Unit 8: Civil Rights

1. Unit 8: Civil Rights Week 4: group #3-6 presentations

2. Agenda, Monday, 3/11 • Presentation #3 – Chicano/Latinos • If absent, read p. 605, 609-610 and complete your guided Cornell Notes sheet. • HW: Summary/Analysis at the bottom of the Cornell Notes sheet: • Successes and failures on Latino Rights regarding • Farmer’s right (Chavez) • Education

3. Agenda Tuesday, 3/18 • Presentation #4 – Women’s Movement *If you are absent, you must read the textbook to complete the Cornell Notes sheet. HW: Analyze one of the following prompts: • Explain two different strategies (*include the goals & successes) used by Women to gain rights. • How and to what extent has the US achieved equality for women?

4. Agenda, Block day 3/19-3/20 • Presentation #5 – Gay Rights Movement *If absent, read p.616 and get the group’s PPT (I will upload) to finish your Cornell Note sheet. • HW: Analyze the following prompt: Explain how gay rights have progressed and what rights are people still fighting for by including at least 3 of the following • Stonewall Riot • Harvey Milk • Proposition 8 • Gays serving openly in the military • Teen suicide rates

5. Discuss “busing” • Elements of a civil rights movement

6. Questions to answer. #10 Busing • What is busing? (leave some space here) • Why did cities/counties have to enforce (carry out) busing? • How did Charlotte district succeed in busing? What were the effects? • Did the success last long?

7. (desegregation, forced) Busing • Transporting students across school districts to enforce integration • Desegregation tool to achieve racial balance

8. Boston busing crisis • Severe violence • E.g., black teenagers threw rocks at a white man's car and caused him to crash. The youths dragged him out and crushed his skull with nearby paving stones. He never recovered from coma.

9. Protests • White parents fiercely oppose • Politicians must oppose busing to be elected

10. Supreme court eventually upholds an anti-busing ruling. • De facto segregation

11. Agenda for Friday, 3/21 • Group #6 American Indian Movement • HW: Essay prompt: Explain the achievements and hardships experienced by this group using at least three from: • Indian Civil Rights Act of 1968 • Occupation of Alcatraz • Trail of Broken Treaties • Longest Walk • Indian Self-Determination and Educational Assistance Act • Life on the reservations

12. Unit 8: Civil Rights Week 5

13. Agenda Monday, 3/24 • Return glossaries • HOT ROC: What is affirmative action? • Admissions activity • Debate 602-603 if time *homework this week: complete packets and fill out group evaluation forms

14. What is affirmative action? • Also called “positive discrimination” Policies that favors/improves the education and job opportunities for groups that have not been treated fairly in the past because of their race, sex, etc.

15. #11 HOT ROC- Affirmative action • Fisher v. University of Texas • Abigail Noel Fisher individually sued the University of Texas after her college application was rejected in 2008. • She claims it was because she is white and that she was being treated differently than some less-qualified minority students who were accepted. Questions: • Do universities have a right to consider race as an admission factor? Should they? • How important is campus diversity? • Can diversity be achieved with a race-neutral admission policy?

16. Gratz v. Bollinger (2003) • The University of Michigan used a 150-point scale to rank applicants, with 100 points needed to guarantee admission. The University gave underrepresented ethnic groups (African-Americans, Hispanics, Native Americans) an automatic 20-point bonus towards their score, while a perfect SAT score was worth 12 points Question: • If you were a Supreme Court justice, would you rule Univ of Michigan’s policy as unconsitutional?

17. Grutter v. Bollinger (2003) Barbara Gruttervs, University of Michigan Law School • Female Michigan resident with a 3.8 GPA and 161 LSAT score*. • Claimed that University had discriminated against her on the basis of race in violation of the 14th amendment Question: • Supreme Court decision?

18. Grutter v. Bollinger (2003) Decision: • University of Michigan Law School had a compelling interest in promoting class diversity. • A race-conscious admissions process favored "underrepresented minority groups," but that also took into account many other factors for every individual applicant. • Not quota system

19. Proposition 209 • CA was the first state to ban affirmative action (1996) • Banned use of race and ethnicity in public university admissions, as well as hiring and contracting. • Case example: UC Berkeley • 2012 fall freshmen 46% Asian • Latino 15% (who comprise 50% of public K-12) https://www.youtube.com/watch?v=oH4AC24_oz0 https://www.youtube.com/watch?v=v2Czj-_Sdmw

20. College Admissions Activity • Be in groups of 3~4 • You are the college board admission panel at a major university in California. • Step 1. Discuss the questions on the worksheet with group members • Step 2. Fill out the ‘seating chart’ individually

21. What efforts did you make to create a “critical mass” of diverse students?   • How do you define diversity of a classroom?

22. There is one seat left to fill.  Two students have applied that have the identical test scores, GPA, leadership attributes, etc., but one is the first to attend college in her family.   • Which one should be accepted? Why?

23. Agenda Tuesday, 3/25 • Group #7 Disability HW: writing prompt (BOTH) • Explain how the following Acts impacted Disability Rights • Rehabilitation Act (1973) • Americans with Disabilities Act (1990) • What are some social/economic challenges still facing the disabled?

24. Current challenges • http://www.thearc.org/what-we-do/public-policy/policy-issues/housing • Limited federal aid (health care, education, long-term programs) • Affordable, accessible housing • Social discrimination

25. Agenda Blockday, 3/26-3/27 • Group #8 Muslim Rights • Writing prompt: • Explain the impact of 9/11 on the rights of Muslim-Americans and how Muslim-Americans have responded.

26. General Topic Writing Prompt * Use the back of the group evaluation form • Compare and contrast a Civil Rights Movements from the 60s and from the 70s. • First look through your Cornell Notes/textbook and find what movements were from the 60’s and what from the 70’s • Pick two that you are most familiar with. • How were they similar? Different?

27. Agenda Friday, 3/28 • Affirmative Action • HOT ROC • Activity • #12 Elements of Civil Rights Movement

28. HOT ROC- affirmative action • What is the main idea/opinion of the cartoonist? • Does the cartoonist think Affirmative Action is positive or negative? Necessary or not?

29. What is the main idea/opinion of the cartoonist? • Does the cartoonist think Affirmative Action is positive or negative? Necessary?

30. What is the main idea/opinion of the cartoonist?

31. College Admission Activity • Be in groups of 3~4 (the admission panelist!) • You do NOT have to complete the 30-seating chart (from Monday). • However, discuss the following question: • What does it mean for a campus to be diverse? What factor (out of gender, race, income etc) is most important to consider?

32. Look at the 4 student profiles. As a group, you must: • Admit 1 student • Waitlist 1 student • Reject 2 students • Be able to explain why. *SAT scores are based on old (1600: math 800 verbal 800) ones. *Income are based on early 2000.

33. Debrief • Was is easy to decide? Why/why not?

34. #12. Elements of a Civil Rights Movement Directions: Label if a civil rights group (e.g. women, African Americans, etc.) used the actions below. Include how it was used. (textbook p.577-619).