Recent American History

Work in assigned groups to develop
definition of assigned word in
“define in your own words” column
 Right
down its significance to the civil
rights movement as well as
today…provide examples in each of
these categories
 Discrimination
 Racism
-
-
-
Ashley - Jackie
Vinny
- A.J.
Ally
- Eric
Cyle C.
-
Christina - Jenn
Cristina - Alan
Connor - Greg
Alex R.
 Prejudice
 Segregation
-
-
-
Nora
- Julie
Kyle C. - Kevin
Brandyn
Tyler
-
Austin - Matt
Taylor - Royce
Phil L.
- James
Alex C.

Making a distinction in favor of or
against a person or “thing”
 What
is discrimination’s significance to
the civil rights movement?
 How
does this word apply to today?
 Hatred
or intolerance of another race or
other races
 What
is racism’s significance to the civil
rights movement?
 What
does racism look like today?
 An
unfavorable opinion or feeling
formed beforehand or without
knowledge, thought or reason
 What
was prejudice’s significance to the
civil rights movement?
 What
place does prejudice hold today?
 The
practice of separating people of
different races, classes, or ethnic groups
 What
is segregation’s significance to the
civil rights movement?
 What
does segregation look like today?
Do we still segregate?
 Explain
how legalized segregation
deprived African Americans of their
rights as citizens
 Describe
ruling
 Trace
the basis of the Brown vs. Board
the development of School
Integration and explain the crisis in Little
Rock

-

-
Plessy vs. Ferguson
Established the “separate but equal” clause
Declared that separation laws did not
violate the 14th Amendment
Jim Crow Laws
Laws in South that segregated public
facilities
Facilities provided to blacks always far
inferior to those provided to whites

-

-
National Association for the Advancement of
Colored People (NAACP)
Argued cases against segregation
Thurgood Marshall served as head lawyer
Most famous for winning the Brown vs. Board of
Education case
Brown vs. Board of Education
Chief Justice: Earl Warren
Argument:
Segregated schools hurt the equality of education
Outcome:
To separate children solely based on race
violated the equal protection clause of 14th amend

“To separate African American children from
others of similar age and qualifications solely
because of their race generates a feeling of
inferiority as to their status in the community
that may affect their hearts and minds in a
way unlikely to ever be undone…We
conclude that in the field of public education
the doctrine of “separate but equal” has no
place. Separate educational facilities are
inherently unequal”
During the 1940s, psychologists Kenneth Clark and his
wife Mamie Phipps Clark tried to demonstrate the
negative effects of segregation on black children.
They developed a test using four dolls, identical
except for the skin color. When asked which doll they
liked best, most of the black children chose the white
doll. After the testing was completed, Clark
concluded that "prejudice, discrimination, and
segregation" caused African American children to
develop a senses of inferiority and self-hatred. The
results of the tests were used during court cases,
including Brown v. Board, to show that segregation
damaged the personality development of black
children.
 As
we continue through the 21st century,
segregation by law is gone, but economic
disparities and continuing patterns of
segregated housing, in the North and
South, show that the battle for equality
has not yet been fully won.
 Sean Price, New York Times, Upfront
 Personal
thoughts?

-
Brown Two
Second ruling on Brown case
Required States to implement
desegregation with “all deliberate
speed”

-
Directions:
Work in your groups from yesterday…
Actively read article and complete note-guide.
Be prepared to discuss the following questions:
1.
2.
3.
4.
5.
What are some of the characteristics of the black
classroom pictured on page 7?
Who were the Little Rock Nine?
What happened to Elizabeth Eckford the first day of
school?
What did President Eisenhower do to help the Little
Rock Nine?
What is meant by the statement “One Down…Eight
to Go?”
 Group
-
Ashley - Jackie
Vinny
- A.J.
Ally
- Eric
Cyle C.
 Group
-
1
3
Nora
- Julie
Kyle C. - Kevin
Brandyn
Tyler
 Group
-
2
Christina - Jenn
Cristina - Alan
Connor - Greg
Alex R.
 Group
-
4
Austin - Matt
Taylor - Royce
Phil L.
- James
Alex C.
 Description
-
-
Governor in Arkansas ordered National
Guard to turn away the 9 African-American
students attending all white school
Nine verbally and physically harassed
 Effects
-
Eisenhower forced to become involved; sent
in paratroopers to “escort” 9 in and out
Only one student graduated
Why do you think the Brown vs.
Board decision is such a
landmark case in history?

Segregation remained widespread in the
U.S. after WWII, especially in the South
but there were signs of change. The
Supreme Court ruling Brown vs. Board
heralded the beginning of the modern
civil rights movement.
Reaction to
Brown vs. Board Ruling…

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Nonviolent Resistance
Boycotts
Marches
Demonstrations
Civil disobedience
 Directions
• Form groups of 4-5 students
• Actively read your textbook (700 – 709), and
complete the graphic organizer
 Anything
you read will be fair game for the
test… if you are confused, ask for help!

In 45 minutes, we will play a “photo” game where groups
will play against each other. I will show an image from
the Civil Rights Movement and you will need to identify it
+ explain the significance of the event based on what you
learn while completing your graphic organizer.
 What/who
sparked the
Montgomery Bus Boycott?


-
-
The Boycott Begins
Dec. 1st, 1955 Rosa Parks refuses to give up her seat
on a segregated Alabama bus
Arrested for violation of city’s segregation laws
Key Players
African Americans across city boycott bus system
Women’s Political Council (WPC) organized
telephone chains, leaflets, and carpools
Montgomery Improvement Association (MIA)
created to promote and support boycott
Martin Luther King Jr. is the leader of MLA and
spokesman for boycott

“My friends, I want it to be known that we’re
going to work with grim and bold
determination to gain justice on the buses in
this city. And we are not wrong, we are not
wrong in what we are doing. If we are wrong,
the Supreme Court and this nation is wrong.
If we are wrong, God Almighty is wrong….If
we are long, justice is a lie. And we are
determined here in Montgomery to work and
fight until justice runs down like water and
righteousness like a mighty stream.”
 Effects
-
-
of the Boycott
African-American community decides to
boycott the Montgomery busses until
they integrate (381 days) … nonviolently
In 1956 federal judges ruled against
Montgomery segregation laws
- Laid foundation for civil rights struggle in the
1960s
-
King became spokesman for the
movement … “It was a great ride”
 Description
-
Protested segregated lunch counters
Highly publicized
Protestors faced white violence
 Effects
-
Media captured racism in south
Sparked many sit-ins across south
 Description
- Protestors rode on segregated
- Protestors brutally attacked
 Effects
- President
-
buses
Kennedy forced to become
involved
Sent 400 U.S. marshals to protect riders
Banned segregation in all interstate travel
facilities (waiting rooms, restrooms and
lunch counters)


-

-
Birmingham Alabama
“Most racist city on earth”
Reputation for racial violence
Description
MLK and followers led marchers
(majority children)
Most violent of all events
(fire hoses, attack dogs, clubs)
Effects
JFK forced to take a stand
Begins the development of the Civil Rights Act

“I guess it is easy for those who have never felt the
stinging darts of segregation to say, “wait.” But
when you have seen vicious mobs lynch your
mothers and fathers at whim; when you have seen
hate-filled policemen curse, kick, brutalize, and
even kill your black brothers and sisters;…when
you see the vast majority of your 20 million Negro
brothers smothering in the air-tight cage of
poverty;…when you have to concoct and answer
for a five-year-old son asking:..”Daddy, why do the
white people treat the colored people so
mean?”…then you will understand why we find it
difficult to wait.”
 Description
-
Largest civil rights event
Organized to persuade Congress to pass
the civil rights bill
Famous for MLK’s “I Have a Dream”
 Effects
-
JFK pushes through Civil Rights Act of 64
Church bombings; 4 die
 Freedom
-
Summer
Campaign to register
black voters in
Mississippi
 Selma
-
March
March for the right to
vote in Alabama
Brutally attacked by
police

-

-
Description
James Meredith enrolled
in all-white
Purpose to desegregate
U of Miss.
Effects
Kennedy ordered federal
marshals
Riots resulted in two
deaths
Federal officials escorted
Meredith to class
How do you believe African
American’s nonviolent tactics
appeared to the world versus white
violent tactics?
Unit III Summative Project
 As
a review of what you have learned
since September, please complete the
following quiz.
 Time
Limit: 10 minutes
What two “things” were
keeping blacks from voting?
 Civil
-
Rights Act of 1964
Banned discrimination in all public
accommodations on the basis of race,
sex, religion, or national origin
Changes
Educational Attainment
Description
Gave the federal government the
power to enforce school
desegregation.
Graduation rates for African
Americans have risen ever since
Employment
Opened white-collar jobs to African
Americans
Income
Incomes rose drastically.
Migration Patterns
Migrated out of the South
Poverty
Act helped to pull large percentage
of African Americans out of poverty
 Voting
-
Rights Act of 1965
Outlawed literacy tests and other tactics
used to prevent blacks the right to vote
Arrange 6 desks in a row at the front of the
classroom
 Each group should form a line behind the desk
 I will show a picture

› STUDY the picture.
› The first group to hit the textbook with the “drum”
(aka. marker) will identify the picture.
› You must tell me the name of the event, key
players, and the significance of the event to the
greater Civil Rights Movement.
› Each player will have at least one try to identify and
explain a picture.
› Take your time. Your group loses 5 points for an
incorrect picture identification.
Reward for the winning group!
1
2
3
4
5
6
7
8
9
10
11
 The
events of the early 1960s (‘60-’65)
had a major impact on the treatment of
African-Americans in the U.S.
 Through
civil disobedience the CRM
achieved many of its initial goals
…and more would follow
1.
Generally speaking, what key events of
Civil Rights Movement between the
mid-1950s and early-1960s were most
successful?
2.
How was the U.S. government involved?
a) Were they helping to advance civil rights?
How?
b) What was the response of many state
governments in the South?
They got a little “taste” of
equality and they wanted more…
 Name
leaders who shaped the Black
Power movement.
 Describe
the reaction to the assassination
of Martin Luther King, Jr.

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
-
-
Background
Member of Nation of
Islam (Black Muslims)
Beliefs
Contradicted MLK
and nonviolence
Black separatism and
self-defense
Civil
Disobedience
Martin Luther King Jr.
• Non violent tactics
• Black Integration
• Concentrated in South
Black Power
Malcolm X
• Violence / Self Defense
• Black Separatism
• Goals in North & South

“Concerning nonviolence: it is criminal to
teach a man not to defend himself when he
is the constant victim of brutal attacks. It is
legal and lawful to own a shotgun or a rifle.
We believe in obeying the laws…The time
has come for the American Negro to fight
back in self-defense whenever and where
ever he is being unjustly and unlawfully
attacked”



Emphasized black
separatism and pride
Urged African Americans to
“define their own goals and
lead their own organizations”
Examples:
Afros,
Black studies classes in college

Shot by James Earl Ray in Memphis, TN

Paradox: Man who dreamed of racial
peace lay dead from racial violence

Death sparked urban riots across
America
First Half (1950s-1965)
• Martin Luther King, Jr.
Second Half (1965-?)
• Malcolm X and Black
Panthers
• Nonviolence
• Violence & Self-Defense
• Black Integration
• Black Separatism
•Concentrated in South
• Goals in North and South
Which half do you believe was
more successful? Why?
 The
civil rights movement changed
course in mid-1960s, moving beyond the
South and expanding its goals. Many
activists abandoned the strategy of
nonviolence.

Compare segregation in the North
with segregation in the South
 Summarize
the accomplishments of
the civil rights movement
 De

-
Facto Segregation
Segregation that exists by practice and
custom
Difficult to eliminate because it requires
changing people’s beliefs and values
Segregation that existed in North
De Jure Segregation
Segregation by law
Example: Jim Crow laws
 Kerner Commission
- Found white racism to
violence
be the cause of urban
 Civil Rights Act of 1968
- Banned discrimination in
housing
 Affirmative Action
- Making special efforts
to hire or enroll
groups that have suffered from
discrimination in the past
-
“Reverse discrimination?”
 “I
have a dream that one day this nation will
rise up and live out the true meaning of its
creed: “We hold these truths to be selfevident; that all men are created equal.”…I
have a dream that my four little children will
one day live in a nation where they will not be
judged by the color of their skin but by the
content of their character…I have a dream that
one day the little black boys and black girls
will be able to join hands with little white boys
and white girls and walk together as sisters
and brothers.”
Most experts believe
that racism and
prejudice are lingering
problems in America,
and might even be
getting worse.
1.
What are the predominant ethnic and racial groups in
your school? If there are different groups; do they get
along? Why or why not?
2.
Do you think racism still exists today? Is it worse than
the 1960s?
3.
Have you or has someone you know been affected by
racism or prejudice? If so, describe what happened.
4.
What, if anything, is your school or community doing to
discourage prejudice? Is there anything more we
could do?
5.
Why do you think people are prejudice and/or racist?
6.
Has Dr. King’s dream come true? Why or why not.