Heros in the Civil Rights - William Fremd High School

“Groundbreaker Award”
Each group will create a presentation recommending a person for a “Groundbreaker Award.” This
award is given to someone who has broken new ground in the struggle for racial equality. The
nominating speech should include these key points:
the area of American life in which this action was taken
how the actions of the nominee(s) broke new ground
the positive personal qualities the person or group displayed in taking this action
the risks taken in this action
the lasting legacy of the nominees actions
Creating Presentations on Heroes of the Civil Rights Movement
This activity is designed to introduce students to the extraordinary heroism that marked the
African-American civil rights movement. By creating presentations highlighting the heroic acts of
nine civil rights heroes- Stokely Carmichael, Ernest Green, Fannie Lou Hamer, John Lewis, Viola
Liuzzo, Thurgood Marshall, James Meredith, Diane Nash, and Rosa Parks-students will be better able
to understand the ways in which individuals' actions contributed to long-lasting societal change during
the civil rights movement.
Working in groups of four, students examine written information on one of nine civil rights heroes.
Each group then creates a 3-5 minute presentation that highlights a prominent heroic act performed
by their hero, puts together a poster summarizing the life of the civil rights leader, and use of
costumes and props are expected to help get the feel of the times and to educate the audience
about your civil rights leader.
Step 1: Review your role. Assign each student a role for the activity. Read and discuss the roles on
Student Handout 2.3C with the group.
• Historian- Learns about civil rights hero by carefully reading Student Handout 2.3A.
Underlines or highlights key ideas on Student Handout 2. Organizes the research of additional
information for the presentation. Assigns research jobs to other group members. Makes sure
this group responsibility is completed in a timely manner. Participates in presentation.

• Presentation Manager-In charge of organization of presentation. Makes sure the presentation
is created in such a way that it allows the audience to learn about the civil rights leader and
their heroic act/acts. Additionally, must make sure the presentation does not go over the 5
minute time limit. Participates in presentation.
• Graphics Manager-Responsible for gathering all visual information for the presentation.
Helps put together the poster for presentation. Participates in presentation.
• Poster Manager –Responsible for organizing all information and visuals on the poster. Makes
sure all aspects of the poster are present and done in a timely manner. Assigns research for
additional information and visuals to the responsible group members if necessary.
Step 2: Learn about your civil rights hero. Read the information on Student Handout 2.3A. Have
Historians highlight or under line key ideas about the hero and his or her actions during the civil
rights movement. Gather additional information on their civil rights hero from outside sources.
Groups should have a thorough understanding of their hero's actions during the civil
rights movement.
Step 3: Brainstorm ideas for your presentation and poster. Your group must create the presentation
and poster highlighting a prominent heroic act performed by their hero during the civil rights
movement. To do so, they should determine what is the most prominent heroic act from Student
Handout 2.3A? This should then become the main point of the presentation and poster.
Step 4: Write up your presentation and information for your poster. Organize the presentation to
convey your civil rights leaders’ background, civil rights history, heroic act, and significance of their
work. Begin to rehearse your presentation. Make sure not to go over 5 minutes.
Step 5: Organize your poster. Incorporate written information and visuals in an appealing and
creative way.

Information on Stokely Carmichael
Student Handout •
Stokely Carmichael was one of the most
outspoken leaders of the civil rights
movement during the 1960s. Carmichael
was born in 1941 and raised on the
Caribbean island of Trinidad. When he
was 11 years old, his family immigrated to
the United States and settled on the East
Coast. Stokely was an intelligent young
man, and in his teens he set out to become
a medical doctor. Though he gained
admission to prestigious Harvard
University, he chose instead to attend
Howard University, an all-black and
politically active college in Washington DC. It was there that he began his involvement in
the Civil-Rights Movement, joining sit-in demonstrations and freedom rides with the Student
Nonviolent Coordinating Committee, or SNCC (pronounced "snick"). As a result of his
activism, Carmichael was beaten by whites, imprisoned in cold jail cells, and shocked with
;--- electric cattle prods.
• Where did Carmichael grow up?
• In what way did he become involved with civil rights?
Despite this harsh treatment, Carmichael was undeterred from his aim to help African
Americans achieve civil rights. Starting in 1964, he focused his efforts on organizing black
communities to gain increased political power through voter registration. Carmichael began
his campaign in Lowndes County, Alabama-perhaps the most racist and dangerous county
in the state. He founded the Lowndes County Freedom Organization to assist Mrican
Americans in passing voter registration tests. Within one year, the percentage of black voters
increased from 0 to 46 percent.
As the 1960s wore on, Carmichael became increasingly convinced that moderate civil rights
leaders were ineffective, and that they made too many compromises to achieve civil rights
advances. He began to advocate increased militancy (vigorous support for a cause) from
Mrican Americans, pointing out that southern politicians did little to prosecute racists
involved in lynching and bombings. Carmichael's persistence and anger at injustice were an
inspiration to many blacks who had been terrorized by white police brutality and the Ku
Klux Klan. Under Carmichael's leadership, some blacks armed themselves for self-defense
and guarded their churches against nighttime mob attacks. They agreed with Carmichael that
the freedom struggle needed to move beyond a strictly nonviolent stance and consider selfdefense
an appropriate response to racist attacks.
© Teachers' Curriculum Institute USH-12-S, Activity 2.3, Page 9

Student Handout •
• How did Carmichael help blacks in Lowndes County, Alabama?
• What did Carmichael suggest blacks do in the face of violence?
Carmichael also wanted to free the African-American civil rights movement from
dependence on whites. He felt that whites' involvement in the movement created the
impression that blacks could not help themselves. On June 17, 1966, during a 200-mile
March Against Fear across the state of Mississippi, Carmichael delivered a stirring speech
that encouraged African Americans to take power into their own hands. On the eleventh day
of the march, the 600 marchers stopped in Greenwood and tried to set up tents for the night
on the grounds of a local black school. Carmichael was arrested for trespassing and jailed for
six hours with two other SNCC workers. The night after he was released, the marchers held a
rally. Most of the speakers spoke to the crowd about the power of peaceful demonstrations to
show that blacks deserved civil rights. Carmichael, the last speaker, had a different message.
"This is the twenty-seventh time I have been arrested," he said angrily. "I ain't going to jail
no more." He noted that blacks had been asking for "freedom now" for six years, but had
gotten nothing. His anger rising, he said, "Every courthouse in Mississippi should be burnt
down tOlyorrow so we can get rid of this dirt. From now on when they ask you what you
want, you know what to tell 'em. We want Black Power!" The people shouted back, "Black
Power!" again and again, resolving to no longer be afraid to demand justice.
• What did most civil rights speakers tell the marchers in Greenwood?
• What was Carmichael's message to the marchers in Greenwood?
Many blacks eagerly used the phrase "Black Power" during the remainder of the March
Against Fear and took it home to their communities. The black power movement helped
change the emphasis of the civil rights movement, and lent an angrier tone to civil rights
demonstrations. In addition to giving blacks courage, Carmichael's words stirred their pride
in their African heritage. African Americans began to call for greater emphasis on black
history and the establishment of Afro-American studies at universities.
The "Black Power" slogan that Stokely Carmichael popularized created controversy both
within and outside the civil rights movement. Many civil rights leaders felt that the slogan
would end the era of nonviolent protests, cause needless killing, and alienate white allies.
Indeed, many whites feared Carmichael's militancy. The FBI investigated and blamed
Carmichael for creating the mind-set that resulted in widespread race riots in the late 1960s.
Despite the strident tone of the black power movement, however, the positive impact of
Carmichael's efforts is undeniable. His passion and charismatic leadership inspired others
to work in their communities to build businesses, to start schools where black history was
celebrated, and to develop community-based programs to feed and clothe the poor.
• How did "black power" impact the black community?
• What were the criticisms of black power?
• What were achievements of black power?
© Teachers' Curriculum Institute USH-12-S, Activity 2.3, Page 10

Information on Ernest Green
Student Handout •
At only 16 years of age, Ernest Green
became a leader of the civil rights
movement by bravely initiating the
desegregation of Southern schools.
Born in 1941 and raised in Little Rock,
Arkansas, Green had attended all-black,
segregated schools all his life. These
schools typically had outdated textbooks,
inadequate supplies and facilities, and
poor funding. Green was an ambitious
student, and in 1957, when he was a
high school junior, he made a dramatic
decision. He decided to leave most of his
friends at the all-black high school and enroll at all-white Central High School for his senior
year. He wanted a better education for himself and to pave the way for future generations of
black children to attend the best schools available. Eight other black students joined Green in
integration efforts at Central High. They came to be known as the "Little Rock Nine."
Most whites in Little Rock strongly opposed integration. Arkansas governor Orval Faubus,
mindful of voter opinion in an election year, sent National Guardsmen to the school grounds
to prevent the Little Rock Nine from entering the school. Town mobs encircled the nine
black students, and state guardsmen blocked their paths with bayonets. In addition,
segregationists such as the Mothers League and the White Citizens Councils telephoned
Green and other families with midnight death threats. Finally, President Dwight Eisenhower
took action to protect the students' rights, ordering 1,000 paratroopers to escort the students
onto campus, where they successfully enrolled.
• What year did Ernest Green enroll at Central High School? Why did
he want to enroll there?
• Who were the Little Rock Nine?
• Were the Little Rock Nine successful?
Despite the protection of the federal troops, the Little Rock Nine were continual targets
of white students' hatred. Throughout the school year, Green suffered numerous acts of
discrimination. For example, he regularly had racial slurs directed at him in hallways. In the
gym shower room, white boys flung steaming hot towels in his face, and even placed broken
glass in the shower so that he cut his feet. Still, Green remained committed to the cause.
When the Little Rock Nine met together during afternoons, Green, the eldest and only senior
among the group, comforted his younger classmates, often using humor to distract them.
© Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 11

Information on Fannie Lou Hamer
Student Handout •
Fannie Lou Townsend Hamer, the
granddaughter of a slave, was a passionate
crusader against poverty and racism
during the civil rights movement. Born in
1917 in Ruleville, Mississippi, to a family
of sharecroppers, Hamer was youngest of
20 children. Her hardworking father saved
money to raise the family's standard of
living, only to lose it when a jealous white
neighbor poisoned the family's mules and
cows. Hamer worked daily in the fields
with her family, attending school for only
six years. In her forties, she married, and
discovered she could not bear children of
her own. Upset, she learned she had been involuntarily sterilized during an operation by a
white Southern doctor-similar to hundreds of operations that were performed on other poor
black women-that was supposedly to remove a tumor. She and her husband raised two
foster daughters.
• Where did Fannie Lou Hamer grow up?
• What acts of discrimination did she and her family face?
Despite the difficulties she faced, Hamer held a firm faith in God and a determination to
assist others and help bring an end to racial discrimination. She became active in politics,
and was one of the first blacks in Ruleville to register to vote (harassment, beatings, and
special tests discouraged blacks from registering). Hamer then helped others pass registration
tests and eventually became a full-time fieldworker in the civil rights movement. As a result
of her activism, the plantation owner on whose farm she lived evicted her and her family in
1962. Still, Hamer was undeterred. She went on to run for congressional office and helped to
register over 63,000 African Americans to vote. She was also instrumental in founding the
biracial Mississippi Freedom Democratic Party (MFDP) in 1964, which presented a
legitimate challenge and alternative to the white-controlled Democratic Party in Mississippi.
In addition to her political efforts, Hamer worked to improve her community. She helped get
federal support for early childhood education, started a Freedom Farm Cooperative to
improve profits for sharecropping farmers, raised money for low-cost housing, and brought
jobs to Ruleville by helping bring in a garment factory.
• How did Hamer become involved in the civil rights movement?
• What were her key political successes?
• In what other ways did she help her community?
© Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 13

Information on John Lewis
Student Handout •
John Lewis joined the front lines of
the civil rights movement in his early
twenties. Lewis was born in 1940 and
raised with a strict and serious faith by
sharecropper parents in poor Pike County,
Alabama. A Christian preacher-intraining,
John delivered his first sermons
at the age of five to the 60 chickens
owned by his family. Mer high school,
he enrolled in the American Baptist
Theological Seminary for training.
However, his interest in the civil
rights movement's public "Christian
conscience" soon outweighed his interest
in private religion, and he eagerly got involved. Lewis joined the sit-in demonstrations in
1960, staying up nights to draft training memos on the "dos and don'ts" of nonviolent
protest. He soon became a student leader, demonstrating for others how to sit straight at
./-- lunch counters during desegregation attempts, and how to strictly refrain from cursing,
laughing, conversing, or striking back at anyone. Lewis then embarked on the 1961 Freedom
Rides to desegregate the bus system, facing repeated arrests and bloody beatings by white
segregationists at interstate bus terminals.
• Where did John Lewis grow up?
• Why did he join the civil rights movement?
• What demonstrations did he participate in?
Lewis was a passionate and powerful speaker. In August 1963, he spoke to 250,000
Americans assembled in Washington DC during the March on Washington. By then he was
23 years old and had been jailed 20 times. Lewis had prepared an angry speech criticizing
President Kennedy's administration for its lack of attention to the civil rights cause. Though
he was persuaded by more moderate civil rights leaders to tone down his address, he spoke
out boldly for better pay, protection from police brutality, and voting rights. That year, Lewis
became the chairman of the Student Nonviolent Coordinating Committee, or SNCC
(pronounced "snick"), an organization devoted to organizing rural black communities. Lewis
dedicated himself to marches and voter registration drives in the most segregated towns in
the Deep South, subjecting himself to arrests, attacks, and life threats.
• What did Lewis do during the March on Washington?
• How many times had Lewis been jailed by the time he was 23?
• What organization did Lewis become leader or?
© Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 15

Student Handout B
Lewis demonstrated his absolute commitment to black freedom and nonviolence during a
notable march from Selma to Montgomery, Alabama. On Sunday, March 7, 1965, 600 people
gathered in Selma to protest the beating and killing of African-American Jimmie Lee
Jackson by a white state trooper. They planned a 50-mile journey that was to end in a protest
demonstration at segregationist governor George Wallace's capitol building. SNCC did not
support Lewis's participation in the march, so he joined as an individual freedom fighter with
his backpack filled with an apple, two books, and a toothbrush. When Martin Luther King Jr.
decided not to lead the march, Lewis stepped up to the front with another civil rights worker,
Hosea Williams. The two leaders led the column of marchers, solemnly singing freedom
songs from downtown Selma, through black neighborhoods, and up the rise of the Edmund
Pettis Bridge just outside town.
When they reached the crest of the bridge, the marchers stopped as they saw row after row
of uniformed state troopers carrying clubs, whips, and gas masks. "Can you swim?" Hosea
Williams wryly asked Lewis, after which the men led the marchers down the bridge. Over
the bullhorn, the state troopers blared "This is an unlawful assembly ... not conducive to
public safety," and then ordered the marchers to return home within two minutes. One
minute later, the rows of troopers advanced. In what became known as "Bloody Sunday,"
they first attacked John Lewis, clubbing him on the left side of his head and fracturing his
skull. They then turned on the other marchers, beating them and spraying tear gas to force
them to retreat. Amazingly, Lewis got up, stumbled back over the bridge amidst toxic teargas
clouds, assisted other victims, and delivered a short speech before allowing himself to be
admitted to the Good Samaritan Hospital.
Lewis's beating on the Edmund Pettis Bridge was televised to a shocked nation. 1\vo days
later, Lewis rejoined an enlarged group of protesters, declaring "Next time we march ... we
may have to go on to Washington." By month's end, the march from Selma to Montgomery
had grown from a few hundred to over 25,000 marchers, including Martin Luther King Jr.
Shortly thereafter, Congress passed the Voting Rights Act of 1965, designed to protect the
voting rights of blacks throughout the South.
• Why did Lewis and others set out to march from Selma to
Montgomery, Alabama?
• What happened to Lewis and the marchers on Edmund Pettis Bridge?
• What happened to the march after it was stopped by police?
© Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 16

Student Handout e
at last with joyous freedom songs and speeches. Liuzzo stayed afterward to shuttle
passengers back to Selma in her car, despite others urging her to rest. She was driving
19-year-old Leroy Moton, a black civil rights worker, back through Lowndes County around
7 :30 that evening when she noticed a car pull up alongside them. The four occupants of that
car, one an FBI informant and all members of the Ku Klux Klan, noticed she was a white
woman and he a black man. They began to chase Liuzzo and Moton, who sped up to 90
miles per hour on a now dark and empty Highway 80. Twenty miles outside Selma near Big
Swamp Creek, Liuzzo was humming the freedom song "We Shall Overcome" when one of
the four men poked his gun out a window and shot Liuzzo in the skull through her window.
She died instantly, and Leroy Moton feigned (pretended) death as the KKK gunmen sent 11
more bullets into Liuzzo's car. Finally, Moton crawled out of the car and hailed a civil rights
truck driving by.
• Why did Liuzzo join the civil rights movement?
• How did Liuzzo die?
• Why did people kill her?
The news of Viola Liuzzo's death quickly reached her family, the president, and the nation.
She was the first white woman martyred in the civil rights struggle, and some whites
criticized her involvement. They sent hate mail to her family, or criticized her past history of
divorce. However, many Americans hailed Liuzzo as a heroine and engraved her name on
monuments at the site of her murder and in Detroit. Liuzzo's son followed in her footsteps,
helping register black voters and eventually becoming a civil rights educator.
• How did people respond to Liuzzo's death?
© Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 18

Information on Thurgood Marshall
Student Handout •
Thurgood Marshall (far left in the picture)
was a civil rights lawyer and U.S.
Supreme Court justice who worked for
civil rights from the 1930s until his
retirement in 1991. Marshall was born in
1908 and was raised by two working
parents in Baltimore, Maryland, and
Harlem, New York, in a strongly
segregated (racially separate)
environment. From the time he was
young, Marshall was encouraged by his
father to use the law to achieve justice for
African Americans. William Marshall
took Thurgood and his brother to hear
court cases so that they could learn the skills of legal argument. As a young student,
Thurgood was assigned to read the Constitution as punishment for classroom mischief;
however, he memorized it instead. Marshall attended all-black Lincoln University in Chester,
Pennsylvania, and then went on to get his law degree at Howard University in Washington
DC. He became so skilled in discussing the law that his university debate team called him
"Wrathful Marshall."
• Where did Marshall grow up?
• What profession did he train for?
In the 1930s, Marshall joined the National Association for the Advancement of Colored
People (NAACP), an organization that promoted African-American civil rights. During his
tenure with the organization, Marshall fought many court cases for clients too poor to pay
him. Without regard for money, he battled tirelessly to place blacks on juries, gain equal pay
for African-American teachers, and enlist black pilots for World War II. From the 1940s to
the 1960s, Marshall played a critical role in winning almost every major civil rights case.
One of the most important cases he contributed to was the landmark 1954 Brown v. Board
of Education case, in which the Supreme Court ruled that school segregation was
unconstitutional. With his flawless logic, dignified aura, and straightforward speech,
Marshall won 29 of the 32 cases he argued before the Supreme Court. President Lyndon B.
Johnson appointed him as one of nine Supreme Court justices in 1967, bestowing on him the
highest honor for a lawyer in the country.
© Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 19

Student Handout •
• What did Marshall do for the NAACP?
• What was the Brown v. Board 0/ Education case?
• How many Supreme Court cases did Marshall win and lose?
• What did the president of the United States appoint him to do in 1967?
Throughout his life, Thurgood Marshall faced threats of death and violence from southern
whites who opposed his fight for racial equality. One such incident occurred in 1946, several
months after Marshall had won the acquittal of 24 out of 25 black defendants in a case
involving interracial violence. One night in 1946, Marshall was driving to Nashville,
Tennessee, with two other NAACP lawyers, Z. Alexander Looby and Maurice Weaver. As
they passed through Columbia, Tennessee, a group of eight white city police, state troopers,
and sheriffs followed and stopped Marshall's car, telling the lawyers they had a warrant to
search the car for illegal alcohol. The officers conducted the search and found nothing. They
let the three men go, but stopped them again one mile down the road. This time, the police
grabbed Marshall, accused him of driving intoxicated, and told the other two lawyers to
leave. The police drove Marshall toward the Duck River, where members of the Ku Klux
Klan were waiting with a noose to lynch him. However, Looby and Weaver gathered
a group of armed black residents and followed the police car. The police were thus forced
to drive instead to the local magistrate's office in town, where Marshall blew his breath
forcefully into the official's face to prove his sobriety.
Despite several more threats to his life, Marshall's success in winning civil rights cases
continued to grow. From 1967 to 1991, he served faithfully on the Supreme Court. During
his tenure, he presided over hundreds of court cases, and sought to make the Constitution a
truly "living document" to support justice for all races.
• What happened to Marshall as he was driving to Nashville?
• What prevented him from being lynched?
• What did Marshall do between 1967 and 1991?
© Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 20

I nformation on James Meredith
Student Handout •
James Meredith's individual acts of
courage brought him great admiration
during the civil rights movement.
Meredith was born in 1933 and grew up
in the impoverished and segregated
(racially separate) town of Kosciusko,
Mississippi. There he experienced many
'forms of segregation and inequality, from
the local restaurant where food was served
over different counters for whites and
blacks, to segregated schools. Meredith
was angered by segregation and
determined to take action to try to change
it. However, rather than seeking a leadership position in an organized civil rights group, he
took individual action to combat discrimination.
• Where did James Meredith grow up?
• What acts of discrimination did he face?
In 1961, Meredith decided to become the first black to enroll at the University of
Mississippi. He attempted to register in the fall, but was met by hostile white mobs of more
than 2,000 people. It was only after 18 months of legal delays and riots that Meredith, with
the protection of federal troops, won his suit and began his college career. During the 1950s,
Meredith developed a successful career as a U.S. Air Force officer. During the 1960s, he
earned a law degree from Columbia University, and he ran for Congress in 1972. However,
Meredith chose active participation in the black freedom struggle over a life of comfort and
security. Over and over again, he risked his life to achieve justice and equality for African
Americans.
• What did Meredith do in 1961?
• What happened when he tried to register for classes at the University
of Mississippi?
• How long did it take before he was able to attend the university? Why
did it take this long?
One incident in particular demonstrates James Meredith's incredible strength and courage.
On June 5, 1966, Meredith set off alone to march 200 miles from Memphis, Tennessee, to
r-- Jackson, Mississippi. He was determined to cross most of the state of Mississippi to prove
that white southern dominance was passing and that blacks could now vote and walk in
public without fear of racial violence. Others involved in the civil rights movement opposed
© Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 21

Information on Diane Nash
Student Handout •
Diane Nash's enthusiasm and
uncompromising militancy (vigorous support
of a cause) made her a formidable civil rights
worker. Nash (second from right in the
picture) was born in 1938 and grew up a
devout Catholic in Chicago, Illinois, and
moved south in the late 1950s. Once there,
Nash realized the grossly harmful effects
segregation (racial separation) had on both
blacks and whites. She was offended by
restaurant owners telling her to "Go around to
the back door where you belong." Nash decided to devote her life to the struggle for Mrican­
American civil rights.
Nash's early involvement in the civil rights movement began when she was a student at Fisk
University. She became involved in a sit-in demonstration at a whites-only lunch counter in
Nashville, Tennessee, in 1959. She enthusiastically organized and participated in the sit-in
movement throughout the 1960s. She and leaders such as John Lewis helped start the
Student Nonviolent Coordinating Committee, or SNCC (pronounced "snick"), which led
protests against segregation across the South. Nashville's student protesters, under Nash's
leadership, learned how to dress, talk, and respond nonviolently to police and mob brutality.
They quickly became the largest and most disciplined group of the black student protest
movement of the 1960s. In fact, Nash became so well-known that southern court officials
often asked defendants, "Do you know Diane Nash?" when trying to determine their level of
involvement in the civil rights movement.
• Why did Diane Nash devote her life to the African-American struggle
for civil rights?
• Bow did she and her followers protest segregation?
• Bow successful was Nash's leadership of student protesters?
Nash inspired others not to compromise their fight for justice. At times she criticized civil
rights leaders for seeking political recognition over genuine improvement for African
Americans. She taught others go to jail, rather than cooperate with the system by paying
what she deemed "guilty" bail fines. She readily applied her "jail, no bail" motto to herself,
even going to prison when four months pregnant. With her gift of articulate speech and her
model behavior, Nash inspired others to willingly give up their personal comforts and even
their lives for racial justice. For example, when violence threatened to stop the freedom
rides--demonstrations to desegregate interstate buses and bus terminals-Nash worked
© Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 23

Student Handout E
@Teachers' Curriculum Institute USH-12-5, Activity 2.3, Page 40