Starter
 Review the rights granted to African Americans by the
13th, 14th, and 15th Amendments.
 List these amendments with our “memory trigger” that I
taught you.
 When the bell rings, I will lengthen our “memory
trigger.”
 Have a PENCIL before the bell; NO ONE will be
leaving after the bell rings to sharpen a pencil today.
Education Reform
 William Torrey Harris called for reform in which
schools would prepare students for community life.
 Most states had public schools by the 1860s.
◦ Majority of students in this time period went to school
for four years or less.
 1865-1895 states passed compulsory education laws
requiring 12 to 16 weeks of school annually for
students 8 to 14.
 Kindergartens began as daycare for working mothers
and were added to public schools.
7.03 Evaluate the effects of racial segregation on different
regions and segments of the United States' society.
REVIEW
◦ Disenfranchisement is denying a group the right to
__________.


Blacks were denied the right to vote through use of…
 _______________: person had to prove they could read before
voting
 _______________: citizens must pay a state tax to vote
These two processes of disenfranchisement often kept poor
whites from voting. Therefore, states often implemented a
__________________ that stated anyone who voted previously,
or whose ancestors had voted previously, would be exempt
from the new voting requirements.
Segregation in Education
 Immigrants were encouraged to go to school.
 “Americanized” through education.


English language
Patriotic verses
 Night school for adult immigrants
 Segregated schools for African Americans.
 African Americans mostly excluded from high school
education.
 Completely excluded from white colleges or universities.
Washington and Du Bois
 Different views emerged
regarding higher education for
African Americans during the
period.
 Booker T. Washington
advocated teaching African
Americans vocational trades to
slowly end racism in America.
 W.E.B Du Bois advocated
intellectual education and the
demand of equality.
Classwork Assignment
 Compare and contrast the difference between the two
African American leaders, Washington and Du Bois, by
creating a Venn diagram.
 You must identify their plans for education, any
educational institute or movement they founded, and
publications. You must explain these aspects in full detail
proving comprehension of the topic.
 You must have a minimum of 5 characteristics for Du Bois,
5 characteristics for Washington, and 3 similarities.
 You have 25 minutes to complete.
◦ 20 minutes independent/silent study.
◦ 5 minutes to share and compare.
Booker T. Washington
 1856-1915
 Former slave
 Founder of Tuskegee Institute
 Became important center for technical education in the South
 Excel in teaching, agriculture, blue collar fields
 To be treated as equal citizens
 Had no problem with segregation
 Quote from speech in Atlanta in 1895
 “In all things that are purely social we (whites and blacks) can
be as separate as the fingers, yet one as the hand in all things
essential to mutual progress”
W.E.B. Du Bois










First black Ph.D. graduate
Harvard University
Disagreed with B.T. Washington’s speech
Viewed Washington as someone sold out to try and please the
white community
Labeled Washington’s speech “Atlanta Compromise”
Argued blacks should pursue in humanities and white collar
occupations
Blacks should be politically, legally, and socially active to
obtain equality.
Helped organized black intellectual group – Niagara
Movement
Founder of NAACP
Founder of “The Crisis” magazine
Violence and Intimidation
 ___________: a group that advocated white supremacy
and used violence and intimidation to keep African
Americans from exercising their civil rights.
 Lynching: mob killing (most often by being tortured and
hanged)
 Ida Wells-Barnett --was an advocate for African
Americans. She stood against lynching, became an
advocate for women’s rights, and was a member of the
NAACP.
Marcus Garvey
 Jamaican by birth, Garvey
inspired black pride.
 “Back to Africa” Movement
 He advocated that African
Americans should return to
their homeland.
 His idea never became a
reality.
Wilmington Race Riots
 Late 1800’s African Americans gain political and social
influence
 Wilmington, North Carolina
 Due to the fact Republicans and Populists prevented
white-supremacist Democrats from winning power
 1898– white democrats launched a number of violent
attacks against African Americans overthrowing the
Republican power
 Replacing it with Democratic council and mayor
 Shortly afterward North Carolina passed a number of
Jim Crow laws.
Types of Segregation
 ___________laws set up segregation in public facilities
after the Civil War.
 States began to pass these laws
 Two types of segregation existed:
 De jure: based on law
 De facto: not instituted by law
 Great Migration (African Americans moving from the
south to the north) helped create de jure segregation.
 1896 Supreme Court upheld de jure segregation in the
case Plessy v. Ferguson
Plessy v. Ferguson:
“Separate but Equal”
 1896 Supreme Court case
 Homer Plessy (1/8 African
American) was arrested for sitting
in a “white only” railcar breaking
Louisiana law.
 Plessy sued and the Supreme Court
found that segregation was legal as
long as the facilities were equal.
 REALITY: the facilities were not
typically equal.
Other Groups Face Discrimination
 Mexicans in the southwest helped construct the
railroad.
 Many found work in agricultural projects after the
completion of the transcontinental railroad.

Afterwards, forced into a debt peonage system in which they
were bound laborers in order to work off a debt to their
employer.
 What other group was extremely beneficial to the
construction of the railroad in the west, but was
later excluded from immigrating into the US?
Native Americans Gain Citizenship
 By 1871, the federal government no longer
recognized tribes or “Indian nations.”
 However, they were not given citizenship either.
 In 1924, Congress granted Native Americans full
citizenship through passage of the Snyder Act
(aka the Native American Suffrage Act).
 Given the right to vote
EOC Review
 Page 147 #1-3
 Number 3 must be answered in complete sentences.
 Add these to your previous Goal 7 Review Questions
(page 138 and 142).