Hello and welcome to this lesson on the reasons for the success of the Civil Rights Movement from 1960 to 1965.

This lesson is part of a broader inquiry looking at the different events between 1960 and 1965.

However, the focus of this lesson will be bringing all those different events together to look at the reasons for the success in the Civil Rights Movement.

But before we get started, you're going to need a piece of paper and a pen.

If you don't have one, that's absolutely fine.

Just pause the video now, get everything you need, and then come back and press play when you're ready to go.

Great, now you're ready to get started, we can see our lesson outcome on this slide, and by the end of today's lesson, you'll be able to describe the key moments of the Civil Rights Movement and explain the main reasons for the success achieved by 1965.

But in order to do that, we're gonna need some keywords.

And for this lesson we've got three: direct action, act and interstate.

Now, it'll be great seeing them in the context of the lesson, but it's probably a good idea for us to look at some definitions.

So direct action is the use of demonstrations or protests to achieve a goal rather than negotiation.

An act is a law passed by the government, so the Civil Rights Act or the Voting Rights Act for example.

An interstate is when a service exists between states.

For example, buses travelling between states would be an example of interstate travel.

Really great.

Now we can get started on the first part of our lesson, and in this part of our lesson, we'll be looking at the events of the Civil Rights Movement from 1960 to 1965.

So one of the main features of the Civil Rights Movement from 1960 to 1965 was the increased use of large-scale, non-violent direct action.

An early example is the Greensboro sit-in, which we can see pictured here done by four Black American students, and it aimed to challenge segregated lunch facilities in segregated towns.

It began on the 1st of February 1960 with four Black students sitting at a white-only Woolworth's lunch counter.

And within five days, it had gone from these four students to 300 students being involved in the sit-in.

Soon sit-ins were being carried out in every segregated restaurant in Greensboro and then beyond Greensboro.

The national and international TV coverage of the violent response to the protestors led to the desegregation of dining facilities across the South.

The decision to use non-violent direct action had appeared to be working.

This method was used again in 1961 when members of CORE, the SCLC and SNCC came together to test whether transport facilities throughout the South had actually been desegregated following the Boynton versus Virginia ruling in 1960.

An integrated, so that means non-segregated, group of Freedom Riders set off from Washington, D.

C.

in May 1961 after the bombing of one of the Freedom Riders' buses in Anniston, Alabama.

And then the violent assault of the Freedom Riders in Birmingham, Alabama.

The Freedom Riders had gained national attention.

The riots continued through the summer with many protestors arrested.

On the 22nd of September, the Interstate Commerce Commission was forced to introduce greater regulations to uphold the Boynton versus Virginia ruling, desegregating interstate transport facilities.

So we see direct action working in Greensboro.

We see it working here for the Freedom Riders.

And there's one more example that we're going to look at.

So while the Greensboro sit-ins and the Freedom Riders had achieved desegregation across interstate facilities and Southern dining facilities, the city's officials of Birmingham, Alabama had closed parks, playgrounds, and other public facilities instead of desegregating them.

The SCLC and the ACMHR launched the Birmingham Campaign.

And the purpose of this campaign was to protest against this, this being the closure of parks and other public places instead of desegregating them.

And this campaign led to the arrest of Martin Luther King.

Following his release, the campaign began to involve children.

Police Chief Bull Connor ordered his men to use police dogs, and fire hoses on the protestors despite the involvement of children, and the footage of the brutal police response spread across the nation as the Birmingham Campaign successfully led to the desegregation of public facilities and gained more support for the movement from both Black and white Americans, the SCLC, CORE, SNCC, and the NAACP came together to organise the March on Washington to keep the momentum going.

In August 1963, an integrated group of 250,000 protestors travelled by train, bus, car, and foot to attend the march.

At the end of the march, Martin Luther King gave his famous "I Have a Dream" speech, one of the most famous moments of the Civil Rights Movement, and we can see that photographed here, waving to a crowd of those 250,000 protestors and 80,000 of them were white Americans showing the growing support for the movement from both Black and white Americans.

Now, before we go on to look at some other key events in the Civil Rights Movement from 1960 to 1965, we're just going to pause and check our understanding so far.

I'd like you to tell me which two of the following are examples of non-violent direct action.

A, the Greensboro sit-in, B, the James Meredith case, C, the Civil Rights Act, and D, the Birmingham Campaign.

Pause the video now, make a decision and when you've got an answer, come back and press play.

Excellent.

The correct answer is A and D.

The Greensboro sit-in and the Birmingham Campaign are both examples of non-violent direct action.

Secondly, I'd like you to tell me what changes came as a result of non-violent direct action between 1960 and 1965.

Pause the video now.

Jot down a couple of key ideas and then come back and press play when you've made a note.

Excellent.

So hopefully you said dining facilities across the South were being desegregated.

Greater regulations were introduced to enforce desegregation on interstate facilities and the desegregation of public facilities in Birmingham, Alabama.

Really well done.

Let's move on to look at some other events between 1960 and 1965.

So as well as non-violent direct action, federal intervention also played a role in the successes of the Civil Rights Movement between 1960 and 1965.

After the attack of the Freedom Riders in Anniston, Alabama, Kennedy intervened and offered police protection in order to continue the Freedom Ride into Mississippi.

Unfortunately, the police protection abandoned the Freedom Riders on arrival in Mississippi, and many riders were arrested.

But despite this, Kennedy's involvement showed that attitudes were changing.

This became even clearer in 1962 when James Meredith became the first Black American student at the University of Mississippi with the full support of President Kennedy.

Over 300 federal troops were sent to protect him as he enrolled.

When riots broke out as he attempted to enrol, known as the Battle of Oxford, Kennedy sent 2,000 more troops to restore order.

Hundreds of troops remained on campus for the entire year of his study, Kennedy's support sent a clear message to other universities that intended to resist desegregation.

And we can see a photograph here of the troops sent into the Ole Miss, the University of Mississippi, to protect James Meredith for that year he was studying there up until this graduation in 1963.

In addition to this, in May 1963, after Police Chief Bull Connors orders to use fire hoses and police dogs on those protesting in Birmingham, including large numbers of children, Kennedy offered his support once again, and we can see a photograph here of him addressing the situation in Birmingham, Alabama.

With the intervention of Kennedy, King and the Birmingham city leaders were able to reach an agreement that the city would reopen and desegregate public facilities within 90 days.

Now, although the use of the non-violent direct action and federal intervention was central to the successes from 1960 to '65, a final reason this is often considered a high point of the Civil RightsMmovement was the passing of two acts, the Civil Rights Act and the Voting Rights Act.

The Civil Rights Act was passed in 1964 and the Voting Rights Act was passed in 1965.

Here we can see a photograph of President Johnson signing the Civil Rights Act in 1964.

Now, the Civil Rights Act was actually begun by President Kennedy, but after his assassination in November 1963, President Johnson ensured that the act was passed.

This act banned segregation and set up new organisations to ensure that act was carried out.

The Voting Rights Act of 1965 then addressed the issue of ongoing voting restrictions against Black Americans by ending literacy tests and giving the government the power to intervene where discrimination was still being carried out.

Although some felt these acts were too little, too late, they brought huge changes to Black Americans and many felt these acts were evidence of the success of the years of protest, especially the use of non-violent direct action.

Now, before we go on to looking at explaining the reasons for the success in this period, we're going to pause, check our understanding so far, and put what we've learned into practise.

So first, I'd like you to tell me which one of the following banned segregation and set up new organisations to enforce this? Was it A, the Boynton versus Virginia ruling in 1960, B, the Civil Rights Act in 1964 or C, the Voting Rights Act in 1965? Pause the video now, make a decision, and when you think you have an answer, come back and press play.

Excellent.

We know that it's B, the Civil Rights Act in 1964, which was started by President Kennedy, but ultimately signed into action by President Johnson.

Now I'd like you to tell me which one of the following addressed the issue of voting restrictions by ending literacy tests? Was it A, the Boynton versus Virginia ruling in 1960, B, the Civil Rights Act of 1964 or C, the Voting Rights Act of 1965? Again, pause the video, make a decision, and come back when you've got an answer for me.

Brilliant, we know that it's C, the Voting Rights Act that was passed after the Civil Rights Act to address continued restrictions that Black Americans face when trying to vote.

Now, for our first practise task of today, I'd like you to give me three examples of federal intervention that supported the Civil Rights Movement.

And remember, this is when the US government, usually the president, helps the Civil Rights Movement by intervening and offering their support.

So pause the video now.

Give yourself a few minutes to write down three different examples and then come back and press play when you've got your examples written down.

So hopefully you said Kennedy sent over 300 troops to support James Meredith enrol.

He also sent 2,000 more troops to restore order after the Battle of Oxford.

And finally, I hope you said that Kennedy led an agreement between Birmingham city leaders and Martin Luther King that Birmingham would be desegregated within 90 days.

If you added that that was the desegregation of public facilities, really well done.

Now, let's move on to the next task.

So I'd like you to complete this table by showing me whether each of these events is an example of non-violent direct action.

If it is, you'll write DA.

Federal intervention, you'll write FI or act and you'll simply write A.

The first one is done for you.

So the Greensboro sit-in, for example, is an event that is an example of non-violent direct action because they were sitting to protest the desegregation of dining facilities but in a completely non-violent manner.

And they were doing it rather than attempting to use other forms of resistance, such as maybe negotiation.

So pause the video now, give yourself five or so minutes to complete the task and then come back when you're done.

Excellent.

Now let's have a look at what your completed table should have looked like.

So the Civil Rights Act of 1964 is an example of an act that was passed in this period.

The Birmingham Campaign is another example of non-violent direct action because remember, there were protests, sit-ins and marches to protest Birmingham's refusal to desegregate public facilities.

The hundreds of federal troops that remained to protect James Meredith were an example of federal intervention.

The Voting Rights Act of 1965 is another act, and the March on Washington is another example of non-violent direct action.

Hopefully you've got all of those correct.

Really well done.

If not, don't worry.

Just pause the video now and make a note of the ones that you need to correct.

Great work so far.

In this second part of the lesson, we're going to be looking at the reasons for the success of the Civil Rights Movement from 1960 to 1965.

So on the slide here, we can see one of our students, Laura and Laura says, "The Civil Rights Movement was more successful from 1960 to 1965 compared to previous periods." Now, I'd like you to have a think or a conversation with the person next to you if you're doing this with someone else.

Why do most historians agree with Laura's judgement ? So pause the video now.

Give yourself 30 seconds to have a think and then share a response with the person next to you, or just out loud if you're doing this lesson independently.

Excellent.

So hopefully you said that historians agree with her because of three different reasons that we've kind of started to touch upon already.

So one of the reasons that historians feel this period is more successful when compared to other periods is because of the impact of non-violent direct action, but also because of the impact of federal intervention and the new Acts that were passed in this period.

So when we're looking at 1960 to 1965, it's widely accepted that this was a very successful period in the Civil Rights Movement and largely because of these three main reasons.

So before we go on to look at what kind of judgements we can make about the reasons for the success, we're just gonna pause and check our understanding very quickly about whether we can tell the difference between just different events and the bigger reasons for the success in this period.

So which of these students clearly outlines the reason for the success of the Civil Rights Movement from 1960 to 1965? Is it Izzy who says that "on the 22nd of September, the Interstate Commerce Commission was forced to introduce greater regulations to uphold the Boynton versus Virginia ruling?" Was it Jun who says, "The use of non-violent direct action and federal intervention was central to the successes of the Civil Rights Movement from 1960 to '65?" Or was it Andeep who says, "The Voting Rights Act of 1965 addressed the issue of voting restrictions against Black Americans by ending literacy tests." Pause the video now, make a decision and come back when you've got an answer for me.

Excellent, the answer is B, Jun because Jun is pointing to the use of non-violent direct action and federal intervention, whereas Izzy and and Andeep are just telling us about different events that happened in this period.

Really well done.

So now on the slide we can see Izzy's worked on her response and now she's saying that "federal intervention was the central reason for the success of the movement from 1960 to '65 as it enabled non-violent direct action to lead to important legal changes, as well as supporting other changes in government, such as new acts." So having a think about what Izzy said, what does she think is the most important reason for the success of the Civil Rights Movement from 1960 to '65? Pause the video now and have a conversation with the person next to you.

Or if you're doing this by yourself, try and articulate a response out loud.

Really great work.

Now, although Izzy makes it clear that federal intervention is the most important, which we can see in her opening few words, federal intervention is the central reason for the success of the movement.

She then uses key phrases to show the relative importance of all three reasons.

Now, relative importance is something really impressive.

It's a really impressive skill to use as a historian because you're not just listing different reasons, but you're able to show how important they are compared to another reason.

So here Izzy's showing that federal intervention is more important than the use of non-violent direct action and acts, and she's using keywords to do it.

So she's telling us that it's more important than non-violent direct action because it enabled non-violent direct action to lead to other important legal changes.

And it supported changes in the government, such as acts.

So here she's used two examples of some of the words that we could also use to show the relative importance of these three different reasons.

We might say that one reason exacerbated another.

We might say that one reason triggered another, motivated or led to.

These phrases help us show that these reasons aren't just three random isolated reasons, but some will be more important to others, but they're all related in some way.

Now, before we go on to practise using these phrases, we're gonna check our understanding of our new key terminology.

So which student is making a judgement about the relative importance of the reasons for success? Is it Sofia who says that "non-violent direct action was the main reason for the success of the Civil Rights Movement as it triggered greater federal intervention." Is it Jun who says that "non-violent direct action was the main reason for the success of the Civil Rights movement.

Federal intervention was also very, very important." Or is it Andeep who says that "non-violent direct action was one reason for the success of the Civil Rights Movement.

Federal intervention was another." So pause the video now, read those student responses again if you need to, and then come back and press play when you're done.

Excellent work.

We know that Sofia's response is correct because she talks about non-violent direct action triggering greater federal intervention, whereas the other students do say that one reason is more important, but then simply just add another reason.

So also saying that federal intervention was very, very important.

Also, that federal intervention is another reason isn't showing relative importance 'cause it's not showing that relationship between the different reasons.

Really well done so far.

Let's have a go at putting this into practise.

So I'd like you to write two paragraphs explaining what you believe is the most important reason why the Civil Rights Movement was more successful from 1960 to '65.

I'd like you to make sure to show the relative importance between all reasons and use key details of at least two key events to support your judgement.

So pause the video now.

Give yourself 10 to 15 minutes to complete this task and then come back when you're done.

Excellent work.

Now let's have a look at what your answer might have included.

So you might have said non-violent direct action was the main reason for the success of the Civil Rights Movement as it triggered greater federal intervention, which in turn led to new acts being passed.

In 1960, the Greensboro sit-in led to the successful desegregation of dining facilities across the South.

This then led to plans for more non-violent direct action to push for change.

One example is the Birmingham Campaign in 1963.

The SCLC and the ACMHR planned to coordinate large-scale, non-violent direct action to protest the city's refusal to desegregate public facilities.

As the protestors face increasingly violent opposition from the police, the continued use of non-violent direct action triggered the involvement of President Kennedy and the eventual desegregation of Birmingham, Alabama.

The involvement of Kennedy in the Birmingham Campaign shows how non-violent direct action triggered federal intervention.

As the actions of the police gained national and international TV coverage, Kennedy was pushed to act.

Although his involvement was important for the successes seen from 1960 to 1965, it is clear that it was the direct action of protestors that led to federal intervention.

This federal intervention showed the changing attitude of the presidency so that even after the assassination of Kennedy, Johnson faced pressure to honour Kennedy's legacy and so the Civil Rights Act of 1964 was passed, another reason for the successes of 1960 to '65, all of which would've been unlikely without the non-violent direct action of civil rights activists.

Now, really well done if you were able to use key examples like these paragraphs here.

If you were able to use our keywords, absolutely fantastic, and especially that new vocabulary that we've been talking about.

So words like triggered or even phrases like push to act.

Really well done.

You've done absolutely brilliantly this lesson.

To finish off, we're going to look at a quick summary of what we've learned today.

So we learned that the success of the Greensboro sit-in's use of non-violent direct action led to greater support for the Civil Rights Movement from both Black and white Americans.

We also learned the support of President Kennedy in the Birmingham Campaign and the James Meredith case led to rapid progress and greater federal intervention.

And finally, we learned that the death of Kennedy in November 1963 temporarily slowed the Civil Rights Movement.

However, Johnson continued Kennedy's efforts, passing both the Civil Rights Act in 1964 and the Voting Rights Act of 1965.

Really, really well done.

You've done some brilliant work today.

I'm so impressed.