotee to nonviolence. James Bevel on Black Power -KPFA - Pacifica Radio | October 29, 1966 +| KPFA - Pacifica Radio | October 29, 1966 This audio clip and associated transcript appear from 02:18 - 06:21 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/black-power/3-28-zp3vt1h700.md b/app/views/primary_source_sets/black-power/3-28-zp3vt1h700.md index d6318b7258..f1d38fbe27 100644 --- a/app/views/primary_source_sets/black-power/3-28-zp3vt1h700.md +++ b/app/views/primary_source_sets/black-power/3-28-zp3vt1h700.md @@ -9,10 +9,10 @@ cpb-aacip-28-zp3vt1h700 ## Introduction -In this sound clip, Stokely Carmichael promotes Black Power as a featured speaker at the Conference of Black Power held at the University of California-Berkeley in October, 1966. +In this sound clip, Stokely Carmichael promotes Black Power as a featured speaker at the Conference of Black Power held at the University of California-Berkeley in October 1966. Stokely Carmichael on Black Power -KPFA - Pacifica Radio | October 29, 1966 +| KPFA - Pacifica Radio | October 29, 1966 This audio clip and associated transcript appear from 42:50 - 46:50 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/black-power/5-28-q52f766p51.md b/app/views/primary_source_sets/black-power/5-28-q52f766p51.md index 5718e79f5d..9a740c6536 100644 --- a/app/views/primary_source_sets/black-power/5-28-q52f766p51.md +++ b/app/views/primary_source_sets/black-power/5-28-q52f766p51.md @@ -12,7 +12,7 @@ cpb-aacip-28-q52f766p51 In this sound clip, Bobby Seale, chairman of the Black Panther Party, speaks at the “Free Huey Newton” rally held at the Oakland Auditorium on February 17, 1968. Seale discusses Newton’s leadership, the Black Panther Party’s Ten Point Program, and challenges to African Americans’ freedom. Bobby Seale at the Oakland Auditorium -KPFA - Pacifica Radio | February 17, 1968 +| KPFA - Pacifica Radio | February 17, 1968 This audio clip and associated transcript appear from 00:30 - 13:08 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/black-power/6-15-99p2w600.md b/app/views/primary_source_sets/black-power/6-15-99p2w600.md index d1aaef6c7a..b707f095fa 100644 --- a/app/views/primary_source_sets/black-power/6-15-99p2w600.md +++ b/app/views/primary_source_sets/black-power/6-15-99p2w600.md @@ -12,7 +12,7 @@ cpb-aacip-15-99p2w600 This video clip from the public television series Say Brother documents Black student protests at Brandeis University in 1969. In this clip, members of the Brandeis Afro-American Society, who have taken over Ford Hall, outline their grievances and issue a series of demands. Say Brother; Black Power on University Campuses -WGBH | January 16, 1969 +| WGBH | January 16, 1969 This video clip and associated transcript appear from 04:48 - 07:44 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/black-power/7-28-vh5cc0vc2h.md b/app/views/primary_source_sets/black-power/7-28-vh5cc0vc2h.md index 65d8bc42db..abdbcca07e 100644 --- a/app/views/primary_source_sets/black-power/7-28-vh5cc0vc2h.md +++ b/app/views/primary_source_sets/black-power/7-28-vh5cc0vc2h.md @@ -11,8 +11,8 @@ cpb-aacip-28-vh5cc0vc2h In this sound clip, Angela Davis addresses a crowd at a Black Panther rally held at Bobby Hutton Memorial Park on November 12, 1969. The first speaker of the rally, she discusses African Americans’ relationship to the Vietnam War and the role of police in Black people’s lives. -Black Panther rally: Oakland -KPFA - Pacifica Radio | November 12, 1969 +Black Panther Rally: Oakland +| KPFA - Pacifica Radio | November 12, 1969 This audio clip and associated transcript appear from 02:50 - 08:04 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/black-power/8-305-1289335k.md b/app/views/primary_source_sets/black-power/8-305-1289335k.md index 743b47f409..a032a3b0d4 100644 --- a/app/views/primary_source_sets/black-power/8-305-1289335k.md +++ b/app/views/primary_source_sets/black-power/8-305-1289335k.md @@ -12,7 +12,7 @@ cpb-aacip-305-1289335k This audio clip is from a press conference held by the Five College Afro-American Society, a consortium of Black students across Amherst, Hampshire, Mount Holyoke, Smith, and UMass Amherst. That same morning, Black students from these colleges occupied four Amherst College buildings to bring attention to and protest their inequitable educational experience and opportunities. Raw Footage of a Press Conference by Five College African American Society Representatives -New England Public Radio | February 18, 1970 +| New England Public Radio | February 18, 1970 This audio clip and associated transcript appear from 00:00 - 08:36 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/black-power/9-207-60qrfqmn.md b/app/views/primary_source_sets/black-power/9-207-60qrfqmn.md index 0d6d44f596..8ac3ea5ace 100644 --- a/app/views/primary_source_sets/black-power/9-207-60qrfqmn.md +++ b/app/views/primary_source_sets/black-power/9-207-60qrfqmn.md @@ -12,7 +12,7 @@ cpb-aacip-207-60qrfqmn This short radio documentary includes audio clips of Malcolm X’s speeches and observations of his contemporaries. As a representative of the Nation of Islam, Malcolm X rejected the integration and nonviolence politics associated with the civil rights movement. Before his assassination in 1965, however, his views shifted to allow for cooperation across races. Malcolm X Documentary -KUNM | November 12, 1991 +| KUNM | November 12, 1991 This audio clip and associated transcript appear from 00:00 - 06:47 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/busing-boston.md b/app/views/primary_source_sets/busing-boston.md index 90ba9fde7b..405d85dc38 100644 --- a/app/views/primary_source_sets/busing-boston.md +++ b/app/views/primary_source_sets/busing-boston.md @@ -51,7 +51,7 @@ What caused the Boston busing crisis? #### Classroom Activities - -##### Ask students to watch the following sources: +1) Ask students to watch the following sources: - [Landsmark Press Conference](https://americanarchive.org/primary_source_sets/busing-boston/6-15-9qr4nq5d) (1976) - [Interview with Anti-Busing Activist](https://americanarchive.org/primary_source_sets/busing-boston/7-15-9057cs2x) (1976) *watch 00:00-2:20 and 07:57-11:06* @@ -59,14 +59,14 @@ What caused the Boston busing crisis? According to each speaker, who was responsible for the Boston busing crisis? Why might these sources have such divergent views about who was responsible? Students should note the differing backgrounds of each person and identify ways in which their backgrounds influenced what they said. For example, the anti-busing activist is likely motivated to blame the “liberal establishment” for the busing crisis in order to deflect blame from anti-busing groups. -##### Ask students to watch the following sources: +2) Ask students to watch the following sources: - [Boston Mayor Kevin White Addresses Residents of Boston Before Start of Busing](https://americanarchive.org/primary_source_sets/busing-boston/3-15-qj77s7j383) (1974) - [Boston Mayor Kevin White Requests Federal Support](https://americanarchive.org/primary_source_sets/busing-boston/2-15-9154dp1w) (1974) -How are the two addresses by the mayor similar? How are they different? What happened between the filming of these two sources? (If students are unsure, ask them to watch the source labeled News Report About First Day of Busing.) The first clip was recorded before busing began, and the second was recorded after the violence in response to busing, which prompted Mayor Kevin White to seek federal support to implement the court order. Students should compare and contrast these documents in light of this contextual information. +How are the two addresses by the mayor similar? How are they different? What happened between the filming of these two sources? (If students are unsure, ask them to watch the source labeled [News Report About First Day of Busing](https://americanarchive.org/primary_source_sets/busing-boston/1-15-92n4zh7k).) The first clip was recorded before busing began, and the second was recorded after the violence in response to busing, which prompted Mayor Kevin White to seek federal support to implement the court order. Students should compare and contrast these documents in light of this contextual information. -##### Ask students to watch the following sources: +3) Ask students to watch the following sources: - [News Report About Landsmark Attack](https://americanarchive.org/primary_source_sets/busing-boston/5-15-93r0pt1f) (1976) - [Landsmark Press Conference](https://americanarchive.org/primary_source_sets/busing-boston/6-15-9qr4nq5d) (1976) diff --git a/app/views/primary_source_sets/busing-boston/1-15-92n4zh7k.md b/app/views/primary_source_sets/busing-boston/1-15-92n4zh7k.md index 1104fb6753..c566c6909c 100644 --- a/app/views/primary_source_sets/busing-boston/1-15-92n4zh7k.md +++ b/app/views/primary_source_sets/busing-boston/1-15-92n4zh7k.md @@ -13,7 +13,7 @@ cpb-aacip-15-92n4zh7k In this excerpt from The Evening Compass, a television news program from Boston, a reporter describes his experiences riding a school bus on the first day of busing in 1974. The reporter details attacks on the buses and the reactions of students. The Evening Compass -WGBH | September 12, 1974 +| WGBH | September 12, 1974 This video clip and associated transcript appear from 04:10 - 07:03 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/busing-boston/2-15-9154dp1w.md b/app/views/primary_source_sets/busing-boston/2-15-9154dp1w.md index a30e249b07..4b0391e51d 100644 --- a/app/views/primary_source_sets/busing-boston/2-15-9154dp1w.md +++ b/app/views/primary_source_sets/busing-boston/2-15-9154dp1w.md @@ -13,7 +13,7 @@ cpb-aacip-15-9154dp1w In a taped message from October 1974, Boston Mayor Kevin White addresses residents of Boston. In this address, he asks Judge W. Arthur Garrity Jr. to provide federal marshals to implement the court-ordered busing. The Evening Compass; Boston Mayor Kevin White Asks Judge Garrity For Federal Marshals -WGBH | October 8, 1971 +| WGBH | October 8, 1971 This video clip and associated transcript appear from 00:00 - 01:55 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/busing-boston/3-15-qj77s7j383.md b/app/views/primary_source_sets/busing-boston/3-15-qj77s7j383.md index a6a6d85202..bddf99f10d 100644 --- a/app/views/primary_source_sets/busing-boston/3-15-qj77s7j383.md +++ b/app/views/primary_source_sets/busing-boston/3-15-qj77s7j383.md @@ -12,7 +12,7 @@ cpb-aacip-15-qj77s7j383 Three days before the start of busing, Boston Mayor Kevin White addresses the residents of Boston in a taped statement. He pledges that the city of Boston will do everything in its power to protect students. The Evening Compass; September in Boston -WGBH | September 9, 1974 +| WGBH | September 9, 1974 This video clip and associated transcript appear from 09:05 - 11:48 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/busing-boston/4-15-8c9r20rw14.md b/app/views/primary_source_sets/busing-boston/4-15-8c9r20rw14.md index 471a612f3b..990fc6110b 100644 --- a/app/views/primary_source_sets/busing-boston/4-15-8c9r20rw14.md +++ b/app/views/primary_source_sets/busing-boston/4-15-8c9r20rw14.md @@ -12,7 +12,7 @@ cpb-aacip-15-8c9r20rw14 In this Boston School Committee meeting from February 1976, John McDonough, chair of the committee, criticizes the superintendent of Boston schools, Marion Fahey. He suggests that Fahey has not dealt with busing in an impartial manner. Ten O'Clock News -WGBH | February 2, 1976 +| WGBH | February 2, 1976 This video clip and associated transcript appear from 06:03 - 07:23 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/busing-boston/5-15-93r0pt1f.md b/app/views/primary_source_sets/busing-boston/5-15-93r0pt1f.md index 7e81cd763c..b1d5b51b68 100644 --- a/app/views/primary_source_sets/busing-boston/5-15-93r0pt1f.md +++ b/app/views/primary_source_sets/busing-boston/5-15-93r0pt1f.md @@ -12,7 +12,7 @@ cpb-aacip-15-93r0pt1f This television segment from Boston describes the 1976 attack on Ted Landsmark outside of Boston City Hall. Landsmark, a Black attorney, was attacked by white high school students who were protesting busing. Ten O'Clock News -WGBH | April 6, 1976 +| WGBH | April 6, 1976 This video clip and associated transcript appear from 00:00 - 04:37 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/busing-boston/6-15-9qr4nq5d.md b/app/views/primary_source_sets/busing-boston/6-15-9qr4nq5d.md index b8e3faad92..96e88a0eea 100644 --- a/app/views/primary_source_sets/busing-boston/6-15-9qr4nq5d.md +++ b/app/views/primary_source_sets/busing-boston/6-15-9qr4nq5d.md @@ -12,7 +12,7 @@ cpb-aacip-15-9qr4nq5d After being attacked outside of Boston City Hall, attorney Ted Landsmark held a news conference to address the media. Landsmark identifies racism as the cause of the attack and notes that Boston faces a host of problems. Ten O'Clock News -WGBH | April 7, 1976 +| WGBH | April 7, 1976 This video clip and associated transcript appear from 11:30 - 15:56 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/busing-boston/7-15-9057cs2x.md b/app/views/primary_source_sets/busing-boston/7-15-9057cs2x.md index 518333662c..65f881d7d8 100644 --- a/app/views/primary_source_sets/busing-boston/7-15-9057cs2x.md +++ b/app/views/primary_source_sets/busing-boston/7-15-9057cs2x.md @@ -12,7 +12,7 @@ cpb-aacip-15-9057cs2x Anti-busing activist Elvira “Pixie” Palladino reacts angrily to the U.S. Supreme Court’s decision not to review court-ordered busing in Boston. Ten O'Clock News; Palladino reacts to Supreme Court decision -WGBH | June 14, 1976 +| WGBH | June 14, 1976 This video clip and associated transcript appear from 00:13 - 11:20 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/busing-boston/8-15-9kh0dz6b.md b/app/views/primary_source_sets/busing-boston/8-15-9kh0dz6b.md index b5a454dca2..e5efdce625 100644 --- a/app/views/primary_source_sets/busing-boston/8-15-9kh0dz6b.md +++ b/app/views/primary_source_sets/busing-boston/8-15-9kh0dz6b.md @@ -12,7 +12,7 @@ cpb-aacip-15-9kh0dz6b Following a series of violent incidents at Hyde Park High School, a teacher claims that a small group of students is responsible for the violence in the school. Ten O'Clock News; Hyde Park teachers talk about racial tension at Hyde Park High School [Tape 1 of 2] -WGBH | September 13, 1976 +| WGBH | September 13, 1976 This video clip and associated transcript appear from 19:23 - 20:51 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/busing-boston/9-15-9zg6g70c.md b/app/views/primary_source_sets/busing-boston/9-15-9zg6g70c.md index 8dc29f8a4f..5e395909ee 100644 --- a/app/views/primary_source_sets/busing-boston/9-15-9zg6g70c.md +++ b/app/views/primary_source_sets/busing-boston/9-15-9zg6g70c.md @@ -12,7 +12,7 @@ cpb-aacip-15-9zg6g70c Although supporters of anti-busing politician Louise Day Hicks claim they want community schools, Harvard psychologist Thomas Pettigrew argues that they are driven by racism. He maintains that many of those opposed to busing are actually more interested in stopping the integration of neighborhoods in Boston. Public Broadcast Laboratory; Louise Day Hicks -WGBH | November 5, 1967 +| WGBH | November 5, 1967 This video clip and associated transcript appear from 02:31 - 04:53 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/feminism-and-anti-feminism.md b/app/views/primary_source_sets/feminism-and-anti-feminism.md index 13cbc221b5..91c88c031d 100644 --- a/app/views/primary_source_sets/feminism-and-anti-feminism.md +++ b/app/views/primary_source_sets/feminism-and-anti-feminism.md @@ -27,10 +27,14 @@ In this eight-resource set, students will encounter the evolution of feminist an #### Background Information - Before engaging with this resource set, students should be familiar with the following: -- Students should have knowledge of the women’s suffrage movement beginning in Seneca Falls in 1848 through the ratification of the 19th Amendment in 1920. Students should understand the different tactics used by women to gain the constitutional right to vote, including parades, marches, rallies, hunger strikes, and imprisonment. They should also understand the racial divisions that existed in the women’s suffrage movement, beginning with divided tactics within the abolitionist movement, the passage of the Fourteenth Amendment, which introduced the word “male” into the Constitution, the passage of the Fifteenth Amendment without extending the right to vote to women, and the ways in which women of color were excluded from the mainstream suffrage movements throughout the 19th and 20th centuries. -- Students should know that in 1923, Alice Paul and Crystal Eastman wrote the first draft of the Equal Rights Amendment to guarantee equal legal rights for all American citizens regardless of sex. -- Students should have a basic understanding of the word “feminism”; mainly, the advocacy of women's rights on the basis of the equality of the sexes and “anti-feminism”; the opposition to some or all forms of feminism. -- Students also should understand that feminism and anti-feminism were movements in which political organizations were formed that pushed various agendas forward around issues such as employment opportunities, childcare, reproductive rights, education, and domesticity. The organizational aspect is important to acknowledge and understand. + +- the women’s suffrage movement, beginning in Seneca Falls in 1848 through the ratification of the 19th Amendment in 1920 +- the tactics used by women to gain the constitutional right to vote, including parades, marches, rallies, hunger strikes, and imprisonment +- the racial divisions that existed in the women’s suffrage movement, beginning with divided tactics within the abolitionist movement; the passage of the Fourteenth Amendment, which introduced the word “male” into the Constitution; the passage of the Fifteenth Amendment without extending the right to vote to women; and the ways in which women of color were excluded from the mainstream suffrage movements throughout the 19th and 20th centuries +- the fact that the first draft of the Equal Rights Amendment was written in 1923 by Alice Paul and Crystal Eastman to guarantee equal legal rights for all American citizens regardless of sex +- a basic understanding of the word “feminism”: mainly, the advocacy of women's rights on the basis of the equality of the sexes +- a basic understanding of the word “anti-feminism”: the opposition to some or all forms of feminism +- an understanding that feminism and anti-feminism were movements in which political organizations were formed that pushed various agendas forward around issues such as employment opportunities, childcare, reproductive rights, education, and domesticity
@@ -51,12 +55,12 @@ How did the rise of women’s liberation and women’s rights movements in the 1 #### Classroom Activities - -- Listen to Representative Shirley Chisholm’s commencement speech at Mount Holyoke and Betty Friedan’s commencement address at Smith College, both in 1981. Considering that both women fought for gender equality, their speeches take on noticeably different tones. What did each woman say in her speech, and what different tactics did they employ? What might account for that? -- In the two discussions about the Equal Rights Amendment, what arguments are made in support of the ERA and what arguments are made against it? What differences do you notice between the ways in which Anne Scott and Karen DeCrow construct their arguments and how Phyllis Schlafly and Geline B. Williams construct theirs? Which arguments do you find to be more direct and clear and why? Which arguments do you find to be more persuasive? Why might that be? +- Listen to [Representative Shirley Chisholm’s commencement speech](https://americanarchive.org/primary_source_sets/feminism-and-anti-feminism/5-305-82x3fpr6) at Mount Holyoke and [Betty Friedan’s commencement address](https://americanarchive.org/primary_source_sets/feminism-and-anti-feminism/6-305-82x3fpr6) at Smith College, both in 1981. Considering that both women fought for gender equality, their speeches take on noticeably different tones. What did each woman say in her speech, and what different tactics did they employ? What might account for that? +- In the two discussions about the Equal Rights Amendment, what arguments are made in support of the ERA](https://americanarchive.org/primary_source_sets/feminism-and-anti-feminism/7-81-49t1g6j5) and what arguments are made [in opposition to the ERA](https://americanarchive.org/primary_source_sets/feminism-and-anti-feminism/8-81-021c5bwq)? What differences do you notice between the ways in which Anne Scott and Karen DeCrow construct their arguments and how Phyllis Schlafly and Geline B. Williams construct theirs? Which arguments do you find to be more direct and clear and why? Which arguments do you find to be more persuasive? Why might that be? - Have students research one of the women included in this source set (suggestions include Margaret Chase Smith, Eleanor Roosevelt, Betty Friedan, Shirley Chisholm, Phyllis Schlafly, Geline B. Williams). How would their selected person define the term “feminism” and why? Students should be prepared to put their findings in a 1 to 2 page written response or in an oral recording. -- In 2020, Virginia became the 38th pivotal state to ratify the Equal Rights Amendment (ERA), decades after the ratification deadline had passed. Have students conduct more research on the ERA, including legislation and Supreme Court decisions that either support or contradict the ERA. Then, have students discuss: is a modern-day ERA needed to guarantee equal protection under the law on the basis of sex? -- In 1971, Helen Reddy's song “I Am Woman” was released and became a number one hit the following year, eventually selling over one million copies as a single. Have students listen to “I Am Woman” and follow along with the lyrics. After discussing what the song means, students should write their own songs that they best feel encapsulates the feminist movement of the 1960s and 1970s. -- Imagine it is 1964. Have students create campaign slogans for Margaret Chase Smith in her bid for president. How should they address gender in their slogans? +- In 2020, Virginia became the 38th pivotal state to ratify the Equal Rights Amendment (ERA), decades after the ratification deadline had passed. Have students conduct more research on the ERA, including legislation and Supreme Court decisions that either support or contradict the ERA. Then, have students discuss: Is a modern-day ERA needed to guarantee equal protection under the law on the basis of sex? +- In 1971, Helen Reddy's song “I Am Woman” was released and became a number one hit the following year, eventually selling over one million copies as a single. Have students listen to “I Am Woman” and follow along with the lyrics. After discussing what the song means, students should write their own songs that they feel best encapsulate the feminist movement of the 1960s and 1970s. +- Imagine it is 1964. Have students create campaign slogans for [Margaret Chase Smith](https://americanarchive.org/primary_source_sets/feminism-and-anti-feminism/3-516-b56d21sf4w) in her bid for president. How should they address gender in their slogans?
diff --git a/app/views/primary_source_sets/feminism-and-anti-feminism/1-15-3t9d50g03h.md b/app/views/primary_source_sets/feminism-and-anti-feminism/1-15-3t9d50g03h.md index 0f0116aa14..18101ed05c 100644 --- a/app/views/primary_source_sets/feminism-and-anti-feminism/1-15-3t9d50g03h.md +++ b/app/views/primary_source_sets/feminism-and-anti-feminism/1-15-3t9d50g03h.md @@ -13,7 +13,7 @@ cpb-aacip-15-3t9d50g03h In this clip, Former First Lady Eleanor Roosevelt and President John F. Kennedy discuss the importance of having more women serve in higher public office and traditionally male dominated fields, such as medicine. Roosevelt also points out international differences in childcare, and how a lack of intergenerational childcare is a hindrance for American women trying to balance careers. As you watch, consider the types of problems facing women that are identified in the reel just prior to the interview. Prospects of Mankind with Eleanor Roosevelt; What Status for Women -WGBH | June 4, 1962 +| WGBH | June 4, 1962 This video clip and associated transcript appear from 00:20 - 06:36 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/feminism-and-anti-feminism/2-516-b56d21sf4w.md b/app/views/primary_source_sets/feminism-and-anti-feminism/2-516-b56d21sf4w.md index 4aa851a9dc..0e939d05fa 100644 --- a/app/views/primary_source_sets/feminism-and-anti-feminism/2-516-b56d21sf4w.md +++ b/app/views/primary_source_sets/feminism-and-anti-feminism/2-516-b56d21sf4w.md @@ -13,7 +13,7 @@ cpb-aacip-516-b56d21sf4w This clip highlights how women became involved in running for political office and, through tenacious sacrifice, created roles for themselves in a “man’s world.” For example, Representative Frances Bolton entered politics after her husband died in office and Clare Boothe Luce transitioned from Congress into a presidential administration as Ambassador to Italy. Of People and Politics; The Women -National Educational Television and Radio Center | June 28, 1964 +| National Educational Television and Radio Center | June 28, 1964 This video clip and associated transcript appear from 04:48 - 11:15 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/feminism-and-anti-feminism/3-516-b56d21sf4w.md b/app/views/primary_source_sets/feminism-and-anti-feminism/3-516-b56d21sf4w.md index 301f9ee1c4..847f4046cd 100644 --- a/app/views/primary_source_sets/feminism-and-anti-feminism/3-516-b56d21sf4w.md +++ b/app/views/primary_source_sets/feminism-and-anti-feminism/3-516-b56d21sf4w.md @@ -13,7 +13,7 @@ cpb-aacip-516-b56d21sf4w An excerpt from the series “Of People and Politics” follows Republican Presidential candidate Senator Margaret Chase Smith during her campaign in the 1964 Illinois primary election. “Women’s proper place is everywhere,” Smith states in a speech on the campaign trail. As Smith discusses the “proper place for women,” she argues that women belong in all spheres where decisions are made, but emphasizes that women need to seek those opportunities for themselves. Of People and Politics; The Women -National Educational Television and Radio Center | June 28, 1964 +| National Educational Television and Radio Center | June 28, 1964 This video clip and associated transcript appear from 23:18 - 27:42 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/feminism-and-anti-feminism/4-81-59c5b5nr.md b/app/views/primary_source_sets/feminism-and-anti-feminism/4-81-59c5b5nr.md index 7f6dfb66dd..4f47a3d08c 100644 --- a/app/views/primary_source_sets/feminism-and-anti-feminism/4-81-59c5b5nr.md +++ b/app/views/primary_source_sets/feminism-and-anti-feminism/4-81-59c5b5nr.md @@ -10,10 +10,10 @@ cpb-aacip-81-59c5b5nr ## Introduction -Much of the conversation around second-wave feminism was driven by white, educated middle-class women who, for the most part, excluded Black women and women of color. But several Black, second-wave feminists fought to show the connection between racism and sexism in American society, or what this clip from the talk show Woman calls the “double-handicap.” +Much of the conversation around second-wave feminism was driven by white, educated middle-class women who, for the most part, excluded Black women and women of color. But several Black, second-wave feminists fought to show the connection between racism and sexism in American society, or what this clip from the talk show *Woman* calls the “double-handicap.” Woman; Black Women -WNED | March 29, 1973 +| WNED | March 29, 1973 This video clip and associated transcript appear from 01:07 - 04:09 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/feminism-and-anti-feminism/5-305-82x3fpr6.md b/app/views/primary_source_sets/feminism-and-anti-feminism/5-305-82x3fpr6.md index 856d806627..d3137f462e 100644 --- a/app/views/primary_source_sets/feminism-and-anti-feminism/5-305-82x3fpr6.md +++ b/app/views/primary_source_sets/feminism-and-anti-feminism/5-305-82x3fpr6.md @@ -13,13 +13,11 @@ cpb-aacip-305-82x3fpr6 The first Black woman elected to the United States Congress, Shirley Chisholm was an outspoken advocate for women and people of color during her seven terms in the U.S. House of Representatives. In this clip, Chisholm never directly speaks of gender inequality; instead, she encourages graduates to fulfill their responsibility to positively change society. Five College Forum; Commencement Addresses by Shirley Chisholm and Betty Friedan -New England Public Radio | May 24, 1981 +| New England Public Radio | May 24, 1981 This audio clip and associated transcript appear from 05:00 - 11:00 in the full record. ## Teachingtips -Listen to Representative Shirley Chisholm’s commencement speech at Mount Holyoke and Betty Friedan’s commencement address at Smith College, both in 1981. Considering that both women fought for gender equality, their speeches take on noticeably different tones. What did each woman say in her speech, and what different tactics did they employ? What might account for that? - ## Citation ## Cliptime diff --git a/app/views/primary_source_sets/feminism-and-anti-feminism/6-305-82x3fpr6.md b/app/views/primary_source_sets/feminism-and-anti-feminism/6-305-82x3fpr6.md index 1882a8b7ac..7d284adbb3 100644 --- a/app/views/primary_source_sets/feminism-and-anti-feminism/6-305-82x3fpr6.md +++ b/app/views/primary_source_sets/feminism-and-anti-feminism/6-305-82x3fpr6.md @@ -1,4 +1,4 @@ -# Betty Friedan Addresses Graduates About the Second Stage of the Women's Movement (1981) +# Betty Friedan Addresses Graduates About the Next Stage of the Women's Movement (1981) ## Thumbnail @@ -10,16 +10,14 @@ cpb-aacip-305-82x3fpr6 ## Introduction -Often credited as one of the leading figures in “second-wave feminism,” activist and writer Betty Friedan was best known for her book, The Feminine Mystique, which discussed the dissatisfaction that mainstream, white American women had in trying to find fulfillment solely as wives and mothers. A graduate of Smith College, she addressed the graduating class of 1981, warning the newly-minted graduates to be wary of the idea of being “superwomen.” +Often credited as one of the leading figures in “second-wave feminism,” activist and writer Betty Friedan was best known for her book, *The Feminine Mystique*, which discussed the dissatisfaction that mainstream, white American women had in trying to find fulfillment solely as wives and mothers. A graduate of Smith College, she addressed the graduating class of 1981, warning the newly-minted graduates to be wary of the idea of being “superwomen.” Five College Forum; Commencement Addresses by Shirley Chisholm and Betty Friedan -New England Public Radio | May 24, 1981 +| New England Public Radio | May 24, 1981 This audio clip and associated transcript appear from 30:00 - 35:29 in the full record. ## Teachingtips -Listen to Representative Shirley Chisholm’s commencement speech at Mount Holyoke and Betty Friedan’s commencement address at Smith College, both in 1981. Considering that both women fought for gender equality, their speeches take on noticeably different tones. What did each woman say in her speech, and what different tactics did they employ? What might account for that? - ## Citation ## Cliptime diff --git a/app/views/primary_source_sets/feminism-and-anti-feminism/7-81-49t1g6j5.md b/app/views/primary_source_sets/feminism-and-anti-feminism/7-81-49t1g6j5.md index 407a6c5eb7..932a3e098c 100644 --- a/app/views/primary_source_sets/feminism-and-anti-feminism/7-81-49t1g6j5.md +++ b/app/views/primary_source_sets/feminism-and-anti-feminism/7-81-49t1g6j5.md @@ -13,13 +13,11 @@ cpb-aacip-81-49t1g6j5 The Equal Rights Amendment (ERA) was first drafted in 1923, three years after the ratification of the 19th Amendment that gave women the right to vote. In 1972, the ERA easily passed Congress with large bipartisan support and seemed headed to full ratification by the states. In this clip, Anne Scott and Karen DeCrow offer their arguments in support of the ERA. Woman; Equal Rights Amendment, Part 1 -WNED | November 29, 1973 +| WNED | November 29, 1973 This video clip and associated transcript appear from 01:40 - 08:00 in the full record. ## Teachingtips -In the two discussions about the Equal Rights Amendment, what arguments are made in support of the ERA and what arguments are made against it? What differences do you notice between the ways in which Anne Scott and Karen DeCrow construct their arguments and how Phyllis Schlafly and Geline B. Williams construct theirs? Which arguments do you find to be more direct and clear and why? Which arguments do you find to be more persuasive? Why might that be? - ## Citation ## Cliptime diff --git a/app/views/primary_source_sets/feminism-and-anti-feminism/8-81-021c5bwq.md b/app/views/primary_source_sets/feminism-and-anti-feminism/8-81-021c5bwq.md index 0e0d47357d..0adb8d04d5 100644 --- a/app/views/primary_source_sets/feminism-and-anti-feminism/8-81-021c5bwq.md +++ b/app/views/primary_source_sets/feminism-and-anti-feminism/8-81-021c5bwq.md @@ -13,13 +13,11 @@ cpb-aacip-81-021c5bwq The Equal Rights Amendment (ERA) was first drafted in 1923, three years after the ratification of the 19th Amendment that gave women the right to vote. In 1972, the ERA easily passed Congress with large bipartisan support and seemed headed to full ratification by the states. In this clip, Phyllis Schlafly and conservative activist Geline B. Williams offer their arguments against the ratification of the ERA. Woman; Equal Rights Amendment, Part 2 -WNED | November 29, 1973 +| WNED | November 29, 1973 This video clip and associated transcript appear from 01:05 - 05:33 in the full record. ## Teachingtips -In the two discussions about the Equal Rights Amendment, what arguments are made in support of the ERA and what arguments are made against it? What differences do you notice between the ways in which Anne Scott and Karen DeCrow construct their arguments and how Phyllis Schlafly and Geline B. Williams construct theirs? Which arguments do you find to be more direct and clear and why? Which arguments do you find to be more persuasive? Why might that be? - ## Citation ## Cliptime diff --git a/app/views/primary_source_sets/great-depression.md b/app/views/primary_source_sets/great-depression.md index e3eab388c2..96f9109e59 100644 --- a/app/views/primary_source_sets/great-depression.md +++ b/app/views/primary_source_sets/great-depression.md @@ -20,7 +20,7 @@ Sue Wilkins, WGBH Educational Foundatiion The Great Depression was an unprecedented economic crisis that affected almost every American across the nation. In the South, farmers, tenant farmers, and sharecroppers, already facing economic hardship due to wartime overproduction and lower post-World War I demand, faced especially tough economic conditions. Black agricultural workers suffered severely during the Depression as the majority were tied to the fortunes of cotton and tobacco cash crops. The New Deal’s Agricultural Adjustment Act, designed to raise agricultural prices by paying farmers to destroy crops and reduce supply, resulted in further hardships for tenant farmers and, especially, Black sharecroppers, when land they worked on was taken out of production and their landlords did not share government payments with them. In 1934, tenant farmers and sharecroppers responded by forming the Southern Tenant Farmers’ Union (STFU), the first interracial farmers’ union. The STFU, committed to nonviolent reform despite violent reprisals, established a model for future civil rights organization and activism.

-This resource set is composed of twelve short video clips from interviews conducted for the 1993 documentary The Great Depression. Together, they provide students with first-hand accounts of the Great Depression, the unique challenges southern tenant farmers and sharecroppers faced, the inadequate relief provided by the Agricultural Adjustment Act, and the resulting formation of the Southern Tenant Farmers’ Union. +This resource set is composed of twelve short video clips from interviews conducted for the 1993 documentary *The Great Depression*. Together, they provide students with first-hand accounts of the Great Depression, the unique challenges southern tenant farmers and sharecroppers faced, the inadequate relief provided by the Agricultural Adjustment Act, and the resulting formation of the Southern Tenant Farmers’ Union. ## Teachingtips @@ -31,12 +31,12 @@ The sources in this set are composed of original interviews for a documentary ti Before engaging with this resource set, students should be familiar with the following: -- The Jim Crow South and the economic, social, and political restrictions imposed on Black southerners -- The cash crop system and the South’s economic reliance on cotton and tobacco +- the Jim Crow South and the economic, social, and political restrictions imposed on Black southerners +- the cash crop system and the South’s economic reliance on cotton and tobacco (Prices for cotton, still the mainstay of the southern economy, plunged from 18 cents a pound in 1929 to six cents in 1933. Black sharecroppers and tenant farmers were reduced to starvation or thrown off the land.) -- Major causes and effects of the Great Depression -- The New Deal and its variety of relief, recovery, and reform programs -- The general purpose of a labor union and how it works to extract concessions from business owners and managers to benefit workers +- major causes and effects of the Great Depression +- the New Deal and its variety of relief, recovery, and reform programs +- the general purpose of a labor union and how it works to extract concessions from business owners and managers to benefit workers
diff --git a/app/views/primary_source_sets/great-depression/1-151-8w3804z53c.md b/app/views/primary_source_sets/great-depression/1-151-8w3804z53c.md index f8ec17791e..920b0d56db 100644 --- a/app/views/primary_source_sets/great-depression/1-151-8w3804z53c.md +++ b/app/views/primary_source_sets/great-depression/1-151-8w3804z53c.md @@ -12,7 +12,7 @@ cpb-aacip-151-8w3804z53c Oscar Fendler, a prominent Arkansas lawyer, discusses the differences among southern landlords, tenant farmers, and sharecroppers. The Great Depression; Interview with Oscar Fendler, Part 1 -Blackside, Inc. | February 6, 1992 +| Blackside, Inc. | February 6, 1992 This video clip and associated transcript appear from 03:44-06:07 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/10-151-gm81j97z4z.md b/app/views/primary_source_sets/great-depression/10-151-gm81j97z4z.md index 9f9f5f74d3..07ab88e464 100644 --- a/app/views/primary_source_sets/great-depression/10-151-gm81j97z4z.md +++ b/app/views/primary_source_sets/great-depression/10-151-gm81j97z4z.md @@ -12,7 +12,7 @@ cpb-aacip-151-gm81j97z4z Nancy Neale, whose parents supported the union, discusses why members of the STFU decided early on that any chance of success required that the union be interracial and nonviolent. The Great Depression; Interview with Nancy Neale, Part 1 -Blackside, Inc. | February 2, 1993 +| Blackside, Inc. | February 2, 1993 This video clip and associated transcript appear from 05:36-10:30 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/11-151-bz6154f72d.md b/app/views/primary_source_sets/great-depression/11-151-bz6154f72d.md index cdd4210555..9843eba90b 100644 --- a/app/views/primary_source_sets/great-depression/11-151-bz6154f72d.md +++ b/app/views/primary_source_sets/great-depression/11-151-bz6154f72d.md @@ -12,7 +12,7 @@ cpb-aacip-151-bz6154f72d Miller Williams, whose father was a Methodist pastor and supporter of the STFU, discusses how white southern landowners and law enforcement officials harassed and intimidated union members in an effort to destroy the union. The Great Depression; Interview with Miller Williams, Part 2 -Blackside, Inc. | January 30, 1993 +| Blackside, Inc. | January 30, 1993 This video clip and associated transcript appear from 00:26-02:13 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/12-151-st7dr2q284.md b/app/views/primary_source_sets/great-depression/12-151-st7dr2q284.md index 793109af8b..2ba6e91694 100644 --- a/app/views/primary_source_sets/great-depression/12-151-st7dr2q284.md +++ b/app/views/primary_source_sets/great-depression/12-151-st7dr2q284.md @@ -12,7 +12,7 @@ cpb-aacip-151-st7dr2q284 According to Nancy Neale, whose parents supported the union, the Southern Tenant Farmers’ Union established an example of grassroots, interracial, nonviolent activism that defines organizations in the civil rights movement. The Great Depression; Interview with Nancy Neale, Part 2 -Blackside, Inc. | February 2, 1993 +| Blackside, Inc. | February 2, 1993 This video clip and associated transcript appear from 16:54-21:19 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/2-151-rv0cv4cj90.md b/app/views/primary_source_sets/great-depression/2-151-rv0cv4cj90.md index edb23501a2..3eb25d7e70 100644 --- a/app/views/primary_source_sets/great-depression/2-151-rv0cv4cj90.md +++ b/app/views/primary_source_sets/great-depression/2-151-rv0cv4cj90.md @@ -12,7 +12,7 @@ cpb-aacip-151-rv0cv4cj90 John Twist, a young boy on his family’s plantation during the Depression, describes how extreme hunger drove sharecroppers to eat “an ugly, tough, inedible fish that people wouldn’t eat normally.” The Great Depression; Interview with John Twist, Part 2 -Blackside, Inc. | January 30, 1993 +| Blackside, Inc. | January 30, 1993 This video clip and associated transcript appear from 00:31-02:15 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/3-151-5m6251g16w.md b/app/views/primary_source_sets/great-depression/3-151-5m6251g16w.md index 0701624fbe..8a9ca3ab4e 100644 --- a/app/views/primary_source_sets/great-depression/3-151-5m6251g16w.md +++ b/app/views/primary_source_sets/great-depression/3-151-5m6251g16w.md @@ -12,7 +12,7 @@ cpb-aacip-151-5m6251g16w David Goeppinger, son of the local bank president, describes how just as stock prices tumbled on Wall Street, cotton prices tumbled in the South setting off a domino effect of economic downturns. The Great Depression; Interview with David Goeppinger, Part 2 -Blackside, Inc. | October 30, 1992 +| Blackside, Inc. | October 30, 1992 This video clip and associated transcript appear from 03:37-05:36 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/4-151-3f4kk94t5p.md b/app/views/primary_source_sets/great-depression/4-151-3f4kk94t5p.md index 0a520d0109..1a1f3f9260 100644 --- a/app/views/primary_source_sets/great-depression/4-151-3f4kk94t5p.md +++ b/app/views/primary_source_sets/great-depression/4-151-3f4kk94t5p.md @@ -12,7 +12,7 @@ cpb-aacip-151-3f4kk94t5p Nancy Neale, daughter of parents in the Southern Tenant Farmers’ Union, talks about a sit-down protest of evicted sharecroppers designed to prod the government to act. The Great Depression; Interview with Nancy Neale, Part 3 -Blackside, Inc. | February 2, 1993 +| Blackside, Inc. | February 2, 1993 This video clip and associated transcript appear from 00:30-05:27 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/5-151-rv0cv4cj90.md b/app/views/primary_source_sets/great-depression/5-151-rv0cv4cj90.md index 38b06ef949..8e67a04dde 100644 --- a/app/views/primary_source_sets/great-depression/5-151-rv0cv4cj90.md +++ b/app/views/primary_source_sets/great-depression/5-151-rv0cv4cj90.md @@ -12,7 +12,7 @@ cpb-aacip-151-rv0cv4cj90 John Twist, a young boy on his family’s plantation during the Depression, describes how the Agricultural Adjustment Act curtailed cotton production, but because of racist implementation of the subsidy program, tenant farmers and sharecroppers received little to no relief. The Great Depression; Interview with John Twist, Part 2 -Blackside, Inc. | January 30, 1993 +| Blackside, Inc. | January 30, 1993 This video clip and associated transcript appear from 07:16-11:09 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/6-151-nk3610wj5c.md b/app/views/primary_source_sets/great-depression/6-151-nk3610wj5c.md index cf05bf5aef..34ab96a000 100644 --- a/app/views/primary_source_sets/great-depression/6-151-nk3610wj5c.md +++ b/app/views/primary_source_sets/great-depression/6-151-nk3610wj5c.md @@ -12,7 +12,7 @@ cpb-aacip-151-nk3610wj5c Former sharecropper George Stith explains how the Agricultural Adjustment Act and its subsidy program impacted him. The Great Depression; Interview with George Stith, Part 2 -Blackside, Inc. | February 8, 1992 +| Blackside, Inc. | February 8, 1992 This video clip and associated transcript appear from 14:36-18:11 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/7-151-gq6qz2340h.md b/app/views/primary_source_sets/great-depression/7-151-gq6qz2340h.md index 0c2ca5e644..3148d4a27b 100644 --- a/app/views/primary_source_sets/great-depression/7-151-gq6qz2340h.md +++ b/app/views/primary_source_sets/great-depression/7-151-gq6qz2340h.md @@ -12,7 +12,7 @@ cpb-aacip-151-gq6qz2340h Oscar Fendler, a prominent Arkansas lawyer, discusses why the Agricultural Adjustment Act, a program that was launched with such hope for relief and recovery, ended up hurting the most needy on southern cotton farms. The Great Depression; Interview with Oscar Fendler, Part 2 -Blackside, Inc. | February 6, 1992 +| Blackside, Inc. | February 6, 1992 This video clip and associated transcript appear from 00:25-04:54 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/8-151-nk3610wj5c.md b/app/views/primary_source_sets/great-depression/8-151-nk3610wj5c.md index 08e3be13b6..6d8ed9284a 100644 --- a/app/views/primary_source_sets/great-depression/8-151-nk3610wj5c.md +++ b/app/views/primary_source_sets/great-depression/8-151-nk3610wj5c.md @@ -12,7 +12,7 @@ cpb-aacip-151-nk3610wj5c Sharecropper George Stith describes how the STFU (Southern Tenant Farmers’ Union) got started and why sharecroppers believed they had to take action for themselves. The Great Depression; Interview with George Stith, Part 2 -Blackside, Inc. | February 8, 1992 +| Blackside, Inc. | February 8, 1992 This video clip and associated transcript appear from 00:24-03:11 in the full record. ## Teachingtips diff --git a/app/views/primary_source_sets/great-depression/9-151-gm81j97z4z.md b/app/views/primary_source_sets/great-depression/9-151-gm81j97z4z.md index 4e8bd3326e..41fa93a18f 100644 --- a/app/views/primary_source_sets/great-depression/9-151-gm81j97z4z.md +++ b/app/views/primary_source_sets/great-depression/9-151-gm81j97z4z.md @@ -12,7 +12,7 @@ cpb-aacip-151-gm81j97z4z Abject poverty and a rigid and unequal class system, with little hope for improvement, led tenant farmers and sharecroppers to form a union, according to Nancy Neale whose parents supported the union. The Great Depression; Interview with Nancy Neale, Part 1 -Blackside, Inc. | February 2, 1993 +| Blackside, Inc. | February 2, 1993 This video clip and associated transcript appear from 02:48-04:55 in the full record. ## Teachingtips