JFK and Civil Rights

John F. Kennedy confronted serious and complex civil rights issues throughout his presidency, and his position evolved over time from one of support to advocacy for major change.  In his landmark televised address to the nation on June 11, 1963, he called civil rights “a moral issue [that is] as old as the Scriptures and as clear as the Constitution.”  These lessons provide source material from our archives to help students investigate civil rights issues during the Kennedy administration.

The 1963 March on Washington: A Montage of the Civil Rights Movement

The Civil Rights Movement was made up of many distinct groups and individuals. The diversity of the movement was perhaps most evident on August 28, 1963 at the March on Washington for Jobs and Freedom. In this lesson, students learn about some of those who played a leading role that day and create a montage to depict that diversity.

Objectives:

• Learn about the leaders and organizations that participated in the 1963 March on Washington.

• Understand the diversity of the Civil Rights Movement as reflected in the Official Program for the March on Washington.

Primary source:

The Official Program for the March on Washington (1963) is on the list of 100 Milestone Documents in U.S. history compiled by the National Archives and Records Administration. It can be found on-line at www.ourdocuments.gov/doc.php?doc=96.

Procedure:

1. Introduce the lesson by writing “I have a dream today” on the board. Ask students if they know when and where MLK gave his famous speech. What was the occasion? Who else was there? Did anyone besides Dr. King speak that day? Provide brief background on the March on Washington and explain that to find out more they will look at the actual program for the event.

2. Guide students in examining the program, using the following focus questions and discussion points:

A. What made the Lincoln Memorial such a fitting place for this event? Almost everyone was aware that 1963 marked the centennial of the Emancipation Proclamation. Abraham Lincoln’s symbolic presence helped to send a powerful message to the entire country—to say, in effect, “one hundred years is long enough…the time for full equality is NOW.”

B. Why was it called the March on Washington for JOBS and Freedom? The director of the March on Washington was A. Philip Randolph, the most respected black labor leader, who saw economic justice as key to the civil rights struggle.

C. Can you identify clergy and leaders of religious groups on the program along with Dr. King? Many people joined the fight for civil rights because of strong ethical and religious beliefs. Having Protestant, Catholic and Jewish speakers on the program showed a united front among citizens of different faiths.

D. Dr. King was president of the SCLC. What does this stand for? The four other main civil rights groups listed on the program are SNCC, CORE, NUL and NAACP. What are their full names and who were the leaders? The five major civil rights organizations shared similar goals but had different areas of focus and different methods of fighting racial discrimination, and there was often tension between the leaders. The March on Washington brought them together to an unprecedented degree.

E. Only men were scheduled to give remarks. Why no women? Though women were as actively engaged in the fight for civil rights (if not more so), men still held the official leadership positions, by and large, as they did in government, business and most other fields. However, things would soon begin to change as the civil rights struggle helped to pave the way for the women’s movement.

F. Who were the women named on the program as “fighters for freedom”? Rosa Parks is famous but the other names may not be so familiar. Direct students to find out about them and about other Americans who played a heroic part in the Civil Rights Movement.

3. Divide the class into research teams. Have them use the library and internet to look for more information about: individuals listed on the program; the five main civil rights organizations; the March on Washington and who else played a part in this historic event. Ask each team to compile biographical profiles, pictures and quotes (e.g., excerpts from speeches and songs at the Lincoln Memorial event).

4. Have students work together to create a montage centering on a picture of the event at the Lincoln Memorial and a copy of the program, with pictures of those listed, words that were spoken or sung that day, and information about the groups that participated.

Extension:

Using the montage as a backdrop, have students present excerpts from the speeches and songs of the March on Washington. A great way to celebrate Martin Luther King, Jr. Day!

Additional resource:

Students can learn more about the seven people who were most responsible for planning the March on Washington by visiting www.jfklibrary.org and following the links Education & Public Programs—For Students—Materials, Resources and Activities—Leaders in the Struggle for Civil Rights.