Urban Disturbances

Unit

Urban Disturbances

Years: 1964-1967

Freedom & Equal Rights

Historical Events, Movements, and Figures

01

Prior Knowledge

Prior to this lesson, students should be familiar with the strategies of the civil rights movement, including the work and philosophy of Dr. Martin Luther King, Jr. as well as the work of Black nationalists and the Black Power movement. Students should also know the push and pull factors of the Great Migration, and the ways in which racial discrimination manifested in the Northern cities that grew as a result of the influx in Black residents. Studies of redlining and economic discrimination in the Black neighborhoods of Northern cities would complement this lesson.

You may want to consider prior to teaching this lesson:  Moving North

02

Student Objectives

  • Describe political, economic, and social discrimination that African Americans faced in Northern cities during the 1960s
  • Identify trends in the urban riots of the 1960s and the official response to them
  • Explain why urban riots erupted from 1964-1967 specifically
  • Compare and contrast the causes, effects, and responses to various race riots of the 1960s
  • Evaluate the extent to which the riots and the responses to them were justified, inevitable, and successful

03

Organizing Idea

African Americans in Northern cities faced widespread political, economic, and social inequality, leading to civil unrest and urban riots in the 1960s. These race riots suggested that the nonviolent civil rights movement was accompanied by other means and methods of change–notably civil unrest and violent protest.

04

Teacher Context

“A riot is the language of the unheard. And what is it that America has failed to hear?” Dr. Martin Luther King, Jr. said these words in 1967 in response to the race riots that swept many of America’s northern cities from 1964-1967. Over one hundred riots erupted each year during this period as Black neighborhoods responded to urban poverty and police brutality with widespread civil unrest that was fueled by the summer heat. Jacksonville, Rochester, New York City, Chicago, Philadelphia, Jersey City, Elizabeth, Newark, Paterson – rebellions roiled the East…

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05

Teacher Tips

Language is important when discussing civil unrest, as the words “rioter” and “looter” can come with racialized connotations from the media and should be contextualized for students. Consider using terms such as “rebellion” or “civil unrest” instead, and have a conversation with students about the terminology you use. While the civil unrest of the 1960s was violent, it’s important to emphasize and evaluate the causes of that violence–rampant racial inequality. Discussions and images of racial violence and police brutality may trigger emotional responses for…

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06

Student Context

From 1910-1970, over six million African Americans fled oppression in the South by moving North and West in the Great Migration. Vibrant Black communities boomed in cities such as New York City, Detroit, Cleveland, Chicago, Newark, and Los Angeles, among others. However, Black residents of Northern cities faced racial inequality of a different sort. Discriminatory housing policies and high unemployment levels led to high levels of poverty in majority-Black neighborhoods, police brutality against African Americans was commonplace, and major social, political,…

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07

Key Questions

01.

How did the experiences of African Americans in Northern cities in the 1960s differ from those of White Americans?

02.

Why did the riots occur? What triggered them in the short term and what were the underlying causes? Why did rioting reach some places and not others? Why the mid-1960s and not another time?

03.

What patterns emerged from the various riots? How and why did some riots differ from each other?

04.

To what extent were the riots justified? To what extent were they effective in promoting social change?

05.

What patterns emerged in the political, police/military, and social responses to the rioting? To what extent were these responses justified?

08

Activities & Sources

Select the activities and sources you would like to include in the student view and click “Launch Student View.”

It is highly recommended that you review the Teaching Tips and sources before selecting the activities to best meet the needs and readiness of your students. Activities may utilize resources or primary sources that contain historical expressions of racism, outdated language or racial slurs.

Urban Life in the 1960s 30 minutes

Explain to students that they will examine several primary sources that document city life in both Black and White neighborhoods during the 1960s in an effort to understand the root causes of urban rebellions. For each document type below, students should consider the following questions:

  • What do these sources suggest about African American experiences in Northern cities during this time period?
  • Compare and contrast the experiences of Black and White city residents, according to the sources.
  • To what extent do you think conditions in African American neighborhoods led to the urban rebellions of the 1960s?

Flier for a Community Meeting 30 minutes

Instruct students to work in a small group to create a flier for a community meeting that aims to address the inequality in Northern cities of the 1960s. Groups should each make a one-page flier encouraging residents to attend the community meeting, and fliers should reference details from the Kerner Commission Report. End by having the groups share their fliers with the class.

Socratic Seminar on the Kerner Commission’s Recommendations 60 minutes

Instruct students to independently read Chapter 17 of the Kerner Commission Report, which contains recommendations for national action that could resolve the issues leading to the urban unrest of the 1960s. After they read, students should write down their main takeaway from the document and create three discussion questions they want to ask the full class during a Socratic seminar.

After the seminar, lead a reflection in which students answer the following questions:

  • What was a different perspective you considered during the seminar?
  • Complete the sentence: “I used to think…and now I think…”

Examining the Violence 45-60 minutes

For background information, distribute the Introduction to the Kerner Commission Report. Students should read it individually. Next, distribute the charts on the Cincinnati Rebellion Chart and the Detroit Rebellion Chart. Working in pairs, students should analyze each chart and be able to answer the following questions for Cincinnati (typifying a serious but minor rebellion) and Detroit (typifying a major rebellion).

  • Looking at the graphs, what are their distinctive features? What do you notice about each of them?
  • What sort of violent activity occurred in Cincinnati? In Detroit?
  • What were the official responses to the rebellions in Cincinnati and Detroit? What attempts were made to end the violence in each city?

As a full class, lead a discussion to compare and contrast the two case studies. Consider the following questions:

  • What was similar in the rebellions in Cincinnati and Detroit?
  • What was different between the two rebellions?
  • How might you explain these similarities and differences?
  • Was one rebellion more major than the other? How do you judge that?
  • What do you think is the most effective government response to urban unrest?

Analyzing Photographs of the Detroit Riot 15 minutes

Place students in small groups, and assign each group a photograph from Life Magazine Photos of the 1967 Detroit Riot. Students should work as a team to list 10 observations about the photograph. Each group should also write a one-sentence story of their photograph. Then, ask the groups to share their one-sentence stories with the full class. End by asking students to come up with a question they have as a result of analyzing their group’s photo.

Analyzing President Johnson’s Speech 45 minutes

Distribute the Excerpt of President Johnson’s Statement on the Riots in Watts and read it aloud as a class.  Then students should work with a partner to complete a concept web of the statement.  In the center should go “Watts rebellions.”  Four branches should connect to it: Johnson’s emotional reaction, his explanation of the causes of the rebellion, his opinion on whether the rebellion was right or wrong and why, and finally, his solution to the problem.  For each main branch, students should include a quotation to support their answer.

Understanding the Kerner Commission Report 30 minutes

Note: This activity requires knowledge from Activity 6.

Instruct students to independently read the Excerpt of President Johnson’s Statement on the Riots in Watts and the Introduction to the Kerner Commission Report. Then in small groups have students discuss the following questions:

  • According to the report, what was the fundamental cause of the violence? Does this conclusion surprise you?
  • What additional conditions in the mid-1960s set the stage for the rebellions?
  • What was the role of the media? How was it similar to or different from what Johnson said about the media? 
  • Who were the main victims of the rebellions? Who does the report suggest will be the victims next time?
  • How was the tone and message of this passage different from the tone and message of Johnson’s speech?

Debate: Were the Rebellions Justified? 45 minutes

Divide the class into three groups. The first group of two or three students forms a congressional panel. The remaining students are split in half. One half should support the position that the urban rebellions of the 1960s were justified, using documents already examined to prove their argument. The other half should argue that the rebellions were unjustified, also using evidence from primary sources. The congressional panel, after hearing each side, should render a decision supported with the strengths or weaknesses of the opposing sides’ arguments, and create a list of recommendations to prevent future unrest. The teacher may want to allow time for additional research by each group or have groups work with the documents already examined before the groups present their arguments.

Performance Task: Research Activity on Results of the Urban Rebellions

Instruct students to work in small groups to answer the research question: to what extent were the urban rebellions of the 1960s effective in addressing racial inequality? Students should produce a presentation that answers this question, referencing at least three primary sources and at least two secondary sources by historians. Teachers may direct students to the further resources below as a starting point. Groups should then present to the full class. Facilitate a closing discussion using the following questions:

  • Why did some groups come to different conclusions to this research question?
  • How did the rebellions impact the outcomes of the civil rights movement?
  • Have the conditions that led to the urban rebellions changed in the period since the 1960s? What is similar and what is different in cities today?

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