#AP African American Studies: Night Before Review 🚀

Hey! Let's get you feeling confident and ready for tomorrow's exam. We're going to break down the key stuff, make it stick, and get you prepped to ace this. Let's do this! 💪

#Black Women's Leadership in the Civil Rights Movement

#Central Role of Black Women

• Black women were essential leaders in the Civil Rights Movement, despite facing gender discrimination within major organizations. 🚺✊
• They emphasized the need to address both racial and gender discrimination during the Black Freedom movement.

- Black women drew upon a **rich history of activism**. 💡 - **Ella Baker** and **Fannie Lou Hamer** were prominent leaders who advocated for addressing the *intersectionality* of race and gender in the struggle for equality.

#Ella Baker's Grassroots Organizing

• Nicknamed the "mother of the Civil Rights movement" for her pivotal role. 💖
• She prioritized grassroots organizing and inclusive, group-centered leadership over hierarchical structures. Think of her as the ultimate team builder! 🤝
• She believed in the power of collective action, empowering individuals to become agents of change.
• She encouraged young activists to combat both racism and sexism.
• She mentored and inspired a new generation of civil rights leaders, especially within the Student Nonviolent Coordinating Committee (SNCC).

#Sit-ins for Full Inclusion

• In her speech at the founding of SNCC in 1960, Baker argued that peaceful sit-ins were more than just about access to goods and services.
• Sit-ins represented the urgent need for the complete inclusion and integration of African Americans in all facets of American society. 💯
• They highlighted the broader goals of the Civil Rights movement beyond desegregation.
• Sit-ins were a powerful tactic to challenge the systemic exclusion and marginalization of Black Americans.

#Dorothy Height's Leadership

• Served as the president of the National Council of Negro Women (NCNW) for 40 years. 👑
• Collaborated on numerous significant civil rights initiatives, including the March on Washington in 1963.
• Worked to advance the rights and opportunities of Black women and girls through her leadership at the NCNW.
• Focused on issues such as education, employment, and community development.

Practice Question

Multiple Choice:

1. Which of the following best describes Ella Baker's approach to civil rights activism? a) Top-down, leader-centric organization b) Grassroots, group-centered leadership c) Focus on legal challenges and court cases d) Primarily engaging with political elites

2. What was a key focus of Dorothy Height's work with the National Council of Negro Women (NCNW)? a) Promoting segregation in education b) Focusing solely on voting rights c) Advancing the rights and opportunities of Black women and girls d) Limiting community development initiatives

Short Answer Question:

Briefly explain how the sit-in movement, as described by Ella Baker, went beyond just desegregating lunch counters.

#Grassroots Organizing Beyond the South

#Chicago's CCCO

• The Coordinating Council of Community Organizations (CCCO) was formed in Chicago in the mid-1960s to challenge school segregation. 🏫
• Initially focused on protesting racial segregation and inequalities in Chicago's public school system.
• Later expanded to address employment and housing discrimination in Chicago's Black communities.
• Operated until 1967, making significant contributions to the local civil rights struggle.

#New York City School Boycott

• On February 3, 1964, a massive school boycott took place in New York City to protest racial segregation and inequality in public schools. ✊
• An estimated 464,000 students participated, representing nearly half of the city's student population.
• Students from diverse racial and ethnic backgrounds joined the protest.
• Remains the largest single-day civil rights demonstration in US history.

- Demonstrated the power of collective action and the growing momentum of the Civil Rights movement **beyond the South**.

Practice Question

Multiple Choice:

1. What was the primary focus of the Coordinating Council of Community Organizations (CCCO) in Chicago? a) Promoting segregation in schools b) Challenging racial segregation in schools and other inequalities c) Supporting political campaigns d) Organizing national protests

2. What is the significance of the 1964 New York City school boycott? a) It was a small, unsuccessful protest b) It was the largest single-day civil rights demonstration in US history c) It only involved students from the South d) It had no impact on educational reform

Short Answer Question:

How did the 1964 New York City school boycott demonstrate the power of collective action and the growing momentum of the Civil Rights movement beyond the South?

#Required Sources

#SNCC Position Paper: Women in the Movement, 1964

• This paper highlighted the pervasive sexism within the civil rights movement. This is a crucial document!
• It exposed how women were often relegated to secondary roles and denied leadership positions.
• It sparked important conversations about intersectionality and the need to address multiple forms of oppression simultaneously. 🗣️
• It laid the groundwork for the emergence of Black feminism.

Summary:

1. Core Issue: Gender Discrimination in SNCC
   • Systemic undervaluation of women's contributions and abilities.
   • Parallels drawn to racial discrimination faced by Black Americans.
   • Pervasive assumptions of male superiority within the movement.
2. Manifestations of Discrimination
   • Leadership and Decision-Making: Exclusion of women from key committees and leadership roles.
   • Role Assignments: Automatic relegation to clerical, supportive, or "female" tasks.
   • Language and Perception: Use of diminutive or infantilizing terms to describe women.
3. Challenges in Addressing the Issue
   • Reluctance to discuss gender discrimination within SNCC.
   • Fear of retaliation for women who speak out.
   • Internalized sexism among some women in the movement.
   • Men's potential discomfort with challenging traditional gender roles.
4. Call to Action
   • Raise awareness of day-to-day discriminations faced by women.
   • Recognize women's crucial role in sustaining the movement.
   • Promote equal participation in decision-making processes.
   • Initiate discussions to challenge and change gender-biased values.
5. Significance of the Paper
   • Early articulation of feminist issues within civil rights movement.
   • Highlights intersection of racial and gender discrimination.
   • Calls for internal reflection and change in progressive movements.
   • Emphasizes need for equality and respect within organizations fighting for broader social justice.

#"Boycott Cripples City Schools; Absences 360,000 Above Normal, Negroes and Puerto Ricans Unite," The New York Times, 1964

• The 1964 New York City school boycott was a significant moment in the struggle for educational equality. 💯
• This massive demonstration, uniting African American and Puerto Rican communities, highlighted the pervasive racial segregation and substandard conditions in urban public schools.
• The boycott's scale demonstrated the power of collective action in challenging systemic inequalities.
• It forced city officials and the broader public to confront the urgent need for educational reform.

Summary of article:

1. Event: A one-day boycott of New York City public schools to protest racial imbalance.
2. Impact:
   • 464,361 pupils (44.8% of total enrollment) absent.
   • About 360,000 more absences than normal.
   • 3,537 teachers (8.03%) absent, compared to 3% normally.
3. Participants:
   • Primarily Black and Puerto Rican communities.
   • 2,600 pickets at 300 of 860 public schools.
   • 3,500 demonstrators marched on Board of Education headquarters.
4. Key Figures:
   • Bayard Rustin: Boycott director, called it "largest civil rights protest in nation's history".
   • James B. Donovan (Board of Education President): Called boycott a "fizzle".
   • Dr. Calvin E. Gross (Superintendent of Schools): Deplored missed school day.
5. Demands:
   • Racial integration of all city schools.
   • Dissatisfaction with current integration plan (desegregating only 30 schools in predominantly minority areas).
6. Atmosphere:
   • Peaceful and orderly protest.
   • Minimal friction between protesters and police.
   • Some parents kept children home fearing violence.
7. Aftermath:
   • Civil rights leaders threatened additional protests if demands not met.
   • Board of Education maintained it wouldn't be swayed by pressure tactics.
8. Significance:
   • United effort by Black and Puerto Rican communities.
   • Highlighted ongoing struggle for school integration in urban areas.

Practice Question

Multiple Choice:

1. According to the SNCC Position Paper on Women in the Movement, what was a key issue faced by women within the civil rights movement? a) Overrepresentation in leadership roles b) Lack of recognition for their contributions and abilities c) Equal pay for equal work d) Complete inclusion in all decision-making processes

2. What was a primary demand of the 1964 New York City school boycott, as reported by The New York Times? a) Segregation of all city schools b) Racial integration of all city schools c) Elimination of all public schools d) Increased funding for private schools

Free Response Question (FRQ):

Analyze the roles and significance of both the SNCC Position Paper on Women in the Movement (1964) and the 1964 New York City School Boycott in the broader context of the Civil Rights Movement. In your response, consider how these two events highlight the complexities of the struggle for equality and the diverse forms of activism employed during this period. (6 points)

Scoring Breakdown:

• Thesis (1 point): A clear, historically defensible thesis that addresses the roles and significance of both the SNCC Position Paper and the NYC School Boycott in the Civil Rights Movement.
• SNCC Paper Analysis (2 points): Explanation of the paper's main arguments, including the critique of sexism within the movement, and its significance in the development of Black feminism. (1 point for identifying the main issues, 1 point for explaining its significance).
• NYC Boycott Analysis (2 points): Explanation of the boycott's causes, its impact on the movement for educational equality, and its significance as a demonstration of collective action beyond the South. (1 point for describing the event, 1 point for explaining its significance).
• Synthesis (1 point): Connection of the two events to the broader Civil Rights Movement, demonstrating an understanding of the complexities of the struggle for equality and the diverse forms of activism employed during this period. This includes discussing the intersectionality of race and gender.

#Final Exam Focus

Okay, deep breaths! Here's what to really focus on for the exam:

• High-Value Topics: Pay extra attention to Black women's leadership, the intersectionality of race and gender, and the impact of grassroots organizing.
• Key Figures: Ella Baker, Fannie Lou Hamer, and Dorothy Height. Know their contributions and philosophies.
• Required Sources: Understand the main points of the SNCC Position Paper and the NYC School Boycott article.

- **Common Question Types**: Expect multiple-choice questions on key concepts and figures, short answer questions on the impact of specific events, and a free-response question that requires you to analyze and synthesize information from multiple sources.

#Last-Minute Tips

• Time Management: Don't spend too long on any one question. If you're stuck, move on and come back later.

- **Common Pitfalls**: Don't confuse different leaders or organizations. Make sure you understand the specific goals and strategies of each. - **Strategies for Challenging Questions**: Break down complex questions into smaller parts. Identify the key concepts and use evidence from the documents to support your answers. - **Memory Aids**:

You've got this! You're prepared, you're knowledgeable, and you're ready to show off what you know. Go get that A! 🎉