Students will analyze interactions between ideas, events, and individuals by creating a graphic organizer. They will utilize "I Never Had it Made" by Jackie Robinson for this activity.

This 11-minute video tells the story of Tommie Smith and John Carlos, their raised-fist Black Power salute on the medal podium during the 1968 Olympic Games in Mexico City, and the consequences they went on to face. This video shows the development of the civil rights protests of the 1960s, and how the cultural context of that decade led to a wave of protests by athletes. It illustrates how the cultural context of the 1980s caused a decline in political consciousness among athletes. Finally it addresses how recent shootings and misconduct by police officers have fueled a resurgence of athlete activism. The video includes footage and discussion of Jackie Robinson, Muhammad Ali, Michael Jordan and O.J. Simpson. It will help students understand the complexities and challenges that black athletes face on the public stage. Students will learn how the modern take-a-knee protest movement, started by Colin Kaepernick, is directly linked to the Olympics protest in 1968.

Through two primary source activities and a short video, students will understand how Robinson rose to prominence, and explore the importance of courage in his life.

Identifying contributions of people, past and present is important. We learn to celebrate individuals and the part they play in our lives. The month of February honors the important role Black people play in the story of our country. This site includes different activities.

U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

By the end of this section, you will be able to:

Explain how Presidents Truman and Eisenhower addressed civil rights issues
Discuss efforts by African Americans to end discrimination and segregation
Describe southern whites’ response to the civil rights movement