THE MARCH ON WASHINGTON AND ITS IMPACT
Background, activities and critical analysis
By Doug DuBrin, an English/history teacher as well as an editor and writer

Overview: students will read Martin Luther King Jr.'s speech and explore themes such as the social conditions in the U.S. that led to the civil-rights movement, King's philosophy and practice of peaceful resistance, the immediate impact of the March on society at the time and the long-term significance of the March.

Time: One class period, plus extended activities

Background:

On August 28, 1963, more than 200,000 people gathered in front of the Lincoln Memorial in Washington, D.C. as part of the March on Washington for Jobs and Freedom. The March sought to address the conditions under which most black Americans were living at the time and to facilitate "meaningful civil rights laws, a massive federal works program, full and fair employment, decent housing, the right to vote, and adequate integrated education." (From the National Office of the March on Washington for Jobs and Freedom.)

It was before this gathering that the day's most prominent speaker, civil-rights leader Dr. Martin Luther King, Jr., delivered his "I Have a Dream" speech, considered one of the landmark pieces of rhetoric in American history.

The event itself was organized by a coalition of civil rights organizations, religious institutions and labor unions, including the NAACP (National Association for the Advancement of Colored People), the National Urban League, the National Council of Churches, and the UAW (United Auto Workers).

In addition, popular artists such as Marian Anderson, Bob Dylan and Joan Baez performed for the gathering.

However, various influential organizations and individuals opposed the March. Besides the expected, such as southern segregationists and members of the Ku Klux Klan, the black-separatist group Nation of Islam and its outspoken member, Malcolm X, adamantly disagreed with the peaceful intentions of the event.

President John F. Kennedy was initially opposed to the March as well, but not because of its ambitions. Kennedy was concerned that the event might exacerbate already heightened racial tensions across the country and perhaps erode the public support for the civil rights movement at large.

Nonetheless, the March on Washington proved to be an extraordinary success. It not only functioned as a plea for equality and justice; it also helped pave the way for both the ratification of the Twenty Fourth Amendment to the U.S. Constitution (outlawing the poll tax, a tax levied on individuals as a requirement for voting) and the passage of the Civil Rights Act of 1964 (desegregating public institutions and outlawing employment discrimination).

Materials

1. Newshour EXTRA Article: The March on Washington for Jobs and Freedom

2. Link to text: Twenty Fourth Amendment

3. Link to text: Civil Rights Act of 1964

4. Link to text: Gettysburg Address

5. Link to text: Emancipation Proclamation

6. Link to text: Biographical information on Martin Luther King, Jr.

7. Biographical information on Malcolm X

8. Text of "I Have a Dream": Printer-friendly PDF version
and full audio: http://www.historychannel.com/speeches/archive/speech_167.html

(EDITOR'S NOTE: The Printer-friendly PDF version of Martin Luther King, Jr.'s speech is only available until September 27, 2003 due to a licensing agreement.)

Procedure

1. Begin by supplying foundation material for the students via the Online Newshour article and the background explanation above.

2. Have the students carefully read the entire speech either in small groups or individually.

4. Ask the students to respond to the following questions:

5. Discuss the responses as a class.

Extension Activity

The March on Washington has inspired a great number of subsequent protests, such as the Million Man March and the Million Mom March. As a larger activity, have your students plan a new march (either as a class or in small groups) that would appeal to correct an existing injustice in society. Questions to guide the planning may include:

• What is the specific nature of the injustice? (Cultural racism, institutional sexism, governmental policies aimed at minors, environmental destruction, etc.)
• To whom would you be appealing for change? (Congress, the White House, the general population, etc.)
• What are your specific demands, and how should they be addressed? (Reform of existing laws, monetary compensation, acknowledgment of the problem, etc.)
• Who would speak at your march and why? (Certain entertainers, politicians, activists, etc.)
• How would you communicate the message of your march? (Internet, mailings, grassroots campaigns, radio, etc.)
• What groups do you think might counter-protest your march?
• What other obstacles do you foresee in both the process of planning as well as the march itself?

Correlation to National Standards

For detailed explanations, please consult
www.socialstudies.org/standards/teachers/vol1/home.shtml

Thematic Standards

Standard 1: Culture and Cultural Diversity
Standard 5: Individuals, Groups, and Institutions
Standard 6: Power, Authority, and Governance
Standard 10: Civic Ideals and Practices

Disciplinary Standards

Standard 1: History
Standard 3: Civics and Government

Author Doug DuBrin currently teaches English and history at the French International School in Bethesda, MD. Before that he taught English and history at Arizona School for the Arts in Phoenix. Doug is also a freelance writer and editor.

To find out more about opportunities to contribute to this site, contact Leah Clapman at extra@newshour.org.