1. Recent American History

3.  Work in assigned groups to develop definition of assigned word in “define in your own words” column  Right down its significance to the civil rights movement as well as today…provide examples in each of these categories

4.  Discrimination - Ashley- Jackie - Vinny- A.J. - Ally - Eric - Cyle C.  Prejudice - Nora- Julie - Kyle C.- Kevin - Brandyn - Tyler  Racism - Christina- Jenn - Cristina- Alan - Connor- Greg - Alex R.  Segregation - Austin - Matt - Taylor- Royce - Phil L.- James - Alex C.

5.  Making a distinction in favor of or against a person or “thing”  What is discrimination’s significance to the civil rights movement?  How does this word apply to today?

6.  Hatred or intolerance of another race or other races  What is racism’s significance to the civil rights movement?  What does racism look like today?

7.  An unfavorable opinion or feeling formed beforehand or without knowledge, thought or reason  What was prejudice’s significance to the civil rights movement?  What place does prejudice hold today?

8.  The practice of separating people of different races, classes, or ethnic groups  What is segregation’s significance to the civil rights movement?  What does segregation look like today? Do we still segregate?

9.  Explain how legalized segregation deprived African Americans of their rights as citizens  Describe the basis of the Brown vs. Board ruling  Trace the development of School Integration and explain the crisis in Little Rock

11.  Plessy vs. Ferguson - Established the “separate but equal” clause - Declared that separation laws did not violate the 14 th Amendment  Jim Crow Laws - Laws in South that segregated public facilities - Facilities provided to blacks always far inferior to those provided to whites

12.  National Association for the Advancement of Colored People (NAACP) - Argued cases against segregation - Thurgood Marshall served as head lawyer - Most famous for winning the Brown vs. Board of Education case  Brown vs. Board of Education - Chief Justice: Earl Warren - Argument: Segregated schools hurt the equality of education - Outcome: To separate children solely based on race violated the equal protection clause of 14 th amend

13.  “To separate African American children from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely to ever be undone…We conclude that in the field of public education the doctrine of “separate but equal” has no place. Separate educational facilities are inherently unequal”

15. During the 1940s, psychologists Kenneth Clark and his wife Mamie Phipps Clark tried to demonstrate the negative effects of segregation on black children. They developed a test using four dolls, identical except for the skin color. When asked which doll they liked best, most of the black children chose the white doll. After the testing was completed, Clark concluded that "prejudice, discrimination, and segregation" caused African American children to develop a senses of inferiority and self-hatred. The results of the tests were used during court cases, including Brown v. Board, to show that segregation damaged the personality development of black children.

16.  As we continue through the 21 st century, segregation by law is gone, but economic disparities and continuing patterns of segregated housing, in the North and South, show that the battle for equality has not yet been fully won.  Sean Price, New York Times, Upfront  Personal thoughts?

17.  Brown Two - Second ruling on Brown case - Required States to implement desegregation with “all deliberate speed”

20.  Directions: - Work in your groups from yesterday… - Actively read article and complete note-guide. Be prepared to discuss the following questions: 1. What are some of the characteristics of the black classroom pictured on page 7? 2. Who were the Little Rock Nine? 3. What happened to Elizabeth Eckford the first day of school? 4. What did President Eisenhower do to help the Little Rock Nine? 5. What is meant by the statement “One Down…Eight to Go?”

21.  Group 1 - Ashley- Jackie - Vinny- A.J. - Ally - Eric - Cyle C.  Group 3 - Nora- Julie - Kyle C.- Kevin - Brandyn - Tyler  Group 2 - Christina- Jenn - Cristina- Alan - Connor- Greg - Alex R.  Group 4 - Austin - Matt - Taylor- Royce - Phil L.- James - Alex C.

22.  Description - Governor in Arkansas ordered National Guard to turn away the 9 African-American students attending all white school - Nine verbally and physically harassed  Effects - Eisenhower forced to become involved; sent in paratroopers to “escort” 9 in and out - Only one student graduated

23. Why do you think the Brown vs. Board decision is such a landmark case in history?

24.  Segregation remained widespread in the U.S. after WWII, especially in the South but there were signs of change. The Supreme Court ruling Brown vs. Board heralded the beginning of the modern civil rights movement.

25. But a little boycott in Montgomery, Alabama began to shake up the Jim Crow Reaction to Brown vs. Board Ruling…

26.  Nonviolent Resistance - Boycotts - Marches - Demonstrations - Civil disobedience

27.  Directions Form groups of 4-5 students Actively read your textbook (700 – 709), and complete the graphic organizer  Anything you read will be fair game for the test… if you are confused, ask for help!  In 45 minutes, we will play a “photo” game where groups will play against each other. I will show an image from the Civil Rights Movement and you will need to identify it + explain the significance of the event based on what you learn while completing your graphic organizer.

28.  What/who sparked the Montgomery Bus Boycott?

29.  The Boycott Begins - Dec. 1 st, 1955 Rosa Parks refuses to give up her seat on a segregated Alabama bus - Arrested for violation of city’s segregation laws  Key Players - African Americans across city boycott bus system - Women’s Political Council (WPC) organized telephone chains, leaflets, and carpools - Montgomery Improvement Association (MIA) created to promote and support boycott - Martin Luther King Jr. is the leader of MLA and spokesman for boycott

33.  “My friends, I want it to be known that we’re going to work with grim and bold determination to gain justice on the buses in this city. And we are not wrong, we are not wrong in what we are doing. If we are wrong, the Supreme Court and this nation is wrong. If we are wrong, God Almighty is wrong….If we are long, justice is a lie. And we are determined here in Montgomery to work and fight until justice runs down like water and righteousness like a mighty stream.”

34.  Effects of the Boycott - African-American community decides to boycott the Montgomery busses until they integrate (381 days) … nonviolently - In 1956 federal judges ruled against Montgomery segregation laws - Laid foundation for civil rights struggle in the 1960s - King became spokesman for the movement … “It was a great ride”

35.  Description - Protested segregated lunch counters - Highly publicized - Protestors faced white violence  Effects - Media captured racism in south - Sparked many sit-ins across south

38.  Description - Protestors rode on segregated buses - Protestors brutally attacked  Effects - President Kennedy forced to become involved - Sent 400 U.S. marshals to protect riders - Banned segregation in all interstate travel facilities (waiting rooms, restrooms and lunch counters)

41.  Birmingham Alabama - “Most racist city on earth” - Reputation for racial violence  Description - MLK and followers led marchers (majority children) - Most violent of all events (fire hoses, attack dogs, clubs)  Effects - JFK forced to take a stand - Begins the development of the Civil Rights Act

42.  “I guess it is easy for those who have never felt the stinging darts of segregation to say, “wait.” But when you have seen vicious mobs lynch your mothers and fathers at whim; when you have seen hate-filled policemen curse, kick, brutalize, and even kill your black brothers and sisters;…when you see the vast majority of your 20 million Negro brothers smothering in the air-tight cage of poverty;…when you have to concoct and answer for a five-year-old son asking:..”Daddy, why do the white people treat the colored people so mean?”…then you will understand why we find it difficult to wait.”

46.  Description - Largest civil rights event - Organized to persuade Congress to pass the civil rights bill - Famous for MLK’s “I Have a Dream”  Effects - JFK pushes through Civil Rights Act of 64 - Church bombings; 4 die

49.  Freedom Summer - Campaign to register black voters in Mississippi  Selma March - March for the right to vote in Alabama - Brutally attacked by police

54.  Description - James Meredith enrolled in all-white - Purpose to desegregate U of Miss.  Effects - Kennedy ordered federal marshals - Riots resulted in two deaths - Federal officials escorted Meredith to class

55. How do you believe African American’s nonviolent tactics appeared to the world versus white violent tactics?

56. Unit III Summative Project

57.  As a review of what you have learned since September, please complete the following quiz.  Time Limit: 10 minutes

58. What two “things” were keeping blacks from voting?

59.  Civil Rights Act of 1964 - Banned discrimination in all public accommodations on the basis of race, sex, religion, or national origin

60. ChangesDescription Educational Attainment Gave the federal government the power to enforce school desegregation. Graduation rates for African Americans have risen ever since Employment Opened white-collar jobs to African Americans IncomeIncomes rose drastically. Migration PatternsMigrated out of the South Poverty Act helped to pull large percentage of African Americans out of poverty

61.  Voting Rights Act of 1965 - Outlawed literacy tests and other tactics used to prevent blacks the right to vote

63.  Arrange 6 desks in a row at the front of the classroom  Each group should form a line behind the desk  I will show a picture › STUDY the picture. › The first group to hit the textbook with the “drum” (aka. marker) will identify the picture. › You must tell me the name of the event, key players, and the significance of the event to the greater Civil Rights Movement. › Each player will have at least one try to identify and explain a picture. › Take your time. Your group loses 5 points for an incorrect picture identification. Reward for the winning group!

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75.  The events of the early 1960s (‘60-’65) had a major impact on the treatment of African-Americans in the U.S.  Through civil disobedience the CRM achieved many of its initial goals …and more would follow

76. 1. Generally speaking, what key events of Civil Rights Movement between the mid-1950s and early-1960s were most successful? 2. How was the U.S. government involved? a) Were they helping to advance civil rights? How? b) What was the response of many state governments in the South?

77. They got a little “taste” of equality and they wanted more…

78.  Name leaders who shaped the Black Power movement.  Describe the reaction to the assassination of Martin Luther King, Jr.

79.  Background - Member of Nation of Islam (Black Muslims)  Beliefs - Contradicted MLK and nonviolence - Black separatism and self-defense

80. Civil Disobedience Black Power Martin Luther King Jr. Non violent tactics Black Integration Concentrated in South Martin Luther King Jr. Non violent tactics Black Integration Concentrated in South Malcolm X Violence / Self Defense Black Separatism Goals in North & South Malcolm X Violence / Self Defense Black Separatism Goals in North & South

81.  “Concerning nonviolence: it is criminal to teach a man not to defend himself when he is the constant victim of brutal attacks. It is legal and lawful to own a shotgun or a rifle. We believe in obeying the laws…The time has come for the American Negro to fight back in self-defense whenever and where ever he is being unjustly and unlawfully attacked”

82.  Emphasized black separatism and pride  Urged African Americans to “define their own goals and lead their own organizations”  Examples:  Afros,  Black studies classes in college

86.  Shot by James Earl Ray in Memphis, TN  Paradox: Man who dreamed of racial peace lay dead from racial violence  Death sparked urban riots across America

89. First Half (1950s-1965)Second Half (1965-?) Martin Luther King, Jr. Nonviolence Black Integration Concentrated in South Malcolm X and Black Panthers Violence & Self-Defense Black Separatism Goals in North and South

90. Which half do you believe was more successful? Why?

91.  The civil rights movement changed course in mid-1960s, moving beyond the South and expanding its goals. Many activists abandoned the strategy of nonviolence.

92.  Compare segregation in the North with segregation in the South  Summarize the accomplishments of the civil rights movement

94.  De Facto Segregation - Segregation that exists by practice and custom - Difficult to eliminate because it requires changing people’s beliefs and values - Segregation that existed in North  De Jure Segregation - Segregation by law - Example: Jim Crow laws

95.  Kerner Commission - Found white racism to be the cause of urban violence  Civil Rights Act of 1968 - Banned discrimination in housing  Affirmative Action - Making special efforts to hire or enroll groups that have suffered from discrimination in the past - “Reverse discrimination?”

96.  “I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self- evident; that all men are created equal.”…I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character…I have a dream that one day the little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers.”

97. Most experts believe that racism and prejudice are lingering problems in America, and might even be getting worse. Most experts believe that racism and prejudice are lingering problems in America, and might even be getting worse.

98. 1. What are the predominant ethnic and racial groups in your school? If there are different groups; do they get along? Why or why not? 2. Do you think racism still exists today? Is it worse than the 1960s? 3. Have you or has someone you know been affected by racism or prejudice? If so, describe what happened. 4. What, if anything, is your school or community doing to discourage prejudice? Is there anything more we could do? 5. Why do you think people are prejudice and/or racist? 6. Has Dr. King’s dream come true? Why or why not.