2.  Open your textbooks to page 580 and read about de jure segregation.  How was de jure segregation enforced?  How does the ruling of Plessy vs. Ferguson apply?

3.  Read pages 580-581 about de facto segregation.  How was de facto segregation enforced?  How does de jure segregation differ from de facto segregation?

4.  Oral histories provide a chance for the "regular person" to record his or her experiences, not just the well-known or famous people often recorded in written history.  Oral histories allow minority groups to record and publicize their experiences, making connections between generations, as well as, passing on the art of storytelling, etc.

5. A Chapel Hill man who grew up in the segregated 1950s. 1. Is Fred Battle discussing de facto or de jure segregation? 2. What do you think Mr. Battle meant by "surrogate victory"? 3. What type of victories do you think he wanted to achieve?

6. A woman who experienced racism and segregation in her hometown of Charlotte. 1. Are the incidents Madge Hopkins remembers examples of de facto or de jure segregation? 2. What are some things Ms. Hopkins could not do because of this segregation?

7. A student who graduated from West Charlotte High School in the late 1990s. 1. Is Jeff Black citing an example of de facto or de jure segregation? 2. What reason does he offer for the segregation that takes place in the cafeteria? 3. What solution did the race relations committee come up with to address the issue?