3:£'^L'3j 3120bb DEhT bTB3 1 UJIj? GLOttUtUuuurauif ui zEiuuuaoiiJlIBfttB COMMISSION AGAINST DISCRIMINATION EDUCATION DIVISION Discrimination — Danger To Democracy A Teaching Unit for Secondary Schools REVISED EDITION r r*r" »^1*» * Annum pnfc . Prepared for MASSACHUSETTS SECONDARY SCHOOLS by THE MASSACHUSETTS COMMISSION AGAINST DISCRIMINATION 120 Tremont Street, Boston 02108 Springfield Office : 145 State Street, Springfield 01103 New Bedford Office: 558 Pleasant Street, New Bedford 02740 in cooperation with THE DIVISION OF CIVIC EDUCATION STATE DEPARTMENT OF EDUCATION 182 Tremont Street, Boston 02111 Publication of this Document Approved by Alfred C. Holland, State Purchasing Agent. 15M-6-69-949769 Estimated Cost Per Copy: $.05 FOREWORD "Discrimination comes about when basic human rights are denied to individuals or groups of people." At long last the United State Congress in 1964 has passed a Civil Rights Act in an attempt to insure equality of opportunity in all of the nation. Massachusetts has been a leader in this field of legislation since as early as 1865 when a public accommodation law was placed on our statute books. It was not until 1946, however, that a Fair Employment Practice Law established a Commission to implement anti-discrimination legislation. This Fair Employment Practice Commission became the Massachusetts Commission Against Discrimina- tion in 1950 when its scope was increased. It's jurisdiction now covers employ* ment, education, public accommodations and housing. In addition to these duties it carries on an educational program which has been effective in promoting volun- tary compliance with the law. To be more explicit the General Court of Massachusetts has established the Massachusetts Commission Against Discrimination, a state agency, which enforces laws against discrimination in employment because of race, color, religious creed, national origin, sex, age or ancestry; in education because of race, color, religious creed or national origin; and against discrimination or segregation in places of public accommodation and housing. The Commission consists of four members appointed by the Governor, they in turn appoint an Executive Secretary, Field Representatives, and an office staff to work with them in administering the law. In addition, the Divisions of Education, Affirmative Action, Community Relations, and Research are presently working on positive action programs in communities throughout Massachusetts. The State Department of Education, through its division of Civic Education, joins with the Commission to make educational material on civil rights available for all school systems. These branches of the State Government are uniting in a statewide effort to bring about a clear understanding of the rights and responsi- bilities of each individual in the four fields: employment, education, public ac- commodation and housing for which the Commission is responsible. GLENDORA M. PUTNAM, Chairman DAVID BURRES, Commissioner GORDON A. MARTIN, Commissioner BEN G. SHAPIRO, Commissioner WALTER H. NOLAN, Executive Secretary Massachusetts Commission Against Discrimination Discrimination — Danger to Democracy A TEACHING UNIT ON CERTAIN CIVIL RIGHTS Suggested Grade Placement: Senior High School Suggested Time Allotment: Two Weeks OBJECTIVES A. To gain the following UNDERSTANDINGS: 1. That equality of opportunity is a basic American right. 2. That America's greatness is owed in part, at least, to the willingness of people of many backgrounds to work together and to live together in a spirit of co-operation and mutual respect. 3. That the enactment of state legislation prohibiting discrimination in employ- ment, education, places of public accommodation, and housing is consistent with the American tradition of safeguarding liberty under our laws. 4. That opportunity to work should depend on the ability to fulfill the re- quirements of the job, regardless of the race, color, religious creed, national origin, age, or ancestry of the applicant. 5. That opportunity for advancement in any field of work should not be denied because of race, color, religious creed, national origin, age, ancestry^ or sex. 6. That the right of any person or persons to obtain housing and equal treat- ment in places of public accommodation should not be denied because of race, color or religious creed. 7. That the acceptance of a job should carry with it the duty to give "an honest day's work for an honest day's pay," and the obligation not to dis- criminate against the employer or any fellow employee. 8. That the obtaining of housing accommodations should carry with it the responsibility to respect and protect the property, and the obligation not to discriminate against fellow residents and neighbors. 9. That the elimination (or toning down) of prejudices contributes to the wiping out of discrimination. B. To acquire INFORMATION: 1. About the rights, privileges, duties, and responsibilities of Americans concern- ing employment, places of public accommodation, housing, and education. 2. About how prejudices are formed and how they can be lessened or eliminated. 3. About individuals who have worked and lived with their fellow Americans in such manner as to make this a happier and more prosperous country. 4. About American businesses and other organizations which have worked for and practiced equality of opportunity in employment. 5. About the social revolution which is currently changing many attitudes and aspects of American life. 6. About the program and practices of the Massachusetts Commission Against Discrimination. G. To develop the following ATTITUDES: 1. That we should respect the right of all Americans to equality of opportunity in getting a job and in improving their job standing. 2. That we should respect the right of all Americans to equal and fair treat- ment in places of public accommodation and in housing. 3. That we should appreciate the efforts of people and organizations to eliminate discriminatory practices in employment, education, public ac- commodations and housing. 4. That we should exercise care in forming judgments about our fellow citizens. 5. That we should deliberately look for what is good among our fellow citizens. 6. That we should render honest service on a job. 7. That we should appreciate the determination of the American people to safeguard the life, liberty and property of the individual citizen as shown by our actions and reflected in our civil rights laws. D. To develop and improve SKILLS AND ABILITIES such as: 1. Finding and using sources of information concerning Civil Rights. 2. Analyzing propaganda materials, with particular reference to distinguishing between emotional and intellectual arguments and appreciating the effective- ness of both. 3. Suspending judgment until all possible facts are obtained and studied. 4. Examining objectively one's own prejudices. 5. Discerning acts of discrimination. 6. Interpreting charts and tables. 7. Assessing the contributions of racial, national and religious groups to American civilization. 8. Serving as leader and/or follower in groups concerned with eliminating discrimination in the school and community, with emphasis on command of parlimentary procedures and public relations techniques; for example, how to prepare a news story for a newspaper. 9. Assessing one's own ability to get and to hold a job. 10. Evaluating current tension situations and incidents which frequently appear in the mass media. OVERVIEW Many thinking Americans are firmly convinced now, more than ever before, that "discrimination is not immoral, but is bad business." Peace within this country and peace in the world without, insofar as we can influence the condi- tions which make for it, is largely dependent upon inter-group understanding, respect, and good will. And good will must be translated into action. Discriminatory acts which are evidenced in our civic behavior take several forms. Among the most harmful practices are those which deny equality of opportunity to all American citizens with respect to employment, education, accommodations in places of public accommodation and housing. These denials of basic rights are harmful to the people suffering from them and to the person inflicting such unjust treatment. They may serve to weaken the whole basic structure of our democratic way of life; and to provide propaganda material for our enemies thereby making it possible for them to say we do not practice what we preach. As a people believing in a government by laws, we have safeguarded our civil liberties by law. Laws designed to prohibit discrimination in employment and public housing have been enacted by the representatives of the people in our Federal and in many of our state governments. Inquiry into the wisdom and effectiveness of laws affecting areas where discriminations persist is a rightful task for education. Thus the development of this unit of teaching material. Acts of discrimination owe their origin to prejudice. Prejudices are learned. To the American system of education, in part at least, belongs the responsibility of imparting the kind of information and providing the means of action whereby young people hopefully may grow up equipped with sound and wholesome under- standings and a will to behave as good citizens behave. The Massachusetts Commission Against Discrimination has been pleased to observe that a number of school systems in the Commonwealth have instituted courses in various aspects of minority groups, their cultures and contributions to the American scene. Through programs such as these it will be possible to acquaint our young people with the knowledge and understanding that they will need to function in our society with maturity and good judgment. It is hoped that this teaching unit will "inspire" schools and educators to further develop programs which will fully meet the needs and interests of their students. Unit Assignment I HOW HIGH THE COST OF PREJUDICES? A. Suggested Outline for the Unit Assignment 1. The meaning of prejudice. 2. Sources of some of our prejudices. a. Person-to-person: talk, facial expressions, example. b. Other agencies of communication: newspapers, magazines, books, pamphlets, cartoons, billboards, radio, television. 3. Tricks of the trade: some propaganda techniques. a. Applying propaganda techniques in the building of prejudices. 4. From prejudices to discrimination. a. Discrimination in employment. b. Discrimination in education. c. Discrimination in housing. d. Discrimination in places of public accommodation. 5. Paying the price of prejudice and discrimination. a. Losses on the home front: economic and social. b. Losses on the international scene: political, economic and social impli- cations. c. Losses to individual victims. 6. They saw the right. a. People and organizations that have been concerned and are now con- cerned with human rights. (1) On international level. (2) On national level. (3) On state level. (4) On city or town level. B. Suggested Questions for Thought and Discussion 1. How may our prejudices be influenced by each of the following: (a) Movies; (b) cartoons; (c) comic strips; (d) books and magazines; (e) music; (f) radio and television? 2. How may the malicious use of some names, songs, dialects, symbols, cause ill feeling? 3. What is meant by "scapegoating" and what are some ways of combating this practice? 4. Can you present two or three illustrations of ways in which propagandists use the following techniques of their trade to invite discrimination: (a) "Name Calling"; (b) "Card Stacking"; (c) "Transfer"; (d) "Glitter- ing Generalities"? 5. What does the following quotation mean to you and, how would you apply it to a discussion of discrimination: "The average man is a speck of intellect drowned in a sea of emotions"? 6. What, in your opinion, is the true significance of the title, "The Land Where Hate Should Die?" 7. The greatest test of understanding is what we do rather than what we say. Tell why you value the friendship of a person who may be of different racial, religious, or national background from you, but who rates with you as a good fellow American. (You may withhold his name if you wish). Can you relate any incident or example to show why you regard him or her so highly? 8. Can you cite any illustrations to show how the people of the United States are better off economically because this country made it possible for mem- bers of so-called minority groups to develop their talents? Have we been hurt by denial of equal opportunity to some minority group members? 9. Can you tell about any unusual example of "good neighborliness" occurring in a community inhabited by people of many different backgrounds? 10. What are some of the ways in which you personally may get along better with other citizens of your school and your community? What connection, immediate or remote, do you see between how you get along with your neighbors and the acceptance or appreciation of the American ideal of brotherhood by people in foreign lands? 11. What are some issues in Metropolitan living which will be solved only by greater cooperation of people living in the communities affected? C. Suggested Activities 1. Make an exploration of the life of immigrant groups in America. Select an immigrant group, e.g. Chinese, Puerto Ricans, Japanese, Irish, Italians, Jews, etc. Learn about questions as: Why did they come to America? What kind of fife did they have before arriving? What kinds of problems did they have in adjusting to life in America? In what ways did they become "Americanized"? Did they keep any part of their "other" culture? 2. Make a survey of programs which have been operating in various com- munities as: Metco, Fair Housing, Exodus, etc. Describe their goals. If any of these exist in your community tell about the impact on community residents. 3. Read the Kerner Report and the follow up. Analyze what they are saying and tell how this applies to your community. How does it apply to adults? To students? 4. In order to understand the experiences of Black people in America, read some of the following: From Plantation to Ghetto; Up From Slavery; White Man, Listen; Black Boy; Souls of Black Folk; Black Like Me; Nobody Knowi My Name, and Autobiography of an Ex-Colored Man. Discuss the difference between the experiences of Black people and those of other ethnic groups who immigrated to America. 5. Examine any political campaign literature you can obtain for illustrations of propaganda devices. 6. Make a scrapbook of current events using your local newspaper as source material. Trace events in a tension situation which occurs because of some form of discrimination. If possible follow it from start to finish and discuss the reasons for its occurring, and its final resolution. 7. Read books about "Black Power" by Martin Luther King, Malcolm X, etc. Find out exactly what is meant by Black power. Be prepared to discuss its implications. 8. Look into the struggle for community control of schools. Analyze how this has changed the role of minority group members in our society. How do you think this trend will ultimately effect students, teachers, other adults? 9. Draw some cartoons or write some slogans (or combine the two) which could be exhibited in a place of business to show that we should all work together. 10. Gather all the factual information you can about student "unrest" on campus. Analyze the reasons leading to such actions, the extent of actual student and faculty participation and the outcome of individual situations. 11. What are your State Department of Education and local school system doing to salvage "wasted talent" or to uncover potential talent among children and youth? Describe such techniques and programs as the Racial Imbalance Act, educational parks, relocatable units, the middle school, the Princeton Plan, and others which you may know about. Try to assess the effectiveness of any of these which have been used in your town. D. Suggested References (Note: This bibliography is intended as a guide to reading materials. It is not complete as many books have been published recently and each month sees new additions to this rapidly growing field. Your library and various agencies and organizations will have additional lists.) Books For Teachers 1. Clark, Kenneth. Prejudice and Your Child. Second Edition. Boston, Mass.: Beacon Press, 1963. 2. Conant, James B. Slums and Suburbs: A Commentary on Schools in Metro- politan Areas. New York: McGraw-Hill, 1961; paperback edition by Signet Books, 1964. 3. Crosby, Mildred, Editor. Reading Ladders for Human Relations. Wash., D.C.: American Council on Education, 1963. 4. Franklin, John Hope. From Slavery to Freedom. New York: Knopf, 1961. 5. Ginsberg, Eli. The Negro Potential. New York: Columbia University Press, 1956. 6. Grier, William H. and Cobbs, Price M. Black Rage. New York: Basic Books, 1968. 7. Griffin, J. H. Black Like Me. Boston, Mass.: Houghton Mifflin Company; 1961. 8. Gittler, Joseph, Editor.Understanding Minority Groups. New York: John Wiley and Sons, Inc. (science edition), 1964. 9. Handlin, Oscar. The Newcomers: Negroes and Puerto Ricans in a Chang- ing Metropolis. Cambridge, Mass.: Harvard University Press, 1959. Also Race and Nationality in American Life. Garden City, New York: Doubleday Anchor Book, 1957. Also The Uprooted. New York: Grosset & Dunlap, 1951. 10. Harlem Youth Opportunities Unlimited, Inc. Youth in the Ghetto: A Study of the Consequences of Powerlessness and A Blue Print For Change. New York; HARYOU, 1964. 11. Harris, Lewis and Brink, William. The Negro Revolution in America. New York: Simon and Schuster, 1964. 12. Hersey, John. The Algiers Motel Incident. New York: Knopf, 1968. 13. Hirsh, Salem. The Fears Men Live By. New York: Harper and Brothers, 1955. 14. King, Martin Luther. / Have A Dream. New York: Grosset and Dunlap, 1968. 15. Lincoln, C. Eric. The Black Muslims in America. Boston, Mass.: Beacon Press, 1961. Also The Meaning of Malcolm X. Boston, Mass.: Beacon Press, 1964. 16. Mahoney, John J. For Us the Living: An Approach to Civic Education, pp. 173-205. New York: Harper and Brothers, 1945. 17. Marrow, Alfred J. Changing Patterns of Prejudice. New York: Chilton Company, 1962. 18. McGill, Ralph. The South and The Southerner. Boston, Mass.: Little, Brown, and Company, 1963. 19. Montagu, M.F.A. Man's Most Dangerous Myth: The Fallacy of Race. Revised Edition. New York: Columbia Press, 1945. 20. Myrdal, Gunnar. An American Dilemma: The Negro Problem and Modern Democracy. New York: Harpers, 1962. 21. National Council for the Social Studies. Citizenship in a Free Society, Education for the Future. Chapters VIII, IX. Washington, D.C.: National Education Association, 1960. 22. Pettigrew, Thomas. A Profile of the Negro American. Princeton, N.J.: D. Van Nostrand Company, Inc., 1964. 23. Report of the National Advisory Committee on Civil Disorders {The Kerner Report.) New York: Dutton and Company, 1968, (paperback, Bantam Books). Also One Year Later: An Assessment of the Nation's Response to the Crisis Described by the Report. Washington, D.C.: The Urban Coalition. 24. Rose, Arnold. The Negro in America. Boston, Mass.: Beacon Press, 1962. (A condensation of Myrdal's An American Dilemma. 25. Silberman, Charles E. Crisis in Black and White. New York: Random House (Vintage Books), 1965. 26. Warren, Robert Penn. Who Speaks for the Negro. New York: Random House, 1965. Pamphlets for teachers and biblographies Selections are available from many sources, among them: 1. The American Jewish Committee, Institute of Human Relations, 165 East 56 Street, New York, New York. 2. Anti-Defamation League of B'nai Brith, 72 Franklin Street, Boston, Mass. 3. The Boston Public Library, Copley Square, Boston, Mass. 4. The Equal Employment Opportunity Commission, 1800 G Street, N.W. Washington, D.C. 5. Massachusetts Department of Education, 182 Tremont Street, Boston, Mass. (Bureau of Curriculum Innovation and the Division of Civic Education). 6. Metco, 178 Humbodt Avenue, Dorchester, Mass. 7. NAACP, 451 Massachusetts Avenue, Boston, Mass. 8. National Conference of Christians and Jews, 72 Tremont Street, Boston, Mass. Books for Above Average Pupils 1. Allport, Gordon W. The Nature of Prejudice. Garden City, N. Y.: Doubleday and Co., Inc., 1958. 2. Franklin, John Hope. From Slavery to Freedom. New York: Knopf, 1961. 3. Griffin, J. H. Black Like Me. Boston, Mass.: Houghton Mifflin Co., 1961. 4. Handlin, Oscar. The Newcomers: Negroes and Puerto Ricans in a Chang- ing Metropolis. 5. Harris, Lewis and Brink, William. The Negro Revolution in America. New York: Simon and Schuster, 1964. 6. Lincoln, C. Eric. The Black Muslims in America.: Boston, Mass.: Beacon Press, 1961. 7. McGill, Ralph, The South and the Southerner. Boston, Mass: Little, Brown and Company, 1963. Books for Other Pupils 1. Hughes, Langston and Melzer, Milton. A Pictorial History of the Negro in America. New York: Crown Publishing Co., 1963. 2. King, Martin Luther. Stride Toward Freedom:The Montgomery Story. New York: Harper and Row, 1958. Note: Refer also to graded book selections for pupils published in Heaton, Margaret M. and Lewis, Helen B. Reading Ladders for Human Rela- tions and Wolfe, Ann. About 100 Books — A Gateway to Better Inter- group Understanding as listed above under Pamphlets for Teachers. Films 1. Boundary Lines. Produced by International Film Foundation. 1 reel. 10 minutes, color. 2. One People. Produced by Anti-Defamation League and others. 1 reel. 10 minutes. 3. How to Judge Facts. Produced by Coronet Films. 1 reel. 10 minutes. Black and white and color. 4. The High Wall. Produced by Anti-Defamation League. 3 reels. 32 minutes. Black and white. Films and Filmstrip Bibliographies 1. Massachusetts Department of Education Audio Visual Office Films for instruction and other lists 2. Anti-Defamation League of B'nai Brith 72 Franklin Street, Boston, Mass. 3. Boston Public Library Copley Square, Boston, Mass. 4. Boston University, Krasker Memorial Film Library School of Education, 765 Commonwealth Avenue, Boston, Mass. 5. American Museum of Afro-American History 70 Charles Street, Boston, Mass. 10 Unit Assignment II HOW DO WE SAFEGUARD LIBERTY BY LAW? A. Suggested Outline for the Unit Assignment 1. Some expressions of basic American rights a. "... All men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. — That to secure these rights, Govern- ments are instituted among Men, deriving their just powers from the consent of the governed." b. "We the People of the United States, in order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Bless- ings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America." c. "No person shall be . . . deprived of life, liberty, or property, without due process of law." d. "The enumeration in the Constitution of certain rights shall not be construed to deny or disparage others retained by the people." e. "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction." f. "All persons born or naturalized in the United States, and subject to the juridiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of laws; nor deny to any person within its jurisdiction the equal protection of the law." g. "Freedom from fear." h. "Freedom from want." 2. Some special federal agencies or units organized to promote and protect civil rights. a. United States Department of Justice, Civil Rights Section b. The United States Civil Rights Commission c. The President's Committee on Equal Employment Opportunities d. United States Community Relations Service 3. State FEP Commissions and Commissions Against Discrimination: California, Colorado, Connecticut, Delaware, Indiana, Kansas, Massachu- setts, Michigan, Minnesota, New Hampshire, New Jersey, New Mexico, New York, Ohio, Oregon, Pennsylvania, Rhode Island, Washington, and Wisconsin. 4. The promotion and protection of civil rights in Massachusetts: a. The Massachusetts Commission Against Discrimination (1) Legal foundations (2) Membership and operation (3) Some unlawful practices for an employer; for a labor organization; for an employment agency; for an educational institution; for the owner or manager of a place of public accommodation; for a public housing authority; for the owner of a housing development; for a real estate broker; for the owner of an apartment building. 11 b. Massachusetts Advisory Committee to the United State Civil Rights Commission c. Division of Civil Rights and Liberties of the Attorney General's Office d. The Governor's Committee on Civil Rights e. Division of Civic Education, Massachusetts Department of Education B. Suggested Questions for Thought and Discussion 1. How do you react to these quotations from "And Crown Thy Good?" a. "And if a man is treated as a hero in time of war, shouldn't we treat him decently in afterwar days and off the battlefield, too?" b. You can find nothing in our laws showing that we have two or three or four kinds of citizenship. There is — or at least that's how we meant it to be — only one kind of citizenship here, first-class citizenship." c. "As a full partner in the United Nations, as a leader in the counsels of the United Nations, as the country housing the permanent home of the United Nations, our country now has a solemn duty to make our practice square with what we preach. We are far beyond the 'talking stage' on human rights and civil rights." d. Discrimination is not only morally wrong. It's bad business. 2. What arguments can you present to show that anti-discrimination laws are keeping with the expression, "Thy liberty in law?" 3. What evidence have you that Commissions Against Discrimination recog- nize the place of education in combatting discrimination? 4. What are some reasons why you should be concerned personally about civil rights at this stage in your life? 5. In terms of your plans for further education and future employment, how do you hope that the expression "equality of opportunity" will be applied to you: What kind of behavior might a future employer and fel- low workers rightfully expect from you on a job? 6. How do we reconcile "freedom of enterprise" with anti-discrimination laws affecting employment? 7. What are some of the practical problems involved in the implementation of the United States Civil Rights Act of 1964? 8. Can civil disobedience be countenanced in a "government of laws?" C. Suggested Activities 1. Write and produce an imaginary dialogue in which you seek to justify the wisdom of your state's anti-discrimination laws. 2. Working in cooperation with your local Chamber of Commerce, Service clubs (such as Rotary, Kiwanis, Lions, Exchange, etc.); or with an industrial concern, take (obtain the loan of) some photographs showing American workers of various backgrounds (racial, national origin) com- bining their talents for national defense. Exhibit the pictures under the title "Americans All for All Americans." 3. Discuss one of the "case studies" provided for your class by the Massa- chusetts Commission Against Discrimination. Do you feel that the Com- mission lived up to the spirit and the letter of the law in its handling of the case? How? What other reactions do you have to this case? 4. Interview (individually or with a class committee) an executive of a local or state housing authority, an official of a local or regional Fair Housing Practices Committee, or a local realtor and obtain a report of the procedures by which housing authorities have observed the anti- discrimination laws in the selection of tenants. 12 5. Draw up a "Civil Rights" code which could be incorporated in a Stu- dents' Handbook for your school. Illustration: I. I will respect the right of every student to share equita- bly in the educational opportunities provided in this school. 6. With the assistance of the Adult Civic Education teacher in your school system, make a tape recording of the answers of students in the Ameri- canization classes to these questions: a. What led you to think that would have a right to get a job when you came to this country? b. What kind of job opportunity did you get in this country which you might not have obtained in your native country? c. Do you have any reason for thinking that you will have a chance to get a better job in this country if you want it and can fill it? Note: It may be necessary to rephrase these questions so that they may be understood by those who are interviewed. Play these recordiugs for your class and invite comments on the answers given to your questions. D. Suggested References: (Note: This bibliography is subject to further revision and additions.) Books for Teachers 1. Abrams, Charles. Forbidden Neighbors. New York: Harper Brothers, 1955. 2. Allen, C. Y^.Law in the Making. Fair Lawn, New Jersey; Oxford Uni- versity Press, 1958. 3. Douglas, William O. An Almanac of Liberty, Garden City, New York: Doubleday and Company, 1954. 4. Javits, Jacob. Discrimination, U.S.A. New York: Harcourt, Brace; and World, Inc., 1960. 5. Konvitz, Milton R. A Century of Civil Rights. New York: Columbia Univ. Press, 1961. 6. Massachusetts Department of Education, The Freedom Lectures, Boston, Mass.: Division of Civic Education, Massachusetts Department of Edu- cation, 1962. 7. McEntire, David. Residence and Race. Berkeley, California; University of California Press, 1960. 8. Perry, Richard L. Sources of Our Liberties. New York: Associated College Presses, 1959. 9. Roscoe, Pound. The Development of the Constitutional Guarantees of Liberty, New Haven, Conn.: Yale University Press, 1957. 10. U.S. Commission on Civil Rights. Current Report. Washington, D.C.: Superintendent of Documents, U.S. Government Printing Office. 11. U.S. Commission on Civil Rights. Quarterly Civil Rights Digest. Wash- ington, D.C.: Superintendent of Documents, U.S. Government Print- ing Office. 12. Van Doren, Carl. The Great Rehearsal: The Story of the Making and Ratification of the Constitution of the United States. New York: Viking Press, 1948. 13. Friedman, Leon. The Civil Rights Reader: Basic Documents of the Civil Rights Movement. New York: Walker and Company, 1968. 13 14. White House Conference on Children and Youth. Children and Youth in the 1960's. Washington, D.C.: The Conference, 1960. a. Leskes, Theodore. "Civil Rights in America," pp. 193-203. b. Douglass, Joseph. "Thhe Effects of Minority Status on Children" pp. 181-191. 15. From a standard textbook in American History on American Govern- ment: The Declaration of Independence The Constitution of the United States; Preamble; Amendments I-X, The Bill of Rights; Amendments XIII, XIV, XV. 16. The Atlantic Charter — The Four Freedoms. 17. The Charter of the United Nations, Articles 55 and 56. Books for Above Average Pupils 1. Allen C. K. Law in the Making. Fair Lawn, New Jersey: Oxford Uni- versity Press, 1958. 2. Abrams, Charles. Forbidden Neighbors. New York: Harper Brothers, 1955. 3. Douglas, William O. An Almanac of Liberty. Garden City, New York: Doubleday and Company, 1954. 4. Javits, Jacob. Discrimination, U. S. A. New York: Harcourt, Brace and World, Inc., 1960. 5. Konvitz, Milton R. A Century of Civil Rights. New York: Columbia University Press, 1961. 6. Perry, Richard L. Sources of Our Liberties. New York: Associated Col- lege Presses, 1959. 7. U.S. Commission on Civil Rights. Current Report. Washington, D.C.: Superintendent of Documents, U.S. Government Printing Office. 8. U.S. Commission on Civil Rights. Quarterly Civil Rights Digest. Wash- ington, D.C. : Superintendent of Documents, U.S. Government Print- ing Office. 9. Friedman, Leon. The Civil Rights Readers: Basic Documents of the Civil Rights Movement. New York: Walker and Company, 1968. Books for All Pupils 1. Citizenship Education Project, Teachers College, Columbia University. Where Men Are Free. Boston, Mass.: Houghton Mifflin Company, 1955. 2. Finlay, Bruce A. Guaranteed for Life : Your Rights Under the U.S. Con- stitution. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1955. 3. Welch, Joseph. The Constitution. Boston, Mass.: Houghton Mifflin Com- pany, 1956. 4. From a standard textbook in American History or American Government: The Declaration of Independence The Constitution of the United States: Preamble, Amendments I-X, Bill of Rights: Amendments XIII, XIV, XV. 5. The Atlantic Charter — The Four Freedoms 6. The Charter of the United Nations, Articles 55 and 56. Pamphlets for Teachers and Pupils 1. Anti-Defamation League of B'nai B'rith. a. Douglas, William O.