Pauli Murray: Fighting Jane and Jim Crow

In this lesson, students will explore the life, activism and ideas of an African-American woman and lesbian who fought discrimination in the areas of race, gender and sexuality. Murray attended Howard University, where she became aware of gender discrimination within African-American culture. Despite the challenges she faced as the only woman in her cohort, in 1944, Murray graduated number one in her class. The following year, she earned a Master of Law Degree from the University of California. While in Berkeley, she wrote a master’s thesis titled “The Right the Equal Employment Opportunity,” the first comprehensive study on the subject. According to the University of California-Berkeley’s Law School, “The NAACP adopted her approach to Brown v. Board of Education and borrowed the arguments she made in a seminar paper she wrote while a law student.” Murray is a little-known figure whose life and activism illuminate the connections between the struggle for connecting civil rights, gay rights and women’s rights.

Who was Pauli Murray?

1. As a class, read “Pauli Murray: Attorney and Civil Rights Activist [5].” While reading, complete the handout [2]. Use the biography to list Murray’s life accomplishments. (Note: List of events included for instructor [9].) 

2. When you are done, select one achievement that you think is her most significant. In the space provided on the handout, explain the reasons for your choice. In addition to the source provided for you, remember to draw upon what you already know about the inequities women, African-Americans and LGBT people faced at the time. 

3. Share the accomplishment you selected, and your reasons for selecting it, during a short class discussion. 

Word Work

Inferring from the Context

Independently, read “Women Battling Jim Crow and Jane Crow” in its entirety. As you read, record on the handout [4] the sentences where the following words are used: Jim Crow, Jane Crow, imperative, token and deliberate.

1. When you are done, review each word as a class. Consider these questions: What can you infer about the meaning of the word based on its use in the sentence? How can you use the context around the word to help you define it? 
2. Individually, or as a class, come up with a single definition. Repeat, until the handout is completed. 

Close and Critical Reading

1. Working independently, answer the reading questions on the handout [3] that accompanies the “Woman Battling Jim Crow and Jane Crow” article, using complete sentences. 
2. Briefly discuss the article and your answers to the reading questions as a class. (Note: Consider having a discussion about blogs: Who writes blogs? What kind of fact checking happens? How are blogs different from a newspaper article? For instance, this blog was written by a teacher or professor for other teachers. Why would a reader want/need to know this information?)

Community Inquiry

1. Working in groups of three to four students, analyze the following quote from “Pauli Murray Bound for Sainthood.” 

“Pauli Murray, a woman who functioned in a predominately men’s world, helped in the civil rights struggle, helped in the struggle for women’s equality, helped in the struggle for rights for gay and lesbian people, helped in the struggle to make this world a better place. She was not always popular. People did not always agree with her, but they knew where Pauli Murray stood. She was a bridge person who helped to bridge some of the divides that keep us separated from each other.” 

2. On chart paper, answer the following questions: Do you agree with the quote? Why or why not? What have you learned about Pauli Murray that supports your conclusion? Take turns sharing your responses with the class. 

Write to the Source

Using all of the materials used for this lesson, write a one-page essay comparing and contrasting Jim Crow and Jane Crow. Do you agree with the distinction that Murray made between the two? Do you think that one was worse than the other, or do you see them as equal oppressions? Explain your answer using the facts of Murray’s life to support your argument.

Do Something

During March, which is Women’s History Month, create a History Walk that will educate your peers about Pauli Murray’s remarkable accomplishments. Your History Walk should not just include information about Murray, but also images and background information about the places she lived, when she lived in these places, and the significance of her accomplishments during a period when discrimination was rife. You may also choose to create a guide to help your peers navigate the timeline and History Walk.

Extension Activity

Research the Lily Ledbetter Act, which was signed by President Obama on his first day in office in January 2009. The Lily Ledbetter Act aims to make sure that women receive equal pay for performing equal work with men. To what extent did the Lily Ledbetter Act address the issue of equal treatment of women that Pauli Murray advocated for?