Transcript The Fight for Equality

The Fight for Equality
I. Jim Crow Laws
II. Education (Plessy vs. Ferguson and
Brown vs. Topeka Board of
Education
II. The South Resists
III. Montgomery Bus Boycott--Rosa
Parks and Martin Luther King, Jr.
IV. Sit-ins and Freedom Riders
V. Malcolm X
VI. Violent Backlash
I. Jim Crow Laws
 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. Examples:
 1. literacy tests
 2. poll taxes
 3. grandfather clause (you could only vote if
your grandfather had that right)
 4. outlawed marriage between whites and
blacks
 5. separate facilities for the 2 races
 6. separate railroad cars for the races
 7. separate restrooms
 8. schools and housing segregated
An Alabama Jim Crow
Law from the 1890’s
It shall be unlawful to conduct a restaurant or other
place for the serving of food in the city, at which white and
colored people are served in the same room, unless such
white and colored persons are effectually separated by a
solid partition extending from the floor upward to a
distance of seven feet or higher, and unless a separate
entrance from the street is provided for each compartment.
It shall be unlawful for a Negro and white person to
play together or be in company with each other at any
game of pool or billiards.
Every employer of white or Negro males shall provide
for such white or Negro males reasonably accessible and
separate toilet facilities.
Challenging Jim Crow
 Throughout the late 1800’s and most
of the 1900’s, there were many
challenges to Jim Crow
 A. Homer Plessy: 1/8 black tried to sit
in the white car on a train (He lost)
 B. Plessy v. Ferguson: separate but
equal was OK (1896)
 C. Many other challenges
Gains by AfricanAmericans

A. Housing

1. by 1970’s: more African-Americans
moved into suburbs from cities
B. Income
1. 1947: African-Americans made about
50% of whites
2. 1960: 55%
3. 2000: 64%
II. Equality in Education
A.
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B.
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C.
Plessy vs. Ferguson (1896)
1. separate but equal was OK
South--things separate
1. schools
2. bathrooms and water fountains
3. could not vote
Brown vs. Board of Education of Topeka, Kansas
(1954)
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1. separate but equal was UNCONSTITUTIONAL

2. Argued by Thurgood Marshall
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3. Supreme Court’s decision:
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All schools must be “integrated”
III. 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
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2. National Guard called in to prevent
blacks from entering the school
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3. Federal judge gets Nat. Guard out
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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
IV. Montgomery Bus Boycott
• A. Martin Luther King and Mrs. Rosa Parks
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1. King
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a. Born in Atlanta, 1929
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b. son of a minister
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c. attended Morehouse College
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d. Doctor’s degree in theology--Boston Univ.
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e. Natural leader--use peaceful tactics
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2. Parks
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a. Dec. 1, 1955
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b. Sat in front of bus in Montgomery, Ala.
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c. She was told to get up
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d. Police arrested her
• C The nonviolent way
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1. King--agreed Parks case was wrong
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a. use nonviolence to show opposition
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2. Bus boycott
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a. 381 days
•
-- car pool
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-- walk to work
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-- 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!!!!
V. 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
VI. Malcolm X
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1.
2.
3.
4.
5.
6.
7.
a Black Muslim
told blacks to develop own power
separate from those who do not treat them equal
start own businesses
start own communities
develop interest in their history and culture
develop pride in their culture
VII. Violent Backlash
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A. Medgar Evers
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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
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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
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 Muslims
• 1965 African Americans led 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.
1. OGT Multiple Choice
• He was Chief Justice of the Supreme Court
from 1953 to 1969. Under his leadership, the
court reached a landmark decision in the
case of Brown vs. Board of Education. He
was
• A. John Marshall
• B. Albert Gore
• C. Thurgood Marshall
• D. Earl Warren
2. 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
3. OGT Multiple Choice
• In Brown vs. Board of Education, the
Supreme Court held that
• A. the states, not the federal government,
have to deal with civil rights
• B. racially separate facilities do not violate
the 14th Amendment
• C. racial segregation in public schools is
unconstitutional
• D. racial separate facilities damage the
education of white children
4. OGT Multiple Choice
•
The lawyer who argued for Brown in Brown vs. Board of
Education and later became the 1st African-American to sit
on the Supreme Court was
•
•
•
•
A.
B.
C.
D.
Thurgood Marshall
Earl Warren
Lyndon Johnson
Martin Luther King, Jr.
5. 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
6. OGT Multiple Choice
• (Practice Test Booklet 2005) The Brown v.
Board of Education decision in 1954 did
which of the following:
• A. Struck down the principle of “separate
but equal” in schools
• B. Provided for segregated school based
on race
• C. Supported the Plessy v. Ferguson
decision of 1896
• D. Supported the principle of “separate
but equal” in schools
7. OGT Multiple Choice
• (Practice Test Booklet 2005) The
Supreme Court decision in Plessy v.
Ferguson in 1896 established the
principle of
• A. one man, one vote
• B. separate but equal
• C. runaway slaves were property
• D. desegregation in schools
8. 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
9. 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
10. OGT Multiple Choice
• The march on Washington was led by
Martin Luther King, Jr. on August 28,
1963. At which landmark was the
march held?
• A. Washington Memorial
• B. White House
• C. Smithsonian Institution
• D. Lincoln Memorial
11. OGT Multiple Choice
• To gain power for African-Americans,
Malcolm X urged all of the following EXCEPT
• A. Develop pride in their culture
• B. Start their own businesses and
communities
• C. Develop interest in their history and
culture
• D. Get along with and associate with those
who did not treat them equally
1. OGT Extended Response
• Explain the difference between the decision
made in Plessy v. Ferguson (1898) and the
decision made in Brown v. Board of
Education (1954). What are some reasons
why the decision made in Plessy was
reversed in Brown. (Does this prove that
the U.S. Constitution is a living document?
How?) (4 pts)
2. 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?
3. OGT Extended Response
• Throughout the 1950’s , many civil rights leaders
chose nonviolent means of protest.
•
Choose 2 civil rights leaders and describe a
nonviolent action taken by each. (2 pts)
•
Do you feel nonviolent methods worked better
than violent methods? Explain your answer.
• (2 pts)
Cultural Perspectives
Benchmark: Analyze the influence
of different cultural perspectives
on the actions of groups.
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 Committees
(PAC’s)
– 1. try to get government to help
– 2. organize public awareness
– 3. Examples: NAACP, NOW, AIM
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.
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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
II. 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
III. American Indian
Movement (AIM)
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A. Began in 1968 in Minneapolis, Minn.
B. AIM’s goals
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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.
IV. United Farm Workers (UFW)
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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
V. Social Protestors
 A. People wondered why we were in Vietnam
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1. US divided
 a. doves: did not want war
 b. hawks: favored war
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2.
3.
4.
5.
many protestors were young
T.V. brought home the horrors of war
people didn’t know who to believe
anti-war movement became more vocal
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B. April 4, 1968--Martin Luther King shot
and killed in Memphis, Tennessee.
C. This started riots and violence
D. Military brought in to restore order
E. Two days later, LBJ signs Civil Rights
Act of 1968--forbade discrimination in
the sale or rent of the nation’s housing
F. June 4, 1968--Robert Kennedy shot
1. Sirhan Sirhan shot him
2. he was a Jordanian Arab
3. shot Kennedy because he
supported Israel
4. did it to make a political statement
***These events led to more tension and protest!
G. Kent St. University
• 1. Kent State University May 2, 1970
• 2. National Guard called in to put down
a demonstration.
• 3. Students threw rocks at the
guardsmen.
• 4. They responded by firing into the
crowd, killing 4
• 5. Led to more protests!!!
VI. The Counterculture
A. New young culture developing

1. long hair and unusual clothes
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2. beads
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3. Indian headbands
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4. Rock and roll
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5. freedom--”do your own thing”
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6. called “hippies” or “flower children”
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7. many did drugs
B. On the other side, many youth:

1. got involved in community
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2. got involved in politics
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3. cleaned up environment
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4. anti-war protests
1. OGT Multiple Choice
• The term “counterculture” referred to
• A. a way of life different from that of
most Americans
• B. a concern with relations between
organisms and their environment
• C. the civil rights movement
• D. a community based on strict
Christian principles
2. 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. Hispanic Americans
3. 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
4. OGT Multiple Choice
• Which is not a characteristic of the
“counterculture.”
• A. Classical music
• B. long hair and unusual clothes
• C. “Hippies” and “flower children”
• D. Drugs
5. OGT Multiple Choice
• Which of the following was not a victim
of political violence in the 1960’s?
• A. John F. Kennedy
• B. Robert F. Kennedy
• C. Lyndon B. Johnson
• D. Martin Luther King, Jr.
6. OGT Multiple Choice
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•
•
•
•
Who shot Robert F. Kennedy?
A. Jack Ruby
B. Sirhan Sirhan
C. John Wilkes Booth
D. Lee Harvey Oswald
7. OGT Multiple Choice
•
(Base Test March 2005) One form of civil disobedience practiced by college
students during the Vietnam War was the burning of draft cards. How were
draft card burnings different from other forms of protest such as organizing
marches and publishing underground newspapers.
• A. Draft card burnings were direct violations of a
law perceived to be unjust
• B. Draft card burnings were protected under the
First Amendment of the Constitution
• C. Draft card burnings were used to encourage
young men to volunteer for military duty rather
than be drafted
• D. Draft card burnings were a continuation of
protest methods begun by the Ku Klux Klan in the
1960’s
8. 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)
9. 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
1. OGT Extended Response
• This chapter has shown many different
movements that occurred during the 1960’s
(4 pts)
• Choose two of the civil rights movements of the
1960’s. (2 pts)
• Describe what each group wanted and how they
went about getting what they wanted. (2 pts)