Opening Assignment

1. Opening Assignment • Turn in your worksheet to Mr. Croft • If you faced the threat of violent retaliation by the government or other citizens would you peacefully protest for a cause? • Discuss with someone around you why liberty and equality, core American values, are jeopardized when one or more groups of people are denied equal rights.

2. Section One: Taking on Segregation: Objectives: • ESSENTIAL LEARNING GOAL: • The Civil Rights Movement began in the 1950’s with the NAACP’s courtroom efforts to end legal segregation, then became a peaceful protest movement involving the SCLC, and finally splintered into several movements during the late 1960’s including the Nation of Islam and the Black Panthers. • LEARNING TARGETS: • I can explain how legalized segregation deprived African Americans of their rights as citizens. • I can summarize civil rights legal action and the response to the Plessy and Brown cases. • I can trace Dr. Martin Luther King Jr.’s civil rights activities, beginning with the Montgomery Bus Boycott and ending with his assassination. • I can describe the expansion of the civil rights movement through; SNCC, SCLC

3. The Segregation System: • Plessy v. Ferguson (1896) • Civil Rights Act of 1875 outlawed segregation • In 1883, all-white Supreme Court declares the Act unconstitutional • 1896 Plessy v. Ferguson ruling: separate but equal is constitutional • Many states pass Jim Crow laws separating the races • Facilities for blacks always inferior to those for whites

4. A Developing Civil Rights Movement • WWII creates job opportunities for African Americans • The need for fighting men makes armed forces end their discriminatory policies • 1941 Pres. FDR ends government discrimination in the war industries • Returning black veterans fight for civil rights at home • 1948 Pres. Truman ends segregation of the armed forces.

5. Challenging Segregation in Court: The NAACP Legal Strategy First African-American Supreme Court Justice Thurgood Marshall • The NAACP legal defense fund worked to legally challenge segregation through Supreme court decisions • Focuses on most glaring inequalities of segregated public education • Places team of law students under Thurgood Marshall - win 29 out of 32 cases argued before Supreme Court

6. Brown v. Board of Education • Marshall’s greatest victory is Brown v. Board of Education of Topeka (1954) • In the 1954 case, the Supreme Court unanimously strikes down public school segregation

7. 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 down a second decision in the case called Brown II, orders desegregation with“all deliberate speed” • Eisenhower refuses to enforce compliance; considers it impossible to forcefully integrate schools.

8. Brown vs. The board of Edu. • “To separate them (African-Americans) 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 ever to be undone.” • Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of law, therefore, has a tendency to retard the educational and mental development of negro children and to deprive them of some of the benefits they would receive in a [racially] integrated school system. • We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.”- Chief Justice Earl Warren

9. Evaluation of the Case: • Discussion Questions: • 1. Do you agree with the opinion of the Court in this case? Do you think that it is possible to have segregated schools that can actually offer equal educational chances? • 2. What effect do you think the Brown decision had on related issues such as women’s rights, equal opportunities for other minorities, or opportunities and access for Americans with disabilities? • 3. Imagine that you were given the task of planning the desegregation of a city school system that had always had separate schools for blacks and whites. How would you go about it? Outline the plan that you would follow.

10. Daily Review • In a group of three (3) you should work to answer each of the questions from questions 1 & 2. • For question 3 you should create a plan for dealing with combining two separate schools into one. Consider the following issues in planning desegregation. • What building will be used, will you need one school or two? What books should be used? What teachers will be retained? Who will be the principal? • Each student should answer questions 1 & 2 on their own paper, and the group should create a single plan to be turned in at the end of class.

11. Opening Assignment • What is Civil Disobedience? Look it up if you need. • What has disobeying the law accomplished in past events in US History? • Why do you think this style of protest is successful?

12. Section One: Taking on Segregation: Objectives: • ESSENTIAL LEARNING GOAL: • The Civil Rights Movement began in the 1950’s with the NAACP’s courtroom efforts to end legal segregation, then became a peaceful protest movement involving the SCLC, and finally splintered into several movements during the late 1960’s including the Nation of Islam and the Black Panthers. • LEARNING TARGETS: • I can explain how legalized segregation deprived African Americans of their rights as citizens. • I can summarize civil rights legal action and the response to the Plessy and Brown cases. • I can trace Dr. Martin Luther King Jr.’s civil rights activities, beginning with the Montgomery Bus Boycott and ending with his assassination. • I can describe the expansion of the civil rights movement through; SNCC, SCLC

13. Crisis in Little Rock • Since 1948, Arkansas integrating state university, private groups • Gov. Orval Faubus has National Guard turn away black students • 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

14. The Montgomery Bus BoycottBoycotting Segregation • 1955 NAACP officer Rosa Parksarrested for not giving up seat on bus • Montgomery Improvement Association formed, organizes bus boycott • Elect 26-year-old Baptist pastor Martin Luther King, Jr.leader

15. Walking for Justice • African Americans file lawsuit, boycott buses, use carpools, and walk • Get support from black community, outside groups, sympathetic whites • 1956, Supreme Court outlaws bus segregation

16. Martin Luther King and the SCLCChanging the World with Soul Force • 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

17. The Movement SpreadsDemonstrating for Freedom • Student Non-Violent Coordinating Committee adopts nonviolence, but calls for more confrontational strategy • Influenced by Congress of Racial Equality (CORE) to use sit-ins: - refuse to leave segregated lunch counter until served • First sit-in at Greensboro, NC Woolworth’s shown nationwide on TV and creates sympathy for the movement • In spite of abuse, arrests, movement grows, spreads to North • Late 1960, lunch counters desegregated in 48 cities in 11 states

18. From the Grassroots Up • King, and others found Southern Christian Leadership Conference (SCLC) – Nonviolent protest organization • By 1960, African-American students think pace of change too slow • Join Student Nonviolent Coordinating Committee (SNCC)– national protest group

19. Daily Review • Consider this map, why do you think segregation was allowed in so many states outside of the South? • Why do you think the map is divided in these ways? • Red= Segregation Required • Green= Segregation Prohibited • Yellow/Blue= Segregation allowed or not legislated.

20. Daily Group Activity • Working in a group of 2 – 3 come up with a problem in America today that you would like to see solved, record your answers on a piece of paper with all group members’ names. • How could you and your group members bring awareness of this problem to others in your community? • What elements of the civil rights protests could you use in your efforts? • Who would you need to influence to effect the change you want in our current society?

21. HOMEWORK • Chapter 21 Section 2 Worksheet Go Can-struction!