Unit 6
Topic: Social Transformations in the United
States
A period of post-war prosperity allowed the
United States to undergo fundamental social
change. Adding to this change was an
emphasis on scientific inquiry, the shift from an
industrial to a technological/service economy,
the impact of mass media, the phenomenon of
suburban and Sun Belt migrations, and the
expansion of civil rights.
Chapter 1: Social Movements
for Equality
Content Statement: Following World War II,
the United States experienced a struggle for
racial and gender equality and the extension of
civil rights.
Expectations for Learning: Summarize the
struggle for racial and gender equality and the
extension of civil rights that occurred in the
United States in the postwar period.
Section 1: African Americans
 Content Elaboration: African Americans, Mexican
Americans, American Indians and women distinguished
themselves in the effort to win World War II. Following
the war, movements began to secure the same
freedoms and opportunities for these Americans that
other Americans enjoyed.
 Content Elaboration: African-American organizations
such as the National Association for the Advancement
of Colored People (NAACP), the Southern Christian
Leadership Conference (SCLC), the Student Nonviolent
Coordinating Committee (SNCC) and the National
Urban League (NUL) struggled for equal opportunities
and to end segregation. They demonstrated and
sought redress in the courts to change long-standing
policies and laws.
Jim Crow Laws Reveiw
 A. After the Civil War (1870’s)
 B. Laws passed to segregate whites and
blacks
 C. mostly in Southern states
 D. whites controlled state legislatures
 E. Brown vs. Board of Education
Plessy vs. Ferguson
1898: “Separate but
equal” is constitutional
Brown vs. Board of
Education of Topeka,
Kansas 1954: Separate
but equal is
unconstitutional
The South Resists--Little Rock,
Arkansas
A.
B.

South would not integrate schools
Little Rock, Arkansas (1957)
1. school board tries to integrate--9
blacks were to enroll in school

2. National Guard called in to prevent
blacks from entering the school

3. Federal judge gets Nat. Guard out

4. Sept. 23, 1957. Blacks enter school.

5. White mob forced them out
6.
President Eisenhower sends in federal
troops to protect the African-American
students and allow them into the school
7.
IMPORTANT: 1st time Federal Gov.
intervenes to advance the rights of
African-Americans
8.
This event televised: people’s opinion
changed: against racism and for civil rights
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Montgomery Bus Boycott
• A. Martin Luther King and Mrs. Rosa Parks
•
1. King
•
a. Born in Atlanta, 1929
•
b. son of a minister
•
c. attended Morehouse College
•
d. Doctor’s degree in theology--Boston Univ.
•
e. Natural leader--use peaceful tactics
•
2. Parks
•
a. Dec. 1, 1955
•
b. Sat in front of bus in Montgomery, Ala.
•
c. She was told to get up
•
d. Police arrested her
• C The nonviolent way
•
1. King--agreed Parks case was wrong
•
a. use nonviolence to show opposition
•
2. Bus boycott
•
a. 381 days
•
-- car pool
•
-- walk to work
•
-- some lost jobs--couldn’t get there
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b. bus companies almost bankrupt
•
-- blacks won this case
• ***A start to desegration
everywhere!!!!
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Rosa Parks
Martin Luther King, Jr.
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Sit-Ins and Freedom Riders
» A. Sit-Ins
» 1. 1960’s: civil rights movement
picked up momentum
» 2. Greensboro, NC: students stage
sit-in at a segregated lunch counter
(1960)
» 3. other non-violent protests followed
» B. Freedom Riders
» 1.
» 2.
» 3.
» 4.
From the north
They went south to try to end segregation
Both blacks and whites participated
Group led by James Farmer
Group called Congress of Racial Equality
(CORE)
» 5.
a. Goal: take trips to South to make sure segregation
»laws
were being enforced
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James Farmer
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Violent Backlash
•
A. Medgar Evers
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•
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•
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•
•
1. NAACP leader
2. murdered in Jackson, Mississippi (1963)
B. University of Mississippi
1. Black student named James Meredith wants
to enroll
2. Riots broke out
3. Courts ordered U. of Mississippi to let him in
4. Meredith’s life was threatened
5. JFK sent federal marshals to help out
6. Meredith became first black at Ole Miss
Medgar Evers
and the
driveway in
which he was
killed
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•
•
•
•
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C. Birmingham, Alabama (1963)
1. racists bombed Baptist church, killing 4 young
African-American girls
D. 1960’s: Violence on both sides of civil rights increased
E. The march on Washington
1. August 28, 1963
a. 250,000 people at Lincoln Memorial
b. Organized by black leaders
c. For support of civil rights
d. Men, women, black, and whites
e. waved flags, sang songs, speeches
2. MLK spoke
a. “I have a dream” speech given
b. said nation should show that “all men are
created equal”
F. 1968: Martin Luther King, Jr. assassinated
March on Washington
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King Assassination
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Summary: Events of the Civil
Rights Movement, 1964-1971
• 1964 CORE and SNCC launched massive
voter registration drive aimed at AfricanAmericans; known as the Freedom Summer
• 1964 Civil Rights Act made segregation in
public facilities and discrimination in
employment illegal.
• 1964 Three civil rights workers in Mississippi
killed by racists
• 1965 Black nationalist leader Malcolm X
assassinated in Harlem by Black Muslins
• 1965 African Americans ld by Martin Luther
King, Jr. marched to Montgomery in support of
voting rights; stopped by police blockade;
several marchers injured after police use tear
gas, whips, and clubs; known as “bloody
Sunday.”
• 1965 Congress passed Voting Rights Act,
which made it easier for Southern blacks to
register; literacy tests became illegal
• 1965-1968
Race riots in Los Angeles, Newark,
New York, Cleveland, Detroit, and Chicago
• 1968
Martin Luther King, Jr., assassinated in
Memphis, Tennessee
• 1968
Civil Rights Act prohibited discrimination in
the sale, rental, and financing of housing.
• 1971
Supreme Court decision Swann v. CharlotteMecklenburg Board of Education ruled that busing is a
legitimate means for achieving integration of public
schools.
OGT Multiple Choice
• Which of the following tactics did Martin
Luther King, Jr. urge his followers to
practice?
• A. collective bargaining
• B. nonviolent demonstration
• C. massive retaliation
• D. nonpeaceful coexistence
OGT Multiple Choice
• (OGT Test, 2008) What is one direct
consequence of the U.S. civil rights movement
of the 1950s and 1960s?
• A. the right to freedom of religion for all citizens
• B. the end of legal segregation in public places
• C. the granting of citizenship to AfricanAmericans
• D. the passing of legislation to protect the
accused
OGT Multiple Choice
• (OGT Test, 2008) In 1977, advocates for
people with disabilities staged a series of
protest demonstrations across the country.
These demonstrations urged enforcement of
anti-discrimination legislation. The
demonstrations continued a pattern of protests
for equal treatment under the law influenced by
• A. anti-war protests during the Vietnam War.
• B. civil rights marches of the 1950s and 1960s.
• C. farm labor strikes of the 1960s.
• D. Ku Klux Klan rallies of the 1920s.
OGT Multiple Choice
• Martin Luther King, Jr. was a leader in
which one of the following events?
• A. the Little Rock school crisis
• B. Brown vs. Board of Education
• C. the Montgomery bus boycott
• D. the lunch counter sit-in
OGT Multiple Choice
• (Practice Test Booklet 2005) The
Supreme Court decision in Plessy v.
Ferguson in 1896 established the
principal of
• A. one man, one vote
• B. separate but equal
• C. runaway slaves were property
• D. desegregation in schools
OGT Multiple Choice
• (Practice Test Booklet 2005) Rosa parks
played an important role in the civil rights
movement for African-Americans. In 1955
in Montgomery, Alabama, she
• A. was the first African-American to be
elected mayor
• B. led a successful civil rights
demonstration at the steps of the state
capital
• C. successfully integrated a restaurant,
which had been for whites only
• D. refused to give up her seat on a bus to
a white man
OGT Multiple Choice
• (Practice Test Booklet 2005) In 1955 in
Montgomery, Alabama, Rosa Parks broke
the law by refusing to give up her seat on
a bus to a white man. One result of her
civil disobedience was
• A. African-Americans were no longer
allowed to ride the same buses as whites
• B. a year-long boycott of riding the buses
by African-Americans
• C. African-Americans continued to ride in
the back of the buses
• D. it had little impact because she was not
well-known
OGT Extended Response
• Throughout the Civil Rights movement,
African-Americans used several types
of nonviolent protests. (4 points)
•
List and explain 2 types of nonviolent
protests used.
•
Do you feel nonviolent protests or
violent protests are better? Why?
Political Action Groups
• A. Historically: Americans form groups of like-minded
people to achieve goals
• B. Perspective: dictates how a group views a
problem
• C. Groups sometimes form Political Action Groups or
Political Action Committees (PAC’s)
– 1. try to get government to help
– 2. organize public awareness
– 3. Examples:
•
•
•
•
NAACP (African-Americans)
NOW (National Organization of Women
AIM (American Indian Movement)
UFW (United Farm Workers—Hispanic Americans)
I. National Association for the Advancement of
Colored People (NAACP)
• A. Began in 1903
• 1. 60 met in New York City
• 2. Whites and blacks, including Ida B. Wells-Barnett
and W.E.B. DuBois
• 3. horrified over racial violence
• 4 use legal system to achieve goals
• a. equal protection for all
• b. universal adult male suffrage
NAACP Mission Statement
• The NAACP insures the political, educational, social,
and economic equality of minority groups and
citizens; achieves equality of rights and eliminates
race prejudice among the citizens of the United
States; removes all barriers of racial discrimination
through the democratic processes; seeks to enact
and enforce federal, state, and local laws securing
civil rights; informs the public of adverse effects of
racial discrimination and seeks its elimination;
educates persons as to their constitutional rights and
to take all lawful action in furtherance of these
principles.
•
•
•
B. Moorfield Storey
1. 1st President of NAACP
2. white attorney
C. W.E.B. Dubois
1. editor of The Crisis, NAACP’s offiCiAl
journal
2. Harvard-educated author
D. Increase in membership
1. Local chapters
2. Washington, St. Louis, Kansas City,
Boston, and Detroit
• E. NAACP positive actions
• 1. 1915: Court overturned
Oklahoma law which denied
many black men the right to
vote (Guinn v. United States)
• 2. 1915: Protested a racist
film, The Birth of a Nation
• 3. 1918: Campaigned Congress
to pass the Dyer Bill, which
would punish lynchers
• 4. Membership continued to
increase
•
F. Fight for desegregation of armed forces
•
1. Pres. Truman ordered this in 1948
G. Fight for desegregation in schools
1. 1954 Brown vs. Topeka Board of Education
2. NAACP attorney: Thurgood Marshall
H. Recent focus
1. economic advancement
2. educational equality
3. continue to fight discrimination
Other Organizations for Racial
Equality
1. Southern Christian Leadership
Conference (SCLC)
2. Student Nonviolent Coordinating
Committee (SNCC)
3. National Urban League (NUL)
Section 2: Mexican Americans

Content Elaboration: Mexican Americans
organized through the United Farm
Workers of America to improve conditions
of migrant workers.
United Farm Workers (UFW)













A. come from Spanish-speaking countries
B. many were poor with little education
C. United Farm Workers Association--tried to
organize Mexican-American farmers
1. headed by Cesar Chavez
2. tried to improve pay and conditions of
farmers and migrants
3. Chavez got them to boycott grapes
4. Grape farmers lost a lot of money
5. One by one, grape farmers spoke with the
new union
6. Finally, large grape farms signed a contract
with the grape farm workers
Section 3: American Indians
Content Elaboration: American Indians
organized to improve conditions on
reservations, protect land rights and improve
opportunities in education and employment.
They formed groups such as the National
Congress of American Indians (NCAI) an the
American Indian Movement (AIM).
American Indian Movement
(AIM)


A. Began in 1968 in Minneapolis, Minn.
B. AIM’s goals









1. a commission to review treaty commitments and violations
2. relief against treaty rights violations
3. judicial recognition of Indians’ rights to interpret treaties
4. abolition of the Bureau of Indian Affairs
5. land reform and restoration of a 110- million-acre native land
base
6. creation of an Office of Federal Indian Relations and Community
Reconstruction
7. tax immunities
8. protection of religious freedom and cultural integrity
9. improved health, housing, employment, economic development,
and education

C. AIM’s Victories
 1.
1972 Indian Education Act and 1975
Indian Self-Determination and Education
Assistance Act: gave Indians greater over
education of their children
 2. 1970’s and 1980’s: Indians able to sue
to get their old land back
 3. 1971: Alaska Native Claims Settlement
Act: gave 40 million acres of land and paid
the Inuit Indian people nearly $1 billion.
Section 4: Women
Content Elaboration: Women made progress
toward equal opportunities through
demonstrations, lawsuits and the National
Organization for Women (NOW)
The National
Organization for
Women (NOW)
» A. Pushed for same social and economic
rights as men
» B. Women should be able to work any job
» C. equal pay for equal work
» D. Wanted an Equal Rights Amendment
added to the Constitution
» E. NOW
» 1. Founded in 1966
» 2. First leader: Betty Friedan
F. Goals of NOW
1. Enforce Title VII, which prohibits
gender discrimination
2. equal education and job opportunity
3. child care tax deductions
4. child care centers
5. maternity leave
6. passage of the Equal Rights
Amendment
NOW Statement of
Purpose
The purpose of NOW is to take action to
bring women into full participation in the
mainstream of American society now,
exercising all the privileges and
responsibilities thereof in truly equal
partnership with men.
We believe the time ha come to move
beyond the abstract argument, discussion
and symposia over the status and special
nature of women….; the time has come to
confront, with concrete action, the
conditions that now prevent women from
enjoying the equality of opportunity and
freedom of choice which is their right, as
individual Americans, and as human
OGT Multiple Choice
• Which group of people did NOT start a
new movement for equality in the
1960’s?
• A. African Americans
• B. Business owners
• C. Feminists
• D. Mexican Americans
OGT Multiple Choice
•
The Women’s Right Movement can be described with all of
the following EXCEPT
• A. pushed for same social and
economic rights as men
• B. pushed for women to be able to
work any job
• C. did not want an equal rights
amendment added to the Constitution
•
D. wanted equal pay for equal work
OGT Multiple Choice
• (Practice Test Booklet 2005) The
organization that instituted education,
health, and legal programs for Native
Americans was the
• A. Native-American Legal Fund (NALF)
• B. American Indian Movement (AIM)
• C. Congress of Racial Equality (CORE)
• D. Federal Bureau of Indian Affairs (FBIA)
OGT Multiple Choice
• (BASE TEST 2006). What was the perspective of
women who founded the National Organization for
Women (NOW) in 1966?
• A. Women wanted to receive equal pay and
opportunities for advancement in the workplace.
• B. Women were afraid of being forced to work in
physically challenging jobs.
• C. Women were angry at the prospect of having to
serve in the military.
• D. Women wanted to gain the right to vote and to
own property.
OGT Multiple Choice
• (2007 OGT Test) What perspective of AfricanAmericans was reflected in the founding of the
National Association
• for the Advancement of Colored People (NAACP) in
1909?
• A. the desire for a return to their cultural heritage
• B. the need to improve working conditions in
factories
• C. the desire to end legalized discrimination based
on race
• D. the belief in the importance of building a new
country in Africa
OGT Multiple Choice
•
•
•
•
•
•
•
•
•
•
•
•
•
(2007 OGT Test) In 1963, Betty Friedan, founder of the National Organization for
Women, wrote,
We can no longer ignore that voice within women that says: “I want something more
than my
husband and my children and my home.”
Source: Betty Friedan, Excerpt from The Feminine Mystique (1963) reprinted in 100
Key Documents in American Democracy, ed. by Peter Levy, Praeger Pub., 1994, p.
436.
The excerpt above could be used to
support the thesis that
A. the U.S. birthrate would increase as more women entered the workforce.
B. the 19th Amendment guaranteeing women the right to vote should be ratified.
C. increased numbers of women in the workforce would result in unemployment for
men.
D. in the 1950s and 1960s, many American women were redefining their roles in
OGT Multiple Choice
• (2007 OGT Test) In the 1960s and 1970s, HispanicAmerican farm workers in the United States believed
their employers were failing to provide reasonable
wages and working conditions like those received by
other American workers.
• For this reason, Hispanic-American farm workers
• A. urged the exportation of agricultural produce.
• B. organized the United Farm Workers Association.
• C. encouraged farm producers to lower prices.
• D. opposed passage of anti- discrimination laws.
OGT Multiple Choice
•
(Practice Test Booklet 2005) The organization that instituted
education, health, and legal programs for Native Americans was
the
•
•
•
•
A.
B.
C.
D.
American Indian Movement (AIM)
Congress of Racial Equality (CORE)
Federal Bureau of Indian Affairs (FBIA)
Native-American Legal Fund (NALF)
OGT Multiple Choice
• (Practice Test Booklet 2005) Cesar Chavez
organized strikes, such as against the California
grape growers in 1970, in order to
• A. prevent cruelty to farm animals
• B. improve wages and conditions for migrant farm
workers
• C. enable farms to grow better quality crops for
Americans to eat
• D. increase the profits for farmers who grew fruits
and vegetables
OGT Extended Response
• This chapter has shown many different
movements that occurred during the 1960’s
• Choose two of the movements of the 1960’s.
• Describe what each group wanted and how they
went about getting what they wanted. (2 pts)