Describe a black protest.

Problem: Students should learn more about two very different approaches to Black racial justice movements in the 1960s, using the stories of two important Black activists as examples. From reading about the differences in their backgrounds, careers, activism, and philosophies, students should begin to better understand how the “civil rights movement” began to change in the 1960s from movements focused on agitating for the removal of racist laws, to movements more focused on increased Black autonomy and self-determination.Background: The book from which the handout reading is taken has a biographical approach to American history, comparing the lives of historically significant Americans; in this case, Roy Wilkins and Fannie Lou Hamer. Unlike previous readings, this chapter is mostly a synthesis of the scholarship on the lives of Wilkins and Hamer, so the first eleven pages of this seventeen-page handout can be considered a secondary source. Wilkins was a member of the Black middle class who eventually became the head of the NAACP. Hamer was a Mississippi sharecropper with a sixth-grade education who changed the way American political parties nominate their candidates. While Wilkins took a more integrationist, legalistic approach to racial justice, Hamer was a grassroots activist who became disillusioned with the idea of white help for Black freedom movements.Method and Sources: Students should start reading the handout with the “Questions to Consider” on the final page; then read the rest. The first eleven pages of background material explain, among other things: the disagreement between SNCC and the NAACP over the seating of the MFDP at the 1964 Democratic National convention; Wilkins’s and Hamer’s backgrounds; their histories of activism; and how some Black activists came to abandon the NAACP’s moderate approach for the more radical idea of Black Power. The last five pages of the handout provide primary sources to give details on relevant parts of the changes to the civil rights movement in the 1960s: Hamer’s testimony from the 1964 convention, an explanation of Black Power by the man who coined the phrase, Hamer’s reflection on her experiences at the 1964 convention, a chart of poverty rates by race since 1959, and Wilkins’s speech denouncing the idea of Black Power.Paper Topic: Write a three-to-five page paper on ONLY ONE of the following questions. You may choose the question you answer. (I have only slightly altered Hollitz’s “Questions to Consider.”)How would you compare Roy Wilkins’s and Fannie Lou Hamer’s approaches to achieving civil rights for Black people? In what ways did their methods and goals reflect their backgrounds and experiences?What were the achievements and limitations of Hamer’s and Wilkins’s methods? Which leader was more effective? Why?What do this chapter’s essay (the first eleven pages) and sources (last five pages) reveal about the reasons for the popularity of Black Power among many Black Americans by the late 1960s? How might Hamer have responded to Wilkins’s assertion that Black Power was merely a slogan rather than a program?Submission Rules: Written work must be double-spaced, grammatically and orthographically correct.Citing Sources: Make sure that you cite correctly all the concepts and examples from the readings that you use in your paper, even if you paraphrase them. Simple parenthetical citations at the end of the sentence, with the author of the book and the page number, are acceptable, e.g. (Locke, Ch. 22, Sec. III, Para 4). Cite material from the handout by document number of author and page number, e.g. (Document 4) or (May, p. 335). DO NOT USE OUTSIDE SOURCES.