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CIVIL RIGHTS

Explore the history of legalized segregation and its impact on African Americans, from the Plessy v. Ferguson case to the Brown v. Board of Education decision. Learn about key civil rights activities, including the Montgomery Bus Boycott and Martin Luther King Jr.'s role in the civil rights movement.

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CIVIL RIGHTS

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  1. CIVIL RIGHTS CH 21

  2. Section 1: Taking on Segregation: Objectives: • By the end of this lesson, I will be able to: • 1. Explain how legalized segregation deprived African Americans of their rights as citizens • 2. Summarize civil rights legal activity and the response to the Plessy and Brown cases • 3. Trace Dr. Martin Luther King Jr.’s civil rights activities, beginning with the Montgomery Bus Boycott • 4. Describe the expansion of the civil rights movement

  3. Types of Segregations • De Facto Segregation • Segregation through customs and practice • More difficult to overcome • De Jure Segregation • Segregation by law

  4. Background of Racial Segregation • America’s History • Agrarian society • Civil War • 13th amendment • Outlawed Slavery • 14th Amendment •  granted citizenship to all persons "born or naturalized in the United States," including former slaves, and provided all citizens with “equal protection under the laws • 15th Amendment • prohibited states from disenfranchising voters “on account of race, color, or previous condition of servitude.”  • Did not prohibit states from creating voting requirements

  5. The Segregation System: • Civil Rights Act of 1875 act outlawed segregation • Guaranteed African Americans equal treatment in public places. • In 1883, all-white Supreme Court declares Act unconstitutional • 1896 Plessy v. Fergusonruling: separate but equal constitutional • Many states pass Jim Crow laws separating the races • Facilities for blacks always inferior to those for whites

  6. Segregation in Education • Higher education • Southern states prohibited African Americans from attending colleges. • University of Missouri Law School 1938 • Student wanted to study Missouri Law • Admitted • McLaurin v. Oklahoma Regents • Allowed student to attend school • Prohibited him from living in dorms, eating in Café, or entrance into library. • Court ruled student couldn’t attend, since curriculum could be discussed outside of the classroom. • University of Texas • Created separate law school for African American Students.

  7. A Developing Civil Rights Movement • WW II • Job opportunities • Soldiers and airmen served in segregated units • Tuskegee Airmen • FDR ends government, war industries discrimination • Truman ends racial segregation in armed forces • Returning black veterans fight for civil rights at home

  8. Challenging Segregation in Court: The NAACP Legal Strategy • Professor Charles Hamilton Houstonleads NAACP legal campaign • Focuses on most glaring inequalities of segregated public education • realized the nation spent ten times as much money educating a white child as an African-American child • Places team of law students under Thurgood Marshall • - win 29 out of 32 cases argued before Supreme Court • Morgan v. Virginia (1946): Supreme Court declared unconstitutional those state laws mandating segregated seating on interstate buses • Sweatt v. Painter (1950): Supreme Court ruled state law schools must admit black applicants, even if separate black schools existed

  9. Brown v. Board of Education • Marshall’s greatest victory is Brown v. Board of Education of Topeka • In 1954 case, Court unanimously strikes down school segregation http://www.pbs.org/newshour/extra/2014/04/60th-anniversary-of-brown-v-board-of-education-resources/ https://www.youtube.com/watch?v=TTGHLdr-iak

  10. Reaction to the Brown Decision Resistance to School Desegregation • Within 1 year, over 500 school districts desegregate • Some districts, state officials, pro-white groups actively resist • Court hands Brown II, orders desegregation at “all deliberate speed” • Eisenhower refuses to enforce compliance; considers it impossible

  11. Ch21.1 : Continued • By the end of this lesson, I will be able to: • 1. Trace Dr. Martin Luther King Jr.’s civil rights activities, beginning with the Montgomery Bus Boycott • 2. Describe the expansion of the civil rights movement

  12. 1950’s • 1950’s Society • Life of prosperity and invention • Suburban life • “White Flight” • Whites move to the suburbs and away from Urban cities • Levitowns • William Levit • Idea to mass produce houses

  13. Modern Civil Rights • Brown vs. Board of Education – 1954 • Rosa Parks – 1955 • Bus Boycotts – 1955 • MLK Selma to Montgomery - 1956 • Sit-ins – 1956 • Little Rock 9 – 1957 • Freedom Riders - 1961 • March on Washington – 1963 • “I Have a Dream”

  14. Rosa Parks • Bus segregation • African Americans had to give up their seats for Whites. • ¾ of all bus riders in Montgomery were African American (economic impact for the City) • Rosa Parks • Anti-Jim Crow Law activist • Drank from white water fountains, took stairs instead of “Colored Only” elevators • Dec 1, 1955 • Refused to give up her seat for a white person • Inspired other women to do the same

  15. Bus Boycott • NAACP and Montgomery Improvement Association • Martin Luther King called for a boycott of public busing • Dec 5, 90% of Montgomery’s black citizens stayed off the buses • African American Taxi drivers helped • Peaceful demonstration, gained TV attention • Economic impact for city of Montgomery • June 5, 1956 federal district court ruled in Browder v. Gaylestate segregated busses were illegal. • Boycott lasted for over 1 year

  16. Crisis in Little Rock • Since 1948, Arkansas integrating state university, private groups • Little Rock School District had separate schools • Jim Crow / Plessy v. Ferguson • Board of Education in Little Rock started to gradually integrate the schools • Buses • Gov. OrvalFaubus • Running for reelection • Appealing to people and his party • Segregationists • Sept 4th, 1957 9 students go to Central High School • National Guard called by the Gov. • Not to protect students but to protect the school • TV allowed Northerners to see and experience Jim Crow and racism. • Elizabeth Eckford faces abusive crowd when she tries to enter school • Eisenhower has Nat. Guard, paratroopers supervise school attendance • African-American students harassed by whites at school all year • 1957 Civil Rights Act—federal government power over schools, voting https://www.youtube.com/watch?v=wMqKRaplLsk https://www.youtube.com/watch?v=oodolEmUg2g

  17. Martin Luther King and the SCLCChanging the World with Soul Force • Martin Luther King, Jr.(26-years-old) was the spokesman for the MIA (Baptist minister) • King was an ordained minister and earned a Ph.D. in theology from Boston University • White radicals bombed King’s home and other civil rights’ houses, and some were fired from their job • King urged people to not respond with more violence • King was accused of being a Communist • King calls his brand of nonviolent resistance “soul force” • civil disobedience, massive non-violent demonstrations • King remains nonviolent in face of violence after Brown decision • Southern Christian Leadership Conference (SCLC-1957): alliance of church-based African-American organizations dedicated to ending discrimination • By 1960, African-American students think pace of change too slow

  18. The Movement SpreadsDemonstrating for Freedom • Sit-Ins • First, was in Greensboro North Carolina • Woolworth's • Feb, 1 1960 • 4 students from North Carolina A&t • Sat down at the “White’s Only” counter • Hierocracy: Accept African American money but would not allow them to sit in. • Vowed to “sit-in” till they were served • In spite of abuse, and threats • 20 more students join them on feb 2. • Feb 3 – 60+ students joined • 6 months later, finally served • Sit-ins Spread • 70,000 + people and northerners • Kneel-ins, Slept-ins, Read-ins, watched-ins. https://www.awesomestories.com/asset/view/Greensboro-Four-Woolworth-Lunch-Counter

  19. Non-Violent Protests • By the end of this lesson, I will be able to: • 1. Trace Dr. Martin Luther King Jr.’s civil rights activities, beginning with the Montgomery Bus Boycott • 2. Describe the expansion of the civil rights movement • Eyes on the Prize - PBS

  20. CH 21.2 The Triumphs of a Crusade: Objectives • By the end of this lesson, I will be able to: • 1. Identify the goal of the freedom riders • 2. Explain how civil rights activism forced President Kennedy to act against segregation • 3. State the motives of the 1963 March on Washington • 4. Describe the tactics tried by civil rights organizations to secure passage of the Voting Rights Act.

  21. Riding for Freedom CORE’s Freedom Rides • 1961, CORE (Congress of Racial Equality) tests Court decision banning interstate bus segregation • Freedom riders—blacks, whites sit, use station facilities together • Riders brutally beaten by Alabama mobs; one bus firebombed (blockade) • Bus drivers refused to transport Freedom Riders • Fear of safety • African American busses were bombed • Riders pulled from busses • SNCC volunteers continue ride to Birmingham Alabama • Governor of Alabama promised protection • Riders were harassed • President Kennedy sent 400 US Marshalls to protect riders

  22. Integrating Ole Miss • 1962, federal court rules James Meredithmay enroll at U of MS • Governor Ross Barnett refuses to let Meredith register • JFK orders federal marshals to escort Meredith to registrar’s office • Federal officials accompany Meredith to classes, protect his parents

  23. Heading into Birmingham • April 1963, SCLC demonstrate to desegregate Birmingham • Birmingham, Alabama was known for its strict enforcement of segregation in public life • King arrested, writes “Letter from Birmingham Jail” (later bailed out by Kennedy) • Police chief Eugene “Bull” Connor ordered the police to attack the marchers with high-pressure hoses, dogs, and night-sticks • TV news show police attacking child marchers—fire hoses, dogs, clubs • Continued protests, economic boycott, bad press end segregation

  24. Marching to Washington The Dream of Equality • August 1963, over 250,000 people converge on Washington • Speakers demand immediate passage of civil rights bill • King gives “I Have a Dream” speech • LBJ signs Civil Rights Act of 1964 • prohibits discrimination in public places, discrimination in employment

  25. Fighting for Voting Rights Freedom Summer • Freedom Summer—CORE, SNCC project to register blacks to vote in MS • Volunteers beaten, killed; businesses, homes, churches burned

  26. Voting Rights: The Selma Campaign • 1965, voting rights demonstrator killed in Selma, AL • Urged African Americans to register to vote • King leads 600 protest marchers; TV shows police violently stop them • Second march, with federal protection, swells to 25,000 people http://www.history.com/topics/black-history/selma-montgomery-march

  27. Voting Rights Act of 1965 • Congress finally passes Voting Rights Act of 1965 • Stops literacy tests, allows federal officials to enroll voters • Increases black voter enrollment

  28. 21.3 • By the end of this lesson, I will be able to: • 1. Compare segregation in the North with segregation in the South • 2. Identify the leaders who shaped the Black Power movement • 3. Describe the reaction to the assassination of MLK • 4. Summarize the accomplishments of the civil rights movement

  29. African Americans Seek Greater Equality: Northern Segregation • De facto segregation exists by practice, custom; problem in North • De jure segregation is segregation required by law • WW II black migration to Northern cities results in “white flight” • 1960s, most urban blacks live in slums; landlords ignore ordinances • Black unemployment twice as high as white • Many blacks angry at treatment received from white police officers

  30. Urban Violence Erupts • Mid-1960s, numerous clashes between white authority, black civilians - many result in riots (Harlem) • Many whites baffled by African-American rage • Blacks want, need equal opportunity in jobs, housing, education • Money for War on Poverty, Great Society redirected to Vietnam War

  31. New Leaders Voice Discontent African-American Solidarity • Nation of Islam, Black Muslims, advocate blacks separate from whites • believed whites to be the source of black problems • Malcolm X—controversial Muslim leader, speaker; gets much publicity • Frightens whites, moderate blacks; resented by other Black Muslims

  32. Ballots or Bullets? • Pilgrimage to Mecca changes Malcolm X’s attitude toward whites • He realized that Orthodox Islam preached racial equality • Splits with Black Muslims; is killed in 1965 while giving speech

  33. Black Power • CORE, SNCC become more militant; SCLC pursues traditional tactics (MLK doesn’t approve) • Stokely Carmichael, head of SNCC, calls for: • Black Power: African Americans control own lives, communities, without whites 1968 Olympic Games – Mexico City

  34. Black Panthers • Black Panthers fight police brutality, want black self-sufficiency • MLK says “we shall overcome” • BP says “we shall overrun” • have violent confrontations with police • Provide social services in ghettos, win popular support

  35. 1968 - A Turning Point in Civil Rights: King’s Death • King objects to Black Power movement, preaching of violence • Seems to sense own death in Memphis speech to striking workers • Is shot, dies the following day, April 4, 1968

  36. Reactions to King’s Death • King’s death leads to worst urban rioting in U.S. history - over 100 cities affected • Kerner Commission names racism as main cause of urban violence • Robert Kennedy assassinated two months later

  37. Civil Rights Gains • Civil Rights Act of 1968 prohibits discrimination in housing • More black students finish high school, college; get better jobs • Greater pride in racial identity leads to Black Studies programs • More African-American participation in movies, television • Increased voter registration results in more black elected officials

  38. Unfinished Work • Forced busing, higher taxes, militancy, riots reduce white support • White flight reverses much progress toward school integration • Unemployment, poverty higher than for whites • Affirmative action—extra effort to hire, enroll discriminated groups (minorities and women) • 1960s, colleges, companies doing government business adopt policy • Late 1970s, some criticize policy as reverse discrimination

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