The City Too Busy to Hate The Atlanta Business Community s Response to the Civil Rights Protest

Transcription

1 Georgia Economic History SOCIETAL & TECHNOLOGICAL GROWTH IN MODERN GEORGIA The City Too Busy to Hate The Atlanta Business Community s Response to the Civil Rights Protest Enduring Understanding The growth and development of a region are influenced by social, economic, and political factors. Lesson Essential Question How can the policies of state and local political leaders influence economic growth? Introduction With the exception of the 1906 Race Riot, Atlanta has been traditionally viewed as a progressive southern city in terms of race relations. Deemed the city too busy to hate, Atlanta has been the hub of African-American businesses and centers of higher education for years. However, Atlanta was still a segregated city in almost all aspects. As civil rights activist Fred Gray said, We were segregated from the cradle to the grave, the toilet to the train, the classroom to the courtroom. But once activists of the modern civil rights movement set their sights on Atlanta, the city responded to the movement much differently than other cities in the South. Due to the collaboration of civil rights leaders such as Martin Luther King Jr., civic leaders like mayors William Hartsfield and Arthur Allen Jr., and business leaders like Robert Woodruff, civil rights protestors were treated much better compared to other cities. Almost immediately many of the demands of civil rights activists were met. This lesson examines the impact that Atlanta s business leaders had on the Civil Rights Movement, the economic aspects of the Appeal for Human Rights proclamation, and an examination of boycotts and sit-ins. GPS Standards SS8E3 The student will evaluate the influence of Georgia s economic growth and development. b. Explain how entrepreneurs take risks to develop new goods and services to start a business. c. Evaluate the importance of entrepreneurs in Georgia who developed such enterprises as Coca-Cola, Delta Air Lines, Georgia-Pacific, and Home Depot. SS8H10 The student will evaluate key post-world War II developments of Georgia from 1945 to b. Explain how the development of Atlanta, including the roles of mayors William Hartsfield and Ivan Allen, Jr. and major league sports, contributed to the growth of Georgia. page 1 of 19

2 Georgia Economic History SOCIETAL & TECHNOLOGICAL GROWTH IN MODERN GEORGIA SS8H11 The student will evaluate the role of Georgia on the modern civil rights movement. b. Analyze the role Georgia and prominent Georgians played in the civil rights movement of the 1960s and 1970s. Economic Concepts Opportunity cost, voluntary exchange, incentives Knowledge The student will know that a collaboration of Atlanta s business, political, and civil rights leaders worked together successfully to aid in more productive and less violent reaction to the civil rights movement. economic protests such as boycotts and sit-ins have been used successfully as a tool for societal change. Core Skills The student will be able to read for information. draw conclusions. interpret a chart. identify and use primary sources. Materials Needed 1 copy/student: Appeal for Human Rights Worksheet Atlanta s Example Worksheet Should I Sit-In? Worksheet Does it Make Cents to Discriminate? Worksheet One copy to display on overhead or LCD projector: Georgia Stories video Atlanta s Example New Georgia Encyclopedia: The Fall Campaign Handout highlighter pens Time Required 2-3 class periods Lesson Extension- 1 class period to listen to tour online Procedures 1. Begin the lesson by explaining to students that economic protests have been used throughout history as a means for individuals to create a change in society. 2. Explain to students that historically one of the most effective types of economic protest is the boycott. Explain to students that along with boycotting (make sure to discuss the Montgomery Bus Boycott) during the Civil Rights Movement another economic protest was used by African-Americans. These types of protests were called sit-ins. Tell students that both boycotts and sit-ins caused numerous Atlanta page 2 of 19

3 Georgia Economic History SOCIETAL & TECHNOLOGICAL GROWTH IN MODERN GEORGIA business leaders to meet many of the demands of civil rights activists. 3. Divide students into groups of four. Distribute the Appeal for Human Rights Student Activity Sheets 1-4. Instruct each group to distribute the sections evenly and the four members of the group (one section of Appeal for Human Rights per group member). Explain to students that this document was printed in three Atlanta newspapers as a paid advertisement meant to inform whites in Atlanta about the causes of the protest and what the civil rights activists demanded. Students should read each question and highlight the correct answer for their section. 4. Once individual students are finished answering their sections, have them read their questions and report their findings to the other members of the group. 5. Distribute the Atlanta s Example Worksheet. 6. Play the Georgia Stories video Atlanta s Example and have students answer the corresponding questions about the video. Make sure to discuss the impact that business leader Robert Woodruff and Mayor William Hartsfield had on the outcome of the protests. 7. Display and read The Fall Campaign Transparency to students. Explain that just like all economic decisions participating in the sit-ins had both costs and benefits. For example, MLK s cost of leading the Rich s sit-in was going to jail, but the benefit was that eventually lunch counters were desegregated. In addition, local business leaders had to determine if it made economic sense to discriminate (the answer of course was no if they wanted to make money). 8. Pass out the Should I Sit-In?: Decision Chart Worksheet and Does it Make Cents to Discriminate: Decision Chart Worksheet. Have students complete these and then discuss their answers as well as the economic costs and benefits of these actions. Lesson Extension: Recently, the Center for Civil and Human Rights Partnership has produced an audio walking tour down Auburn Avenue with Andrew Young. The tour can be downloaded right to an MP3 player, listened to online, or heard on a cell phone. For more information go to The New Georgia Encyclopedia For more background information to support this lesson, read these entries: Auburn Avenue (Sweet Auburn) Albany Movement Americus Movement page 3 of 19

4 Georgia Economic History SOCIETAL & TECHNOLOGICAL GROWTH IN MODERN GEORGIA Bus Desegregation in Atlanta Civil Rights Movement Atlanta Negro Voters League (ANVL) Atlanta Sit-ins National Association for the Advancement of Colored People (NAACP) Southern Christian Leadership Conference (SCLC) Student Movement of the 1960s Student Nonviolent Coordinating Committee (SNCC) EconEdLink Online Lessons For more student activities on economic history in a U.S. context, use these lessons: Assessment Martin Luther King Jr. Day 1. In many instances white business leaders in Atlanta decided to cooperate with civil rights activists because they were afraid both boycotts and sit-in would take away from their business A. profits.* B. competition. C. specialization. D. opportunity cost. 2. In the Appeal for Human Rights, African-American leaders felt that segregation laws were interfering with their ability to participate in A. competition. B. specialization. C. voluntary exchange.* D. government expenditures. page 4 of 19

5 Appeal for Human Rights: Section 1 Worksheet, page 1 1. Who wrote the document? What were they trying to accomplish? We, the students of the six affiliated institutions forming the Atlanta University Center Clark, Morehouse, Morris Brown, Spelman Colleges, Atlanta University, and the Interdenominational Theological Center have joined our hearts, minds, and bodies in the cause of gaining those rights which are inherently ours as of the human race and as citizens of these United States. 2. Why was the Montgomery Bus Boycott shocking? How are the students going to protest? We pledge our unqualified support to those students in this nation who have recently been engaged in the significant movement to secure certain long-awaited rights and privileges. This protest, like the bus boycott in Montgomery, has shocked many people throughout the world. Why? Because they had not quite realized the unanimity of spirit and purpose which motivates the thinking and action of the great majority of the Negro people. The students who instigate and participate in these sit-down protests are dissatisfied, not only with the existing conditions but with the snail-like speed at which they are being ameliorated. Every normal being wants to walk the earth with dignity and abhors any and all proscriptions placed upon him because of race or color. In essence, this is the meaning of the sit-down protests that are sweeping this nation today. 3. What was the progressive city of Atlanta doing to African-Americans? We do not intend to wait placidly for those which are already legally and morally ours to be meted out to us at a time. Today's youth will not sit by submissively, while being denied all of the rights, privileges, and joys of life. We want to state clearly and unequivocally that we cannot tolerate in a nation professing democracy and among people professing democracy and among people professing Christianity, the discriminatory conditions under which the Negro is living today in Atlanta, Georgia supposedly one the most progressive cities in the South. Among the inequalities and injustices in Atlanta and in Georgia against which we protest, the following are outstanding examples: page 5 of 19

6 Appeal for Human Rights: Section 2 Worksheet, page 2 1. What were the economic inadequacies in public education? (1) EDUCATION: In the Public School System, facilities for Negroes and whites are separate and unequal, Double sessions continue in about half of the Negro Public Schools, and many Negro children travel ten miles a day in order to reach a school that will admit them. On the University level, the state will pay a Negro to attend a school out of state rather than admit him to the University of Georgia, Georgia Tech, the Georgia Medical School, and other tax-supported public institutions. According to a recent publication, in the fiscal year 1958 a total of $31,632, was spent in the State institutions of higher education for whites only. In the Negro state colleges, only $2,001, was spent. The publicly supported institutions of higher education are inter-racial now, except that they deny admission to Negro Americans. 2. What types of government jobs were African-Americans getting? (2) JOBS: Negroes are denied employment in the majority of city, state, and federal governmental jobs, except in the most menial capacities. 3. What do you think are the two largest injustices about housing in Atlanta? (Beside your answer, explain why you think this is the case.) (3) HOUSING: While Negroes constitute 32% of the population of Atlanta, they are forced to live within 16% of the area the city. Statistics also show that the bulk of the Negro population is still: a. locked into the more undesirable and overcrowded areas of the city; b. paying a proportionally higher percentage of income for rental and purchase of generally lower quality property; c. blocked by political and direct or indirect restrictions in its efforts to secure better housing. page 6 of 19

7 Appeal for Human Rights: Section 3 Worksheet, page 3 1. What types of African-Americans were declared unqualified to vote? 4) VOTING: Contrary to statements made in Congress by several Southern Senators, we know that in many counties in Georgia and other southern states, Negro college graduates are declared unqualified to vote and are not to register. 2. How many hospital beds were in the city? How many were designated for African-Americans? (Write total amount) (5) HOSPITALS: Compared with facilities for other people in Atlanta and Georgia, those for Negroes are unequal and totally inadequate. Reports show that Atlanta's 14 general hospitals and 9 related institutions provide some 4,000 beds. Except for some 430 beds at Grady Hospital, Negroes are limited to the 250 beds in three private Negro hospitals. Some of the hospitals barring Negroes were built with federal funds. 3. True or False: All restaurants had colored sections? (Find evidence for your answer in the passage) Answers will vary. (6) MOVIES, CONCERTS, RESTAURANTS: Negroes are barred from most movies and segregated in the rest. Negroes must even sit in a segregated section of the Municipal Auditorium. If a Negro is hungry, his hunger must wait until he comes to a "colored" restaurant, and even his thirst must await its quenching at a "colored" water fountain. 4. How many African Americans were Atlanta police officers? What percentage was this? How does this compare to the population of Atlanta? (7) LAW ENFORCEMENT: There are grave inequalities in the area of law enforcement. Too often, Negroes are maltreated by officers of the law. An insufficient number of Negroes is employed in the law-enforcing agencies. They are seldom, if ever, promoted. Of 830 policemen in Atlanta, only 35 are Negroes. page 7 of 19

8 Appeal for Human Rights: Section 4 Worksheet, page 4 1. True or False: This document cited all of the problems that African-Americans faced in Atlanta? (Find evidence for your answer in the passage.) We have briefly mentioned only a few situations in which we are discriminated against. We have understated rather than overstated the problems. These social evils are seriously plaguing Georgia, the South, the nation, and the world. 2. What was racial segregation doing to the economic growth of Georgia? WE HOLD THAT: (1) The practice of racial segregation is not in keeping with the ideals of Democracy and Christianity. (2) Racial segregation is robbing not only the segregated but the segregator of his human dignity. Furthermore, the propagation of racial prejudice is unfair to the generations yet unborn. (3) In times of war, the Negro has fought and died for his country, yet he still has not been accorded first-class citizenship. (4) In spite of the fact that the Negro pays his share of taxes, he does not enjoy participation in city, county, and state government at the level where laws are enacted. (5) The social, economic, and political progress of Georgia is retarded by segregation and prejudices. (6) America is fast losing the respect of other nations by the poor example which she sets the area of race relations. 3. What was the most segregated element of society? It is unfortunate that the Negro is being forced to fight, in any way, for what is due him and is freely accorded other American. It is unfortunate that even today some people should hold to the erroneous idea of racial segregation despite the fact that the world is fast moving toward an integrated humanity. The time has come for the people of Atlanta and Georgia to take a good look at what is really happening in this country and to stop believing those who tell us that everything is fine and equal and that the Negro is happy and satisfied. It is to be regretted that there are those who still refuse to recognize the over-riding supremacy of the Federal Law. page 8 of 19

9 Appeal for Human Rights: Section 4 (continued) Worksheet, page 5 Our churches which are ordained by God and claim to be the houses of all people, foster segregation of the races to the point of making Sunday the most segregated day of the week. We, the students of the Atlanta University Center, are driven by past and present events to assert our feelings to the citizens of Atlanta and to the world. 4. Who needed to abolish these injustices? We, therefore, call upon all people in authority State, County, and City officials; all leaders in civic life ministers, teachers, and business men; and all people of good will to assert themselves and abolish these injustices. We must say in all candor that we plan to use every legal and non-violent means at our disposal to secure full citizenship rights as members of this great Democracy of ours. WILLIE MAYS President of Council for the Students of Atlanta University JAMES FELDER President of Student Government Association for the Students of Clark College MARION D. BENNETT President of Student Association for the Students of Interdenominational Theological Center DON CLARKE President of Student Body for the Students of Morehouse College MARY ANN SMITH Secretary of Student Government Association for the Students of Morris Brown College ROSLYN POPE President of Student Government Association for the Students of Spelman College Source: Civil Rights Movement Veterans page 9 of 19

10 Appeal for Human Rights: Section 1 Worksheet KEY, page 1 1. Who wrote the document? What were they trying to accomplish? We, the students of the six affiliated institutions forming the Atlanta University Center Clark, Morehouse, Morris Brown, Spelman Colleges, Atlanta University, and the Interdenominational Theological Center have joined our hearts, minds, and bodies in the cause of gaining those rights which are inherently ours as of the human race and as citizens of these United States. 2. Why was the Montgomery Bus Boycott shocking? How are the students going to protest? We pledge our unqualified support to those students in this nation who have recently been engaged in the significant movement to secure certain long-awaited rights and privileges. This protest, like the bus boycott in Montgomery, has shocked many people throughout the world. Why? Because they had not quite realized the unanimity of spirit and purpose which motivates the thinking and action of the great majority of the Negro people. The students who instigate and participate in these sit-down protests are dissatisfied, not only with the existing conditions but with the snail-like speed at which they are being ameliorated. Every normal being wants to walk the earth with dignity and abhors any and all proscriptions placed upon him because of race or color. In essence, this is the meaning of the sit-down protests that are sweeping this nation today. 3. What was the progressive city of Atlanta doing to African-Americans? We do not intend to wait placidly for those which are already legally and morally ours to be meted out to us one at a time. Today's youth will not sit by submissively, while being denied all of the rights, privileges, and joys of life. We want to state clearly and unequivocally that we cannot tolerate in a nation professing democracy and among people professing democracy and among people professing Christianity, the discriminatory conditions under which the Negro is living today in Atlanta, Georgia supposedly one the most progressive cities in the South. Among the inequalities and injustices in Atlanta and in Georgia against which we protest, the following are outstanding examples: page 10 of 19

11 Appeal for Human Rights: Section 1 Worksheet KEY, page 2 1. What were the economic inadequacies in public education? (1) EDUCATION: In the Public School System, facilities for Negroes and whites are separate and unequal, Double sessions continue in about half of the Negro Public Schools, and many Negro children travel ten miles a day in order to reach a school that will admit them. On the University level, the state will pay a Negro to attend a school out of state rather than admit him to the University of Georgia, Georgia Tech, the Georgia Medical School, and other tax-supported public institutions. According to a recent publication, in the fiscal year 1958 a total of $31,632, was spent in the State institutions of higher education for whites only. In the Negro state colleges, only $2,001, was spent. The publicly supported institutions of higher education are inter-racial now, except that they deny admission to Negro Americans. 2. What types of government jobs were African-Americans getting? (2) JOBS: Negroes are denied employment in the majority of city, state, and federal governmental jobs, except in the most menial capacities. 3. What do you think are the two largest injustices about housing in Atlanta? (Beside your answer, explain why you think this is the case.) Answers will vary. (3) HOUSING: While Negroes constitute 32% of the population of Atlanta, they are forced to live within 16% of the area the city. Statistics also show that the bulk of the Negro population is still: a. locked into the more undesirable and overcrowded areas of the city; b. paying a proportionally higher percentage of income for rental and purchase of generally lower quality property; c. blocked by political and direct or indirect restrictions in its efforts to secure better housing. page 11 of 19

12 Appeal for Human Rights: Section 1 Worksheet KEY, page 3 1. What types of African-Americans were declared unqualified to vote? 4) VOTING: Contrary to statements made in Congress by several Southern Senators, we know that in many counties in Georgia and other southern states, Negro college graduates are declared unqualified to vote and are not to register. 2. How many hospital beds were in the city? How many were designated for African-Americans? (Write total amount.) 580 beds out of 4,000. (5) HOSPITALS: Compared with facilities for other people in Atlanta and Georgia, those for Negroes are unequal and totally inadequate. Reports show that Atlanta's 14 general hospitals and 9 related institutions provide some 4,000 beds. Except for some 430 beds at Grady Hospital, Negroes are limited to the 250 beds in three private Negro hospitals. Some of the hospitals barring Negroes were built with federal funds. 3. True or False: All restaurants had colored sections? (Find evidence for your answer in the passage) False (6) MOVIES, CONCERTS, RESTAURANTS: Negroes are barred from most movies and segregated in the rest. Negroes must even sit in a segregated section of the Municipal Auditorium. If a Negro is hungry, his hunger must wait until he comes to a "colored" restaurant, and even his thirst must await its quenching at a "colored" water fountain. 4. How many African Americans were Atlanta police officers? 35 were police officers What percentage was this? 4% How does this compare to the population of Atlanta? 32% of Atlanta was African-American (7) LAW ENFORCEMENT: There are grave inequalities in the area of law enforcement. Too often, Negroes are maltreated by officers of the law. An insufficient number of Negroes is employed in the law-enforcing agencies. They are seldom, if ever promoted. Of 830 policemen in Atlanta only 35 are Negroes. page 12 of 19

13 Appeal for Human Rights: Section 1 Worksheet KEY, page 4 1. True or False: This document sited all of the problems that African-Americans faced in Atlanta? False (Find evidence for your answer in the passage) We have briefly mentioned only a few situations in which we are discriminated against. We have understated rather than overstated the problems. These social evils are seriously plaguing Georgia, the South, the nation, and the world. 2. What was racial segregation doing to the economic growth of Georgia? WE HOLD THAT: (1) The practice of racial segregation is not in keeping with the ideals of Democracy and Christianity. (2) Racial segregation is robbing not only the segregated but the segregator of his human dignity. Furthermore, the propagation of racial prejudice is unfair to the generations yet unborn. (3) In times of war, the Negro has fought and died for his country; yet he still has not been accorded first-class citizenship. (4) In spite of the fact that the Negro pays his share of taxes, he does not enjoy participation in city, county and state government at the level where laws are enacted. (5) The social, economic, and political progress of Georgia is retarded by segregation and prejudices. (6) America is fast losing the respect of other nations by the poor example which she sets the area of race relations. 3. What was the most segregated element of society? It is unfortunate that the Negro is being forced to fight, in any way, for what is due him and is freely accorded other Americans. It is unfortunate that even today some people should hold to the erroneous idea of racial segregation despite the fact that the world is fast moving toward an integrated humanity. The time has come for the people of Atlanta and Georgia to take a good look at what is really happening in this country, and to stop believing those who tell us that everything is fine and equal, and that the Negro is happy and satisfied. It is to be regretted that there are those who still refuse to recognize the over-riding supremacy of the Federal Law. page 13 of 19

14 Appeal for Human Rights: Section 1 Worksheet KEY, page 5 Our churches which are ordained by God and claim to be the houses of all people, foster segregation of the races to the point of making Sunday the most segregated day of the week. We, the students of the Atlanta University Center, are driven by past and present events to assert our feelings to the citizens of Atlanta and to the world. 14. Who needed to abolish these injustices? We, therefore, call upon all people in authority State, County, and City officials; all leaders in civic life ministers, teachers, and business men; and all people of good will to assert themselves and abolish these injustices. We must say in all candor that we plan to use every legal and non-violent means at our disposal to secure full citizenship rights as members of this great Democracy of ours. WILLIE MAYS President of Council for the Students of Atlanta University JAMES FELDER President of Student Government Association for the Students of Clark College MARION D. BENNETT President of Student Association for the Students of Interdenominational Theological Center DON CLARKE President of Student Body for the Students of Morehouse College MARY ANN SMITH Secretary of Student Government Association for the Students of Morris Brown College ROSLYN POPE President of Student Government Association for the Students of Spelman College Source: Civil Rights Movement Veterans page 14 of 19

15 Atlanta s Example Georgia Stories Worksheet 1. What were some examples of how Atlanta was segregated in the early 1960 s? 2. What was the name of the black college in Atlanta that had a lead role in the Civil Rights Movement? 3. What tactic did the college students use to change restaurant policies of not serving blacks? 4. Who was the mayor of Atlanta at the time? 5. Who was Robert Woodruff? 6. Why did Woodruff not want violence in Atlanta? 7. What did he do to make certain that violence would not erupt? 8. What controversial advertisement appeared in the Atlanta Journal-Constitution? 9. What happened as a result of the peaceful agreement that was worked out in 1961? 10. What was learned from the events leading up to desegregation of restaurants? 11. Do you think that equality for African Americans would have been achieved without the economic protests? Why or why not? 12. In your opinion, why do you think Atlanta responded differently to the Civil Rights Movement than other southern cities? page 15 of 19

16 Atlanta s Example Georgia Stories Worksheet 1. What were some examples of how Atlanta was segregated in the early 1960 s? There were white and colored drinking fountains; blacks could not be served in restaurants; blacks had to sit in segregated areas in movies; transportation was segregated; recreational facilities were segregated; etc. 2. What was the name of the black college in Atlanta that had a lead role in the Civil Rights Movement? Spelman College 3. What tactic did the college students use to change restaurant policies of not serving blacks? They used the tactic of sit-ins at lunch counters. 4. Who was the mayor of Atlanta at the time? Mayor William B. Hartsfield 5. Who was Robert Woodruff? He was the chairman of Coca-Cola. 6. Why did Woodruff not want violence in Atlanta? He wanted to keep the city attractive to business. He had more of a world view on things and he had millions of non-white customers who purchased Coca-Cola products. He could not afford to have his company and home city be a symbol of violence and racism. 7. What did he do to make certain that violence would not erupt? He worked quietly behind the scenes with both black and white leaders and merchants to insure non-violent protests and actions. 8. What controversial advertisement appeared in the Atlanta Journal-Constitution? There was an advertisement, The Appeal for Human Rights, which expressed the students beliefs about the injustices of segregation. 9. What happened as a result of the peaceful agreement that was worked out in 1961? As a result of the agreement, 250 restaurants agreed to serve blacks, and four schools were desegregated 10. What was learned from the events leading up to desegregation of restaurants? That blacks and whites could work together to achieve change peacefully. 11. Do you think that equality for African Americans would have been achieved without economic protests? Why or why not? Answers will vary. 12. In your opinion why do you think Atlanta responded differently to the Civil Rights Movement than other southern cities? Answers will vary, but students should point out that blacks and whites worked together to achieve changes in a peaceful manner. Adapted from: Clairmont Press, Georgia and the American Experience: Final Revised Teacher CD-ROM 2 page 16 of 19

17 The Fall Campaign Handout Protest planning resumed with renewed vigor when students returned to campus in September of COAHR members delayed the fall campaign to coincide with the presidential election, because they hoped to gain national attention and help make civil rights reform a subject of national debate. On Wednesday, October 19, after more than a month of planning, students launched a new round of sit-ins focusing on a handful of businesses, including the Magnolia Room restaurant at Rich's Department Store, Atlanta's largest retailer. (Many lunch counters were located within department stores, such as Rich's and Woolworth's.) More than fifty demonstrators were arrested on the first day of the campaign, including A. D. King and his brother, Martin Luther King Jr., whom the students had persuaded to participate in a bid for greater publicity. Perhaps as a result of King's arrest, protests increased in size and number the following afternoon, when more than 2,000 students closed 16 more lunch counters. By Saturday, tensions had reached unprecedented levels; counterdemonstrations by Ku Klux Klan members threatened civil unrest, and COAHR called for a wider boycott of downtown businesses to "bankrupt the economy of segregation." To preserve the city's vaunted racial climate, Mayor Hartsfield secured the release of twenty-two jailed demonstrators and arranged a thirty-day truce wherein negotiations between student and business leaders could transpire. For this second round of negotiations, student leaders were joined by elder members of the city's black establishment under the auspices of the Student-Adult Liaison Committee, which was formed the previous summer to assist and influence the student movement. The city's business community remained opposed to desegregation, however, and some key business leaders refused to negotiate altogether. As a result, protests resumed when the thirty-day truce expired, forcing the closure of all downtown lunch counters by the end of November. Over the course of the next three months, protests continued unabated, and COAHR implemented a new strategy- demonstrators who were arrested would refuse bail, in order to crowd the jails. Sales figures released at the end of 1960 indicated a 13 percent decline compared with the previous year, confirming that the student-led boycott had significantly affected the downtown businesses. Whether because they could not withstand the financial pressure or perhaps because desegregation elsewhere in the state suggested the inevitability of change in Atlanta, area business leaders indicated a new willingness to compromise during the early months of While students tarried in local jails, white business leaders met privately with their counterparts in the city's black establishment to negotiate a settlement to the desegregation stalemate. On March 7, 1961, student leaders King and Sullivan were summoned to a downtown meeting, where they learned that the city's white and black leaders had brokered a deal to desegregate the city's lunch counters. Under the arrangement, desegregation would occur the following fall, following the court-ordered integration of local schools. Although they objected to the delay and felt betrayed by their elders in the black community, King and Sullivan ultimately consented to the settlement. Source: Edward A. Hatfield The Atlanta Sit-Ins. New Georgia Encyclopedia page 17 of 19

18 Should I Sit-In?: Decision Chart Worksheet It is 1960, and you are an African-American college student in Atlanta. You wholeheartedly believe in the civil rights movement and would like to join the sit-in protests but you also worked hard to get into college and you hope to be successful later in life. You fully understand that the cost of participating in protests could include time away for your classes/studying, going to jail, or perhaps even physical violence, all of which may negatively impact your future. Use the decision grid below to determine if you would join the sit-ins.. Evaluate each alternative as: + = Greater benefit than cost? = Equal or questionable benefit and cost - = Greater cost than benefit Alternative Criteria Effect on freedom to live life like you want Social standing among peers and community. Personal monetary expense Effect on opportunities for career Do not take part in the sit-in Take part in the sit-ins Do not take a position Using the decision grid, rank each alternative in order of preference What is the opportunity cost of your decision? (Remember the opportunity cost is your second best option given up when a choice is made.) Explain why this is the best decision for you. page 18 of 19

19 Does it Make Cents to Discriminate? Decision Chart Worksheet You are a white Atlanta business owner in 1960 and in accordance with Jim Crow Laws your store has always been segregated. After reading the Appeal to Human Rights, you realize that the city s African-American community is going to start economic boycotts, and due to your discriminatory practices, your store will be targeted. Use the decision chart below to determine your best course of action in response to these protests.. Evaluate each alternative as: + = Greater benefit than cost? = Equal or questionable benefit and cost - = Greater cost than benefit Alternative Criteria Effect on freedom to live life like you want Social standing among peers and community. Effect on Profits Effect on future opportunities for career Continue to practice discrimination Close store until protest are over End discriminatory practices Using the decision grid, rank each alternative in order of preference What is the opportunity cost of your decision? (Remember the opportunity cost is your second best option given up when a choice is made.) Explain why this is the best decision for you. page 19 of 19