Civil Rights Movement 1950s-1960s

Choose one of the laws and answer the following: 1. How did this law impact the daily lives of African Americans in the state? 2. What disadvantages did African Americans face as a result of this law? 3. Did this law limit the freedoms of whites in any ways? 4. What questions do you have about this law?

Segregation—separation of the races Plessy v. Ferguson (1896)—the Supreme Court ruled that segregation is legal Ruling: “The object of the Fourteenth Amendment was undoubtedly to enforce the absolute equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political, equality…If one race be inferior to the other socially, the Constitution of the United States cannot put them upon the same plane…” Supreme Court states that states can have “SEPARATE BUT EQUAL” facilities

What are the effects of Plessy v. Ferguson? “Separate But Equal” will become the policy for over 50 years in the South De Jure Segregation—Segregation by laws (called “Jim Crow”)

Jim Crow laws from various states “All persons licensed to conduct a restaurant, shall served either white people exclusively or colored people exclusively and shall not sell to the two races within the same room or serve the two races anywhere under the same license.” –Georgia “Marriages are void when one party is a white person and the other is possessed of one-eighth or more negro, Japanese, or Chinese blood.” —Nebraska

Jim Crow laws continued… “The schools for white children and the schools for negro children shall be conducted separately.”—Florida “It shall be unlawful for a negro and white person to play together or in company with each other in any game of cards or dice, dominoes or checkers.” —Alabama

Separate Facilities Schools RR Cars Waiting Rooms Elevators Witness Stands Public Restrooms Theater Sections Restaurants Motels Swimming Pools Libraries Nearly every day African Americans faced humiliating signs that read: “Colored Water”; “No Blacks Allowed”; “Whites Only!”

How did workers of the Civil Rights Movement (1950s-1960s) work to end De Jure segregation? One method they used was called a “sit-in.” This method gained in popularity after an incident in Greensboro, MS in They inspired sit-ins and boycotts across the nation Student Nonviolent Coordinating Committee (SNCC), called “snick,” formed to organize sit-ins to integrate restaurants, swimming pools, theaters, beaches, etc. “Greensboro Four” Four college students were refused service at a Woolworth’s lunch counter in Greensboro, NC. They sat on the stools until closing time. Each day they came back with more students.

What was the strategy used by the students? The basic plan of the sit-ins was that a group of students would go to a lunch counter and asked to be served. When they were refused service, they would wait in the seat all day. This made it difficult for the restaurant to earn money and was designed to put economic pressure on them to end segregation in their business. If the police arrested the sit-in protestors, another wave of students were ready to fill their spots at the lunch counters. The students received training to help them remain nonviolent, even when confronted with mass arrests and violence. The media was often alerted so that news of the nonviolent protest (and possible violent backlash) would gain sympathy for their cause.

What happened at a sit-in in Jackson, MS on May 28, 1963? History Detective Work: Let’s use four primary source documents to piece together what happened.

Photo Analysis This photograph captured one moment during the Jackson sit- in protest. What can we learn about the event by studying this image? What questions does this image generate about the event? Task: Complete the CRM Photo Analysis Activity to learn more about this event DOCUMENT #1

Document Analysis What can we learn about the event by studying this document? How are the two primary sources connected? Task: Read the letter and answer the three questions to learn more about this event. DOCUMENT #2

Participant Accounts What can we learn about the event from the people who were there? Anne Moody wrote an autobiography in 1968 and described this event DOCUMENT #4 John Salter (aka Hunter Bear as he is part Native American) wrote a book that describes the protests in Jackson, Mississippi DOCUMENT #3 Task: Read the participant accounts and answer the questions to learn more about this event.

Complete the chart to demonstrate your understanding of the key concepts of this event Causes Why did the protest occur? Event What happened? (Give a brief overview of what happened and include the who, where, when) Effects What was the significance of the event? Did it cause any changes?

Write the historical marker! In 250 words or less, inform people what happened at the Woolworth’s lunch counter on May 28, Your written summary should include the key “causes,” “event,” and “effects” information from your chart.