LESSON OBJECTIVES/ GOALS/ SWBAT STANDARD(S): 11.1 Students analyze the significant events in the founding of the nation. LESSON OBJECTIVES/ GOALS/ SWBAT Trace the historical underpinnings of legalized segregation and the African-American struggle against racism in the United States. Summarize turn-of-the-20th century race relations in the North and the South. Identify discrimination against minorities in the American West.

A BULLDOG ALWAYS Commitment Attitude CARES Respect Encouragement Safety

Segregation and Discrimination Section 3 Segregation and Discrimination African Americans lead the fight against voting restrictions and Jim Crow laws. NEXT

Segregation and Discrimination 3 SECTION Segregation and Discrimination African Americans Fight Legal Discrimination Voting Restrictions For at least 10 years after Reconstruction, Southern blacks can vote By 1900, all Southern states restrict voting, deny equality Some limit vote to those who can read; officials give literacy tests Some have poll tax that must be paid annually to vote Some add grandfather clause to constitution to let poor whites vote - can vote if self, father, grandfather voted before 1867 Continued . . . NEXT

SECTION 3: SEGREGATION AND DISCRIMINATION By the turn of the 20th century, Southern States had adopted a broad system of legal discrimination Blacks had to deal with voting restrictions, Jim Crow laws, Supreme Court set-backs, and physical violence

VOTING RESTRICTIONS All Southern states imposed new voting restrictions and denied legal equality to African Americans Some states limited the vote to those who could read, other states had a poll tax which had to be paid prior to voting

Literacy Test

Guided Reading: 1. Literacy test South African Americans, In what region or regions did it exist? Who were its targets? How did it affect the lives of these people? 1. Literacy test South African Americans, illiterate whites Prevented them from voting; weakened their political power

Poll Tax

Guided Reading: 2. Poll tax South Poor African-Americans, poor whites In what region or regions did it exist? Who were its targets? How did it affect the lives of these people? 2. Poll tax South Poor African-Americans, poor whites Prevented them from voting; weakened their political power

Grandfather Clause

Guided Reading In what region or regions did it exist? Who were its targets? How did it affect the lives of these people? 3. Grandfather clause South African Americans Prevented them from voting; weakened their political power

Voting Rights Act of 1965

3 SECTION continued African Americans Fight Legal Discrimination Jim Crow Laws 1870s, 1880s, Supreme Court allows poll tax, grandfather clause Racial segregation laws separate races in private, public places Segregation laws called Jim Crow laws after old minstrel song NEXT

JIM CROW LAWS Southern states passed segregation laws to separate white and black people in public and private facilities These laws came to be known as “Jim Crow Laws”, named after an old minstrel song Racial segregation was put into effect in schools, hospitals, parks, and transportation systems throughout the South

3 SECTION continued African Americans Fight Legal Discrimination Plessy v. Ferguson 1896 Plessy v. Ferguson—segregation legal in public places Allows “separate but equal” doctrine if provide equal service NEXT

Guided Reading: 4. Jim Crow laws South African Americans In what region or regions did it exist? Who were its targets? How did it affect the lives of these people? 4. Jim Crow laws South African Americans Segregated them into facilities separate from those of whites; forced them to endure second-class services from: schools, hospitals, parks, transportation services, and so on

PLESSY v. FERGUSON Eventually a legal case reached the U.S. Supreme Court to test the constitutionality of segregation In 1896, in Plessy v. Ferguson the Supreme Court ruled that the segregation of races was legal and did not violate the 14th Amendment

Chapter 8: Section 3 A – How did the Plessey v. Ferguson ruling affect the civil rights of African Americans? The Supreme Court decision opened the door for the legal segregation of almost all public facilities.

Turn-of-the-Century Race Relations 3 SECTION Turn-of-the-Century Race Relations Opposing Discrimination Racial etiquette—informal rules for black-white relations - enforce second-class status for blacks Moderate reformers, like Booker T. Washington, get white support W. E. B. Du Bois, Ida B. Wells think problems too urgent to postpone Born a slave, Ida B. Wells becomes teacher, newspaper editor - campaigns for racial justice Continued . . . NEXT

Moderate reformers, like Booker T. Washington, get white support W. E. B. Du Bois & Ida B. Wells think problems too urgent to postpone Born a slave, Ida B. Wells becomes teacher, newspaper editor - campaigns for racial justice

Chapter 8: Section 3 B – What were Booker T. Washington’s views about establishing racial equality? He believed it was best not to emphasize legal equality but to concentrate on creating economic opportunities for African American.

Etiquette?

Racial Etiquette In general, blacks and whites could meet and talk on the street. Almost always, however, the rules of racial etiquette required blacks to be agreeable and non-challenging, even when the white person was mistaken about something. Usually it was expected that blacks would step off the sidewalk when meeting whites or else walk on the outer street side of the walk thereby "giving whites the wall." Under no circumstances could a black person assume an air of equality with whites. Black men were expected to remove their caps and hats when talking with a white person. Those whites, moreover, who associated with blacks in a too friendly or casual manner ran the risk of being called a "nigger lover.

Guided Reading: 5. Racial etiquette All, but especially in the South In what region or regions did it exist? Who were its targets? How did it affect the lives of these people? 5. Racial etiquette All, but especially in the South African Americans Belittled and humiliated them on a daily basis; made interaction with whites extremely dangerous; forced them to show deference to whites; made most forms of success dangerous

Discrimination in the North 3 SECTION continued Turn-of-the-Century Race Relations Violence African Americans who do not follow etiquette are punished, lynched - more than 1,400 killed 1882–1892 Discrimination in the North Many blacks migrate North for better paying jobs, social equality Are forced into segregated neighborhoods Rejected by labor unions; hired last, fired first by employers Competition between blacks, working-class whites sometimes violent NEXT

DISCRIMINATION IN THE NORTH While most African Americans lived in the segregated South, many blacks had migrated to the North in hopes of better jobs & equality However, the North had its own brand of racism as blacks got low paying jobs and lived in segregated neighborhoods

Chapter 8: Section 3 C – How did conditions for African Americans in the North differ from their circumstances in the South? Discrimination existed in both the North and South, the rules of segregation were more strict and pervasive in the South.

Discrimination in the West 3 SECTION Discrimination in the West Mexican Workers More Mexicans build railroads in Southwest than other ethnic groups - forced to work for less than other groups Mexicans major force in Southwest agricultural industries Some Southwest Mexicans, African Americans forced into debt peonage: - system of slavery to work off debt to employer - 1911, Supreme Court declares unconstitutional NEXT

DISCRIMINATION IN THE WEST Discrimination in the west was most often directed against Mexican and Asian immigrants Mexicans were often forced in Debt Peonage – a system of forced labor due to debt

Guided Reading: 6. Debt peonage West; Southwest Mexican-Americans, In what region or regions did it exist? Who were its targets? How did it affect the lives of these people? 6. Debt peonage West; Southwest Mexican-Americans, African Americans Forced them to work against their will to pay a debt; made them little more than slaves; denied them the ability to live their own lives

Discrimination in the West 3 SECTION Discrimination in the West Excluding the Chinese Whites fear job competition, push Chinese to separate areas, schools Opposition to Chinese immigration leads to Chinese Exclusion Act NEXT

DISCRIMINATION IN THE WEST Discrimination in the west was most often directed against Mexican and Asian immigrants Asians were increasingly excluded from mainstream society

Guided Reading: 7. Chinese Exclusion Act All Chinese, In what region or regions did it exist? Who were its targets? How did it affect the lives of these people? 7. Chinese Exclusion Act All Chinese, Chinese-Americans Prohibited Chinese immigration to the U.S.; suspended naturalization for Chinese who were already present