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Chapter 24 Resources

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESWhy It Matters ChapterTransparency 24

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W hy It Matters 24A Future for All Chapter

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTEnrichment Activity 24

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The civil rights movement in the 1950sand 1960s drew national attention to thesouthern states where bus boycotts, lunchcounter sit-ins, and attempts at schooldesegregation often resulted in dramatic,violent confrontations between protestorsand those determined to stop them.Throughout the movement, people like

★ Enrichment Activity 24 ★★

Rosa Parks risked abuse, arrest, and theupheaval of their daily lives to support thestruggle for civil rights. Young people espe-cially were willing to do things they neverthought possible, even when their parentswere too fearful to become involved. Someof these acts were small, but they became apart of a wider effort to make changes.

The Civil Rights Movement

DIRECTIONS: Read the following recollection of an African American who was a teenager atthe time of the civil rights movement. Imagine what it would be like to be part of history-making events that would bring major changes to society and government. Then answer thequestions that follow on a separate sheet of paper.

The key in the sixties for me as a young person was the Freedom Riders. When they arrived inMontgomery in May 1961, I wanted to go down to the bus station. We heard on the radio that peoplewere being beaten up—chains, baseball bats, all kinds of stuff. I thought it was important for me to go, butmy aunt Chick, who I was staying with, did not participate much in civil rights activity. So I got mad at herbecause she had the car and would not take me down to the station.

Two or three days later we had a mass meeting, and some of the Freedom Riders came. I broughtsome of them back to my aunt Chick’s house. We were sitting in the living room when my aunt camethrough the door. She was just outraged. She said, “Gwendolyn, come to the kitchen with me.” Then shesaid, “You have white people in there.” I said, “Yes ma’am, I do. They’re Freedom Riders.”

She said, “I’m going to tell you, I don’t want them in my house.” That’s when I discovered her militancy.She said, “I cannot go in their homes, and I don’t want them in my home. I can’t go through the frontdoor of anything that they own and I don’t want them coming through my front door. Now you be just asladylike as you can and serve them lemonade and cookies, and I want them out of the house.”

Somehow that weighed on me. I said to myself, well, she has a point. Then I turned around and I said,“Aunt Chick, these aren’t the white people like that. This is a different kind of white group.”

From Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories, edited by Ellen Levine, Avon, 1993.

Gwendolyn Patton—Montgomery, Alabama★ ★

★ ★

1. What conflict did Gwendolyn have with her Aunt Chick?

2. What realization did Gwendolyn come to when she was discussing her white guestswith Aunt Chick?

3. How might the experience of Gwendolyn have influenced her with her own childrenlater in life?

4. GO A STEP FURTHER ➤ If Gwendolyn or other African American adults who wereteenagers during the civil rights movement were invited to speak at your high schoolconcerning race relations today, what do you think they would say?

Questions to Consider

Linking Past and PresentActivity 24

September 15, 1963, wasYouth Day at the 16th StreetBaptist Church in Birmingham,Alabama. On this Sunday morn-

ing, the youth of the church were to carry out theworship service. In the basement, four girls excitedlychanged into their choir robes for their part in theservice. Suddenly, a blast rocked the church. Underthe rubble, the four girls lay dead: Denise McNair, 11,and Addie Mae Collins, Carole Robertson, and CynthiaWesley, all 14.

Since the dark days of slavery, African Americanchurches had served as meeting places for the com-munity. Now during the Civil RightsMovement, activists met at churches toplan and carry out protest actions.That April and May, the 16th StreetBaptist Church had been the center ofprotests against Birmingham’s segre-gation laws.

African Americans had been killedbefore in their struggle for rights. Yetthis was different. None of the 40 racially motivatedbombings in Birmingham in recent years had resultedin deaths. This time, four innocent children had died ina house of worship. The bombing exposed the depthsof racial hatred. It shocked whites as well as blacks andserved as a uniting event for the movement.

FBI investigators soon identified KKK membersRobert Chambliss, Bobby Cherry, Herman Cash, andThomas Blanton, Jr. as the bombers. FBI chief HerbertHoover, however, blocked prosecution. By 1968 nocharges had been filed, and the FBI closed the case.

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Linking Past and Present Activity 24

The Legacy of the 16th Street Baptist ChurchThe case was reopened in

1971. In 1977 a court convictedChambliss and sentenced him tolife in prison. The case was

reopened again in 1988, but before the FBI couldmake its case against Cash, he died in 1994. On May17, 2000, Blanton and Cherry were charged with themurder of the four girls. Cherry’s trial was postponedafter a judge ruled him mentally incompetent.

Blanton’s trial took place in the spring of 2001. TheFBI had secretly recorded Blanton’s conversations in1964, but the tapes remained secret until 1997. In oneconversation, Blanton told his wife about a Klan meet-

ing where the bombing was plannedand the bomb was made. In another,he told an FBI informant: “I like to goshooting, I like to go fishing, I like togo bombing.” The tapes helped toconvict Blanton on May 1, 2001, send-ing him to prison for life. Chamblissdied in prison in 1985. Cherry maynever stand trial.

In 1996 a new wave of church arsons swept theSouth. A large portion of churches had AfricanAmerican or interracial congregations. In response,President Clinton formed a National Church ArsonTask Force. Investigators found that racial prejudicewas not the only reason for the arsons. The burningsremind us, however, that we still have work to do toeliminate racism and hate.

N O W

CRITICAL THINKING

Directions: Answer the questions below on a separate sheet of paper.

1. Identifying Main Ideas Why was the 16th Street Baptist Church bombing different fromother violence against African Americans at the time?

2. Determining Cause and Effect Why do you think it took so long to prosecute the bombers?

3. Making Inferences Why do you think African American churches were targets for vio-lence in the 1960s and, to some extent, today?

Primary Source Reading 24

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Primary Source Reading 24-1 ★ ★ ★ ★ ★ ★

(continued)

April 1, 1963My Dear Fellow Clergymen:. . . I am in Birmingham because injustice is here. . . .I had hoped that the white moderate would understand that law and

order exist for the purpose of establishing justice. And that when [law andorder] fail in this purpose, they become the dangerously structured dams thatblock the flow of social progress. I had hoped that the white moderate wouldunderstand that the present tension in the South is a necessary phase. [Itmarks] the transition from an obnoxious, [hateful] negative peace, in whichall [people] will respect the dignity and worth of human personality.

Actually, we who engage in nonviolent direct action are not the creators oftension. We merely bring to the surface the hidden tension that is alreadyalive. We bring it out in the open where it can be seen and dealt with.[Injustice is] like a boil that can never be cured so long as it is covered up,but must be opened with all its ugliness to the natural medicines of air andlight. Injustice must be exposed, with all the tension its exposure creates, tothe light of human conscience and the air of national opinion before it canbe cured. . . . You speak of our activity in Birmingham as extreme. At first Iwas rather disappointed that fellow clergymen would see my nonviolentefforts as those of an extremist. I began thinking about the fact that I stand inthe middle of two opposing forces in the Negro community.

One is a force . . . made up, in part, of Negroes who, as a result of longyears of oppression, are so drained of self-respect and a sense of “somebodi-ness” that they have adjusted to segregation. And, in part, of a few middle-class Negroes who—because of a degree of academic and economic securityand because in some ways they profit by segregation—have become insensi-tive to the problems of the masses.

Letter From Birmingham JailAbout the SelectionDr. Martin Luther King, Jr., was arrested

and jailed many times during his crusade toend segregation and advance the cause ofracial equality. In 1963 he was imprisonedfor leading a demonstration inBirmingham, Alabama. While in prisonthere, he wrote the following letter to mem-bers of the clergy who had criticized himfor using direct-confrontation tactics andfor “moving too quickly” to change racerelations in the South.

★

Reader’s Dictionary

repudiated: renouncedemulate: copyintegral: essentialscintillating: bright, sparkling

GUIDED READING As you read, determine what—according

to King—are the two opposing forces in theAfrican American community. Then answerthe questions that follow.

★ ★

The following standards are highlighted in Chapter 24:Section 1 VI Power, Authority, and Governance: A, C, D, F, H, ISection 2 VIII Science, Technology, and Society: A, B, C Section 3 X Civic Ideals and Practices: A, C, E, F, G, J

Meeting NCSS Standards Local Standards

Time Line Activity 24

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Time Line Activity 24★

1. Describe two situations in which federal troops were sent to enforce the

laws against discrimination. When did they occur?

2. What courageous act by a woman is generally considered the beginning of the modern

civil rights movement?

3. Name two acts passed by Congress in the 1960s. What rights did they protect?

4. What famous speech given by Dr. Martin Luther King, Jr., captured the heart of the civil

rights movement? When and where did he deliver the speech?

5. Which two civil rights leaders were assassinated in the 1960s? When were they

assassinated?

1955 1960 1965 1970

1955 Rosa Parks refuses togive up her bus seat to awhite person in Montgomery,Alabama.

1957 President Eisenhower sends federal troops to ensurethat nine African American students can attend CentralHigh in Little Rock, Arkansas.

1960 Four African Americancollege students begin sit-insat a lunch counter inGreensboro, North Carolina.

1961 Bus freedomrides begin fromWashington, D.C.,into Southernstates.

1962 President Kennedysends federal troops tothe University ofMississippi so that JamesMeredith, the school’sfirst African Americanstudent, can attend. 1963 Dr. Martin Luther King, Jr., delivers

his “I Have a Dream” speech during amarch on Washington, D.C.

1964 Congresspasses a CivilRights Act declar-ing discriminationby race illegal.

1965 Protestorsmarch inAlabama todemand protec-tion for votingrights.

1965 Congress passesthe Voting Rights Act,guaranteeing the rightsof African Americans tovote.

1968 Dr. Martin LutherKing, Jr., is assassinatedin Memphis.

1963 Civil rightsleader, Medgar Evers,is assassinated.

Civil Rights MilestonesDIRECTIONS: Use the time line information to answer the questions below about the civilrights movement.

Critical Thinking SkillsActivity 24

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LEARNING THE SKILLBefore you can solve a problem, you have to think about all of the alternatives.

These are the possible choices of actions you could take to solve the problem.

Use the following guidelines to help you identify alternatives:

• Identify the problem you are trying to solve.

• Review the facts. Then list all of the possible actions you can think of to solvethe problem.

• Examine how others have solved the same problem.

• Make a list of new actions you find for solving the problem.

• Decide on the best course of action to solve your problem.

• Look for information to check the accuracy of your judgment or decision.Examine information that both supports and contradicts your conclusion.

PRACTICING THE SKILLDIRECTIONS: Read the excerpt below about Malcolm X and Dr. Martin Luther King, Jr. Thenanswer the questions that follow.

In the mid-1960s, as the writings and teachings of Malcolm spread throughout the streets ofHarlem, Watts, and the South Side of Chicago, more and more African-American people began tosee nonviolence as an option, not a moral imperative, and integration, the ideal to which King wasso dedicated, as impractical or even destructive. The assimilation of the black race into white societymight represent the purest form of democratic idealism, yet it was on another level deeply unsatis-fying, even threatening, for an assimilated black person was, in essence, no longer black and cer-tainly not white. If King had dedicated his life to making black Americans more a part of Americaand the ideals to which the nation was dedicated, then Malcolm, put simply, wanted blackAmericans to feel more black and embrace their African heritage. Viewed his way, the greatAmerican melting pot was a sinister image, a cauldron brewing a form of cultural genocide [destruc-tion]. . . . Preaching separation of the races, [Malcolm] urged Americans to adopt the vernacular[common, everyday] usage of “black” to denote African-Americans . . . knowing all along that eventhe word “black” would declare itself as opposite to and incompatible with “white.”

1. What problems or concerns did some African Americans in the 1960s begin to have withthe idea of integration?

2. What alternatives did Malcolm X provide to African Americans?

3. How might the civil rights movement of the 1950s and early 1960s have differed had itbeen based on Malcolm X’s ideas of separating from white society rather than MartinLuther King, Jr.’s, ideas of assimilating with whites? Explain your answer.

Critical Thinking Skills Activity 24 Identifying Alternatives

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTReteaching Activity 24

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The Civil Rights Movement, 1954–1968

The civil rights movement tried different strategies to achieve racial equality and integra-tion. Initially, most African Americans followed Dr. Martin Luther King, Jr.’s, path of nonvio-lent protests, staging sit-ins, peaceful protest marches, and boycotts, as well as mountinglegal challenges to unjust practices. Others grew impatient and lashed out in citywide riot-ing. Some leaders advocated black power and segregation from white society.

DIRECTIONS: Read each statement below. Select from the list the group or individual whocould have spoken each statement and write the letters in the appropriate blanks.

1. “We boarded southbound interstate buses in defiance of segregation laws.”

2. “I successfully argued Brown v. Board of Education in order to challenge schoolsegregation before becoming the first African American Supreme Court justice.”

3. “I led a commission investigating civil disorder. We concluded that the nationwas moving toward two separate societies, one black, one white—separate andunequal.”

4. “Blacks, rise up and arm yourselves! Black power will defeat our white oppressors!”

5. “I took aggressive legal action in order to actively support the civil rights movement.”

6. “We staged sit-ins in restaurants, intending to desegregate all public facilities.”

7. “Who could have guessed that my refusal to give up my bus seat would helplaunch the civil rights movement?”

8. “I defied school desegregation by ordering the Arkansas National Guard to keepnine African American students from entering Central High.”

9. “Our goals were simple: desegregate America and register African Americanvoters.”

10. “After leaving prison, I joined the Black Muslims and changed my last name to‘X’ in honor of my slave ancestors.”

11. “My promotion to general in World War II broke a color barrier in the armedforces.”

12. “I penned the ‘Letter from Birmingham Jail’ in defense of nonviolent protest.”

13. Critical Thinking Which strategy do you think proved more effective over the longterm: the nonviolent protests advocated by Dr. Martin Luther King, Jr., or the militantcall to assert black power by any means preached by the Black Panthers? Why?

Name Date Class

Reteaching Activity 24★

A. Rosa Parks E. Robert F. Kennedy I. Dr. Martin Luther King, Jr.B. Orval Faubus F. Freedom Riders J. Black PanthersC. Otto Kerner G. Thurgood Marshall K. Benjamin O. Davis, Sr.D. Malcolm Little H. Student Nonviolent L. Southern Christian

Coordinating Committee Leadership Conference

Vocabulary Activity 24

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The Civil Rights Movement, 1954–1968

DIRECTIONS: Write true or false on the line before each definition. If the definition is false,write the correct term at the end of the statement. Then answer the question at the bottom ofthe page.

1. Black power refers to the idea that African Americans should control their ownsocial, political, and economic direction to gain respect for their rights and toimprove their condition.

2. Many places without segregation laws still practiced a form of segregation bycustom and tradition referred to as separate-but-equal.

3. A group of Freedom Riders traveled to the South in 1961 to protest the South’srefusal to integrate bus terminals.

4. A motion for filibuster, which requires the vote of 60 Senators, ends debate in theSenate and calls for an immediate vote.

5. The philosophy of racism attempts to incorporate racial or cultural groups intosociety, rather than encouraging them to keep their own traditions and customs.

6. Cloture is an attempt to kill a bill by having a group of senators take turns speak-ing continuously so that a vote cannot take place.

7. The de facto segregation doctrine established by the Supreme Court permittedlaws segregating African Americans as long as equal facilities were provided.

8. A sit-in is a form of protest involving occupying seats or sitting down on the floorof an establishment.

9. Prejudice or discrimination against someone because of his or her race is knownas cultural assimilation.

10. The Twenty-fourth Amendment eliminated poll taxes, or fees paid to vote in federal elections.

11. Explain how Thurgood Marshall, Dr. Martin Luther King, Jr., and the SouthernChristian Leadership Conference contributed to the beginnings of the modern civilrights movement.

Vocabulary Activity 24★

Graphic Organizer 9

Graphic Organizer 9:

Fishbone Diagram


744B


The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

SPANISH RESOURCESSPANISH RESOURCES

HISTORY

Use our Web site for additional resources. All essential content is cov-ered in the Student Edition.

You and your students can visit , the Web sitecompanion to the American Republic Since 1877. This innovativeintegration of electronic and print media offers your students a wealthof opportunities. The student text directs students to the Web site forthe following options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

The following videotape programs are available from Glencoe as supplements to Chapter 24:

• Martin Luther King, Jr.: The Man and the Dream (ISBN 0-76-701057-4)• Thurgood Marshall: Justice for All (ISBN 0-76-700121-4)• Malcolm X: A Search for Identity (ISBN 1-56-501674-2)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

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ASSESSMENT AND EVALUATION

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Chapter 24 Test Form B

Chapter 24 Test Form A

ExamView® Pro Testmaker CD-ROM

Standardized Test PracticeWorkbook Activity 24

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DIRECTIONS: Matching Match the court cases in the diagram with their rulings inColumn A. Write the letters from the diagram in the blanks provided. (4 points each)

Column A

1. state law schools had to admit qualified AfricanAmerican applicants even if parallel black lawschools existed

2. segregation in public schools was unconstitutional

3. exclusion of African Americans from juries vio-lated their right to equal protection under the law

4. segregation on interstate buses was unconstitutional

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

5. assassination of Dr. Martin Luther King, Jr.

6. “march for freedom” in which state troopers anddeputized citizens brutally attacked marchers in full viewof television; known later as “Bloody Sunday”

7. violence against demonstrators, viewed by millions ontelevision, that prompted Kennedy to prepare a new civilrights bill

8. first time since the Civil War that a state’s armed forces wereused to oppose the authority of the federal government

9. sit-in at Woolworth’s that sparked a new mass movementfor civil rights

10. successful bus boycott

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter in the blank. (4 points each)

11. In response to the arrest of Rosa Parks, African AmericansA. organized restaurant sit-ins. C. formed the first Black Panther group.B. organized a bus boycott. D. started riots.

12. CORE successfully integrated many restaurants by usingA. protest marches. C. sit-ins.B. boycotts. D. threats.

Name �� Date �� Class ��

Score★ ScoreChapter 24 Test, Form A

(continued)


Column B

A. Memphis,Tennessee

B. Montgomery,Alabama

C. Selma, Alabama

D. Greensboro,North Carolina

E. Birmingham,Alabama

F. Little Rock,Arkansas

Segregation

ABrown v.Board ofEducation

CNorris v.

Alabama

BSweatt v.Painter

D

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Column A

1. leader of SNCC who believed in black power

2. student who was barred from the neighborhood school

3. one of the organizers of the Black Panthers, who wrote Soulon Ice, articulating many of the organization’s objectives

4. symbol of the black power movement

5. minister whose vision and nonviolent methods helped thecivil rights movement transform American society

6. helped organize the Mississippi Freedom Democratic Party

7. one of the founders of the Congress of Racial Equality

8. first African American student to attend the University ofMississippi

9. NAACP’s chief counsel

10. SNCC’s first chairperson, who later served as the mayor ofWashington, D.C.

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter in the blank. (4 points each)

11. The ruling in Plessy v. Ferguson in 1896 had establishedA. the right of African Americans to vote.B. the right of all Americans to peaceful protest.C. the separate-but-equal doctrine.D. the right of all Americans to equal protection under the law.

12. Dr. Martin Luther King, Jr., believed the way to end segregation was throughA. economic self-improvement. C. separation from white society.B. riots and vandalism. D. nonviolent passive resistance.

13. When first established, the Southern Christian Leadership Conference set out toA. end segregation and encourage African Americans to register to vote.B. end lynching and segregation.C. promote education for African Americans and encourage them to register to vote.D. end segregation and promote education for African Americans.


Score★ ScoreChapter 24 Test, Form B

(continued)


Column B

A. Dr. Martin LutherKing, Jr.

B. Fannie LouHamer

C. ThurgoodMarshall

D. James Farmer

E. Malcolm X

F. Eldridge Cleaver

G. StokelyCarmichael

H. James Meredith

I. Linda Brown

J. Marion Barry

Name __________________________________ Date ____________________ Class ____________

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Social Studies Objective: The student will identify points of view from the historical context surroundingan event and the frame of reference that influenced the participants.

A person’s point of view is the way he or she interprets topics or events. There are a numberof factors that affect a person’s point of view, including age, gender, ethnic background, andreligion. The ability to interpret points of view will help you determine the objectivity of anargument or the accuracy of a description.

★ Practicing the SkillRead the following introduction and excerpts from speeches given by Martin Luther King, Jr. Then answer thequestions that follow.

ACTIVITY 24Recognizing Point of View

★ Learning to Recognize Point of ViewUse the following steps to help you recognize point of view.

• Read the material and identify thegeneral subject.

• Identify the tone or attitude the authortakes toward the subject.

• Identify aspects of the topic that theauthor has emphasized or excluded.

• Identify any words or phrasessuggesting a personal opinion.

Standardized Test Practice

Martin Luther King, Jr., had his roots in theSouthern Baptist church—both his father andmaternal grandfather were Baptist preachers.King skipped two grades in high school andentered college at the age of 15. Instead of goinginto law as he originally intended, his fatherencouraged him to go into the ministry. Kingwas ordained as a minister in 1947 and went onto obtain his bachelor’s and doctorate degrees.He studied the ideas of several philosophers andtheologians. In his studies, he became particularlyinterested in Mohandas Gandhi’s philosophy ofnonviolence and Henry David Thoreau’s 1849essay, Civil Disobedience, which defendednonviolent resistance to oppression.

In 1954 King became the pastor of DexterAvenue Baptist Church in Montgomery,Alabama. In December 1955, Rosa Parks wasarrested in Montgomery for refusing to give up

her seat on a bus to a white passenger. This eventspurred black activists in that city to form theMontgomery Improvement Association, whichcoordinated the efforts to boycott the city’spublic bus system. At the age of 26, King waschosen as their leader. This moved him frombeing a relatively unknown preacher to becominga voice that was recognized throughout thenation. Intelligent, articulate, and well educated,he turned into a powerful leader in the civilrights movement. He was able to mobilize andunify the black masses by appealing to their rootsin the African American church. Instead ofseeking vengeance against the white majority, heoffered brotherhood. At the heart of King’sleadership was promoting equality for all peoplethrough nonviolent means.

In a speech at the annual NAACPconvention on July 27, 1956, King stated:

Martin Luther King, Jr.

Performance AssessmentActivities and Rubrics 24


Use with Chapter 24

Sitting In for Freedom

BACKGROUNDAlthough the members of the Congress of Racial Equality (CORE) had used non-

violent sit-ins as a form of protest as early as 1942, it was not until 1960 that sit-insbecame widely used as a means to fight for equality for African Americans.Beginning with a sit-in at a whites-only lunch counter in a Woolworth’s store, themovement spread quickly across the country. The sit-in movement had an energizingeffect for many African Americans who had become discouraged by the slow pace ofdesegregation. At first the leaders of the NAACP and the Southern ChristianLeadership Conference (SCLC) were nervous about the sit-in movement, becausethey were afraid that the participants might lack the self-control to remain nonviolentwhen provoked by bystanders and police. The sit-ins remained peaceful, however. Asthe sit-in movement spread to different states, student leaders decided that someoneneeded to coordinate their efforts. They chose Ella Baker, who was a member of theSCLC. She urged students to create their own organization, which they did. The newstudent organization was the Student Nonviolent Coordinating Committee (SNCC).The first leader of SNCC was Marion Barry, who later became mayor of Washington,D.C. Most of the members of SNCC were African American college students, butwhites were accepted and encouraged to participate. Between 1960 and 1965, SNCCplayed a key role in forcing dozens of Southern communities to desegregate publicfacilities. SNCC also spearheaded an effort to register African Americans to vote.Many SNCC volunteers had their lives threatened for their work in the South. In 1964three SNCC volunteers were brutally murdered by local officials in Mississippi. Thecivil rights movement later included black nationalists and the black power move-ment, organizations that moved away from nonviolence.

TASKAs a member of the Student Nonviolent Coordinating Committee (SNCC), you

will plan and participate in a nonviolent sit-in to demand civil rights for AfricanAmericans. You will choose the issue of your protest, make posters, give speeches,and distribute an information flyer. Your sit-in will be based on a historical event inthe civil rights movement.

AUDIENCEYour intended audience is lawmakers, politicians, the media, and ordinary

citizens.

PURPOSEThe purpose of the sit-in is to demand civil rights and to influence public opinion.

Planning the sit-in will give you experience in participating in a movement for socialchange.

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★ Performance Assessment Activity 24

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744C


SECTION 1The Movement Begins1. Explain the origin of the Southern

Christian Leadership Conference.2. Discuss the changing role of the fed-

eral government in civil rightsenforcement.

SECTION 2Challenging Segregation1. Evaluate the Civil Rights Act of 1964.2. Summarize the efforts to establish

voting rights for African Americans.

SECTION 3New Issues1. Describe the division between

Dr. Martin Luther King, Jr., and theblack power movement.

2. Discuss the direction and progress ofthe civil rights movement after 1968.

Assign the Chapter 24 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 24–1Daily Lecture and Discussion Notes 24–1Guided Reading Activity 24–1*Section Quiz 24–1*Reading Essentials and Study Guide 24–1Performance Assessment Activities andRubricsSupreme Court Case Studies

Reproducible Lesson Plan 24–2Daily Lecture and Discussion Notes 24–2Guided Reading Activity 24–2*Section Quiz 24–2*Reading Essentials and Study Guide 24–2Performance Assessment Activities andRubrics

Reproducible Lesson Plan 24–3Daily Lecture and Discussion Notes 24–3Guided Reading Activity 24–3*Section Quiz 24–3*Reading Essentials and Study Guide 24–3Performance Assessment Activities andRubricsSupreme Court Case Studies

Daily Focus Skills Transparency 24–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 24–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Hits Through HistoryAmerican Music: Cultural Traditions

Daily Focus Skills Transparency 24–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMSkillbuilder Interactive Workbook, Level 2TeacherWorks™ CD-ROMVocabulary PuzzleMaker CD-ROMAudio Program

744D

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL


Teacher’s Corner

The following articles relate to this chapter.

• “I Dream a World: America’s Black Women,” August 1989• “National Trail to Recall Civil Rights Marches,” March 1994• “Philadelphia’s African Americans,” August 1990• “Selma to Montgomery: The Road to Equality,” February

2000

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:

• PictureShow: Civil Rights (CD-ROM)• PicturePack: Civil Rights (Transparencies)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• Historical Atlas of the United States (Atlas)• NGS PictureShow: Civil Rights (CD-ROM, Transparencies)

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

Jason FollettMalcolm Price Laboratory SchoolCedar Falls, IA

Birmingham’s 16th Street Baptist Church Bombing Lesson PlanThis activity helps students understand how the civilrights movement in the United States affected stu-dents their own age.

First, read and discuss literature that focuses on thetensions in Birmingham in 1963. Present AssociatedPress file photos of the era and discuss the RobertChambliss trial. Then watch, discuss, and take noteson Spike Lee’s documentary 4 Little Girls. To end thissection, have students read the latest news surround-ing this event.

Students should build a story map with the climaxand resolution clearly identified. Using the story map,students create a hand-drawn or computer-drawncomic book of the bombing and a student guide todrawing a comic book. Examples of non-humorcomic books can be obtained through the FederalReserve System. The best way to evaluate thesecomic books is to use a rubric.

From the Classroom of…

• American Music: Cultural Traditions• American Art & Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the High School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within the blockscheduling framework are identified by:

http://www.nationalgeographic.com

744

The Civil RightsMovement 1954–1968

1954• Brown v. Board of

Education ruling issuedby Supreme Court

1955• West Germany

admitted to NATO

1958• Pasternak’s Dr. Zhivago

awarded Nobel Prize forLiterature 1959

• Mary Leakey discovers 1.7 million-year-oldhominid skull fragment in Tanzania

1960• Sit-in

protestsbegin

Why It MattersDuring the 1960s, African Americans made major strides. They began by challenging

segregation in the South. With the Montgomery bus boycott, Martin Luther King, Jr., achieved national and worldwide recognition. His peaceful resistance inspired many,

especially students. After King’s assassination, the civil rights movement became more assertive. Many people in the movement began to see economic opportunity as the key

to equality.

The Impact TodayChanges brought about by the civil rights movement are still with us.

• Civil rights legislation provides protection against discrimination for all citizens.• Economic programs for inner-city residents by government and social service

agencies continue.

The American Republic Since 1877 Video The Chapter 24 video, “The Civil Rights Movement,” chronicles the milestones of themovement to win rights for African Americans.

▲ ▲

▼

▲ ▲

▼ ▼▼

1957• Eisenhower sends

troops to a Little Rock,Arkansas, high school toensure integration

1960• France successfully tests

nuclear weapons

1953 1957 1961

Kennedy1961–1963

Eisenhower1953–1961

1955• Rosa Parks refuses

to give up bus seat;Montgomery busboycott begins inAlabama

744

Why It Matters Activity

Ask students what kind of an impact theythink the civil rights movement had ontheir communities. Students should evalu-ate their answers after they have com-pleted the chapter. US: 7A; ELA:Gr9/10: 16B; Gr11: 15B

IntroducingCHAPTER 24


Refer to Activity 24 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERBring to class books or magazines that show pictures from the civil rights movement. Invite stu-dents to examine the photos without reading the captions. Ask students to look closely at the facialexpressions and body language of the participants. Ask students what they can learn about the civilrights movement simply from looking at these photos. US: 7A; ELA: Gr9/10/11: 19B, 20B

MJ

The American RepublicSince 1877 Video ProgramTo learn more about milestones of themovement to win rights for AfricanAmericans, have students view theChapter 24 video, “The Civil RightsMovement,” from the AmericanRepublic Since 1877 Video Program.

Available in DVD and VHS

MindJogger VideoquizUse the MindJogger Videoquiz to preview Chapter 24 content.

Available in VHS

745

1963• Over 200,000 civil rights

supporters march onWashington, D.C.

1968• Civil Rights Act of

1968 passed

• Martin Luther King,Jr., assassinated

1963• Organization of

African Unity formed

• Kenya becomes anindependent nation

Americans march from Selma, Alabama, to Montgomeryin support of the civil rights movement.

▲

▲

▲

▼

1965• Malcolm X assassinated

• Race riots erupt in Los Angelesneighborhood of Watts

1965• China’s Cultural

Revolution begins

1967• Arab-Israeli War brings

many Palestiniansunder Israeli rule

1965

Johnson1963–1969

1969

▼ ▼

HISTORY

Chapter OverviewVisit the American RepublicSince 1877 Web site at

and click on Chapter Overviews—Chapter 24 to preview chapterinformation.


745



Organizing Information Have students complete a graphic organizer similar to the one below tohelp them focus on the results of various events in the civil rights movement. Student answers willvary but should include: the Montgomery bus boycott; challenging segregation at the voting boothsand in public transportation, housing, and facilities; the sit-in movement; the formation of SNCC; theregistration of African American voters; and the challenge to segregation in the Democratic party.

GRAPHIC ORGANIZER ACTIVITYGRAPHIC ORGANIZER ACTIVITY

Civil Rights Confrontation Reactions and Results

More About the Photo

Tell students that in 1963, Selma,Alabama, was a small town of about30,000 people. At the time only about1 percent of the African Americans eli-gible to vote in Dallas County, whereSelma is located, was registered. Thesystem there strongly discouragedAfrican Americans from registering tovote. Ask students how they think thecivil rights movement showed bothhow far African Americans had comeand how far they still had to go toobtain full rights as citizens of theUnited States.

Have students write a paragraph abouthow the events listed on the time linehave affected their lives within the lastyear. Invite students to share theirparagraphs with the class. US: 25D;ELA: Gr9/10/11: 1A, 1B

HISTORY

Introduce students to chapter content and key terms by havingthem access the Chapter 24Overview at .tx.tarvol2.glencoe.com

http://www.glencoe.com/sec/socialstudies/ushistory/tar22003/tx/content.php4/720/1


The Movement Begins

1954Brown v. Board of Educationof Topeka, Kansas, decision

746 CHAPTER 24 The Civil Rights Movement

The Origins of the MovementWhen Rosa Parks agreed to challenge segregation in court, she did not know that her

decision would launch the modern civil rights movement. Within days of her arrest,African Americans in Montgomery had organized a boycott of the bus system. Mass

On December 1, 1955, Rosa Parks left her job as a seamstress in Montgomery,Alabama, and boarded a bus to go home. In 1955 buses in Montgomery reserved seatsin the front for whites and seats in the rear for African Americans. Seats in the middlewere open to African Americans, but only if there were few whites on the bus.

Rosa Parks took a seat just behind the white section. Soon all of the seats on the buswere filled. When the bus driver noticed a white man standing at the front of the bus, he

told Parks and three other African Americans in her row to get up and let the white mansit down. Nobody moved. The driver cautioned, “Y’all better make it light on yourselves

and let me have those seats.” The other three African Americans rose, but Rosa Parks didnot. The driver then called the Montgomery police, who took Parks into custody.

News of the arrest soon reached E.D. Nixon, a former president of the local chapter of theNational Association for the Advancement of Colored People (NAACP). Nixon wanted to chal-lenge bus segregation in court, and he told Parks, “With your permission we can break downsegregation on the bus with your case.” Parks told Nixon, “If you think it will mean somethingto Montgomery and do some good, I’ll be happy to go along with it.”

—adapted from Parting the Waters: America in the King Years

1955Rosa Parks refuses to give up busseat in Montgomery, Alabama

1956Group of 101 Southern members ofCongress sign Southern Manifesto

1957Southern Christian LeadershipConference formed

✦1954 ✦1955 ✦1956 ✦1957

Rosa Parks

Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11); Obj 5: WH25C(10), US24B(11) Obj 3: US7B(11); Obj 4: US7A(11)

Main IdeaAfter World War II, African Americansand other supporters of civil rights chal-lenged segregation in the United States.

Key Terms and Namesseparate-but-equal, de facto segregation,NAACP, sit-in, Thurgood Marshall, LindaBrown, Dr. Martin Luther King, Jr.,Southern Christian LeadershipConference

Reading StrategyOrganizing As you read about the birthof the civil rights movement, complete agraphic organizer similar to the onebelow by filling in the causes of the civilrights movement.

Reading Objectives• Explain the origin of the Southern

Christian Leadership Conference.• Discuss the changing role of the federal

government in civil rights enforcement.

Section ThemeGovernment and Democracy In the1950s, African Americans began a move-ment to win greater social equality.

Civil RightsMovement

746

1 FOCUSSection OverviewThis section focuses on thebeginning of the civil rightsmovement.

CHAPTER 24Section 1, 746–752CHAPTER 24Section 1, 746–752

Project transparency and havestudents answer the question.

Available as a blackline master.

Comparing and Contrasting

DAILY FOCUS SKILLS TRANSPARENCY 24-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: JTeacher Tip: Remind students to find factual informationto support the answer they choose.UNIT

7Chapter 24

CIVIL RIGHTS SUPREME COURT DECISIONS

• Declared segregation in public schoolsunconstitutional andin violation of the Fourteenth Amendment

• Stated that separate public educational facilities were “inherently unequal”

• Marked the beginningof a massive movement by African Americans to challenge segregation in all forms

• Declared segregationconstitutional

• Established the “separate-but-equal”doctrine

• Confirmed an 1883 decision that hadoverturned the Civil Rights Act of 1875

• Gave rise to Jim Crow laws that legalized segregation, especially in the South

1896PLESSY V. FERGUSON

1954BROWN V. BOARD OF EDUCATION

Directions: Answer the followingquestion based on the informationat left.

How did the SupremeCourt’s ruling in Brown v.Board of Education agreeor disagree with the 1896Plessy v. Ferguson decision?

F It agreed by stating that seg-regation is in keeping withthe Civil Rights Act of 1875.

G It disagreed by stating thatsegregation violated theFifteenth Amendment.

H It agreed by stating that sepa-rate facilities are equal.

J It disagreed by stating thatseparate educational facilitiesare unequal.

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 24–1

ELA: 46: Gr9/10/11: 4D, 6A,7D, 7F, 8B; Page 747: Gr9/10/11:6A

Student Edition TEKS

Guide to Reading

Answers to Graphic: segregation,lack of voting rights, African Americanexperiences in World War II

Preteaching VocabularyHave students create a databaseusing the Key Terms and Names.Have them add facts as they learnmore about each term, person, event,or group. US: 8A, 25A; ELA:Gr9/10/11: 6A

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 24–1• Daily Lecture and Discussion Notes 24–1• Guided Reading Activity 24–1• Section Quiz 24–1• Reading Essentials and Study Guide 24–1• Supreme Court Case Studies

Transparencies• Daily Focus Skills Transparency 24–1

Multimedia Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

CHAPTER 24 The Civil Rights Movement 747

MOMENTinHISTORYMOMENTinHISTORYAMERICAN SEGREGATIONIn an Oklahoma City streetcarstation in 1939, a man takes a drink from a water coolerlabeled “COLORED.” Raciallysegregated facilities—waitingrooms, railroad cars, lavatories,and drinking fountains—wereprevalent all across the South.Under the so-called Jim Crowsystem,African Americanswere legally entitled to “separate-but-equal” educa-tion, housing, and social serv-ices. In practice, however, only asmall percentage of public fundsearmarked for schools, streets,police, and other expensesfound its way to AfricanAmerican neighborhoods.

Social Studies TAKS tested at Grades 10/11: Obj 5: 8.30A(10), US24A(11) Obj 3: US21A(11);Obj 4: US7A(11) Obj 4: US7A(11), US17A(11)

protests began across the nation. After decades ofsegregation and inequality, many African Americanshad decided the time had come to demand equalrights.

The struggle would not be easy. The SupremeCourt had declared segregation to be constitutionalin Plessy v. Ferguson in 1896. The ruling had estab-lished the “separate-but-equal” doctrine. Laws seg-regating African Americans were permitted as longas equal facilities were provided for them.

After the Plessy decision, laws segregating AfricanAmericans and whites spread quickly. These laws,nicknamed “Jim Crow” laws, segregated buses andtrains, schools, restaurants, swimming pools, parks,and other public facilities. Jim Crow laws were com-mon throughout the South, but segregation existedin other states as well. Often it was left up to eachlocal community to decide whether to pass segrega-tion laws. Areas without laws requiring segregationoften had de facto segregation—segregation by cus-tom and tradition. ; (See page 964 for more informationon Plessy v. Ferguson.)

Court Challenges Begin Thecivil rights movement hadbeen building for a long time.Since 1909, the NationalAssociation for the Advance-ment of Colored People(NAACP) had supportedcourt cases intended to over-turn segregation. Over theyears, the NAACP achievedsome victories. In 1935, forexample, the Supreme Courtruled in Norris v. Alabama thatAlabama’s exclusion ofAfrican Americans from juries violated their right to equal protection under thelaw. In 1946 the Court ruled in Morgan v. Virginia thatsegregation on interstate buses was unconstitutional.In 1950 it ruled in Sweatt v. Painter that state law schoolshad to admit qualified African American applicants,even if parallel black law schools existed. ; (See pages964–965 for more information on these cases.)

Student WebActivity Visit theAmerican RepublicSince 1877 Web site at

and click on StudentWeb Activities—Chapter 24 for anactivity on the civilrights movement.

HISTORY


747


US HISTORY: Page 746: 1A, 1B,7A, 7B, 7D, 24B, 25A, 25C; Page747: 1A, 7A, 17A, 18A, 21A, 24A,25A


2 TEACH

Discussing a Topic To help stu-dents identify with Linda Brownand James Meredith, give them afew minutes to write diary notesabout how it might have felt toattend a school where he or shewas unwanted. L1 US: 21A,24B, 24G, 25C, 25D; ELA: Gr9/10/11:1A, 1B

ELL

Daily Lecture and Discussion Notes 24–1

I. The Origins of the Movement (pages 746–748)

A. The African American civil rights movement began after Rosa Parks refused to give upher seat on a bus to a white man. An organized boycott of the bus system was just thebeginning as African Americans demanded equal rights.

B. In 1896 the Supreme Court had declared segregation legal in Plessy v. Ferguson. This

Daily Lecture and Discussion Notes

Chapter 24, Section 1

Did You Know? Long before being arrested for refusing to giveup her seat on a bus to a white man, Rosa Parks had protested seg-regation through her daily activities. She refused to drink out of thedrinking fountains labeled “Colored Only.” When possible, sherefused to ride in segregated elevators and walked up the stairsinstead.


HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Plan at .tx.tarvol2.glencoe.com

Ask: How did the disparity betweenwhite and “colored” facilities indi-cate that America had not changedits views on race? (It showed thatAfrican Americans were still beingtreated as second-class citizens.)

MOMENTinHISTORY

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating a Documentary Have students work in small groups to produce a documentary of thecivil rights movement during the 1950s. Each group should write a script that covers the mainevents described in the section. Ask students to reenact interviews with on-the-scene participantssuch as Linda Brown, Rosa Parks, and Martin Luther King, Jr. The scripts should conclude with spec-ulation about the potential gains of the civil rights movement and future challenges. One studentin each group might act as a narrator to present the script to the class for discussion. US: 6H,7A–D, 14D, 18A, 18B, 21A, 24A–D, 25A–D, 26B; ELA: Gr9/10/11: 1A, 1BUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

http://www.glencoe.com/qe/qe35tx.php?&st=720&pt=2&bk=21


New Political Power In addition to a string of courtvictories, African Americans enjoyed increased politi-cal power. Before World War I, most African Americanslived in the South, where they were largely excludedfrom voting. During the Great Migration, many movedto Northern cities, where they were allowed to vote.Increasingly, Northern politicians sought their votesand listened to their concerns.

During the 1930s, many African Americans bene-fited from FDR’s New Deal programs. Thus theybegan supporting the Democratic Party, giving itnew strength in the North. This wing of the partywas now able to counter Southern Democrats, whooften supported segregation.

The Push for Desegregation During World War II,African American leaders began to use their new political power to demand more rights. Their efforts helped end discrimination in factories that held government contracts andincreased opportunities for African Americans inthe military.

In Chicago in 1942, James Farmer and GeorgeHouser founded the Congress of Racial Equality

(CORE). CORE began using sit-ins, aform of protest first used by unionworkers in the 1930s. In 1943CORE attempted to desegregate

restaurants that refused toserve African Americans.Using the sit-in strategy,members of CORE went tosegregated restaurants. Ifthey were denied service,they sat down and refusedto leave. The sit-ins were

intended to shame restaurantmanagers into integratingtheir restaurants. Usingthese protests, CORE suc-cessfully integrated manyrestaurants, theaters, andother public facilities inChicago, Detroit, Denver,

and Syracuse.

Examining How had the rulingin Plessy v. Ferguson contributedto segregation?

The Civil Rights Movement BeginsWhen World War II ended, many African Amer-

ican soldiers returned home optimistic that theircountry would appreciate their loyalty and sacrifice.In the 1950s, when change did not come as quickly ashoped, their determination to change prejudices inthe United States led to protests and marches—andto the emergence of the civil rights movement.

Brown v. Board of Education After World War II,the NAACP continued to challenge segregation inthe courts. From 1939 to 1961, the NAACP’s chiefcounsel and director of its Legal Defense andEducation Fund was the brilliant African Americanattorney Thurgood Marshall. After World War II,Marshall focused his efforts on ending segregation inpublic schools.

In 1954 the Supreme Court decided to combineseveral different cases and issue a general ruling onsegregation in schools. One of the cases involved ayoung African American girl named Linda Brown,who was denied admission to her neighborhoodschool in Topeka, Kansas, because of her race. Shewas told to attend an all-black school across town.With the help of the NAACP, her parents then suedthe Topeka school board.

On May 17, 1954, the Supreme Court ruled unani-mously in the case of Brown v. Board of Education ofTopeka, Kansas, that segregation in public schools wasunconstitutional and violated the equal protectionclause of the Fourteenth Amendment. Chief JusticeEarl Warren summed up the Court’s decision when hewrote: “In the field of public education, the doctrine ofseparate but equal has no place. Separate educationalfacilities are inherently unequal.” ; (See pages 959 and962 for information on Brown v. Board of Education.)

The Southern Manifesto The Brown decisionmarked a dramatic reversal of the ideas expressedin the Plessy v. Ferguson case. Brown v. Board ofEducation applied only to public schools, but the rul-ing threatened the entire system of segregation.Although it convinced many African Americansthat the time had come to challenge other forms of segregation, it also angered many whiteSoutherners, who became even more determined todefend segregation, regardless of what the SupremeCourt ruled.

Although some school districts in border statesintegrated their schools in compliance with theCourt’s ruling, anger and opposition was a far morecommon reaction. In Washington, D.C., SenatorHarry F. Byrd of Virginia called on Southerners to

Reading Check

Separate but Unequal Linda Brown’s court caseended decades of official segregation in the South.


Social Studies TAKS tested at Grades 10/11: Obj 2: US10A(11) Obj 3: US7B(11); Obj 4: US7A(11)Obj 4: US7A(11), US17A(11) Obj 4: US17A(11); Obj 5: 8.30A(10), US24A(11)

748


ELA: Page 748: Gr9/10/11: 10B;Page 749: Gr9/10/11: 10B


Guided Reading Activity 24–1

Name Date Class

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text-book to fill in the blanks.

I. The Origins of the Movement

A. The Supreme Court had declared segregation to be constitutional in .

B. Under the doctrine, laws segregating African Americans were

permitted as long as were provided for them.

C. Even in places without laws requiring segregation, there existed

segregation—segregation by .

D. African Americans who voted for Franklin Roosevelt in record numbers gave the

new strength in the North.

E. Sit-ins staged by members of the successfully integrated many

restaurants, theaters, and other public facilities in Detroit, Denver, and Syracuse.

II. The Civil Rights Movement Begins

Guided Reading Activity 24-1★

Answer: The ruling said the segrega-tion was constitutional as long asequal facilities were provided forAfrican Americans.

Analyzing a Decision Haveinterested students research theNAACP’s strategy of endingschool segregation. Ask studentsto report their findings to theclass. As a class, analyze why theNAACP might have chosen tochallenge school segregationrather than segregation in otherareas of American life. Ask:What do you think would havehappened if the NAACP hadlost in the Supreme Court? L2US: 6H, 7A, 7D, 14D, 17A, 18B, 24A–D,24G; ELA: Gr9/10: 16E; Gr11: 15E

Rosa Parks and her husband both losttheir jobs as a result of taking part in thebus boycott.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSAuditory/Musical Have students work in pairs to write song lyrics to be sung at a civil rightsmarch. Have them base the lyrics on the events mentioned in this section. Recommend that theyresearch some of the traditional songs used during the era for examples and style. Encourage stu-dents to set the lyrics to music. Invite students to perform their songs for the class. L3 US: 7A; ELA:Gr9/10/11: 1A, 1B

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

Use Supreme Court CaseStudy 29, Brown v. Board ofEducation of Topeka, Kansas.


Car Pool Pick-Up Station During the monthsof the Montgomery bus boycott, African Americanswalked or volunteered their own cars as free taxisfor other protesters. Why did African Americanschoose to boycott the city bus system?

History

adopt “massive resistance” against the ruling. Acrossthe South, hundreds of thousands of whiteAmericans joined citizens’ councils to pressure theirlocal governments and school boards into defyingthe Supreme Court. Many states adopted pupilassignment laws. These laws created an elaborate setof requirements other than race that schools coulduse to prevent African Americans from attendingwhite schools.

The Supreme Court inadvertently encouragedwhite resistance when it followed up its decision inBrown v. Board a year later. The Court ordered schooldistricts to proceed “with all deliberate speed” to endschool segregation. The wording was vague enoughthat many districts were able to keep their schoolssegregated for many more years.

Massive resistance also appeared in the halls ofCongress. In 1956 a group of 101 Southern members ofCongress signed the Southern Manifesto, whichdenounced the Supreme Court’s ruling as “a clearabuse of judicial power” and pledged to use “all lawfulmeans” to reverse the decision. Although the Southern

Manifesto had no legal standing, the statement encour-aged white Southerners to defy the Supreme Court.

The Montgomery Bus Boycott In the midst of theuproar over the Brown v. Board of Education case, RosaParks made her decision to challenge segregation ofpublic transportation. Outraged by Parks’s arrest, Jo Ann Robinson, head of a local organization calledthe Women’s Political Council, called on AfricanAmericans to boycott Montgomery’s buses on theday Rosa Parks appeared in court.

The boycott was a dramatic success. That after-noon, several African American leaders formed theMontgomery Improvement Association to run theboycott and to negotiate with city leaders for an endto segregation. They elected a 26-year-old pastornamed Martin Luther King, Jr., to lead them.

On the evening of December 5, 1955, a meetingwas held at Dexter Avenue Baptist Church, where Dr.King was pastor. In the deep, resonant tones andpowerful phrases that characterized his speakingstyle, King encouraged the people to continue their

Social Studies TAKS tested at Grades 10/11: Obj 3: US7B(11); Obj 4: US7A(11)

749


US HISTORY: Page 748: 1A, 7A,7B, 10A, 17A, 24A; Page 749: 1A,7A, 7B, 21D


History

Answer: They were protesting RosaParks’s arrest and segregation.Ask: How much of a sacrifice doyou think African Americans madeby boycotting public buses?(Students’ answers will vary. Studentsshould recognize that buses were theonly means of transportation thatmany African Americans could afford.)

Independent Spirit Supreme CourtJustice Thurgood Marshall, the great-grandson of an enslaved person “of inde-pendent spirit,” served with the NAACPfor 23 years, argued 32 major cases forthe organization, and won 29 of them.

Language Arts African Americanauthors wrote about their experi-ences during the civil rights move-ment. James Baldwin’s Notes of aNative Son is a classic example ofsuch literature.

Hattie McDaniel was the first AfricanAmerican woman to sing on Americanradio. In the 1930s and 1940s, sheappeared in many films, generally in therole of a maid. She won an AcademyAward for her role in the movie Gonewith the Wind.INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITY

Communication Invite a journalist who covered events in your community during the civil rightsmovement to address your class about his or her experiences and perceptions of how minoritiesare portrayed in the media. Ask the speaker to suggest an activity that students can do to preparefor the presentation, such as reading an article or researching a topic. L2 US: 6H, 7A, 7D, 14D, 18A,18B, 21A, 24A–D; ELA: Gr9/10: 16E; Gr11: 15E

protest. “There comes a time, myfriends,” he said, “when peopleget tired of being thrown into theabyss of humiliation, where theyexperience the bleakness of nag-ging despair.” He explained, how-ever, that the protest had to bepeaceful:

“Now let us say that we are notadvocating violence. . . . The onlyweapon we have in our hands thisevening is the weapon of protest. Ifwe were incarcerated behind theiron curtains of a communisticnation—we couldn’t do this. If wewere trapped in the dungeon of atotalitarian regime—we couldn’t dothis. But the great glory of Americandemocracy is the right to protest forright!”

—quoted in Parting the Waters:America in the King Years

King had earned a Ph.D. in theol-ogy from Boston University. Hebelieved that the only moral way toend segregation and racism was through nonviolentpassive resistance. He told his followers, “We must usethe weapon of love. We must realize that so many people are taught to hate us that they are not totallyresponsible for their hate.” African Americans, heurged, must say to racists and segregationists: “We willsoon wear you down by our capacity to suffer, and inwinning our freedom we will so appeal to your heartand conscience that we will win you in the process.”

King drew upon the philosophy and techniques ofIndian leader Mohandas Gandhi, who had used non-violent resistance effectively against British rule inIndia. Like Gandhi, King encouraged his followers todisobey unjust laws. Believing in people’s ability totransform themselves, King was certain that publicopinion would eventually force the government toend segregation.

Stirred by King’s powerful words, AfricanAmericans in Montgomery continued their boycottfor over a year. Instead of riding the bus, theyorganized car pools or walked to work. Theyrefused to be intimidated, yet they avoided vio-lence. Meanwhile Rosa Parks’s legal challenge tobus segregation worked its way through the courts.Finally, in December 1956, the Supreme Court

affirmed the decision of a special three-judge paneldeclaring Alabama’s laws requiring segregation onbuses to be unconstitutional.

Describing What was the ruling inBrown v. Board of Education?

African American ChurchesMartin Luther King, Jr., was not the only promi-

nent minister in the bus boycott. Many of the otherleaders were African American ministers. The boy-cott could not have succeeded without the support ofthe African American churches in the city. As the civilrights movement gained momentum, AfricanAmerican churches continued to play a critical role.They served as forums for many of the protests andplanning meetings, and they also mobilized many ofthe volunteers for specific civil rights campaigns.

After the Montgomery bus boycott demon-strated that nonviolent protest could be successful,African American ministers led by King establishedthe Southern Christian Leadership Conference(SCLC) in 1957. The SCLC set out to eliminate seg-regation from American society and to encourage

Reading Check


i n H i s t o r y

Social Studies TAKS tested at Grades 10/11: Obj 3: US7B(11); Obj 4: US7A(11) Obj 3: US21A(11)Obj 3: US7B(11), US21A(11)

Thurgood Marshall1908–1993

Over his long lifetime, ThurgoodMarshall made many contributions tothe civil rights movement. Perhaps hismost famous accomplishment was rep-resenting the NAACP in the Brown v.Board of Education case.

Marshall’s speaking style was bothsimple and direct. During the Browncase, Justice Frankfurter askedMarshall for a definition of equal.“Equal means getting the same thing,at the same time and in the sameplace,” Marshall answered.

Born into a middle-class Baltimorefamily in 1908, Marshall earned a lawdegree from Howard University LawSchool. The school’s dean, CharlesHamilton Houston, enlisted Marshall towork for the NAACP. Together the twolaid out the legal strategy for challeng-ing discrimination in many arenas ofAmerican life.

Marshall became the first AfricanAmerican on the Supreme Court whenPresident Lyndon Johnson appointedhim in 1967. On the Court, he remaineda voice for civil rights. In his view, theConstitution was not perfect because ithad accepted slavery. Its ideas of liberty,justice, and equality had to be refined.“The true miracle of the Constitution,”he once wrote, “was not the birth of theConstitution, but its life.”

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in HistoryAsk: What did Thurgood Marshallmean when he said, “The true mira-cle of the Constitution was not thebirth of the Constitution, but itslife”? (Students’ answers should rec-ognize that he thought the Constitu-tion was a living document whichcould be interpreted and amended tomeet a changing society.)

Answer: Public school segregationwas ruled unconstitutional because itviolated the Fourteenth Amendment.

Creating a Display Have stu-dents base a display on AfricanAmericans who broke racial bar-riers. Ask each student to bringan image and a caption to con-tribute to the display. Encouragestudents to search a variety offields, including entertainment,sports, sciences, and arts. L2 US:6H, 7A, 7D, 21A, 21C, 24B; ELA:Gr9/10/11: 1A, 1B, 13B, 13C, 21B, 21C

Use the rubric for creatinga map, display, or chart on pages65–66 in the PerformanceAssessment Activities andRubrics.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYComparing Philosophies Martin Luther King, Jr., took many of his nonviolent ideas from those ofMohandas K. Gandhi, leader of India’s nationalist movement against Britain. Ask students toresearch Gandhi’s philosophy and his work. Have them compare each man’s philosophy. Ask:How are they similar? How are they different? What impact did each leader have on hisnation? How successful was each in reaching his goals? Have students present their findingsorally for class discussion. L2 US: 24A–D, 24G, 25C, 25D; ELA: Gr9/10: 16E; Gr11: 15E

African Americans to register to vote. Dr. Kingserved as the SCLC’s first president. Under hisleadership, the organization challenged segrega-tion at the voting booths and in public transporta-tion, housing, and public accommodations.

Summarizing What role did AfricanAmerican churches play in the civil rights movement?

Eisenhower and Civil RightsPresident Eisenhower sympathized with the goals

of the civil rights movement, and he personally dis-agreed with segregation. Following the precedent setby President Truman, he ordered navy shipyards andveterans’ hospitals to be desegregated.

At the same time, however, Eisenhower disagreedwith those who wanted to roll back segregationthrough protests and court rulings. He believed thatpeople had to allow segregation and racism to endgradually as values changed. With the nation in themidst of the Cold War, he worried that challengingwhite Southerners on segregation might divide thenation and lead to violence at a time when the country

had to pull together. Publicly, he refused to endorsethe Brown v. Board of Education decision. Privately, heremarked, “I don’t believe you can change the heartsof men with laws or decisions.”

Despite his belief that the Brown v. Board ofEducation decision was wrong, Eisenhower felt hehad to uphold the authority of the federal govern-ment, including its court system. As a result, hebecame the first president since Reconstruction tosend federal troops into the South to protect the con-stitutional rights of African Americans.

Crisis in Little Rock In September 1957, the schoolboard in Little Rock, Arkansas, won a court order toadmit nine African American students to CentralHigh, a school with 2,000 white students. Little Rockwas a racially moderate Southern city, as was most ofthe state of Arkansas. A number of Arkansas commu-nities, as well as the state university, had alreadybegun to desegregate their schools.

The governor of Arkansas, Orval Faubus, wasbelieved to be a moderate on racial issues, unlike manyother Southern politicians. Faubus was determined towin re-election, however, and so he began to campaign

Reading Check

Crisis in Little Rock Fifteen-year-old Elizabeth Echford (in sunglasses at right) braves an angrycrowd of Central High School students in Arkansas. How did Governor Orval Faubus react toattempts to integrate the high school?

History

Social Studies TAKS tested at Grades 10/11: Obj 3: US7B(11), US21A(11); Obj 4: US7A(11) Obj 3: US21A(11); Obj 5: WH25C(10), US24B(11) Obj 4: US7A(11)

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Answer: They supported boycotts,nonviolent demonstrations, and voterregistration.

History

Answer: He ordered National Guardtroops to prevent the AfricanAmerican students from entering theschool.Ask: How do you think ElizabethEchford felt on the day this picturewas taken? (Students’ answers willvary. Students might indicate that shewas frightened, lonely, sad, or angry.)

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity. US: 25D; ELA: Gr9: 7I;Gr10/11: 7H

Have students use theInteractive Tutor Self-Assessment CD-ROM.

Reading Essentials and Study Guide 24–1

Study GuideChapter 24, Section 1

For use with textbook pages 746–752

THE MOVEMENT BEGINS

KEY TERMS AND NAMES

separate-but-equal doctrine that said laws segregating African Americans were allowed as longas equal facilities were provided for them (page 747)

de facto segregation segregation by custom and tradition (page 747)

NAACP the National Association for the Advancement of Colored People (page 747)

sit-ins form of protest in which protestors refused to leave segregated places (page 748)

Thurgood Marshall chief counsel of the NAACP, who worked to end segregation in publicschools (page 748)

Linda Brown student who was denied admission to her school in Topeka, Kansas, and who suedthe school board (page 748)

Name Date Class

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTSports In 1947 Jackie Robinson became the first African American to play major-league baseball.Other professional sports integrated at different times. African American prizefighters and jockeyshad been successful even before 1904 when Charles W. Follis became the first African Americanprofessional football player. It was not until 1950 that the Boston Celtics of the National BasketballAssociation signed Charles “Chuck” Cooper to be the first African American player in the league.

as a defender of white supremacy. He ordered troopsfrom the Arkansas National Guard to prevent the nineAfrican American students from entering the school.The next day, as the National Guard troops surroundedthe school, an angry white mob joined the troops toprotest the integration plan and to intimidate theAfrican American students trying to register.

Television coverage of this episode placed LittleRock at the center of national attention. Faubus hadused the armed forces of a state to oppose theauthority of the federal government—the first suchchallenge to the Constitution since the Civil War.Eisenhower knew that he could not allow Faubus todefy the federal government. After a conferencebetween Eisenhower and Faubus proved fruitless,the district court ordered the governor to removethe troops. Instead of ending the crisis, however,Faubus simply left the school to the mob. After theAfrican American students entered the school,angry whites beat at least two African Americanreporters and broke many of the school’s windows.The mob came so close to capturing the terrifiedAfrican American students that the police had totake them away to safety.

The mob violence finally pushed PresidentEisenhower’s patience to the breaking point. Federalauthority had to be upheld. He immediately orderedthe U.S. Army to send troops to Little Rock. Bynightfall 1,000 soldiers of the elite 101st AirborneDivision had arrived. By 5:00 A.M. the troops hadencircled the school, bayonets ready. A few hourslater, the nine African American students arrived inan army station wagon, and they walked into the

high school. The law had been upheld, but thetroops were forced to remain in Little Rock for therest of the school year.

New Civil Rights Legislation The same year that theLittle Rock crisis began, Congress passed the first civilrights law since Reconstruction. The Civil Rights Actof 1957 was intended to protect the right of AfricanAmericans to vote. Eisenhower believed firmly in theright to vote, and he viewed it as his responsibility toprotect voting rights. He also knew that if he sent acivil rights bill to Congress, conservative SouthernDemocrats would try to block the legislation. In 1956he did send the bill to Congress, hoping not only tosplit the Democratic Party but also to convince moreAfrican Americans to vote Republican.

Several Southern senators did try to stop the CivilRights Act of 1957, but the Senate majority leader,Democrat Lyndon Johnson, put together a compro-mise that enabled the act to pass. Although its finalform was much weaker than originally intended, theact still brought the power of the federal governmentinto the civil rights debate. The act created a civilrights division within the Department of Justice andgave it the authority to seek court injunctions againstanyone interfering with the right to vote. It also cre-ated the United States Commission on Civil Rights toinvestigate allegations of denial of voting rights. Afterthe bill passed, the SCLC announced a campaign toregister 2 million new African American voters.

Explaining Why did PresidentEisenhower intervene in the civil rights controversy?

Reading Check

Writing About History

Checking for Understanding1. Define: separate-but-equal, de facto

segregation, sit-in.2. Identify: NAACP, Thurgood Marshall,

Linda Brown, Martin Luther King, Jr.,Southern Christian LeadershipConference.

3. State the outcome of the Brown v.Board of Education case.

Reviewing Themes4. Government and Democracy Why did

the role of the federal government incivil rights enforcement change?

Critical Thinking5. Interpreting Do you think the civil

rights movement would have been suc-cessful in gaining civil rights for AfricanAmericans without the help of theNAACP and the SCLC? Explain.

6. Organizing Use a graphic organizersimilar to the one below to list theefforts made to end segregation.

Analyzing Visuals7. Examining Photographs Study the

photograph of Central High School students on page 751. How would youdescribe Elizabeth Echford’s demeanorcompared to those around her? Whatmight this tell you about her character?

Efforts to EndSegregation

8. Expository Writing Take on the role ofan African American soldier returning tothe United States after fighting in WorldWar II. Write a letter to the editor ofyour local newspaper describing yourexpectations of civil rights as anAmerican citizen.


Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11), US7C(11)

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ELA: Page 752: Gr9/10/11: 1A, 1B,4A, 4B, 4D, 4F, 6A, 7B–D, 10A, 10B,19B, 20B; Gr9: 7I; Gr10/11: 7H;Page 753: Gr9/10/11: 4D, 6A, 7D,7F, 8B


Section Quiz 24–1


Column A

1. governor who ordered troops from the Arkansas NationalGuard to prevent African American students from enteringschool

2. set out to eliminate segregation from American society andto encourage African Americans to register to vote

3. segregation by custom and tradition

4. challenged segregation in court and launched the moderncivil rights movement

5. African American attorney who was the NAACP’s chiefcounsel


Score★ ScoreChapter 24

Section Quiz 24-1

Column B

A. ThurgoodMarshall

B. SouthernChristianLeadershipConference

C. Orval Faubus

D. Rosa Parks

E. de factosegregation

Answer: He intervened because thegovernor of Arkansas had usedarmed forces to oppose the authorityof the federal government. After thegovernor withdrew the NationalGuard troops, Eisenhower usedfederal troops to stop the violenceand enforce the law.

ReteachHave students explain the originof the Southern ChristianLeadership Conference. US: 6H,7A, 7B, 14D, 18A, 18B, 21A; ELA:Gr9/10: 16E; Gr11: 15E

Enrich Invite interested students to pre-pare a presentation about one ofthe persons mentioned in thissection. Encourage students touse library and Internetresources. US: 6H, 7A, 7B, 21A,24A–D, 25C, 25D; ELA: Gr9/10/11: 1A,1B, 13B

4 CLOSEHave students discuss thechanging role of the federal government in civil rightsenforcement. US: 6H, 7A, 7C, 7D,14D, 16B; ELA: Gr9/10: 16E; Gr11: 15E

1. Terms are in blue. US: 25A2. NAACP (p. 747), Thurgood

Marshall (p. 748), Linda Brown (p. 748), Martin Luther King, Jr. (p. 749), Southern ChristianLeadership Conference (p. 750)US: 7B, 21A

3. Segregation in public schools isunconstitutional. US: 17A

4. because its authority and decisionswere challenged by individualstates US: 7C

5. Students should recognize that theNAACP and the SCLC providedfinancial support, leadership, andorganization to the civil rightsmovement. US: 7A, 24G

6. founding of CORE, NAACP court

challenges, bus boycott, voter reg-istration movement US: 7A, 25C

7. Students’ answers will vary butshould recognize her courage. US:21D, 24B

8. Letters should include specificexpectations. US: 25D

In the fall of 1959, four young African Americans—Joseph McNeil, Ezell Blair, Jr., DavidRichmond, and Franklin McCain—enrolled at North Carolina Agricultural and TechnicalCollege in Greensboro. The four freshmen became close friends and spent evenings talkingabout the civil rights movement. In January 1960, McNeil told his friends that he thought thetime had come to take action, and he suggested a sit-in at the whites-only lunch counter inthe nearby Woolworth’s department store.

“All of us were afraid,” Richmond later recalled, “but we went and did it.” On February 1,1960, the four friends entered the Woolworth’s. They purchased school supplies and then satat the lunch counter and ordered coffee. When they were refused service, Blair said, “I begyour pardon, but you just served us at [the checkout] counter. Why can’t we be served at thecounter here?” The students stayed at the counter until it closed, then announced that theywould sit at the counter every day until they were given the same service as white customers.

As they left the store, the four were excited. McNeil recalled, “I just felt I had powerswithin me, a superhuman strength that would come forward.” McCain was also energized,saying, “I probably felt better that day than I’ve ever felt in my life.”

—adapted from Civilities and Civil Rights

May 1961Freedom Riders attempt to desegre-gate interstate buses in the South

✦1962 ✦1966

The Sit-In MovementNews of the daring sit-in at the Woolworth’s store spread quickly across Greensboro.

The following day, 29 African American students arrived at Woolworth’s determined tosit at the counter until served. By the end of the week, over 300 students were taking part.

Challenging Segregation

Four North Carolina collegestudents after they participated in

a lunch counter sit-in

✦1960 ✦1964

Spring 1963Martin Luther King, Jr.,jailed in Birmingham

August 28, 1963March on Washington

July 1964President Johnson signsCivil Rights Act of 1964


1965Voting RightsAct passed

Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11); Obj 5: WH25C(10), US24B(11)

Main IdeaAfrican American citizens and white supporters created organizations thatdirected protests, targeted specificinequalities, and attracted the attention of the mass media and the government.

Key Terms and NamesJesse Jackson, Ella Baker, FreedomRiders, filibuster, cloture, Civil Rights Actof 1964, poll tax

Reading StrategyOrganizing As you read about chal-lenges to segregation in the South, com-plete a cause/effect chart like the onebelow.

Reading Objectives• Evaluate the Civil Rights Act of 1964.• Summarize the efforts to establish

voting rights for African Americans.

Section ThemeScience and Technology The civil rightsmovement gained momentum in theearly 1960s due to national televisioncoverage.

Cause Effect

Sit-In Movement

Freedom Riders

African American supportof Kennedy

African American voter registration

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1 FOCUSSection OverviewThis section focuses on theefforts made to challenge segregation.



Analyzing Primary Sources


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: DTeacher Tip: Point out to students that answer B is a truestatement, but it does not answer the question.UNIT

7Chapter 24

CIVIL RIGHTS MARCH IN BIRMINGHAM

Birmingham, Alabama, firemen hose down protestors, who lie on the sidewalk to protect themselves from the high-pressure jets of water.

– Charles Moore, photographer, 1963

Directions: Answer the followingquestion based on the photograph.

In 1963 television enabledmillions of Americans tosee peaceful demonstratorsget brutally attacked inBirmingham, Alabama.What effect do you think ascene like this had on civilrights legislation?

A It caused the delay of civilrights legislation.

B It caused outrage amongmany Americans.

C It caused Birmingham lawenforcers to be respected.

D It caused civil rights legisla-tion to move forward.



US HISTORY: Page 752: 1A,7A–D, 17A, 18A, 21A, 21D, 24B,24G, 25A, 25C, 25D; Page 753: 1A,1B, 7A, 7C, 7D, 18A, 24B, 25A, 25C


Guide to Reading

Answers to Graphic: Cause: sit-inmovement, Effect: brought attentionto the civil rights movement; Cause:Freedom Riders, Effect: Kennedy’sdecision to control violence; Cause:King’s release from jail, Effect: AfricanAmerican support for Kennedy;Cause: Selma march, Effect: AfricanAmerican voter registration

Preteaching VocabularyHave students look up the words filibuster and cloture in the Glossary.Then have them write the definitionsin their own words. US: 25A

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 24–2• Daily Lecture and Discussion Notes 24–2• Guided Reading Activity 24–2• Section Quiz 24–2• Reading Essentials and Study Guide 24–2


Multimedia Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Hits Through HistoryAmerican Music: Cultural Traditions

Starting with just four students, a new mass move-ment for civil rights had begun. Within two months,sit-ins had spread to 54 cities in 9 states. Sit-ins werestaged at segregated stores, restaurants, hotels,movie theaters, and swimming pools. By 1961 sit-inshad been held in more than 100 cities.

The sit-in movement brought large numbers ofidealistic and energized college students into the civilrights struggle. Many African American students hadbecome discouraged by the slow pace of desegrega-tion. Students like Jesse Jackson, a student leader atNorth Carolina Agricultural and Technical College,wanted to see things change. The sit-in offered thema way to take matters into their own hands.

At first the leaders of the NAACP and the SCLCwere nervous about the sit-in movement. Theyfeared that students did not have the discipline toremain nonviolent if they were provoked enough.For the most part, the students proved them wrong.Those conducting sit-ins were heckled by bystanders,punched, kicked, beaten with clubs, and burned withcigarettes, hot coffee, and acid—but most did notfight back. They remained peaceful, and their heroicbehavior grabbed the nation’s attention.

Examining What were the effects ofthe sit-in movement?

SNCCAs the sit-ins spread, student leaders in different

states realized that they needed to coordinate theirefforts. The person who brought them together wasElla Baker, the 55-year-old executive director of theSCLC. In April 1960, Baker invited student leaders to

attend a convention at Shaw University in Raleigh,North Carolina. At the convention, Baker urged stu-dents to create their own organization instead of join-ing the NAACP or the SCLC. Students, she said, had“the right to direct their own affairs and even maketheir own mistakes.”

The students agreed with Baker and establishedthe Student Nonviolent Coordinating Committee(SNCC). They then chose Marion Barry, a studentleader from Nashville who later served as mayor ofWashington, D.C., to be SNCC’s first chairperson.African American college students from all across theSouth made up the majority of SNCC’s members,although many whites also joined.

Between 1960 and 1965, SNCC played a key role indesegregating public facilities in dozens of Southerncommunities. SNCC also began sending volunteersinto rural areas of the Deep South to register AfricanAmericans to vote. The idea for what came to becalled the Voter Education Project began with RobertMoses, an SNCC volunteer from New York. Mosespointed out that the civil rights movement tended tofocus on urban areas. He urged SNCC to fill in thegap by helping rural African Americans. Moses him-self went to rural Mississippi, where AfricanAmericans who tried to register to vote frequentlymet with violence.

Despite the danger, many SNCC volunteersheaded to Mississippi and other parts of the DeepSouth. Several had their lives threatened, and otherswere beaten. In 1964 local officials in Mississippi bru-tally murdered three SNCC workers as the workersattempted to register African American voters.

One SNCC organizer, a former sharecroppernamed Fannie Lou Hamer, had been evicted fromher farm after registering to vote. She was thenarrested in Mississippi for urging other AfricanAmericans to register, and she was severely beatenby the police while in jail. She then helped organizethe Mississippi Freedom Democratic Party, and shechallenged the legality of the segregated DemocraticParty at the 1964 Democratic National Convention.

Explaining What role did Ella Bakerplay in forming SNCC?

The Freedom RidersDespite rulings outlawing segregation in inter-

state bus service, bus travel remained segregated inmuch of the South. In 1961 CORE leader JamesFarmer asked teams of African Americans andwhites to travel into the South to draw attention to

Reading Check

Reading Check

Sit-Ins Fight Segregation African American students challenged Southernsegregation laws by demanding equal service at lunch counters. How did theNAACP initially feel about the sit-in movement?

History

Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11) Obj 3: US7B(11); Obj 4: US7A(11)Obj 3: US7B(11), US21A(11), US21D(11); Obj 4: US7A(11)

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2 TEACH

Creating a Chart Have studentscreate a chart similar to the oneshown below to illustrate theactivities of the persons men-tioned in this section. L1 US:6H, 7A, 8A, 14D, 18B, 21A, 24B; ELA:Gr9/10/11: 4D, 13B, 13C

ELL


I. The Sit-In Movement (pages 753–754)

A. In 1959 four African Americans staged a sit-in at a Woolworth’s whites-only lunchcounter. This led to a mass movement for civil rights. Soon sit-ins were occurringacross the nation.

B. Students like Jesse Jackson from North Carolina Agricultural and Technical Collegefelt that sit-ins gave them the power to change things.



Did You Know? In 1964 Martin Luther King, Jr., at the age of35, was the youngest person ever to receive the Nobel Peace Prizefor his work toward civil rights.


Working for Civil RightsName Involvement

Working to Maintain SegregationName Involvement

Answer: It got the nation’s attentionand gave people a way to getinvolved in the civil rights movement.

History

Answer: They were nervous.Ask: How did young people stagingsit-ins generally behave? (They werenonviolent.)

Answer: She urged students to create SNCC.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYRegistering to Vote Organize the class into two groups to research the ease or difficulty of regis-tering to vote in the 1960s versus today. One group can research the tactics used before 1965 tokeep African Americans from registering to vote. Students should look for examples of actionstaken in the North as well as the South. The other group can contact the local election board tofind out how to register to vote in their community. Have students make a display showing theprocess, including options such as registering in person, by mail, or online. US: 7A, 18A, 18B,24A–D, 25C, 25D; ELA: Gr9/10/11: 1A, 1B, 13B, 13C, 21B, 21CUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

the South’s refusal to integrate bus ter-minals. The teams became known as theFreedom Riders.

In early May 1961, the first FreedomRiders boarded several southboundinterstate buses. When the buses carryingthem arrived in Anniston, Birmingham,and Montgomery, Alabama, angry whitemobs attacked them. The mobs slit thebus tires and threw rocks at the windows.In Anniston, someone threw a firebombinto one bus, although fortunately no onewas killed.

In Birmingham the riders emergedfrom a bus to face a gang of young menarmed with baseball bats, chains, andlead pipes. They beat the ridersviciously. One witness later reported,“You couldn’t see their faces throughthe blood.” The head of the police inBirmingham, Public Safety Commissioner TheophilusEugene (“Bull”) Connor, explained that there had beenno police at the bus station because it was Mother’s Day,and he had given many of his officers the day off. FBIevidence later showed that Connor had contacted thelocal Ku Klux Klan and told them he wanted theFreedom Riders beaten until “it looked like a bulldoggot a hold of them.”

The violence in Alabama made national news,shocking many Americans. The attack on theFreedom Riders came less than four months afterPresident John F. Kennedy took office. The new pres-ident felt compelled to do something to get the vio-lence under control.

Summarizing What was the goal ofthe Freedom Riders?

John F. Kennedy and Civil RightsWhile campaigning for the presidency in 1960,

John F. Kennedy promised to actively support thecivil rights movement if elected. His brother, RobertF. Kennedy, had used his influence to get Dr. Kingreleased from jail after a demonstration in Georgia.African Americans responded by voting overwhelm-ingly for Kennedy. Their votes helped him narrowlywin several key states, including Illinois, whichKennedy carried by only 9,000 votes. Once in office,however, Kennedy at first seemed as cautious asEisenhower on civil rights, which disappointedmany African Americans. Kennedy knew that heneeded the support of many Southern senators to get

other programs he wanted through Congress, andthat any attempt to push through new civil rights leg-islation would anger them.

Kennedy did, however, name approximately 40African Americans to high-level positions in the fed-eral government. He also appointed ThurgoodMarshall to a judgeship on the Second CircuitAppeals Court in New York—one level below theSupreme Court and the highest judicial position anAfrican American had attained to that point.Kennedy also created the Committee on EqualEmployment Opportunity (CEEO) to stop the federalbureaucracy from discriminating against AfricanAmericans when hiring and promoting people.

The Justice Department Takes Action AlthoughPresident Kennedy was unwilling to challengeSouthern Democrats in Congress, he allowed theJustice Department, run by his brother Robert, toactively support the civil rights movement. RobertKennedy tried to help African Americans register tovote by having the civil rights division of the JusticeDepartment file lawsuits throughout the South.

When violence erupted against the FreedomRiders, the Kennedys came to their aid as well,although not at first. At the time the Freedom Riderstook action, President Kennedy was preparing for ameeting with Nikita Khrushchev, the leader of theSoviet Union. Kennedy did not want violence in theSouth to disrupt the meeting by giving the impres-sion that his country was weak and divided.

After the Freedom Riders were attacked inMontgomery, the Kennedys publicly urged them to

Reading Check


Riding Into Danger On May 14, 1961, Freedom Riders were driven from their bus outside ofAnniston, Alabama, when angry townspeople set the bus on fire. Which civil rights protest organization coordinated the Freedom Riders?

History

Social Studies TAKS tested at Grades 10/11: Obj 3: US7B(11); Obj 4: US7A(11) Obj 4: US7A(11);Obj 5: WH25C(10), US24B(11) Obj 4: US7A(11), US7C(11)

755


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Name Date Class

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to yourtextbook to write the answers.

1. Who organized a convention at Shaw University and urged students to create the

Student Nonviolent Coordinating Committee (SNCC)?

2. Who, as an SNCC volunteer from New York, urged the SNCC to help rural African

Americans register to vote?

3. Who helped organize the Mississippi Freedom Democratic Party, and then challenged

the legality of the segregated Democratic Party at the 1964 Democratic National

Convention?

4. Why did President Kennedy seem cautious at first on civil rights?

5. What was the purpose of the Committee on Equal Employment Opportunity?


Answer: CORE wanted to drawattention to segregation in Southernbus terminals.

History

Answer: CORE (Congress of RacialEquality)Ask: Who was responsible for theviolence against the Freedom Ridersin Birmingham, Alabama? (Ku KluxKlan)

Presidential aide John Siegenthalerrecounted the mob scene at the bus ter-minal: “The Freedom Riders emergingfrom the bus were being mauled. Itlooked like two hundred, three hundredpeople all over them. There were screamsand shouts….” The one white manaboard the bus, Jim Zwerg, was viciouslyattacked—as if the mob was furious thathe would side with African Americans.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSAuditory/Musical Ask students to listen to an audio recording of the “I Have a Dream” speechdelivered by Martin Luther King, Jr., at the 1963 March on Washington. Instruct students not to takenotes. After listening to the speech have the students jot down their impressions. Play the record-ing again and allow students to take notes. Discuss the speech elements that make it powerful,such as word choice, delivery, and timing. L2


American Music: Hits ThroughHistory: “Why? (Am I Treated SoBad)”American Music: CulturalTraditions: “We Shall Not BeMoved”

History and theHumanities

stop the rides and give everybody a “cooling off”period. James Farmer replied that African Americans“have been cooling off now for 350 years. If we cooloff anymore, we’ll be in a deep freeze.” Instead heannounced that the Freedom Riders planned to headinto Mississippi on their next trip.

To stop the violence, President Kennedy made adeal with Senator James Eastland of Mississippi, astrong supporter of segregation. If Eastland woulduse his influence in Mississippi to prevent violence,Kennedy would not object if the Mississippi policearrested the Freedom Riders. Eastland kept thedeal. No violence occurred when the buses arrivedin Jackson, Mississippi, but the riders werearrested.

The cost of bailing the Freedom Riders out of jailused up most of CORE’s funds, which meant that therides would have to end unless more money could befound. When Thurgood Marshall learned of the situ-ation, he offered James Farmer the use of theNAACP’s Legal Defense Fund’s huge bail bondaccount to keep the rides going.

When President Kennedy returned from his meet-ing with Khrushchev and found that the FreedomRiders were still active, he changed his position andordered the Interstate Commerce Commission totighten its regulations against segregated bus termi-nals. In the meantime, Robert Kennedy ordered theJustice Department to take legal action againstSouthern cities that were maintaining segregated busterminals. The continuing pressure of CORE and theactions of the ICC and the Justice Department finallyproduced results. By late 1962, segregation in inter-state travel had come to an end.

James Meredith As the Freedom Riders were try-ing to desegregate bus terminals, efforts continued tointegrate Southern schools. On the very day John F.Kennedy was inaugurated, an African American airforce veteran named James Meredith applied for atransfer to the University of Mississippi. Up to thatpoint, the university had avoided complying with theSupreme Court ruling ending segregated education.

In September 1962, Meredith tried to register at theuniversity’s admissions office, only to find RossBarnett, the governor of Mississippi, blocking hispath. Although Meredith had a court order directingthe university to register him, Governor Barnettstated emphatically, “Never! We will never surrenderto the evil and illegal forces of tyranny.”

Frustrated, President Kennedy dispatched 500federal marshals to escort Meredith to the campus.Shortly after Meredith and the marshals arrived, an

angry white mob attacked the campus, and a full-scale riot erupted. The mob hurled rocks, bottles,bricks, and acid at the marshals. Some people firedshotguns at them. The marshals responded with teargas, but they were under orders not to fire.

The fighting continued all night. By morning, 160marshals had been wounded. Reluctantly Kennedyordered the army to send several thousand troops tothe campus. For the rest of the year, Meredithattended classes at the University of Mississippiunder federal guard. He graduated the followingAugust.

Violence in Birmingham The events in Mississippifrustrated Martin Luther King, Jr., and other civilrights leaders. Although they were pleased thatKennedy had intervened to protect Meredith’s rights,they were disappointed that the president had notseized the moment to push for a new civil rights law.When the Cuban missile crisis began the followingmonth, civil rights issues dropped out of the news,and for the next several months, foreign policybecame the main priority at the White House.

Reflecting on the problem, Dr. King came to a dif-ficult decision. It seemed to him that only when vio-lence and disorder got out of hand would the federalgovernment intervene. “We’ve got to have a crisis tobargain with,” one of his advisers observed. Kingagreed. In the spring of 1963, he decided to launchdemonstrations in Birmingham, Alabama, knowingthey would probably provoke a violent response. Hebelieved it was the only way to get PresidentKennedy to actively support civil rights.

The situation in Birmingham was volatile. PublicSafety Commissioner Bull Connor, who hadarranged for the attack on the Freedom Riders, wasnow running for mayor. Eight days after the protestsbegan, King was arrested and held for a time in soli-tary confinement. While in prison, King began writ-ing on scraps of paper that had been smuggled intohis cell. The “Letter From a Birmingham Jail” that heproduced is one of the most eloquent defenses ofnonviolent protest ever written.

In his letter, King explained that although the pro-testers were breaking the law, they were following ahigher moral law based on divine justice. To thecharge that the protests created racial tensions, Kingargued that the protests “merely bring to the surfacethe hidden tension that is already alive.” Injustice, heinsisted, had to be exposed “to the light of humanconscience and the air of national opinion before itcan be cured.” ; (See page 936 for more on “Letter From aBirmingham Jail.”)


Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11), US7C(11) Obj 3: US7B(11); Obj 4:US7A(11), US7C(11) Obj 4: US7A(11); Obj 5: 8.30A(10), US24A(11)

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Creating a Brochure Have stu-dents create a brochure encour-aging people to register to vote.Suggest that they contact thelocal board of elections andorganizations that encouragevoting, such as the League ofWomen Voters, to get examplesof actual brochures. L2 US: 18A,18C, 24A–D, 24G, 25C, 25D; ELA:Gr9/10/11: 1A, 1B, 13B, 13C, 21B, 21C

Use the rubric for creatinga political cartoon, pamphlet, orhandbill on pages 77–78 in thePerformance AssessmentActivities and Rubrics.

Government Like many leadingpolitical figures in Southern states,George Wallace opposed integration.Elected in 1962 as the governor ofAlabama, his actions and words,such as his statement, “segregationnow, segregation tomorrow, segre-gation forever,” openly defied thefederal government’s efforts. Sostrong was Southern anger over thesegregation issue that Wallace wouldgarner much support in his 1968 and1972 presidential bids. Wallace even-tually apologized for his racist beliefs.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCivics Tell students that protests have always been a part of the American tradition and that manyprotests have involved demonstrations in Washington, D.C. Have students research and write areport about one of the marches or rallies in Washington that occurred between 1960 and 1980.Examples of appropriate subjects for research are the Poor People’s Campaign, 1968; ERA, 1978;Earth Day, 1970; or antinuclear protests, 1980. L2 US: 6A, 7A, 18A, 24A–D, 25A–D; ELA: Gr9/10/11: 1A,1B, 4C, 13B, 13C

After King was released, the protests, which hadbeen dwindling, began to grow again. Bull Connorresponded with force, ordering the police to useclubs, police dogs, and high-pressure fire hoses onthe demonstrators, including women and children.Millions of people across the nation watched thegraphic violence on television. Outraged by the bru-tality and worried that the government was losingcontrol, Kennedy ordered his aides to prepare a newcivil rights bill.

Evaluating How did PresidentKennedy help the civil rights movement?

The Civil Rights Act of 1964Determined to introduce a civil rights bill,

Kennedy now waited for a dramatic opportunity toaddress the nation on the issue. Shortly after the vio-lence in Birmingham had shocked the nation,Alabama’s governor, George Wallace, gave the presi-dent his chance. Wallace was committed to segrega-tion. At his inauguration, he had stated, “I draw aline in the dust . . . and I say, Segregation now!Segregation tomorrow! Segregation forever!” OnJune 11, 1963, Wallace personally stood in front of theUniversity of Alabama’sadmissions office to block theenrollment of two AfricanAmericans. He stayed untilfederal marshals ordered himto stand aside.

President Kennedy seizedthe moment to announce hiscivil rights bill. That evening,he went on television to speakto the American people abouta “moral issue . . . as old asthe scriptures and as clear asthe American Constitution”:

“The heart of the question is whether . . . we are going to treat our fellow Americansas we want to be treated. If an American, because his skinis dark, cannot eat lunch in arestaurant open to the public,if he cannot send his childrento the best public school avail-able, if he cannot vote for the public officials who will

represent him . . . then who among us would be con-tent to have the color of his skin changed and standin his place?

One hundred years of delay have passed sincePresident Lincoln freed the slaves, yet their heirs,their grandsons, are not fully free. . . . And thisnation, for all its hopes and all its boasts, will not befully free until all its citizens are free. . . . Now thetime has come for this nation to fulfill its promise.”

—from Kennedy’s White House Address, June 11, 1963

TURNING POINT

The March on Washington Dr. King realized thatKennedy would have a very difficult time pushinghis civil rights bill through Congress. Therefore, hesearched for a way to lobby Congress and to buildmore public support. When A. Philip Randolph sug-gested a march on Washington, King agreed.

On August 28, 1963, more than 200,000 demonstra-tors of all races flocked to the nation’s capital. The audi-ence heard speeches and sang hymns and songs asthey gathered peacefully near the Lincoln Memorial.Dr. King then delivered a powerful speech outlininghis dream of freedom and equality for all Americans:

Reading Check

Forcing Change Birmingham police used high-pressure hoses to force civil rights protesters to stop theirmarches. Why did King’s followers offer no resistance?

History

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Answer: He appointed some AfricanAmericans to federal positions in hisadministration, protected civil rightsthrough federal involvement with thestates, and prepared a civil rights bill.

History

Answer: They believed in the strategyof nonviolence.Ask: What happened to MartinLuther King, Jr., following theMarch on Birmingham? (He wasarrested.)

Creating a Graph Provide thedata below and ask students tocreate a graph illustrating thepercentage of total voters andAfrican American voters innational elections between 1964and 1974. Ask students toexplain any trends. L2 US: 8A,24B, 24H; ELA: Gr9/10/11: 4D

Percentage of Voting AgePopulation That Voted

Year Total African American1974 44.7% 33.8%1972 63.0% 52.1%1970 54.6% 43.5%1968 67.8% 57.6%1966 55.4% 41.7%1964 69.3% 58.5%

Use the rubric for creatinga map, display, or chart on pages65–66 in the PerformanceAssessment Activities andRubrics.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Gains Although African Americans have gained many rights and opportunities as aresult of the civil rights movement, much remains to be done. Ask students to identify areas wherethey think more could be done to ensure that all Americans have equal rights. Have students writetheir ideas in the form of a letter to their representative in Congress. Invite students to read theirletters aloud to the class. L2 US: 6H, 7A, 7C, 18A, 18B, 24B, 24G, 25A–D; ELA: Gr9/10/11: 1A, 1B; Gr9/10:16E; Gr11: 15E


A Dream Deferred The 1963 March on Washington was the emotional high point of the civil rights movement.Its nonviolent atmosphere and Dr. King’s eloquent speech made it one of the most momentous American eventsof the twentieth century. What significant legislation resulted from the March on Washington?

History

“I have adream”

—Martin Luther King, Jr.

“I have a dream that one day this nation will riseup and live out the true meaning of its creed . . . thatall men are created equal. . . . I have a dream thatone day . . . the sons of former slaves and the sonsof former slave owners will be able to sit together atthe table of brotherhood. . . . I have a dream that myfour little children will one day live in a nation wherethey will not be judged by the color of their skin butby the content of their character. I have a dream . . .when all of God’s children, black men and white men,Jews and Gentiles, Protestants and Catholics, will beable to join hands and sing . . . ‘Free at last, Free atlast, Thank God Almighty, we are free at last.’”

—quoted in Freedom Bound: A History of America’s Civil Rights Movement

King’s speech and the peacefulness and dignity ofthe March on Washington had built momentum forthe civil rights bill. Opponents in Congress, however,

continued to do what they could to slow the billdown, dragging out their committee investigationsand using procedural rules to delay votes. ; (See page960 for an excerpt from Dr. King’s “I Have a Dream” speech.)

The Civil Rights Bill Becomes Law Although thecivil rights bill was likely to pass the House ofRepresentatives, where a majority of Republicansand Northern Democrats supported the measure, itfaced a much more difficult time in the Senate. There,a small group of determined senators would try toblock the bill indefinitely.

In the U.S. Senate, senators are allowed to speakfor as long as they like when a bill is being debated.The Senate cannot vote on a bill until all senatorshave finished speaking. A filibuster occurs when asmall group of senators take turns speaking andrefuse to stop the debate and allow a bill to come to avote. Today a filibuster can be stopped if at least 60senators vote for cloture, a motion which cuts offdebate and forces a vote. In the 1960s, however, 67

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History

Answer: Civil Rights Act of 1964Ask: How long did it take after theMarch on Washington for the CivilRights Act of 1964 to be passed? (a little over ten months)

Analyzing Decisions Explain tostudents that President Kennedydecided to support the civilrights movement in the summerof 1963. The country hadwatched with revulsion as thedrama in Birmingham playeditself out. Tell them that themood of the country was chang-ing and that Kennedy was work-ing to get out in front of amovement that was gainingmomentum. Discuss with stu-dents their opinions aboutKennedy’s decision and its tim-ing in light of the March onWashington and his politicalstrength in Congress. L2 US: 6H,7A, 7C, 24B, 24G; ELA: Gr9/10: 16E;Gr11: 15E

In 1989 the Southern Poverty Law Centerdedicated the Civil Rights Memorial tothose who died during the struggle forcivil rights in the South. Located inMontgomery, Alabama—the scene of somany of the events in that cause—thememorial serves to inform and educateyoung people about the civil rights move-ment. Maya Lin, the creator of the VietnamVeterans Memorial in Washington, D.C.,designed the monument.

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTCommitment to Nonviolence Ralph Abernathy’s church and home were bombed shortly afterMartin Luther King, Jr., had organized the Atlanta conference in January 1957. In the face of thisand many other acts of violence, King and his followers stuck to their commitment to nonviolence.

senators had to vote for cloture to stop a filibuster.This meant that a minority of senators opposed tocivil rights could easily prevent the majority fromenacting new civil rights laws.

Worried the bill would never pass, many AfricanAmericans became even more disheartened. ThenPresident Kennedy was assassinated in Dallas, Texas,on November 22, 1963, and his vice president,Lyndon Johnson, became president. Johnson wasfrom Texas and had been the leader of the SenateDemocrats before becoming vice president. Althoughhe had helped push the Civil Rights Acts of 1957 and1960 through the Senate, he had done so by weaken-ing their provisions and by compromising with otherSouthern senators.

To the surprise of the civil rights movement,Johnson committed himself wholeheartedly to get-ting Kennedy’s program, including the civil rightsbill, through Congress. Unlike Kennedy, Johnson wasvery familiar with how Congress operated, havingserved there for many years. He knew how to buildpublic support, how to put pressure on members ofCongress, and how to use the rules and procedures toget what he wanted.

In February 1964, President Johnson’s leadershipbegan to produce results. The civil rights bill passedthe House of Representatives by a majority of 290 to130. The debate then moved to the Senate. In June,after 87 days of filibuster, the Senate finally voted toend debate by a margin of 71 to 29—four votes overthe two-thirds needed for cloture. On July 2, 1964,President Johnson signed the Civil Rights Act of 1964into law.

The Civil Rights Act of 1964 was the most compre-hensive civil rights law Congress had ever enacted. Itgave the federal government broad power to preventracial discrimination in a number of areas. The lawmade segregation illegal in most places of publicaccommodation, and it gave citizens of all races andnationalities equal access to such facilities as restau-rants, parks, libraries, and theaters. The law gave theattorney general more power to bring lawsuits toforce school desegregation, and it required privateemployers to end discrimination in the workplace. Italso established the Equal Employment OpportunityCommission (EEOC) as a permanent agency in thefederal government. This commission monitors theban on job discrimination by race, religion, gender,and national origin.

Examining How did Dr. King lobbyCongress to expand the right to participate in the democraticprocess?

The Struggle for Voting RightsEven after the Civil Rights Act of 1964 was passed,

voting rights were far from secure. The act hadfocused on segregation and job discrimination, and itdid little to address voting issues. The Twenty-fourthAmendment, ratified in 1964, helped somewhat byeliminating poll taxes, or fees paid in order to vote,in federal (but not state) elections. African Americansstill faced hurdles, however, when they tried to vote.As the SCLC and SNCC stepped up their voter regis-tration efforts in the South, their members were oftenattacked and beaten, and several were murdered.

Across the South, bombs exploded in AfricanAmerican businesses and churches. Between Juneand October 1964, arson and bombs destroyed 24African American churches in Mississippi alone.Convinced that a new law was needed to protectAfrican American voting rights, Dr. King decided tostage another dramatic protest.

The Selma March In January 1965, the SCLC andDr. King selected Selma, Alabama, as the focal pointfor their campaign for voting rights. AlthoughAfrican Americans made up a majority of Selma’s

Reading Check

Voting Rights In the early 1960s, African Americansfocused on increasing their political power.


Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11), US7C(11) Obj 4: US18B(11)Obj 3: US7B(11); Obj 4: US7A(11)

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Answer: with the March onWashington and his speech at theLincoln Memorial

Creating a Poster Have stu-dents create a poster highlight-ing one of the struggles of thecivil rights movement. Have stu-dents decide on the messagethey want to convey and thenselect images and words thatconvey the message. L2 US: 7A,18A, 18B, 24B, 24G, 25C, 25D; ELA:Gr9/10/11: 1A, 1B, 4A–D, 4F, 21B, 21C






CHALLENGING SEGREGATION

KEY TERMS AND NAMES

Jesse Jackson student leader in the sit-in movement to end segregation (page 754)

Ella Baker executive director of the SCLC, who urged African American students to start theirown organization (page 754)

Freedom Riders teams of African Americans and white Americans who traveled through theSouth to draw attention to the South’s refusal to integrate bus terminals (page 755)

filibuster a tactic in which senators take turns speaking and refuse to stop the debate andallow a bill to come to a vote (page 758)

cloture a motion which cuts off debate and forces a vote (page 758)

Civil Rights Act of 1964 law that made segregation illegal in most public places (page 759)

Name Date Class

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYAnalyzing Nonviolent Resistance Organize students into small groups and discuss the majorevents of the civil rights movement during the Kennedy and Johnson administrations. Ask if theythink the nonviolent aspect of the movement helped or hindered success. In their analyses, haveeach group compare the results of early actions of the movement to those taken as the movementprogressed. Have each group present its analysis to the class. To conclude, have the class as awhole come to a consensus on the effectiveness of nonviolent resistance. US: 7A, 18A, 18B,24B, 24G, 25C, 25D; ELA: Gr9/10: 16E; Gr11: 15EUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

population, they comprised only 3 percent of regis-tered voters. To prevent African Americans from reg-istering to vote, Sheriff Jim Clark had deputized andarmed dozens of white citizens. His posse terrorizedAfrican Americans and frequently attacked demon-strators with clubs and electric cattle prods.

Just weeks after receiving the Nobel Peace Prizein Oslo, Norway, for his work in the civil rightsmovement, Dr. King stated, “We are not asking, weare demanding the ballot.” King’s demonstrationsin Selma led to more than 2,000 African Americans,including schoolchildren, being arrested by SheriffClark. Clark’s men attacked and beat many of thedemonstrators, and Selma quickly became a majorstory in the national news.

To keep pressure on the president and Congress toact, Dr. King joined with SNCC activists and organ-ized a “march for freedom” from Selma to the statecapitol in Montgomery, a distance of about 50 miles(80 km). On Sunday, March 7, 1965, the march began.The SCLC’s Hosea Williams and SNCC’s John Lewisled 500 protesters toward U.S. Highway 80, the routethat marchers had planned to follow to Montgomery.

As the protesters approached the Edmund PettusBridge, which led out of Selma, Sheriff Clark orderedthem to disperse. While the marchers kneeled inprayer, more than 200 state troopers and deputizedcitizens rushed the demonstrators. Many were beatenin full view of television cameras. This brutal attack,known later as “Bloody Sunday,” left 50 AfricanAmericans hospitalized and many more injured.

The nation was stunned as it viewed the shockingfootage of law enforcement officers beating peacefuldemonstrators. Watching the events from the WhiteHouse, President Johnson became furious. Eight

days later, he appeared before a nationally televisedjoint session of the legislature to propose a new vot-ing rights law.

The Voting Rights Act of 1965 On August 1, 1965,the House of Representatives passed the votingrights bill by a wide margin. The following day, theSenate also passed the bill. The Voting Rights Act of1965 authorized the attorney general to send federalexaminers to register qualified voters, bypassinglocal officials who often refused to register AfricanAmericans. The law also suspended discriminatorydevices such as literacy tests in counties where lessthan half of all adults had been allowed to vote.

The results were dramatic. By the end of the year,almost 250,000 African Americans had registered asnew voters. The number of African American electedofficials in the South also increased, from about 100in 1965 to more than 5,000 in 1990.

The passage of the Voting Rights Act of 1965marked a turning point in the civil rights movement.The movement had now achieved its two major leg-islative goals. Segregation had been outlawed, andnew federal laws were in place to prevent discrimi-nation and protect voting rights.

After 1965 the movement began to shift its focus. Itbegan to pay more attention to the problem ofachieving full social and economic equality forAfrican Americans. As part of that effort, the move-ment turned its attention to the problems of AfricanAmericans trapped in poverty and living in ghettosin many of the nation’s major cities.

Summarizing How did the Twenty-fourth Amendment affect African American voting rights?

Reading Check


Checking for Understanding1. Define: Freedom Riders, filibuster,

cloture, poll tax.2. Identify: Jesse Jackson, Ella Baker,

Civil Rights Act of 1964.3. Describe the provisions of the Civil

Rights Act of 1964 aimed at ending segregation and racial discrimination.

Reviewing Themes4. Science and Technology How did tele-

vision help the civil rights movement?

Critical Thinking5. Evaluating How did protesting and

lobbying lead to the passage of theVoting Rights Act of 1965?

6. Sequencing Use a time line like theone below to show relative chronologyof events in the civil rights movement.

Analyzing Visuals7. Examining Photographs Study the

photographs in this section. What elements of the photographs show thesacrifices African Americans made inthe civil rights movement?

8. Descriptive Writing Take on the roleof a journalist for the student news-paper of a college in 1960. Write anarticle for the newspaper describing thesit-in movement taking place across thecountry.


Feb. 1960

May 1961 Aug. 1963

Sept. 1962 July 1964

March 1965

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Section Quiz 24–2


Column A

1. when a small group of senators take turns speaking andrefuse to stop the debate and allow a bill to come to vote

2. teams of African Americans and white Americans whotraveled into the South to draw attention to the South’srefusal to integrate bus terminals

3. African American air force veteran who applied for atransfer to the University of Mississippi

4. former sharecropper and Student Nonviolent CoordinatingCommittee organizer

5. a march from Selma to Montgomery, Alabama, organizedby Dr. King and the SNCC


★ ScoreChapter 24

Section Quiz 24-2

Column B

A. Fannie LouHamer

B. filibuster

C. “march forfreedom”

D. James Meredith

E. Freedom Riders

Answer: It eliminated poll taxes infederal elections.

ReteachHave students summarize theefforts to establish voting rightsfor African Americans. US: 6H, 7A,7C, 7D, 18A, 18B; ELA: Gr9/10: 16E;Gr11: 15E

Enrich Invite interested students tolocate photographs and artifactsfrom your community that illus-trate “separate but equal.”Encourage students to usemuseum, library, and Internetresources. US: 7A, 24A–D; ELA:Gr9/10/11: 13B, 13C

4 CLOSEHave students evaluate the CivilRights Act of 1964. US: 7A, 7C,18A, 18B, 24B; ELA: Gr9/10: 16E; Gr11:15E

1. Terms are in blue. US: 25A2. Jesse Jackson (p. 754), Ella Baker

(p. 754), Civil Rights Act of 1964(p. 759) US: 7B

3. The act gave the federal govern-ment broad powers to preventracial discrimination in a numberof areas. US: 7C

4. Television brought national atten-

tion to the civil rights movement.US: 22A

5. Police resistance to peacefulprotests, seen on TV, raised sym-pathy for the civil rights cause. US:18A

6. 1960: sit-ins in Greensboro; 1961:Freedom Riders; 1962: JamesMeredith enters the University of

Mississippi; 1963: March onWashington; 1964: Civil Rights Act;1965: Selma march US: 1B, 24B,24C

7. Photographs show the humiliationsAfrican Americans endured. US:24B

8. Students’ articles will vary but mustbe historically accurate. US: 25D

Thursday, July 12, 1965, was hot and humid in Chicago. That evening Dessie MaeWilliams, a 23-year-old African American woman, stood on the corner near the firehouse at4000 West Wilcox Street. A firetruck sped out of the firehouse, and the driver lost control. Thetruck smashed into a stop sign near Williams, and the sign struck and killed her.

African Americans had already picketed this firehouse because it was not integrated.Hearing of Williams’s death, 200 neighborhood young people streamed into the street, sur-rounding the firehouse. For two nights, rioting and disorder reigned. Angry youths threwbricks and bottles at the firehouse and nearby windows. Shouting gangs pelted police withrocks and accosted whites and beat them. Approximately 75 people were injured.

African American detectives, clergy, and National Guard members eventually restoredorder. Mayor Richard Daley then summoned both white and black leaders to discuss thearea’s problems. An 18-year-old man who had been in the riot admitted that he had lost hishead. “We’re sorry about the bricks and bottles,” he said, “but when you get pushed, youshove back. Man, you don’t like to stand on a corner and be told to get off it when you gotnowhere else to go.”

—adapted from Anyplace But Here

1965Watts riots break out in Los Angeles;Malcolm X assassinated

Problems Facing Urban African AmericansCivil rights leaders had made great progress in the decade following the Montgomery

bus boycott, but full equality still eluded many African Americans. Until 1965 the civilrights movement had focused on ending segregation and restoring the voting rights of

New Issues

Dr. Martin Luther King, Jr.,marching with protesters in

Chicago

1966Chicago Movement fails

1967Kerner Commission studiesproblems of inner cities

1968Dr. Martin LutherKing, Jr., assassinated


✦1965 ✦1968✦1966 ✦1967

Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11)

Main IdeaIn the mid-1960s, civil rights leaders beganto understand that merely winning politicalrights for African Americans would notaddress the problem of African Americans’economic status.

Key Terms and Namesracism, Chicago Movement, Richard Daley,black power, Stokely Carmichael, Malcolm X, Black Panthers

Reading StrategyOrganizing As you read about thechanging focus of the civil rights move-ment, complete a chart similar to the onebelow. Fill in five major violent eventsand their results.

Reading Objectives• Describe the division between Dr.

Martin Luther King, Jr., and the blackpower movement.

• Discuss the direction and progress ofthe civil rights movement after 1968.

Section ThemeCivic Rights and Responsibilities In thelate 1960s, the civil rights movement triedto address the persistent economicinequality of African Americans.

Event Result

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1 FOCUSSection OverviewThis section focuses on the atten-tion paid by African Americanleaders to improving the eco-nomic status of AfricanAmericans.



Identifying Cause-and-Effect Relationships


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: HTeacher Tip: Remind students that the correct answer isNOT true.UNIT

7Chapter 24

CONDITIONS IN POOR URBAN NEIGHBORHOODS

• Overcrowded and dirty

• Higher incidence of illness

• Higher infant mortality rate

• Higher crime rates

• Increased juvenile delinquency

• Higher student dropout rate

• More single-parent households

Directions: Answer the followingquestion based on the informationat left.

In 1965 nearly 70 percent ofAfrican Americans lived inlarge cities. Which of thefollowing statements doesNOT describe the effect liv-ing in inner cities had onAfrican Americans?

F They experienced more illnessand a higher infant mortalityrate.

G They experienced more crime.

H They experienced clean, spacious communities.

J They experienced higherschool dropout rates andmore juvenile delinquency.



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Guide to Reading

Answers to Graphic: Event: DessieMae Williams is killed, Result: riots;Event: Watts Riot, Result: KernerCommission report on urban riots;Event: Malcolm X breaks with theNation of Islam, Result: Malcolm Xassassinated; Event: King supportsstrike by African American sanitationworkers in Memphis, Result: King assassinated

Preteaching VocabularyHave students scan the section topreview the Key Terms and Names.US: 25ASECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 24–3• Daily Lecture and Discussion Notes 24–3• Guided Reading Activity 24–3• Section Quiz 24–3• Reading Essentials and Study Guide 24–3• Supreme Court Case Studies


Multimedia Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

African Americans in the South. These were goals thatcould be achieved through court decisions and byconvincing Congress to pass new laws.

Despite the passage of several civil rights laws inthe 1950s and 1960s, racism—prejudice or discrimi-nation toward someone because of his or her race—was still common in American society. Changing thelaw could not change people’s attitudes immediately,nor could it help those African Americans trapped inpoverty in the nation’s big cities.

In 1965 nearly 70 percent of African Americanslived in large cities. Many had moved from the Southto the big cities of the North and West during theGreat Migration of the 1920s and 1940s. There, theyoften found the same prejudice and discriminationthat had plagued them in the South. Many whitesrefused to live with African Americans in the sameneighborhood. When African Americans moved intoa neighborhood, whites often moved out. Real estateagents and landlords in white neighborhoods refusedto rent or sell to African Americans, who often foundit difficult to arrange for mortgages at local banks.

Even if African Americans had been allowed tomove into white neighborhoods, poverty trappedmany of them in inner cities while whites moved to

the suburbs. Many African Americans found them-selves channeled into low-paying jobs. They served ascustodians and maids, porters and dock workers, withlittle chance of advancement. Those who did bettertypically found employment as blue-collar workers infactories, but very few advanced beyond that. In 1965only 15 percent of African Americans held profes-sional, managerial, or clerical jobs, compared to 44percent of whites. Half of all African American fami-lies lived in poverty, and the average income of anAfrican American family was half that of the averagewhite family. Unemployment among AfricanAmericans was typically twice that among whites.

Poor neighborhoods in the nation’s major citieswere overcrowded and dirty, leading to higher rates ofillness and infant mortality. At the same time, thecrime rate increased in the 1960s, particularly in low-income neighborhoods. Incidents of juvenile delin-quency rose, as did the rate of young people droppingout of school. Complicating matters even more was arise in the number of single-parent households. Allpoor neighborhoods suffered from these problems,but because more African Americans lived in poverty,their communities were disproportionately affected.

Many African Americans living in urban povertyknew the civil rights movement had made enormousgains, but when they looked at their own circum-stances, nothing seemed to be changing. The move-ment had raised their hopes, but their everydayproblems were economic and social, and thereforeharder to address. As a result, their anger and frustra-tion at their situation began to rise—until it finallyerupted.

The Watts Riot Just five days after PresidentJohnson signed the Voting Rights Act, a race riotbroke out in Watts, an African American neighbor-hood in Los Angeles. Allegations of police brutalityhad served as the catalyst of this uprising, whichlasted for six days and required over 14,000 membersof the National Guard and 1,500 law officers to restoreorder. Rioters burned and looted entire neighbor-hoods and destroyed nearly $30 million in property.They killed 34 people, and about 900 suffered injuries.

More rioting was yet to come. Race riots broke outin dozens of American cities between 1965 and 1968.It seemed that they could explode at any place and atany time. The worst riot took place in Detroit in 1967.Burning, looting, and skirmishes with police andNational Guard members resulted in 43 deaths andover 1,000 wounded. Eventually the U.S. Army sentin tanks and soldiers armed with machine guns to getcontrol of the situation. Nearly 4,000 fires destroyed

“Perilous Going” This political cartoon highlights the problems thatAmerican cities were experiencing in the mid-1960s. Why did riots breakout in the Los Angeles neighborhood of Watts?

Analyzing Political Cartoons


Social Studies TAKS tested at Grades 10/11: Obj 5:WH25C(10),WH26C(10,11), US24B(11) Obj 4: US7A(11)

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ELA: Page 762: Gr9/10/11: 6A,10B; Page 763: Gr9/10/11: 10B,19B, 20B


2 TEACH

Summarizing Concepts Discusswith students the discontentamong many African Americans.Then have them summarize in alist the tactics used by groupssuch as SNCC, CORE, and theBlack Panthers. Discuss as aclass the effect of these tactics onthe attitudes of white Americans.L1 US: 7A, 8A, 14D, 18A, 18B,21A, 24B

ELL


I. Problems Facing Urban African Americans (pages 761–763)

A. Even after the passage of civil rights laws in the 1950s and 1960s, racism, or prejudiceor discrimination toward someone because of their race, was common. The civil rightsmovement had resulted in many positive gains for African Americans, but their eco-nomic and social problems were much more difficult to address.



Did You Know? Kwanzaa—a seven-day celebration of AfricanAmerican culture, was first developed in 1966 in the United Statesby Maulana Karenga. This holiday was developed in reaction to the1965 riots in the Los Angeles neighborhood of Watts. Karengahoped that Kwanzaa, which begins on December 26, would replaceanger and rage with black pride.


Answer: Allegations of police brutalitysparked the riots.Ask: What symbol does the cartoonuse to highlight the problems ofriots, tension, and racial violence incities? (mines)

Analyzing Political Cartoons

Art Many African American artistsused African motifs in their creations,which often expressed outrage withsociety or portrayed scenes fromAfrican American history. An exam-ple is Wall of Love by WilliamWalker.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYDiscussing Forms of Protest To review the civil rights movement as it progressed in the 1960s,ask students to count off from 1 to 5 to determine which of the following topic groups they willjoin: (1) student sit-ins; (2) SCLC marches; (3) speeches by Stokely Carmichael; (4) FreedomRides; (5) speeches by Malcolm X. Within each group, ask volunteers to take on the tasks ofexplaining the form of protest, why it was chosen, where it was used, and what results it produced.Have each group prepare a presentation for the entire class. US: 7A, 24B, 24G, 25C, 25D; ELA:Gr9/10: 16E; Gr11: 15EUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

1,300 buildings, and the damagein property loss was estimated at$250 million. The governor ofMichigan, who viewed the smol-dering city from a helicopter,remarked that Detroit looked like“a city that had been bombed.”

GOVERNMENT

The Kerner Commission In1967 President Johnson appointedthe National Advisory Commissionon Civil Disorders, headed byGovernor Otto Kerner of Illinois, tostudy the causes of the urban riotsand to make recommendations toprevent them from happeningagain in the future. The KernerCommission, as it became known,conducted a detailed study of theproblem. The commission blamedwhite society and white racism forthe majority of the problems in the inner city. “Ournation is moving toward two societies, one black, onewhite—separate and unequal,” it concluded.

The commission recommended the creation of 2 million new jobs in the inner city, the constructionof 6 million new units of public housing, and arenewed federal commitment to fight de facto segre-gation. President Johnson’s war on poverty, how-ever, which addressed some of the same concerns forinner-city jobs and housing, was already underway.Saddled with massive spending for the VietnamWar, however, President Johnson never endorsed therecommendations of the commission.

Explaining What was the federalgovernment’s response to the race riots in Los Angeles andDetroit?

The Shift to Economic RightsBy the mid-1960s, a number of African American

leaders were becoming increasingly critical of MartinLuther King’s nonviolent strategy. They felt it hadfailed to improve the economic position of AfricanAmericans. What good was the right to dine atrestaurants or stay at hotels if most AfricanAmericans could not afford these services anyway?Dr. King became sensitive to this criticism, and in1965 he began to focus on economic issues.

In 1966 the Reverend Albert Raby, president of acouncil of community organizations that worked to

improve conditions for Chicago’s poor, invited Dr.King to visit the city. Dr. King and his staff hadnever conducted a civil rights campaign in theNorth. By focusing on the problems that AfricanAmericans faced in Chicago, Dr. King believed hecould call greater attention to poverty and otherracial problems that lay beneath the urban race riots.

To call attention to the deplorable housing condi-tions that many African American families faced, Dr.King and his wife Coretta moved into a slum apart-ment in an African American neighborhood inChicago. Dr. King and the SCLC hoped to work withlocal leaders to improve the economic status ofAfrican Americans in Chicago’s poor neighborhoods.

The Chicago Movement, however, made littleheadway. When Dr. King led a march through the all-white suburb of Cicero to demonstrate the need foropen housing, he was met by angry white mobs sim-ilar to those in Birmingham and Selma. MayorRichard Daley ordered the Chicago police to protectthe marchers, but he wanted to avoid any repeat ofthe violence. He met with Dr. King and proposed anew program to clean up the slums. Associations ofrealtors and bankers also agreed to promote openhousing. In theory, mortgages and rental propertywould be available to everyone, regardless of race. Inpractice, very little changed.

Describing How did Dr. King andSCLC leaders hope to address economic concerns?

Reading Check

Reading Check


Anger in Chicago When Dr. Kingrefocused the civil rights movementon the North, some white Americansprotested. What did King do todraw attention to slum conditionsin Chicago?

History

Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11), US7C(11) Obj 3: US7B(11), US21A(11);Obj 4: US7A(11)

763


US HISTORY: Page 762: 1A, 7A,18A, 24B, 25A; Page 763: 1A,7A–C, 14D, 21A



Name Date Class

DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section andanswer the questions below. Refer to your textbook to write the answers.

1. Where did nearly 70 percent of African Americans live in 1965?

2. What was the economic situation of African Americans in 1965?

3. Why did the civil rights movement not help many African Americans who lived in

urban poverty?

4. Where was the worst riot in the 1960s, and what were the results?

5. What were the recommendations of the Kerner Commission?

6. Why did President Johnson never endorse the recommendations of the Kerner

Commission?


Name Date Class

Writing an Article Have stu-dents research the Watts riotusing library and Internetresources. Then have them writea headline and a brief news-paper article describing the riot.US: 7A, 24A–D, 25A–D; ELA:Gr9/10/11: 1A, 1B, 13B, 13C

Use the rubric for a maga-zine/newspaper/Web site articleor help-wanted ad on pages75–76 in the PerformanceAssessment Activities andRubrics.

History

Answer: King and his wife moved intoa slum apartment in Chicago.Ask: Why did whites protest whenthe civil rights movement moved tothe North? (There was prejudice andracism in the North.)

Answer: United States Army troopswere deployed, and the KernerCommission recommended reformsto prevent further riots.

Answer: by meeting with local lead-ers to discuss housing and economicreforms

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSLinguistic/Verbal Form volunteers into two groups to conduct a debate. Ask one group to presentarguments supporting African American nationalism, the other opposing it. Give students time toconsider their arguments. Have each side present its views to the class. Make sure each side pres-ents evidence to support its views. As the students discuss the pros and cons of African Americannationalism, encourage the class to reach a consensus. L2 US: 24G, 25D


Black PowerDr. King’s failure in Chicago seemed to show that

nonviolent protests could do little to change economicproblems. After 1965 many African Americans, espe-cially young people living in cities, began to turn awayfrom King. Some leaders called for more aggressiveforms of protest. Their new strategies ranged fromarmed self-defense to the suggestion that the govern-ment set aside a number of states where AfricanAmericans could live free from the presence of whites.

As African Americans became more assertive, theyplaced less emphasis on cooperation with sympa-thetic whites in the civil rights movement. SomeAfrican American organizations, including COREand SNCC, voted to expel all whites from leadershippositions within their organizations, believing thatAfrican Americans alone should determine thecourse and direction of their struggle.

Many young African Americans called for blackpower, a term that had many different meanings. Afew interpreted black power to mean that physical self-defense and even violence were acceptable in defenseof one’s freedom—a clear rejection of Dr. King’s philos-ophy. To most, including Stokely Carmichael, theleader of SNCC in 1966, the term meant that AfricanAmericans should control the social, political, and eco-nomic direction of their struggle:

“This is the significance of black power as a slogan.For once, black people are going to use the wordsthey want to use—not just the words whites want tohear. . . . The need for psychological equality is thereason why SNCC today believes that blacks mustorganize in the black community. Only black people

can . . . create in the community an aroused andcontinuing black consciousness. . . . Black peoplemust do things for themselves; they must get . . .money they will control and spend themselves; theymust conduct tutorial programs themselves so thatblack children can identify with black people.”

—from the New York Review of Books,September 1966

Black power also stressed pride in the AfricanAmerican cultural group. It emphasized racial distinc-tiveness rather than cultural assimilation—the processby which minority groups adapt to the dominant cul-ture in a society. African Americans showed pride intheir racial heritage by adopting new Afro hairstylesand African-style clothing. Many also took on Africannames. In universities, students demanded thatAfrican and African American Studies courses beadopted as part of the standard school curriculum. Dr.King and some other leaders criticized black power asa philosophy of hopelessness and despair. The ideawas very popular, however, in the poor urban neigh-borhoods where many African Americans resided.

Malcolm X and the Nation of Islam By the early1960s, a man named Malcolm X had become a symbolof the black power movement that was sweeping thenation. Born Malcolm Little in Omaha, Nebraska, heexperienced a difficult childhood and adolescence. Hedrifted into a life of crime, and in 1946, he was convictedof burglary and sent to prison for six years.

Prison transformed Malcolm. He began to educatehimself, and he played an active role in the prisondebate society. Eventually he joined the Nation ofIslam, commonly known as the Black Muslims, whowere led by Elijah Muhammad. Despite their name,the Black Muslims do not hold the same beliefs asmainstream Muslims. The Nation of Islam preachedblack nationalism. Like Marcus Garvey in the 1920s,Black Muslims believed that African Americansshould separate themselves from whites and formtheir own self-governing communities.

Shortly after joining the Nation of Islam, MalcolmLittle changed his name to Malcolm X. The “X” stoodas a symbol for the family name of his African ances-tors who had been enslaved. Malcolm argued that histrue family name had been stolen from him by slav-ery, and he did not intend to use the name white soci-ety had given him.

The Black Muslims viewed themselves as their ownnation and attempted to make themselves as econom-ically self-sufficient as possible. They ran their ownbusinesses, organized their own schools, established

Malcolm X Makes His PointOnce the most visiblespokesperson for the Nation ofIslam, Malcolm X originally dis-agreed with Dr. King’s passiveprotest tactics. What did the“X” in his name symbolize?

History

Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11) Obj 3: US7B(11); Obj 4: US7A(11)

764


ELA: Page 764: Gr9/10/11: 6A, 8B,19B, 20B; Page 765: Gr9/10/11: 8B,10B, 19B, 20B


History

Background: Because they weretreated as property, very few enslavedpeople had last names. If they didhave a last name, it was often thename of their slaveholder. Membersof the Nation of Islam adopted the “X”to eliminate the historical ties to theirenslaved past.Answer: The X was a symbol for thefamily name of his African ancestors.Ask: What belief did Malcolm Xshare with Marcus Garvey? (Bothbelieved that African Americansshould form their own self-governingcommunities; Malcolm X later aban-doned separatism.)

Conducting an Interview Havestudents draw up questions inorder to conduct an interviewwith someone who livedthrough or participated in thecivil rights movement. Help stu-dents prepare questions that willget the interviewee to tell howhis or her life changed as a resultof the civil rights movement.Have students conduct the inter-views and then present theirfindings to the class. Discusshow the interviews add to theinformation in the text. L3 US: 7A,18A, 18B, 21A, 24B, 25C, 25D; ELA:Gr9/10: 16E; Gr11: 15E

Use the rubric for an inter-view on pages 83–84 in thePerformance AssessmentActivities and Rubrics.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCitizenship Have students work in pairs to read about and find photo images of one of the radicalAfrican American groups such as the Black Panther Party or the Nation of Islam. Have the pairs cre-ate a photo essay of their chosen group. Tell students that the essay should involve photos anddescriptive captions that give readers insight into the goals of the organization and motives for spe-cific actions. L2 US: 7A, 14D, 18A, 18B, 21A, 24B, 25C, 25D; ELA: Gr9/10/11: 1A, 1B, 13B, 13C, 21B, 21C

Use Supreme Court CaseStudy 30, Yates v. United States.

their own weekly newspaper (Muhammad Speaks), andencouraged their members to respect each other andto strengthen their families. Although the BlackMuslims did not advocate violence, they did advocateself-defense. Malcolm X was a powerful and charis-matic speaker, and his criticisms of white society andthe mainstream civil rights movement gained nationalattention for the Nation of Islam.

By 1964 Malcolm X had broken with the BlackMuslims. Discouraged by scandals involving theNation of Islam’s leader, he went to the Muslim holycity of Makkah (also called Mecca) in Saudi Arabia.After seeing Muslims from many different races wor-shipping together, he concluded that an integratedsociety was possible. In a revealing letter describinghis pilgrimage to Makkah, he stated that many whitesthat he met during the pilgrimage displayed a spiritof brotherhood that gave him a new, positive insightinto race relations.

After Malcolm X broke with the Nation of Islam, hecontinued to criticize the organization and its leader,Elijah Muhammad. Because of this, three organiza-tion members shot and killed him in February 1965while he was giving a speech in New York. AlthoughMalcolm X left the Nation of Islam before his death,his speeches and ideas from those years with theBlack Muslims are those for which he is most remem-bered. In Malcolm’s view, African Americans mayhave been victims in the past, but they did not have toallow racism to victimize them in the present. Hisideas have influenced African Americans to takepride in their own culture and to believe in their abil-ity to make their way in the world.

The Black Panthers Malcolm X’s ideas influenced anew generation of militant African American leaderswho also preached black power, black nationalism,and economic self-sufficiency. In 1966 in Oakland,California, Huey Newton, Bobby Seale, and EldridgeCleaver organized the Black Panther Party for Self-Defense, or the Black Panthers, as they were known.They considered themselves the heirs of Malcolm X,and they recruited most of their members from poorurban communities across the nation.

The Black Panthers believed that a revolution wasnecessary in the United States, and they urged AfricanAmericans to arm themselves and confront white soci-ety in order to force whites to grant them equal rights.Black Panther leaders adopted a “Ten-Point Program,”which called for black empowerment, an end to racialoppression, and control of major institutions andservices in the African American community, such as schools, law enforcement, housing, and medical

facilities. Eldridge Cleaver, who served as the minis-ter of culture, articulated many of the organization’sobjectives in his 1967 best-selling book, Soul on Ice.

Describing What caused a divisionbetween Dr. Martin Luther King, Jr., and the black powermovement?

The Assassination of Martin Luther King, Jr.

By the late 1960s, the civil rights movement hadfragmented into dozens of competing organizationswith philosophies for reaching equality. At the sametime, the emergence of black power and the call bysome African Americans for violent action angeredmany white civil rights supporters. This made furtherlegislation to help blacks economically less likely.

In this atmosphere, Dr. King went to Memphis,Tennessee, to support a strike of African Americansanitation workers in March 1968. At the time, theSCLC had been planning a national “Poor People’sCampaign” to promote economic advancement for

Reading Check


Black Power U.S. athletes Tommie Smith and John Carlos give the black powersalute during the medal ceremony at the 1968 Olympic Games in Mexico City.How did black power supporters demonstrate their belief in the movement?

History

Social Studies TAKS tested at Grades 10/11: Obj 3: US7B(11); Obj 4: US7A(11) Obj 4: US7A(11) Obj 3:US21A(11); Obj 4: US7A(11)

765


US HISTORY: Page 764: 1A, 7A,7B, 7D, 14D, 25A; Page 765: 1A,7A, 7B, 20A, 21A


History

Answer: They gave this same blackpower salute by raising a clenched fist.

Answer: King was nonviolent; theblack power movement advocatedagressive self-defense, even violence.






NEW ISSUES

KEY TERMS AND NAMES

racism prejudice or discrimination toward someone because of his or her race (page 762)

Chicago Movement a plan by Martin Luther King, Jr., and other civil rights leaders to improvethe economic conditions of African Americans in Chicago’s poor neighborhoods (page 763)

Richard Daley the mayor of Chicago (page 763)

black power a movement that called for African American control of the social, political, andeconomic direction of the struggle for equality and stressed pride in the African American cul-tural group (page 764)

Stokely Carmichael the leader of the SNCC in 1966 (page 764)

Malcolm X the most visible spokesperson of the Black Power movement (page 764)

Name Date Class

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Concepts Ask students to consider the following questions and write their thoughtsand responses on a sheet of paper. Is violence in self-defense, or in response to violence, justi-fiable? Is nonviolent civil disobedience an effective strategy for attaining full equality? Afterstudents have had a chance to write down their thoughts, conduct a class discussion about the dif-ferences between violent and nonviolent protests. Encourage students to share differing views asthey explore these complex concepts. L2 US: 24B, 24G, 25C, 25D; ELA: Gr9/10/11: 1A, 1B; Gr9/10: 16E;Gr11: 15E

Understanding RelativeChronology Have students cre-ate a fact sheet tracing the chang-ing tactics of the civil rightsmovement. L2 US: 1A, 6H, 7A, 18A,18B, 21A; ELA: Gr9/10/11: 4D

all impoverished Americans. The purpose of thiscampaign, the most ambitious one that Dr. Kingwould ever lead, was to lobby the federal govern-ment to commit billions of dollars to end povertyand unemployment in the United States. People ofall races and nationalities were to converge on thenation’s capital, as they had in 1963 during theMarch on Washington, where they would camp outuntil both Congress and President Johnson agreed topass the requested legislation to fund the proposal.

On the evening of April 4, 1968, as he stood on hishotel balcony in Memphis, Dr. King was assassinatedby a sniper. Ironically, he had told a gathering at alocal African American church just the previousnight, “I’ve been to the mountaintop. . . . I’ve lookedover and I’ve seen the Promised Land. I may not get

there with you, but I want you to know tonight thatwe as a people will get to the Promised Land.”

Dr. King’s assassination touched off bothnational mourning and riots in more than100 cities, including Washington, D.C. TheReverend Ralph Abernathy, who hadserved as a trusted assistant to Dr. King formany years, led the Poor People’sCampaign in King’s absence. The demon-stration, however, did not achieve any of themajor objectives that either King or the SCLChad hoped it would.

In the wake of Dr. King’s death, Congresspassed the Civil Rights Act of 1968. The act

contained a fair housing provision outlawing dis-crimination in housing sales and rentals and gave theJustice Department authority to bring suits againstsuch discrimination.

Dr. King’s death marked the end of an era inAmerican history. Although the civil rights move-ment continued, it lacked the unity of purpose andvision that Dr. King had given it. Under his leader-ship, and with the help of tens of thousands of dedi-cated African Americans, many of whom werestudents, the civil rights movement transformedAmerican society. Although many problems remainto be resolved, the achievements of the civil rightsmovement in the 1950s and 1960s dramaticallyimproved life for African Americans, creating newopportunities where none had existed before.

Summarizing What were the goalsof the Poor People’s Campaign?

Reading Check


Checking for Understanding1. Define: racism, black power.2. Identify: Chicago Movement, Richard

Daley, Stokely Carmichael, Malcolm X,Black Panthers.

3. Explain the goals of the Nation of Islamin the 1960s.

4. Summarize the findings of the KernerCommission.

Reviewing Themes5. Civic Rights and Responsibilities

How was the Civil Rights Act of 1968designed to help end discrimination?

Critical Thinking6. Identifying Cause and Effect What

were the effects of the assassination ofDr. Martin Luther King, Jr.?

7. Categorizing Using a graphic organ-izer like the one below, list the mainviews of the three leaders listed.

Analyzing Visuals8. Analyzing Political Cartoons The car-

toon on page 762 suggests that the vio-lence of the mid-1960s was as bad asthe violence of the Vietnam War goingon at the same time. What images doesthe cartoonist use to compare violenceat home with the violence of the war?

9. Expository Writing Take on the role ofa reporter in the late 1960s. Imagineyou have interviewed a follower of Dr.King and a Black Panther member.Write out a transcript of each interview.


Leader Views

Dr. Martin Luther King, Jr.

Malcolm X

Eldridge Cleaver

Atlanta Mourns Martin Luther King, Jr. The nation joined Coretta ScottKing (right) in sorrow following the assassination of her husband in 1968. Whywas King in Memphis at the time of his death?

History

Social Studies TAKS tested at Grades 10/11: Obj 3: US21A(11) Obj 4: US7A(11), US7C(11)

766


ELA: Page 766: Gr9/10/11: 1A, 1B,4A, 4B, 4D, 4F, 6A, 7B–D, 10A, 10B,13C; Gr9: 7G, 7I; Gr10/11: 7F, 7H;Page 767: Gr9/10/11: 4C, 13B


Answer: The Poor People’sCampaign promoted economicadvancement for all impoverishedAmericans.

ReteachHave students describe the divi-sion between Dr. Martin LutherKing, Jr., and the black powermovement. US: 6H, 7A, 7B, 24B;ELA: Gr9/10: 16E; Gr11: 15E

Enrich Have interested students write aparagraph explaining why theKerner Commission was largelyignored. US: 7A, 24A–D, 24G, 25A–D;ELA: Gr9/10/11: 1A, 1B, 13B

4 CLOSEHave students discuss the direc-tion and progress of the civilrights movement after 1968. US:6H, 7A, 18A, 18B, 21A, 24B; ELA:Gr9/10: 16E; Gr11: 15E

1. Terms are in blue. US: 25A2. Chicago Movement (p. 763),

Richard Daley (p. 763), StokelyCarmichael (p. 764), Malcolm X (p. 764), Black Panthers (p. 765)US: 7B

3. It wanted separate self-governingcommunities for AfricanAmericans. US: 7A

4. It blamed racism for inner-cityproblems and urged job and housing programs. US: 7C

5. by outlawing housing discriminationUS: 7A, 7C, 24B

6. It touched off both nationalmourning and riots; the Civil RightsAct of 1968 was passed. US: 7B,24B, 25C

7. King: nonviolent protest; MalcolmX: self-defense and separatism;Cleaver: revolution US: 7B, 24B

8. the ocean ships, floating minesUS: 7A

9. Students’ articles will vary butshould be written as if a reporterwere describing an interview.

Section Quiz 24–3


Column A

1. to most African Americans, this term meant they shouldcontrol the social, political, and economic direction of theirstruggle for equality

2. prejudice toward someone because of their race

3. the philosophy of incorporating different racial or culturalgroups into the dominant society

4. an African American neighborhood in Los Angeles where a race riot broke out

5. trusted assistant to Dr. King who led the Poor People’sCampaign in King’s absence


Score★ ScoreChapter 24

Section Quiz 24-3

Column B

A. black power

B. Reverend RalphAbernathy

C. Watts

D. racism

E. culturalassimilation

History

Answer: to support a strike by AfricanAmerican sanitation workers

Study and Writing

Why Learn This Skill?When you write research reports, you should

include a list of the sources used to find your infor-mation. This list, called a bibliography, allows you tocredit the sources you cited and supports thereport’s accuracy.

Learning the Skill A bibliography is a list of sources used in a

research report. These sources include books; arti-cles from newspapers, magazines, and journals;interviews; and other sources.

There are two main reasons to write a bibliogra-phy. First, those who read your report may want tolearn more about the topic. Second, a bibliographysupports the reliability of your report.

A bibliography follows an established format. Theentry for each source contains all the informationneeded to find that source, including the author,title, page numbers, publisher information, and pub-lication date. You should document this informationas you carry out your research. If you neglect thisstep early in your research, you must locate yoursources again in order to credit them in your report.

You should arrange bibliographic entries alpha-betically by the author’s last name. The followingare acceptable formats, followed by sample entries.Note that all lines after the first line are indented.

Books:

Author’s last name, first name. Full Title. Place ofpublication: publisher, copyright date.

Hay, Peter. Ordinary Heroes: The Life and Death ofChana Szenes, Israel’s National Heroine. NewYork: Paragon House, 1986.

Articles:

Author’s last name, first name. “Title of Article.”Name of Periodical in which article appears, vol-ume number (date of issue): page numbers.

Watson, Bruce. “The New Peace Corps in the NewKazakhstan.” Smithsonian, Vol. 25 (August1994): pp. 26–35.

Other Sources:

For other kinds of sources, adapt the format forbook entries as needed.

Practicing the SkillReview the sample bibliography below from a

report on Martin Luther King, Jr. Then answer thequestions that follow.

Patrick, Diane. Martin Luther King, Jr. New York:Franklin Watts, 1990.

Franklin, John H. “Jim Crow Goes to School: TheGenesis of Legal Segregation in SouthernSchools.” South Atlantic Quarterly, 57 (1956): pp. 225–235.

Washington, James Melvin, ed. A Testament of Hope:The Essential Writings of Martin Luther King, Jr.San Francisco: Harper & Row.

King, Jr., Martin Luther. Time for Freedom has Come.New York Times Magazine (Sept. 10, 1961).

1 Are the bibliography entries in the correctorder? Why or why not?

2 What is missing from the second book listing?

3 What features are missing from the second arti-cle listing?

Skills AssessmentComplete the Practicing Skills questions on

page 769 and the Chapter 24 Skill ReinforcementActivity to assess your mastery of this skill.

Preparing a Bibliography

767

Social Studies TAKS tested at Grades 10/11: Obj 5: 8.30A(10), US24A(11)

Applying the SkillPreparing a Bibliography Put together a bibliographyof at least five sources that you could use for a reporton the civil rights movement. Include books, periodi-cals, and any other sources you wish.

Glencoe’s Skillbuilder Interactive WorkbookCD-ROM, Level 2, provides instruction andpractice in key social studies skills.

767

TEACHPreparing a BibliographyProvide students with informa-tion about acceptable styles for abibliography for this class. Pointout that while there is more thanone acceptable format, a teacher,department, or school oftenselects one style to be used by allstudents. This is also common atthe college level and in the busi-ness world.

Additional Practice

ANSWERS TO PRACTICING THE SKILL1 No, they should be in alphabetical order using the last

name of each author.

2 publication date

3 quotes around the title of the article, and italics forthe New York Times Magazine

Applying the SkillStudents’ bibliographies will vary. Students should followthe guidelines on this page or other guidelines you provide.

Reinforcing Skills Activity 24

Name Date Class

Preparing a Bibliography

LEARNING THE SKILLA bibliography is a list of the resources used in writing a report. It establishes the

reliability of your research and helps those who read your report to know where tofind more information on your topic. Bibliographies follow an established format.Entries are listed in alphabetical order and include the author, title, publisher infor-mation, publication date, and page numbers. Sample entries are shown below.

Books:Hay, Peter. Ordinary Heroes: The Life and Death of Chana Szenes, Israel’s NationalHeroine. New York: Paragon House, 1986.

Articles:Watson Bruce. “The New Peace Corps in the New Kazakhstan.” Smithsonian, Vol. 25 (August 1994): pp. 26–35.

Web Sites:

★

Reinforcing Skills Activity 24★

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

US HISTORY: Page 766: 1A,7A–D, 14D, 21A, 24B, 25A, 25C;Page 767: 1A, 24A, 25D


Study and Writing SkillsStudy and

Writing Skills

Reviewing Key Facts10. Identify: NAACP, Thurgood Marshall, Linda Brown, Martin

Luther King, Jr., Southern Christian Leadership Conference,Jesse Jackson, Chicago Movement, Stokely Carmichael,Malcolm X.

11. What event led to the bus boycott in Montgomery, Alabama?

12. Why was the decision in Brown v. Board of Education a significant step toward ending segregation?

13. What was the role of SNCC in the civil rights movement?

14. How did the government react to race riots in cities such asLos Angeles and Detroit?

15. What were two changes in the focus of the civil rights move-ment in the mid-1960s?

Critical Thinking16. Analyzing Themes: Civic Rights and Responsibilities Do

you agree with the viewpoint of Dr. Martin Luther King, Jr.,or with that of the Black Panthers concerning the civil rightsmovement? Explain your answer.

17. Evaluating Why did the civil rights movement make fewergains after 1968?

1. separate-but-equal

2. de facto segregation

3. sit-in

4. Freedom Riders

5. filibuster

6. cloture

7. poll tax

8. racism

9. black power

Reviewing Key TermsOn a sheet of paper, use each of these terms in a sentence.

1954• Brown v. Board of

Education attacksschool segregation.

• Separate-but-equaldoctrine is ruledunconstitutional.

1957• SCLC is formed to

fight segregationand encourageAfrican Americansto vote.

• Eisenhower sendsarmy troops toLittle Rock, Arkansas.

1963• Birmingham

demonstrationsand the March onWashington help build support for the civil rights movement.

1965• Voting Rights Act ensures

African Americans of the right to vote.

• Watts riot sparksa five-year periodof urban racial violence.

• Splinter groups within the civil rights movement advocate more aggressive means of gaining racial equality.

1955• Rosa Parks inspires

Montgomery busboycott.

1960• Sit-ins begin

and spread toover 100 cities.

• SNCC is formedand leads fightagainst segregatedpublic facilities.

1964• Twenty-fourth

Amendmentabolishes poll tax.

• Civil Rights Act of1964 outlawsdiscriminationbased on race, gender,religion, or nationalorigin, and givesequal access topublic facilities.

1968• Dr. Martin Luther King, Jr.

assassinated.

• Civil Rights Act of 1968outlaws discriminationin the sale and rentalof housing.

1961• Freedom Rides

begin.

Major Events in Civil Rights Movement

1954 1961 19681954

CHAPTER 24Assessment and Activities

Reviewing Key TermsStudents’ answers will vary. The pageswhere the words appear in the text areshown in parentheses.

1. separate-but-equal (p. 747)

2. de facto segregation (p. 747)

3. sit-in (p. 748)

4. Freedom Riders (p. 755)

5. filibuster (p. 758)

6. cloture (p. 758)

7. poll tax (p. 759)

8. racism (p. 762)

9. black power (p. 764)

US: 25A; ELA: Gr9/10/11: 6A

Reviewing Key Facts10. NAACP (p. 747), Thurgood Marshall

(p. 748), Linda Brown (p. 748), Martin Luther King, Jr. (p. 749),Southern Christian LeadershipConference (p. 750), Jesse Jackson(p. 754), Chicago Movement (p. 763), Stokely Carmichael (p. 764), Malcolm X (p. 764) US: 7B

11. Rosa Parks’s arrest led to the busboycott. US: 7A

12. It was the first case in which theCourt found segregation to beunconstitutional. US: 17A

13. It worked for desegregation of publicfacilities and voter registration. US:7A, 18A

14. It sent in National Guard and U.S.Army troops, and appointed theKerner Commission. US: 7C

15. It moved from focusing on endingsegregation to focusing on full socialand economic equality. It alsomoved from nonviolent resistance tomilitancy. US: 7A

Critical Thinking 16. Students’ answers will vary. Students should refer to

the results and reactions in this chapter in discussingtheir opinions. US: 7B, 24B, 24G

17. After Martin Luther King, Jr., was assassinated, themovement fragmented; also, economic gains wereharder to win. US: 7A, 18B

18. It was a nonviolent protest that offered immediateresults and gained sympathy from many people in thenation. US: 7A, 24B; ELA: Gr9: 7H; Gr10/11: 7G

19. Civil Rights Act of 1957: created the civil rights divisionof the Department of Justice to support the right tovote, created the United States Commission of CivilRights; Twenty-Fourth Amendment: ended poll taxes;Voting Rights Act: authorized the attorney general tosend federal examiners to register qualified voters;

768

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 24 content.

Available in VHS

18. Making Generalizations Why was the sit-in movement con-sidered a major turning point in the civil rights movement?

19. Organizing Use a graphic organizer similar to the onebelow to compare examples of civil rights legislation.

Practicing Skills 20. Preparing a Bibliography Review the following bibliogra-

phy for a report on the civil rights movement. Then answerthe questions that follow.

Fairclough, Adam. Martin Luther King, Jr. Athens andLondon: University of Georgia Press, 1995.

Juan Williams. Eyes on the Prize. New York: Viking Penguin,Inc., 1987.

Patterson, James T. Grand Expectations, The United States,1945–1974. New York: Oxford University Press, 1996.

Bontemps, Arna, and Jack Conroy. Anyplace but Here.Columbia: University of Missouri Press. (NO PUB DATE)

a. The entries presented above are not listed in the correctorder. Using just the names of the authors, put them inthe correct order.

b. What is incorrect in the Patterson listing?

c. Rewrite the Juan Williams listing correctly.

Geography and History21. The map on this page shows routes of Freedom Riders.

Study the map and answer the questions below.a. Interpreting Maps Which states did the Freedom

Riders travel through? What was their final destination?

b. Applying Geography Skills Why do you think theFreedom Riders faced protests during this trip?

Writing Activity22. Writing a Script Work in small groups to write a script for

a documentary on the civil rights movement in the 1950s

and 1960s. Your group should choose a specific topic, move-ment leader, or time period to write about. Use your script toproduce a documentary to present to the other groups in yourclass.

Chapter Activity23. Examining Interviews Work with a classmate to research

interviews with Martin Luther King, Jr., and Malcolm X. Takenotes on the different points of view of these civil rights lead-ers, and then prepare a chart illustrating similarities, differ-ences, and any bias which shapes their beliefs.


Directions: Choose the phrase that bestcompletes the following statement.

One difference between the strategies of Dr. Martin LutherKing, Jr., and some later civil rights groups was that Kingwas committed to

A ending discrimination in housing and unemployment.

B using only nonviolent forms of protest.

C demanding equal rights for African Americans.

D gaining improvements in living conditions for AfricanAmericans.

Test-Taking Tip: If you read this question carefully, you willnotice that it asks for one difference in civil rights strategies.Three of the answer choices will represent common goals.Be careful to read through all the choices to find the onethat represents a different type of strategy.

Dep. May 4, 1961

Arr. May 14Dep. May 20

Arr. May 20Dep. May 24Arr. May 24

and 25

N

S

EW

Lambert AzimuthalEqual-Area projection

200 kilometers0

200 miles0

90°W 80°W

30°N

40°N

70°W

Atlantic

Ocean

S.C.

N.C.

GA.

TENN.

KY.

W.VA. VA.

MISS.

ALA.ARK.

LA.

MO.

IOWA

WIS.

ILL. IND.

MICH.

OHIOPA.

N.Y. MASS.

CONN.

R.I.

N.J.

DEL.MD.

CANADA

FLA.

Jackson

Washington, D.C.

Selma Montgomery

BirminghamAnniston

Atlanta

Greensboro

Route of the FreedomRiders, 1961

Civil Rights Legislation Provisions

Civil Rights Act 1957

Twenty-Fourth Amendment

Voting Rights Act

Civil Rights Act of 1964

Civil Rights Act of 1968

Self-Check QuizVisit the American Republic Since 1877 Web site at

and click on Self-Check Quizzes—Chapter 24 to assess your knowledge of chapter content.

HISTORY


CHAPTER 24Assessment and Activities

769

Writing Activity22. Documentaries should indicate a

clear understanding of events andshould express the emotions of thetimes. US: 25D; ELA: Gr9/10/11:1A, 1B, 4A, 4B, 4F

Chapter Activity23. Charts should show the similarities

and differences between the twoleaders. US: 7B, 24A, 24C, 24F;ELA: Gr9/10/11: 4C, 13B

Civil Rights Act of 1964: gave the federal governmentbroad powers to prevent racial discrimination,required equal access to public facilities for citizens ofall races, established the EEOC, required privateemployers to end workplace discrimination, gave theattorney general power to bring lawsuits to forceschool desegregation; Civil Rights Act of 1968: out-lawed discrimination in housing US: 7A, 7C, 7D, 18B,25C; ELA: Gr9/10/11: 4D, 7D

Practicing Skills20. a. The author order should be Bontemps, Fairclough,

Patterson, and Williams. b. The author, not the title, isunderlined. c. Williams, Juan. Eyes on the Prize. NewYork: Viking Penguin, Inc., 1987.

Geography and History21. a. Maryland, Virginia, North Carolina, South Carolina,

Georgia, Alabama; final destination: Jackson,Mississippi; b. because they wanted to desegregatesociety US: 7A, 8B; ELA: Gr9/10/11: 19B, 20B

HISTORY

Have students visit the Web site atto review

Chapter 24 and take the Self-CheckQuiz.


Answer: BTest-Taking Tip: Tell students tothink about what some of the latercivil rights groups advocated. Theone issue on this list that some ofthe later groups did not supportwas nonviolence. The correctanswer is B. TAKS: Obj 1, 3

Ask: What was the purpose of theMarch on Washington? (to buildpublic support for passage of the CivilRights Act of 1964) US: 7A

Bonus QuestionBonus Question ??

