Citizenship
 A citizen is an individual with certain rights and duties
under a government and who, by birth or by choice,
owes allegiance to that government.
 Another word for allegiance is loyalty.
Citizenship
 How does an individual become a
citizen?
Citizenship
 The Fourteenth
Amendment to the
Constitution of the
United States of America
defines citizenship: “All
persons born or
naturalized in the
United States, and
subject to the
jurisdiction thereof, are
citizens of the United
States and the state
wherein they reside.”
Citizenship
 Means of obtaining
citizenship
 Birth
 Naturalization
Citizenship
 By birth -- you can
become a citizen of
the United States by
being born to
individuals who are
already American
citizens, or by being
born on American
soil
Citizenship
 By Naturalization
 Immigration and
naturalization,
particularly in the
twentieth century, have
led to an increasingly
diverse society.
Citizenship
 To become a citizen
through
naturalization, a
person must
demonstrate
knowledge of
American history and
principles and the
ability to speak and
write English
Citizenship
 Do we have rights?
 The Constitution of the
 How do we know what our
United States of America
establishes and protects
the citizen's fundamental
rights and liberties.
 Few rights, if any, are
considered absolute or
unrestricted.
rights are as citizens?
Citizenship
Bill of Rights specifically protects our rights
 First Amendment freedoms
 Religion
 Speech
 Press
 Assembly
 Petition
14th Amendment (1868)
 Equal Protection Clause
 Forbids any state to “deny to any person within its
jurisdiction the equal protection of the laws.”
 Sex, race, ethnicity, age, disability, sexual preference
Citizenship
 Responsibilities
 For government to be
effective, citizens
must fulfill their civic
duties.
Citizenship
 Duties of responsible




citizens
Obey laws
Pay taxes
Serve in the armed forces
if called
Serve on a jury or as a
witness in court
Citizenship
 Citizens who choose not to fulfill
these civic duties face legal
consequences.
 Remember: If you don’t fulfill your
responsibilities, then you probably
don’t have the right to complain.
Being a responsible citizen entitles
you to a voice in the government!
Citizenship
 A basic responsibility of citizenship is to
contribute to the common good.
Citizenship
 Responsibilities of citizens
 Register and vote
 Hold elective office
 Influence government by communicating with
government officials
 Serve in voluntary, appointed positions
 Participate in political campaigns
 Keep informed regarding current issues
 Respect others' rights to an equal voice in
government
Citizenship
 A democratic society
requires the active
participation of its
citizens.
Citizenship
 Thoughtful and effective
participation in civic life
depends upon the exercise
of good citizenship.
However, sometimes good
citizenship means
challenging the status quo.
When might that be true?
 Personal traits of good





citizens
Trustworthiness and
honesty
Courtesy and respect for
the rights of others
Responsibility,
accountability, and selfreliance
Respect for the law
Patriotism
The Civil Rights Movement
Why Did the Civil Rights Movement Take Off After
1945?
 Black equality became a significant political issue
for the Democratic Party
 WWII had been fought against racism abroad—
hard to keep harboring it at home
 Black veterans came home dedicated to change
 Increasing number of White Americans
condemned segregation
 Discrimination in the United States hurt our
propaganda battle against the Communists
The Civil Rights Movement
The Truman Years
 Truman’s 1948 election year
agenda
 No significant Civil Rights
congressional legislation
 Truman moves on his own
to do what he can for Civil
Rights
--Desegregation of the
military (1948)
 Jackie Robinson’s
breakthrough (1947)
The Civil Rights Movement
The Battle in the Courts
 Plessy v. Ferguson (1896)
-- “separate but equal”
facilities = legal
 Brown v. Board of
Education of Topeka,
Kansas (1954)
-- Chief Justice Earl
Warren
The Struggle for African Americans
 Thurgood Marshall
and team argued in
front of SC
 The court ruled in 1954
unanimously that in
the field of public
education, “separate
but equal has no place” This case, under the
Warren Court served as a
beginning to govt. support
The Civil Rights Movement
 Eisenhower disapproves
of Brown decision
 Desegregation “with all
deliberate speed”
 Popular opposition to the
Brown decision
 No real progress on
desegregation at first
The Civil Rights Movement
 The Eisenhower Years
 Eisenhower’s philosophy
related to Civil Rights
laws
 However, regardless of
laws, inequality
continued
 Jim Crow Laws –
segregated community
Out of the Schools and Into the
Buses
 The arrest of Rosa Parks




(December, 1955)
The Montgomery, Ala. Bus
Boycott
The leadership of Martin
Luther King, Jr.
The “Montgomery” model for
Civil Rights activism: boycott,
publicity, courts
SCLC (The Southern
Christian Leadership
Conference, an American civil
rights organization)formed
1957. Martin Luther King, Jr.
was a member.
A Mass Movement Takes Shape
 Lunch counter “sit-ins”
begin: Greensboro, NC
February, 1960
 SNCC created April,
1960. Student Nonviolent
Coordinating Committee
was one of the principle
organizations of the
American Civil Rights
Movement in the 1960s.
 CORE “Freedom Ride”
May, 1961
A Mass Movement Takes Shape
(cont.)
 Demonstrations in
Birmingham, Alabama
(April, 1963)
 Governor George Wallace
tries to block integration
of the University of
Alabama (Fall, 1963)
A Mass Movement Takes Shape
(cont.)
 JFK finally begins to
campaign for Civil Rights
legislation
 Continued violence even
in the face of some
progress
 Martin Luther King, Jr.
and the March on
Washington (August,
1963)
-- “I Have a Dream”
A Mass Movement Takes Shape
(cont.)
 Voter registration in
Selma, Alabama (1965)
 By the mid-1960’s,
substantial success in the
South had been achieved
The Kennedy and Johnson Years
 JFK’s initial reluctance to
push for Civil Rights laws
 The integration of Ole’
Miss (1962)
 JFK finally decides to
push past better
enforcement to new
congressional Civil
Rights legislation
The Johnson Years (cont.)
 The role of Kennedy’s




assassination in the Civil
Rights movement
Civil Rights Act of 1964
Anti-poll tax
Amendment (24th—1964)
Voting Rights Act (1965)
Much more needed to be
done for Civil Rights
outside of the South, so
2nd phase began
Civil
Rights
Act
of
1964
 Voting
 Public accommodations
 Barred discrimination
 Schools
 Government can force desegregation
though litigation
 Employment
 Federal Funds
New Problems
 The Challenges of School
integration in the North
 The historical,
traditional segregation of
northern cities
 The resurrection of the
KKK once again
 More effective White
opponents in the North
Race Riots
 Watts Riots in Los
Angeles (Summer, 1965)
 Riots each summer from
1965-1969
--Chicago and Cleveland
(1966)
--Newark and Detroit
(1967)
--Washington, D.C.
(1968)
Race Riots (cont.)
 Riots as an expression of
grievance against the
White American
consumer society
 Riots shocked the White
American public
 Frustration and selfdestruction expressed in
these riots
 Unlike earlier race riots,
these riots were not
started by White mobs
“Black Power”
 The formation of the
Black Panther Party
in Oakland, CA
(1966)
“Black Power” (cont.)
 The leadership of
Malcolm X
--Black Muslims
--Assassinated in 1965
 Cultural expressions of
“Black Power”:
--Afro Hairstyles
--Black-studies programs
-- “Negro” no longer used
The
Continuing
Efforts
 Affirmative Action: programs for minorities





supported by government as a means of providing
equality
To “undo” the wrongs of past
Ex. Forced hiring of minorities
Ex. Accepting minority students over whites,
regardless to qualification
Ex. “Busing”
Ex. More funding for minorities from govt.
The Affirmative Action Debate
 In the early 90’s
legislation tried to help
empower the programs
 The public was turning
against it
 1991 law vetoed by Bush
Sr., law softened
 Clinton’s attitude:
“mend it, not end it”
The Affirmative Action Debate
It stated
that race or
gender
cannot be
taken into
account in
hiring.
The Affirmative Action Debate
 Reverse Discrimination
 Diversity Training
Civil
Rights
History
Native Americans
 2 million people live on
“reservations”
 Push for more sovereignty on
their land
 Ex. – gambling operation rights
 Art. 1, Sec. 8 – commerce clause
give Congress right to regulate
Indian tribes
Civil
Rights
History
Latino/Latina Rights
 37 million in US (about 10 million
in 1980)
 Mexican – 15million-rights issues
include Bilingual education
programs, immigration
 Puerto Rican – 2.7 million-PR is a
commonwealth of US, citizens can
move freely back and forth, not
represented in Congress, don’t
have to pay federal tax
Civil Rights History
 Cubans – 1960s, many fled communist takeover by
Castro, “wet foot, dry foot” policy
 Central and South American – political trouble is
driving people to US, face similar bilingual and
immigration issues
Civil Rights History
Asian American
 8 million in US, 40% of immigrants
 Chinese Exclusion Act 1882 – lasted
through WWII
 WWII – Japanese racism – internment
 Korematsu v. US (1944)
 1980s reparations for internment
Women and Equal Rights
 Seneca Falls Convention – 1848 –
beginning of women’s suffrage
movement
 Muller v. Oregon (1908) – 10 hour
work day limit for women
 19th Amendment – 1920 – Women
vote
 1970s – “reasonableness standard”
– all legal circumstance must be
treated equal
 Ex. Cannot set different age limits
for driving, but can set laws on
rape that punish man only
Women and Equal Rights
 Equal Rights Amendment (ERA)
1972
 “Equality of rights under the law
shall not be denied or abridged
by the US or any State on
account of sex.” – did not pass
because…
 Rostker v. Goldberg (1981) –
Court upheld the requirement
men to register but not women
for draft, ended ERA push
 Roe v. Wade (1973) – women’s
freedom to choose abortion
Women and Equal Rights
 Civil Rights Act (1964)
 Title VII – prohibits gender
discrimination in
employment, extended to
sexual harassment
 Comparable worth – “equal
pay for equal work”
 Title IX – provide equal
funding for all programs that
receive federal funding
Rights for Older Americans
 Age discrimination illegal
 Age Discrimination in Employment Act raised the
general compulsory retirement age to 70
 AARP – interest group – large influence
Rights for Disabled Americans
 17% of Americans have a
disability
 Rehabilitation Act of 1973 illegal to discriminate based on
disability
 Education for All Handicapped
Children Act of 1975 – gave all
handicapped children free
education
 Americans with Disabilities Act
of 1990 – protect disabled
rights
Civil Rights summary
 Constant pursuit of equality
 Civil Rights for minority groups
will constantly be changing
 New groups find their voice
 EVERYONE will be a part of some
minority group during their
lifetime
What is Public Policy?
Public policy can be defined as the agreed
upon ways that government fulfills its
responsibilities to protect the rights of
individuals and to promote the general
welfare by solving problems.
52
What is Public Policy?
Public policies are contained in laws, rules,
regulations, decisions, and practices created by
 executive, legislative, and judicial branches
 government bureaucracies
 regulatory agencies
 other public decision-making bodies
53
Know your Allegiance-Activity
 Neighborhood
 City of Suffolk
 Virginia
 United States
 World
City-wide Exploratory/Stakeholder Meeting
Suffolk’s History
Suffolk was founded by English colonists in 1742 as a port town on the Nansemond
River in the Virginia Colony.
Early in its history, Suffolk became a land transportation gateway to the areas east of it
in South Hampton Roads.
Long surrounded by Nansemond County, Suffolk progressively became an incorporated
town in 1808 and an independent city in 1906. In 1974, it combined by mutual
agreement with the former county, which had become an independent city (City of
Nansemond) 18 months earlier. It included the former outlying unincorporated
towns of Holland and Whaleyville. The newly consolidated cities assumed the name
of Suffolk, creating the largest city in geographic area in Virginia.
Peanuts grown in the surrounding areas became a major industry for Suffolk. Notably,
Planters' Peanuts was established in Suffolk beginning in 1912. Suffolk was the
'birthplace' of Mr. Peanut, the mascot of Planters' Peanuts.
In modern times, Suffolk remains a major peanut processing center and railroad and
highway transportation hub. It hosts a diverse combination of industrial,
manufacturing, distribution, retail, and hospitality businesses, as well as active
farming. Suffolk experienced a boom in its high tech economy given the presence of
the U.S. Joint Forces Command (JFCOM) facility located in northern Suffolk.
Just the Facts…
Size
Population (2010)*****
Employment*
Median Age****
Households****
430 sq. mi.
84, 585 (+32.8% since 2000)
34,354
36.0
23,283
Families****
17,718
Population Density****
159.2 per/sq. mi.
Residential Median Sales Price (2009)
$255,000
2010 Median Household Income*****
$57,546
Civilian Labor Force (2009) Suffolk***
42,323
Hampton Roads Region/MSA **
789,507
Unemployment Rate Suffolk**
6.7%
Unemployment Rate Virginia**
6.4%
*2008 ACCRA Demographics ** U.S Bureau of Labor Statistics Dec, ‘10 ***Virginia Employment Commission Dec, ‘10
****American FactFinder, United States Census Bureau 2010, referenced at http://en.wikipedia.org/wiki/Suffolk,_Virginia
***** Weldon Cooper Center for Public Service, Demographics and Workforce Group, www.coopercenter.org/demographics
Who We Are…
Households*
23,283
 36.6% had children under the age of 18 living with them
 55.1% were married couples living together
 16.8% had a female householder with no husband present
 23.9% were non-families
 20.2% of all households were made up of individuals
 8.1% had someone living alone who was 65 years of age or older
 Avg household size was 2.69
 Avg family size was 3.09
Age Distribution*
 27.8% under the age of 18
 7.1% from 18 to 24
 31.1% from 25 to 44
 22.5% from 45 to 64
 11.4% who were 65 years of age or older
 47.8% of population are males
 52.2% of population are females
*American FactFinder, United States Census Bureau 2010, referenced at http://en.wikipedia.org/wiki/Suffolk, Virginia
Suffolk’s Diversity
Our geographic diversity is a mixed-rural geographical classification
which encompasses portions of rural, semi-rural, urban and suburban
areas in our 430 square miles.
Our racial diversity* includes:
 White
 Black or African American
 Hispanic/Latino of any race
 Two or more races
 Asian
 Native American
 Pacific Islander
 Other
52.3%
42.7%
2.9%
2.3%
1.6%
0.3%
0.1%
0.8%
*Weldon Cooper Center for Public Service, Demographics and Workforce Group, www.coopercenter.org/demographics.
Education in Suffolk
Suffolk Public Schools:
 14 Elementary Schools
 4 Middle Schools
 3 High Schools
 1 Alternative School
Independent and Faith Based Schools:
 Nansemond Suffolk Academy
 First Baptist Christian School
Community Colleges:
• Old Dominion University Tri-Cities Higher
Education Center
• Paul D. Camp Community College (PDCCC)
• Tidewater Community College (TCC)
Regional Public School (career & technical ed):
• The Pruden Center for Industry and Technology
 Mayor: Linda Johnson
 Chuckatuck: Mike Duman
 Cypress: Charles Brown
 Holy Neck: Jeffrey Gardy
 Nansemond: Leroy Bennett
 Sleepy Hole: Robert Barclay
 Suffolk: Charles Parr
 Whaleyville: Curtis Milteer