Warm Up

1. Warm Up Watch the following video: http://www.youtube.com/watch?v=15p5HB-FpjI Answer the following questions with your partner: What happens if more white people got on the bus than white seats were available? How long was the bus boycott supposed to last and how was it organized?

2. Economic Characteristics Rosa Parks – African American civil rights activist; in Montgomery, Alabama (1955), refused to give up her seat on the city bus for a white man; led to the Montgomery Bus Boycott

3. Montgomery Bus Boycott - was a political and social protest campaign against the policy of racial segregation on the public transit system of Montgomery, Alabama. The campaign lasted from December 1, 1955, when Rosa Parks, an African American woman, was arrested for refusing to surrender her seat to a white person, to December 20, 1956, when a federal ruling, Browder v. Gayle, took effect, and led to a United States Supreme Court decision that declared the Alabama and Montgomery laws requiring segregated buses to be unconstitutional.

4. Go to your read-a-long page. Discuss with your partner the following question: 1. What kinds of people generally use public transportation? 2. What is a boycott? 3. Who might have been affected by the Montgomery Bus Boycott? 4. If the arrest of Rosa Parks and the Montgomery Bus Boycott was a political and social campaign, why is it in the economic characteristic?

5. Political Characteristics • George Wallace – governor of Alabama, ran for U.S. president 4 times, fierce pro-segregationist, quote from his inaugural address, “I say segregation today, segregation tomorrow, and segregation forever”. • Orval Faubus – governor of Arkansas, best known for his stand in the desegregation of Little Rock High School where he ordered Arkansas National Guard to stop African American students from entering the school, (President Eisenhower sent the U.S. Army to escort the students to school). • Lester Maddox – governor of Georgia, former restaurant owner who refused to serve African Americans ran for governor though he had not held a public office before.

6. Go to your read-a-long page. Discuss with your partner the following question: 5. Does the President of the United States ever win 100% of the vote? 6. Are they going to agree with all the policy created and/or approved by the president and Congress? 7. How did governors in southern states continue to get elected when they were refusing to follow directives laid out by the federal government?

7. ROLE OF GROUPS THAT SOUGHT TO MAINTAIN THE STATUS QUO • The Congressional bloc of southern Democrats – group of 18 southern Democrats and on Republican, worked to block the Civil Rights Act of 1964 by relying on a filibuster in the Senate to postpone the legislation as long as possible, hoping that support for the legislation throughout the country would falter.

8. Go to your read-a-long page. Discuss with your partner the following question: 8. When a problem lasts for a very long time how does public opinion about it change? 9. Why did the Southern Democrats what to postpone the Civil Rights Act of 1964?

9. METHODS OF EXPANDING THE RIGHT TO PARTICIPATE IN THE DEMOCRATIC PROCESS • Lobbying – the act of persuading legislators to vote for legislation that favors an advocacy group • Petitioning – the act of collecting signature of support for a cause. • Speaking to lawmakers - Making sure lawmakers know your position on a certain issue. • Writing to senators – Informing your representative of your position on certain issues. • Suggesting Legislation – Proposing a law that you would like to see discussed in the legislature.

10. Non-violent protesting – strategy that refuses to use violence. The strength of nonviolence lies in its ability to dramatically reduce the moral legitimacy of those who persist in using violent strategies against non-violent opposition (e.g., Martin Luther King’s march to Montgomery, Alabama).

11. Court decisions – court decisions can declare discriminatory laws as unconstitutional, hence promoting equal participation (e.g., White v. Regester). • Litigation – laws are the legal method of changing discriminatory practices; however, they must be enforced for change to occur (e.g., Voting Rights Act 1965). • Amendments to the U.S. Constitution –amending the constitution can drastically change opportunities for participation in government (e.g., 15th Amendment, 19th Amendment).

12. Go to your read-a-long page. Discuss with your partner the following question: 10. What do you feel has been the most beneficial method of expanding political rights? Explain your answer.

13. Nonviolent • Those who participated in sit-ins, by provoking segregationists into angry responses, succeeded in winning sympathy from others. • Best known for sit-ins and marches • Men, women, and children participated in peaceful protests. • Groups – SCLC, NAACP, SNCC, and CORE • Leader – Martin Luther King, Jr.

14. Militant • Willingness to use violence • Known for being openly armed in uniforms of black berets and leather jackets • Predominately males • Group(s) – Black Panthers Malcolm X born Malcolm Little and also known as El-Hajj Malik El-Shabazz, was an African-American Muslim minister and human rights activist. To his admirers, he was a courageous advocate for the rights of blacks, a man who indicted white America in the harshest terms for its crimes against black Americans. Detractors accused him of preaching racism, black supremacy, and violence.

15. Go to your read-a-long page. Discuss with your partner the following question: 11. What do children symbolize? 12. Why would children be used in peaceful protests? 13. What kind of reaction did marches and sit-ins provoke? 14. How can non-violent approaches to activism have a greater impact than violent methods?

16. VARIOUS MEANS OF ACHIEVING EQUALITY OF POLITICAL RIGHTS • 19th Amendment – Gave women the right to vote (1920) • 24th – eliminates poll tax • 26th – right to vote to age 18

17. Go to your read-a-long page. Discuss with your partner the following question: 15. How did the 19th, 24th and 26th amendments increase the political power of the American public?

18. W. E. B.Du Bois (William Edward Burghardt)- was an American sociologist, historian, civil rights activist, Pan-Africanist, author and editor. Born in western Massachusetts, Du Bois grew up in a tolerant community and experienced little racism as a child. After graduating from Harvard, where he was the first African American to earn a doctorate, he became a professor of history, sociology and economics at Atlanta University. Du Bois was one of the co-founders of the National Association for the Advancement of Colored People (NAACP) in 1909. Betty Friedan – wrote The Feminine Mystic, co–founded NOW (National Organization of Women)

19. Political reform organizations helped organize movements, demonstrations, boycotts, etc. • African American – NAACP, Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Congress on Racial Equality (CORE) • Chicano- League of United Latin American Citizens (LULAC), United Farm Workers Organizing Committee (UFWOC), La Raza Unida (Mexican-Americans United) • American Indian – American Indian Movement (AIM) • Women's civil rights movements – National Organization for Women (NOW)

20. PRESIDENTIAL ACTIONS AND CONGRESSIONAL VOTES TO ADDRESS MINORITY RIGHTS IN THE UNITED STATES • Desegregation of the armed forces – in 1948, by Executive Order, President Truman ended segregation in the armed forces, "It is hereby declared to be the policy of the President that there shall be equality of treatment and opportunity for all persons in the armed services without regard to race, color, religion, or national origin.”

21. Go to your read-a-long page. Discuss with your partner the following question: 16. Who benefited from the desegregation of the armed forces in 1948? How?

22. Civil Rights Act 1957 – first civil rights legislation since Reconstruction; it was primarily protection of voting rights; established a federal Civil Rights Commission with authority to investigate discriminatory conditions; empowered federal prosecutors to obtain court injunctions against interference with the right to vote. (signed into law by President Eisenhower)

23. Go to your read-a-long page. Discuss with your partner the following question: 17. Who benefited from the Civil Rights Act of 1957? How?

24. Civil Rights Act 1964 – abolished racial, religious, and sex discrimination by employers (unlawful for an employer to “fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges or employment, because of such individual’s race, color, religion, sex, or national origin.” (signed into law by President Lyndon Johnson)

25. Go to your read-a-long page. Discuss with your partner the following question: 18. Who benefited from the Civil Rights Act of 1964? How?

26. Voting Rights Act 1965 – outlawed the requirement to pay a poll tax or take a literacy test in order to be eligible to vote

27. Go to your read-a-long page. Discuss with your partner the following question: 19. Who benefited from the Voting Rights Act of 1965? How?

28. EFFECTS OF LANDMARK U.S. SUPREME COURT DECISIONS • Landmark Cases • Hernandez v. Texas (1954) – The U.S. Supreme Court ruled that Mexican Americans and all other racial groups in the U.S. have equal protection under the 14th Amendment. The systematic exclusion of persons of Mexicanancestry from juries violated the Constitution. Example of Effects (Mexican Americans could not be excluded from participating in juries) • White v. Regester (1973) – case in which a District Court challenged the 1970 Texas reapportionment of legislative districts; Court decided that the restructuring discriminated against different groups in various districts

29. Go to your read-a-long page. Discuss with your partner the following question: 20. Look at the following voting district map, besides of ethnicity how else do you think this map up?

30. ACTIONS OF GOVERNMENT AND PRIVATE SECTOR TO EXPAND ECONOMIC OPPORTUNITIES • Great Society – set of domestic programs designed to eliminate poverty and racial injustice • Programs under Great Society • Medicare • Head Start • Upward Bound

31. Affirmative Action – means positive steps taken to increase the representation of women and minorities in areas of employment, education, and business from which they have been historically excluded

32. Go to your read-a-long page. Discuss with your partner the following question: 21. In what areas have affirmative action helped women and minorities? 22. How do some people justify calling affirmative action reverse discrimination?

33. Federal Housing Authority – improve housingstandards and conditions; insurance of mortgages

34. ACTIONS TAKEN BY PEOPLE TO EXPAND ECONOMIC OPPORTUNITIES AND POLITICAL RIGHTS • Several advocacy groups have expanded economic opportunities and political rights. • Examples of groups include: • NAACP – National Association for the Advancement of Colored People • The Black Panthers • LULAC – League of United Latin American Citizens • American Indian Movement • NAWSA – National Ame34rican Woman Suffrage Association • NOW – National Organization for Women • United Farm Workers

35. POLITICAL, SOCIAL, AND ECONOMIC CONTRIBUTIONS OF WOMEN TO AMERICAN SOCIETY • Eleanor Roosevelt- First Lady, appointed by President Truman as a delegate to the United Nations General Assembly and became the first chairperson of the preliminary UnitedNations Commission on Human Rights, fought for women’s equality and minority groups such as African Americans

36. QUALITIES OF EFFECTIVE LEADERSHIP • Honesty • Fairness • A sense of justice • Responsibility • Willingness to confer with subject matter experts • Decision-making skills

37. Civil Rights Events of the late 20th Century Hate Crime Statistics Act of 1990 • The Hate Crime Statistics Act of 1990 requires the Attorney General to collect data on crimes committed because of the victim's race, religion, disability, sexual orientation, or ethnicity. The bill was signed into law in 1990 by George H. W. Bush." Since 1992, the Department of Justice and the FBI have jointly published an annual report on hate crime statistics.

38. Violent Crime Control and Law Enforcement Act of 1994 • In 1994, the Violent Crime Control and Law Enforcement Act expanded the scope to include crimes based on disability, and the FBI began collecting data on disability bias crimes on January 1, 1997.In 1996, Congress permanently reauthorized the Act.

39. Campus Hate Crimes Right to Know Act of 1997 • The Campus Hate Crimes Right to Know Act of 1997 enacted 20 U.S.C.§ 1092(f)(1)(F)(ii), which requires campus security authorities to collect and report data on hate crimes committed on the basis of race, gender, religion, sexual orientation, ethnicity, or disability. This bill was brought to the forefront by Senator Robert Terricelli.

40. With your neighbor, look at the following question. Come up with the worst answer, the second worst answer, the distractor and the best answer. Which argument might be used by supporters of the Great Society, affirmative action, and Title IX? • They are illegal and promote discrimination against minorities. • They are unconstitutional and have been unsuccessful. • They are needed and expand economic opportunities for many. • They are examples of the courts eliminating discrimination.