Name:

Unit 10 Packet – Part I – 10.1 to 10.5

10.1 – Beginning of Cold War

10.2 – The Cold War and Its Parts

10.3 – Eisenhower and Kennedy (2 Days)

10.4 – The Civil Rights Movement & Brown v. Board (2 Days)

10.5 – Ideas of Civil Rights: MLK and Malcolm X

Classwork/Homework: _______/100

Participation ______/50

This will be checked in-class, and you will be allowed to keep the packet. I will check it while you are doing Jeopardy Reviews before a mid-unit 10 Quiz. You will turn them into me at the start of the class, and I will return them back to you at the end so that you have them to study for the Regents and for your Final Exam.

Name:

10.1 – Beginning of the Cold War

Vocabulary you must know by end of lesson: Truman Doctrine, Domino Theory, Containment, The Berlin Wall, and The Berlin Airlift

Cold War: The conflict between the United States and the Soviet Union which spanned from 1945-1991, in which they attempted to gain more control throughout the world over countries who would side with Democracy or Communism. It is called a “Cold” war, because although they came close, the United States and the Soviet Union never directly attacked each other.

The Truman Doctrine (1947)

“I am fully aware of the broad effects involved if the United States extends assistance to Greece and Turkey, and I shall discuss these effects with you at this time. To ensure the peaceful development of nations, free from being forced into certain ways of life, the United States has taken a leading part in establishing the United Nations. The United Nations is designed to make possible lasting freedom and independence for all its members. The peoples of a number of countries of the world have recently had totalitarian regimes forced upon them against their will. The Government of the United States has made frequent protests against coercion and intimidation in violation of the Yalta agreement in Poland, Rumania, and Bulgaria.

At the present moment in world history nearly every nation must choose between alternative ways of life. The choice is too often not a free one. One way of life is based upon the will of the majority, and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion, and freedom from political oppression. The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio, fixed elections, and the suppression of personal freedoms.

I believe that it must be the policy of the United States to support free peoples who are resisting attempted revolutions by armed minorities, often communist, or by outside pressures. In order to do so, we must provide these countries with financial assistance – money – in order to make sure that they do not fall under the Alternative way of life -- Communism -- and the Soviet Union.”

1) Which two countries is Truman discussing specifically in this speech? _________________________ _____________________________________________________________________________________

2) What is Truman trying to make sure does not happen to these two nations? ______________________ _____________________________________________________________________________________

3) How does Truman describe life under the “alternative way of life”? ____________________________ _____________________________________________________________________________________

4) What does Truman suggest the United States must do in order to make sure that these countries do not go to the “alternative way of life”? _________________________________________________________________ _________________________________________________________________________________________

5) In the last sentence, Truman reveals what he defines as this “alternative way of life.” What is it? _____ _____________________________________________________________________________________

Paragraph 1:

Paragraph 2:

Paragraph 3:

Name:

Containment:

During the years after World War II, during the start of the “Cold War,” The United States created a policy of trying to limit the expansion of Communism in Europe and the Middle East, through programs like The Truman Doctrine, The Eisenhower Doctrine and the Marshall Plan. These policies which were meant to keep Communism, and Joseph Stalin’s influence, from spreading to other countries. Much like how a fence “contains” an area, this policy of keeping Communism from spreading was called “Containment.”

1) What does the Black area represent? (Hint, use the legend) _______________________________________

2) Based on that, who do you think is the figure in the picture? ______________________________________

3) If you were the United States, why do you think they focused so much in the Truman Doctrine on giving money to help out Greece and Turkey? Why those two countries? ____________________________________ _________________________________________________________________________________________

Domino Theory:

“You have a row of dominos set up, you knock over the first one, and what will happen to the last one is the certainty that it will go over very quickly. So you could have a beginning of a disintegration that would have the most profound influences.”

-Dwight D. Eisenhower, 1954

1) Who is Eisenhower? ____________________________________

2) In your own words, what is the “Domino Theory”? __________________________________ _____________________________________________________________________________

3) How does the “Domino Theory” presented by Eisenhower relate to the Cold War? _________ ______________________________________________________________________________

Name:

The Division of Germany

Europe in 1946 A Close up: Berlin in 1948

1) Look at the map on the Left, as you can see Germany was divided. Which countries controlled the different parts? ________________________________________________________________________________

2) Look at the map on the right. Berlin is the Capital of Germany. Which “Zone” is Berlin in? __________________

3) Look at the map below. Based on that map, what did the Allies decide to do to Berlin, in terms of who would “control” the Capital city? ________________________________________________________________________________

Close up Map of Berlin:

1) Between 1948 and 1960 almost 2 million East Berlin residents escaped to West Berlin. Based on the picture on the right, what was built in 1961 to prevent East Berlin residents from escaping to West Berlin and West Germany?-__________________________________________________________________________

2) Circle on the map on the left where the Berlin Wall was located:

Name: The Berlin Airlift:

Background: In a May 12, 1945 letter to President Harry Truman, British Prime Minister Winston Churchill expressed his concern about the "iron curtain" separating Western Europe from Soviet controlled areas. Growing tensions between the Allies and the Soviets escalated – or increased -- in 1948, since the Allied decided to combine all of their “zones” into one “West German” state. In response, the Soviets began restricting access of the allies (U.S., France, Great Britain) to supply West Berlin, since Berlin was in the “Soviet Zone” (See previous page). The Soviets cut power to Berlin, and set a blockade preventing any land access for the Allies, leaving many in West Germany without the resources they needed to survive.

The Airlift: The Berlin Airlift began on June 26, 1948 with 32 flights by American C-47 planes into Berlin. The Americans called their effort "Operation Vittles." Allies estimated that Berliners required 4,500 tons of supplies each day. After adjusting their strategy, the Airlift became a success. On May 12, 1949, the Soviets lifted the blockade of Berlin. Less than a year after the Blockade was lifted, Germany officially became two separate nations: East Germany – which was Communist – and West Germany – which was Democratic.

Overall Assignment: Write a Paragraph using a topic sentence, evidence, analysis and a concluding sentence to answer this question: At the Beginning of the “Cold War,” what was the main goal or purpose of United States policies in Europe?

Topic Sentence ___________________________________________________________________________ _________________________________________________________________________________________ Evidence ________________________________________________________________________________ _________________________________________________________________________________________ Analysis _________________________________________________________________________________ _________________________________________________________________________________________ Evidence ________________________________________________________________________________ _________________________________________________________________________________________ Analysis _________________________________________________________________________________ _________________________________________________________________________________________ Concluding Sentence ______________________________________________________________________ _________________________________________________________________________________________

1) Whose “Zone” was Berlin located in? ___________________

2) What did Soviet Union do in 1948 which threatened West Berlin? __________________________________________________________________________

3) How did the Allies respond to this? __________________________________________________________________________

4) Was it successful? Why? ____________________________________________________________________________________________________________________________________________________

Name: 10.2 – The Cold War and its Parts

Vocabulary – You must know these ideas/terms by the end of the lesson:

1) Deterrence: 6) Un-American Activities Committee:2) Arms Race: 7) Joseph McCarthy:3) Mutually Assured Destruction: 8) McCarthyism: 4) Sputnik: 9) Korean War:5) Red Scare: 10) Douglas MacArthur:

Arms Race and “Mutually Assured Destruction”:

Time for Review! Native Americans – A Persecution of our own People

Native Americans have been a part of American History since the beginning of our nation. They were here before the Colonists, and remain an important piece of our history today. Early on many worked as fur traders and farmers. However, there were also many conflicts with the Native American Indians and the new Americans. In 1832, President Andrew Jackson, passed what was called the Indian Removal Act, which forced most Native Americans to move west of the Mississippi River, to land that was unsettled. The journey that the Native Americans took was called “The Trail of Tears,” because many of them died on a long journey – mostly by foot. As Americans moved farther west, they began to come into conflict with Native American’s once more. The solution this time was to move them onto bordered off areas called “Reservations,” and to try and assimilate them into American culture with a law called the Dawes Act in 1887. In exchange for becoming “more American,” Native American’s would be granted Citizenship. Later on, in 1934, the United States recognized this as wrong, and passed the Indian Reorganization Act, which gave back more Tribal Control to the Native Americans, and encouraged them to strengthen their traditional cultures. Today, many Native American populations struggle heavily with Poverty and Alcoholism.

In 1949, The Soviets also developed the Atomic Bomb. This development led to an Arms Race between the Americans and the Soviets, to see who could build up the most and best weapons. There was an idea called “Mutually Assured Destruction” where both sides were deterred – or discouraged -- from using their weapons, since they feared that it would lead to a big nuclear war.1) Explain how the picture on the right relates to the “Arms Race.” How do you think people in both countries felt during the Cold War? _________________________________________________________________________________________________________________________________________________________________________________________________________

Name: Why was Sputnik Important?:

How did the Red Scare and the Actions of Senator Joseph McCarthy affect America?

In 1957, the Soviet Union began the “Space Race” by launching the first satellite into space. Not only were the United States and the Soviet Union competing in building weapons, but now they were racing to show how good their technology was.

“The day our satellite Sputnik was launched, a special voice came over the radio to announce it to us. Traditionally, in the Soviet Union a few of the radio announcers were hired to read only the most urgent news on the radio. On October 4th, 1957, the radio announcers said, ‘Attention. All radio stations of the Soviet Union are broadcasting…Our satellite Sputnik is in space.' Everyone felt so proud” – A Russian Student Recounting Sputnik

After the launch of Sputnik, the United States increased education funding for schools, with the hopes that they could train better scientists to compete with the Soviets. Eventually, the United States would vow to send a man to the moon.

Regents Question:

"Sputnik Launch Propels Soviets Ahead in Space Race"In 1957, the United States government responded to the event described in this headline by

1. reducing military spending 2. building a joint space station with the Soviet Union 3. constructing President Ronald Reagan's "Star Wars" defense system 4. providing funds to improve the educational system in the United States

Much like after World War I, when American’s were afraid of Communists revolting, there was another Red Scare after World War II because of the beginning of the Cold War with the Communist Soviet Union. During the Red Scare, people in the United States were suspicious of anyone they thought might be Communist.

One person, Senator Joseph McCarthy, began a Witch-hunt to find people who were Communists in the Government, as well as many people who were in Hollywood and Professors at Universities. He held hearings in Congress through a committee he created called the House Un-American Activities Committee (HUAC), where he would bring government officers before congress and try to prove that they were loyal to the Communists, and not to America. This ruined many people’s lives, since once they were accused – even if it wasn’t accurate, they were then “Blacklisted,” and many times couldn’t get jobs.

Although McCarthy was not very successful in his attempts, his legacy has lived on. The term “McCarthyism” has come to be used to describe anyone accusing a person of activities against the government, without sufficient evidence. Some people have even compared this to today where many people of Arab descent are accused of siding with terrorists – even if there is little or no proof.

1) What is a “Red Scare”? __________________________________________________________________

2) Why was Sen. Joseph McCarthy Significant? ______________________________________________________________________________________________________________

3) How do we use the term “McCarthyism” today? ____________________________________________________________________________________________________________________________________

Name: McCarthyism Cartoon:

Oppositions to McCarthy:

“The American people are sick and tired of being afraid to speak their minds lest they be politically smeared as ‘Communists’ or ‘Fascists’ by their opponents, specifically Senator McCarthy. Freedom of speech is not what it used to be in America. It has been so abused by some that it is not exercised by others. The American people are sick and tired of seeing innocent people smeared and guilty people whitewashed. But there have been enough proved cases to cause nationwide distrust and strong suspicion that there may be something to the unproved, sensational accusations…” -Senator Margaret Chase Smith, June 1, 1950

1) Which “Right” does Senator Chase say is being attacked in America? -_______________________________________________________________________________

2) Why does Senator Chase think that people are willing to believe it when someone is attacked as being a “communist”? ________________________________________________________________________________ ________________________________________________________________________________

Senator Joseph McCarthy

1) Who is the figure in the Cartoon? _____________________________2) What is he holding? __________________________________________________________

3) Explain the message of this cartoon about “McCarthyism”? _________________________________________________________________________________________________________________________________________________

4) Do you think this cartoonist was for or against what McCarthy did? Why?___________________________________________________________________________________

Did you know? One of the reasons why McCarthy was able to convince many people was that it was found that Julius Rosenberg – an American Citizen – had spied for the Soviet Union and gave them secret information which made it possible for them to build the Atomic Bomb. This showed people that there were those in America who would side with the Communists. Rosenberg and his wife, Ethel, were executed on charges of Treason.

Name: The Korean War and its Role in the Cold War

1) What were two sides in the Korean War? ____________________________________________________________

2) Who supported North Korea? _____________________________________________________________

3) Who supported South Korea? _____________________________________________________________

4) Did one side “win” the Korean war? _____________________________________________________________

5) How was the Korean War really a part of the Cold War, even if the United States and the Soviet Union did not fight each other? ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________

1950In 1950, North Korea – which was Communist and supported by the Communist countries of the Soviet Union and China, invades Democratic South Korea. The newly created United Nations votes to support South Korea, and so other Democratic Countries, including the United States, send troops to Aid South Korea.

1952After a few years of a back and forth war, the U.N. and American Troops evacuate North Korea. Also, in 1951, Truman had fired his top Commander, Douglas MacArthur, for “insubordination,” because Truman didn’t agree with MacArthur about wanting to invade China, and MacArthur then publically criticized Truman.

1953At the end of the Korean War, the “Armistice Line” which was drawn was at almost the exact point where North and South Korea were divided before the War began. Essentially, it changed nothing. However, in the Cold War it was an important War because it showed that the conflict between Communism and Democracy expanded beyond direct conflict between the United States and the Soviets.

Name: 10.3 – 1950’s and 60’s: Eisenhower and Kennedy (2-3 Days)

The Eisenhower Doctrine

Much like the Truman Doctrine in Greece and Turkey, the Eisenhower Doctrine (in 1957) stated that a Middle Eastern country (such as Syria or Lebanon) could request American economic assistance or military aid from U.S. military forces if it was being threatened by an attack from a Communist power. Eisenhower singled out the Soviet threat in his doctrine by authorizing the commitment of U.S. forces "to secure and protect the territorial integrity and political independence of nations being threatened by Communist forces.” 1) Which area of the world did the Eisenhower Doctrine focus on? _____________ 2) In your own words, explain what the purpose was of the Eisenhower Doctrine? ________________________________________________________________________________________________________________________3) What is the name for the foreign policy that this idea followed? _______________

Think Back:

MC: As a result of Eisenhower’s Interstate Highway Act of 1956, the United States experienced

1. increased suburban growth 2. the elimination of urban renewal programs 3. less air pollution from motor vehicles 4. a reduction in United States dependence on foreign oil 

Time to Review! – Foreign Policy

We remember that President George Washington warned in his Farewell Address that the United States should remain Neutral when it comes to making alliances with European countries. Then, in 1823, President James Monroe issued the Monroe Doctrine telling European Countries to stop interfering and colonizing in the Western Hemisphere. In the United States at the time, there was also Westward Expansion based on the idea of Manifest Destiny, where Americans believed that they had the god given right to expand from the Atlantic to Pacific oceans, and they did so with the Louisiana Purchase (1803), the Annexation of Texas (1845), the Mexican-American War (1846-48), and the Mexican Cession (1848). However, as industrialization occurred in the 1870’s and 80’s, their foreign policy shifted from Isolationism/Neutrality to Imperialism, since they needed raw materials and new markets to produce and sell their products. Then, in 1903, Pres. Teddy Roosevelt issued the Corollary to the Monroe Doctrine and his Big Stick Policy, where he said that the U.S. would use military force to get what they wanted in Latin America, and to interfere if it was going to help the United States. This was all after the U.S. became a major world power after winning the Spanish-American War in 1898.

Name:

1950’s Culture

During the 1950’s a lot had changed. Much like the 1920’s, times were prosperous. As families moved to the suburbs, and the Baby Boom was in full swing, many women returned to their traditional roles as housewives who were responsible for raising the children. There was an idea that the perfect family had to have a mother, father and a number of children. People called this the “Nuclear Family” since it was the “core” of American culture. Additionally, the 1950’s were a time of consumerism – meaning that advertisements were everywhere, and people all wanted the same popular things – such as Coca-Cola. Consumerism was also furthered by the introduction of Televisions to almost every middle class household.

Below are four pictures. Label each of them with the terms 1) Consumerism 2) Television 3) Traditional Role of Women 4) Nuclear Family

__________________ _____________________ ________________________

Rules from a 1950’s Home Economics Textbook:

-Prepare the children: Take a few minutes to wash the children’s hands and faces (if they are small),

comb their hair, and if necessary, change their clothes. They are little treasures and he would like to

observe them playing the part.

-Some don'ts: Don't greet him with problems or complaints. Consider what he might have gone through

that day. When he is more relaxed, these things can be talked through in a calm manner, and he will

feel appreciated for the opportunity to give advice.

-Make your husband comfortable: Have him lean back in a comfortable chair or suggest that he lie

down in the bedroom. Have a cool or warm drink ready for him. Arrange his pillow and offer to take off

his shoes. Speak to him in a low, soft soothing and pleasant voice. Allow him to relax-unwind.

Based on these ideas from the 1950’s about women, how have the roles of women changed from the 1950’s until now?

Name: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: 10.3 – Day 2 – President John F. Kennedy

President John F. Kennedy’s (JFK) Acceptance Speech

“I stand tonight facing west on what was once the last frontier … From the lands that stretch three thousand miles behind me, the pioneers of old gave up their safety, their comforts and sometimes their lives to build a new world here in the West … But the problems are not all solved and the battles are not all won, and we stand today on the edge of a new frontier - the frontier of the 1960s - the frontier of unknown opportunities and perils - a frontier of unfulfilled hopes and threats.”

-John F. Kennedy, July 15, 1960 – In California

1) Define the word “Frontier” ________________________________________________________

2) Explain what JFK means when he says that the West “was once the last frontier…and we stand today on the edge of a new frontier”? __________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________

The “New Frontier” Programs

Just like Franklin Roosevelt’s domestic programs were called the “New Deal,” and how Truman’s extensions of those programs were called the “Fair Deal,” JFK’s programs were called the “New Frontier.” The New Frontier focused on helping with inequality and poverty in the United States. Kennedy was president during the heart of the Civil Rights movement – led by Martin Luther King Jr., and he was one of the first presidents to openly side with those attempting to achieve Civil Rights.

3) What are two other examples of presidential domestic programs prior to Kennedy’s “New Frontier”? ________________________________ ________________________________________________

4) Explain in your own words the focus of Kennedy’s “New Frontier” programs? ________________ _________________________________________________________________________________

The “Peace Corps”

This is a speech from JFK to graduating students at the University of Michigan in 1960: “How many of you who are going to be doctors, are willing to spend your days in Ghana or Latin America? Technicians or engineers, how many of you are willing to spend your time traveling around the world to show our neighbors the goodwill of America? I think that your ability to commit to working in a Peace Corps, to show the world that we can help the developing nations of our world, will give us an answer as to whether a democratic, free society can compete with our Soviet neighbors. I think it can! And I think Americans are willing to contribute. But the effort must be far greater than we have ever made in the past.”

5) What does the Peace Corps do? _____________________________________________________ _________________________________________________________________________________6) Why might the Peace Corps have been important during the Cold War? _____________________ _________________________________________________________________________________

Name: The “Space Race” – Putting a Man on the Moon

In a 1961 speech, JFK promised to put a man on the moon by the end of the decade, which was quite an amazing statement since the Soviet Union had launched the first ever satellite – Sputnik – just four years earlier. However, it was really important during the Cold War that the United States showed that they were superior not just in terms of weapons, but also in terms of intelligence and technology. In 1969, after a

lot of hard work at NASA, the first moon landing occurred, and the United States had defeated the Soviet Union in the “Space Race.”

6) Why was it so important for Kennedy that the United States be able to put a man on the moon? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Kennedy and the Cold War: The Bay of Pigs Invasion and the Cuban Missile Crisis

Cuba and the Bay of Pigs Invasion  

Background:In 1959, rebel leader Fidel Castro took over as the leader of Cuba, and even though he originally said that he had no intention of making it a Communist country, the Soviet Union agreed to provide Cuba with $100 million in credit and to purchase five million tons of Cuban sugar, and Castro quickly began a government take-over of all private property in Cuba – making it into a Communist country.

The Invasion:

In keeping with the policy of “Containment,” Kennedy decided that something had to be done to overthrow Fidel Castro from power, especially since Cuba was only 70 Miles away from Florida. So, Kennedy ordered that the CIA continue training Cuban exiles in Guatemala for an invasion of Cuba, at the “Bay of Pigs.” In April 1961, the Cuban exiles invaded Cuba at the Bay of Pigs, and were defeated by Castro’s forces in just

three days. Kennedy had originally promised air support from the United States, but he became afraid that the Soviets would trace back the invasion to the United States if a plane was shot down, so he pulled back support at the last minute. The attack was a complete failure, and an embarrassment for Kennedy and the United States during the Cold War. On Christmas 1962, the United States traded $53 million worth of medical supplies and food for 1,113 captured invaders and 922 of their relatives.

7) Imagine that you are Nikita Khrushchev, the leader of the Soviet Union in 1961. Tell your advisor what happened in the Bay of Pigs Invasion, and what it tells you about the new President of the United States: _________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Cuban Missile Crisis

Name:

The Crisis:

In October 1962, the Soviet Union and the United States went eyeball-to-eyeball and were on the brink of nuclear war.

Surveillance photographs taken by a U-2 spy plane over Cuba revealed that the Soviet Union was installing Nuclear Missiles in Cuba. Once operational, in about 10 days, the missiles would need only five minutes to reach Washington, D.C.

President Kennedy decided to impose a naval blockade to stop the Soviets from bringing in more weapons to Cuba. Soviet ships were steaming toward Cuba. The president realized that if the ships were boarded and their cargoes taken, the Soviet Union might regard this as an act of war.

Outcome:

Soviet Premier Khrushchev sent a signal to Kennedy that he might be willing to negotiate. In exchange for the Soviets agreeing to remove the missiles, the United States publicly pledged not to invade Cuba and secretly agreed to remove its missiles from Turkey, that were pointed at the Soviet Union.

After the Cuban Missile Crisis, Cold War tensions eased. In July 1963, the United States, the Soviet Union, and Britain approved a Nuclear Test Ban Treaty to stop testing weapons in the atmosphere, in outer space, and under water. The following month, the United States and Soviet Union established a hotline providing a direct communication link between the leaders of both countries.

8) In your own words, explain the causes and effects of the Cuban Missile crisis: _____ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9) Explain what you see in this cartoon: ____________________________________________________________________________________________________________________10) Who do you think the two men are? __________________________________________

11) Analyze what the main message of the cartoon is, using direct evidence to support your answer: ___________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

10.4 – The Civil Rights Movement – Jim Crow, Segregation, and Brown v. Board of Education

Name: To Think About:

1. Can “separate” ever be “equal”?

2. Why was Brown v. Board decided as it was, and what is its legacy?

Vocabulary:

NAACP De Facto Segregation De Jure Segregation

Directions: Read through the Case of Brown vs. Board of education – in the space on the right, summarize the facts of the case.

Brown v. Board Background:

In Topeka, Kansas in the 1950s, schools were segregated by race. Each day, Linda Brown and her sister, Terry Lynn, had to walk through a dangerous railroad switchyard to get to the bus stop for the ride to their all-black elementary school. There was a school closer to the Brown's house, but it was only for white students.

Topeka was not the only town to experience segregation. Segregation in schools and other public places was common throughout the South and elsewhere. This segregation based on race was legal because of a landmark Supreme Court case called Plessy v. Ferguson, which was decided in 1896. In that case, the Court said that as long as segregated facilities were equal in quality segregation did not violate the Constitution.

However, the Brown's disagreed. Linda Brown and her family believed that the segregated school system did violate the Constitution. In particular, they believed that the system violated the Fourteenth Amendment guaranteeing that people will be treated equally under the law.

The National Association for the Advancement of Colored People (NAACP) helped the Browns. Thurgood Marshall was the attorney who argued the case for the Browns. He would later become a Supreme Court justice.

The case was first heard in a federal district court, the lowest court in the federal system. The federal district court decided that segregation in public education was harmful to black children. However, the court said that the all-black schools were equal to the all-white schools because the buildings, transportation, curricula, and educational qualifications of the teachers were similar; therefore the segregation was legal.

The Browns, however, believed that even if the facilities were similar, segregated schools could never be equal to one another. They appealed their case to the Supreme Court of the United States. The Court combined the Brown's case with other cases from South

Name: Carolina, Virginia, and Delaware. The ruling in the Brown v. Board of Education case came in 1954.

1) It is important for this case to determine what “equal” means. What do you think equality means to the Browns?

2) What do you think equality means to the Board of Education of Topeka?

3) Unfortunately, the case of Plessy v. Ferguson (1896) already made a decision about Segregation in America. What was that decision, and why did the NAACP and Linda Brown say that this decision should be unconstitutional?

The Decision in Brown vs. Board of Education – Unanimous decision (9-0) – “The Warren Court”Today, education is perhaps the most important function of state and local governments. Compulsory [required] school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society… Today it is a principal [key] instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms…Why does Justice Warren believe education is so important?

What evidence demonstrates that our country believes deeply in the value of education?

To separate them [children in grade and high schools] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely to ever be undone… Whatever may have been the extent of psychological knowledge at the time of Plessy v. Ferguson, this finding is amply [fully] supported by modern authority [psychological studies]…How does segregation influence the children who are segregated?

Do you agree? Why or why not?

We conclude that in the field of public education the doctrine of “separate but equal” has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs [the Browns] and other similarly situated are deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment.

Name: What does Warren mean when he says separate is “inherently unequal”?

The Little Rock 9

The first major confrontation between states' rights and the Supreme Court's school integration decision occurred in Little Rock, Arkansas, in the summer of 1957. Eighteen African American students were chosen to integrate Little Rock's Central High School to comply with the Supreme Court's Brown v. Board of Education(1954) decision. By Labor Day, only nine were still willing to serve as foot soldiers in freedom's march.

For three weeks, the National Guard, under orders from the governor, prevented the nine students from entering the school. President Eisenhower privately pressed Arkansas’ Governor Faubus to comply with the court order. When Faubus refused to comply, the president responded by federalizing the Arkansas National Guard and sending in 1,000 paratroopers from the Army's 101st Airborne Division to escort the students into the school.

An angry white mob hurled racial epithets. Inside the school, there were still separate restrooms and drinking fountains for black and white students. During the school year, the African American students were ostracized and physically harassed. They were shoved against lockers, tripped down stairways, and taunted by their classmates. Not all the African American students were able to turn the other cheek. One was expelled for dumping a bowl of soup on a classmate's head. The remaining students were greeted the next day with a sign that said, "One down, eight more to go."

It took almost a full decade before most of the schools in the South finally chose to follow the Supreme Court decision of Brown v. Board of Education, and actually integrated their schools.

Question: The Supreme Court was given the power of “Judicial Review” in 1803 with the case of Marbury v. Madison, stating that the Supreme Court can declare state and national laws “unconstitutional.” After reading about Brown v. Board of Ed, and the struggles of the Little Rock Nine, what can you learn about the power of the Supreme Court in comparison with the other branches of government?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Events in Civil Rights Movement Timeline: Use PPT/Lecture to Fill In

Name:

1955-56 1) Montgomery Bus Boycotts: Began with the famous story of Rosa Parks not getting up. Cause taken on by Martin Luther King Jr. Succeeded in integrating city buses.

1960 2) Sit Ins: _____________________________________________ ______________________________________________________ ______________________________________________________

1961 3) Freedom Rides: _______________________________________ ______________________________________________________ ______________________________________________________

1963 4) Birmingham Marches5) “Letter from a ______________ _________” ________________ _______________________________________________________

1964 6) Civil Rights Act of 1964: Outlawed Jim Crow Laws/Segregation7) 24th Amendment: ____________ ________ ________

1965 8) March on Selma for __________ _____________9) Voting Rights Act of 1965: Federal Government would now oversee voting in the south (Registering & Voting)

Name:

10.5 – Ideas of the Civil Rights Movement: Martin Luther King Jr. and Malcolm X

Analyzing Malcolm X Speech – “The Ballot or the Bullet” – 1964

“…The political philosophy of black nationalism means that the black man should control the politics and the politicians in his own community; no more. The black man in the black community has to be re-educated into the science of politics so he will know what politics is supposed to bring him in return. Don't be using any ballots. A ballot is like a bullet. You don't throw your ballots until you see a target, and if that target is not within your reach, keep your ballot in your pocket.

The political philosophy of black nationalism is being taught in the Christian church. It's being taught in the NAACP. It's being taught in Student Nonviolent Coordinating Committee (SNCC) meetings. It's being taught in Muslim meetings. It’s being taught in Churches. It's being taught everywhere. Black people are fed up with the dillydallying, pussyfooting, compromising approach that we've been using toward getting our freedom. We want freedom now, but we're not going to get it saying “We Shall Overcome.” We've got to fight until we overcome.

…The black nationalists aren't going to wait. John F. Kennedy has been killed. Lyndon B. Johnson is now the head of the Democratic Party. If he's for civil rights, let him go into the Senate next week and declare himself. Let him go in there right now and declare himself. Let him go in there and denounce the Southern branch of his party. Let him go in there right now and take a moral stand—right now, not later. Tell him, don't wait until election time. If he waits too long, brothers and sisters, he will be responsible for letting a condition develop in this country which will create a climate that will bring seeds up out of the ground with vegetation on the end of them looking like something these people never dreamed of. In 1964, it's the ballot or the bullet.”

1) According to Malcolm X, what is “Black Nationalism”? ______________ __________________________________________________________2) Who do you think Malcolm X is targeting when he says, “We want freedom now, but we’re not going to get it saying ‘We Shall Overcome’”? Why? ______________________________________________________ ____________________________________________________________________________________________________________________3) Think back in history to the time of Reconstruction. What do you think is different about the Southern and Northern branches of the Democratic party in the 1960’s? __________________________________________ ____________________________________________________________________________________________________________________4) X finishes by stating that if things don’t change in 1964, its “the ballot or the bullet.” What do you think that means? Why? _________________ ____________________________________________________________________________________________________________________ 5) If you had to compare X and MLK to Booker T. Washington and W.E.B. Dubois, which would you say they are more similar to? Malcolm X: __________________ MLK: _____________________

Name: “Letter From Birmingham Jail” – Martin Luther King Jr. - 1963

Task: Choose a paragraph from   MLK's   Letter and explain how that paragraph helps make the point that King is trying to express, and propose how the letter would be different if that paragraph was not included

April 16, 1963

MY DEAR FELLOW CLERGYMEN:

1. While confined here in the Birmingham City Jail, I came across your recent statement calling my present activities "unwise and untimely." Seldom do I pause to answer criticism of my work and ideas. If I sought to answer all the criticisms that cross my desk, my secretaries would have little time for anything other than such correspondence in the course of the day, and I would have no time for constructive work. But since I feel that you are men of genuine goodwill and that your criticisms are sincerely set forth, I want to try to answer your statements in what I hope will be patient and reasonable terms.

2. I think I should indicate why I am here in Birmingham, since you have been influenced by the view which argues against "outsiders coming in." I have the honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every Southern state, with headquarters in Atlanta, Georgia. We have some eighty-five affiliated organizations across the South, and one of them is the Alabama Christian Movement for Human Rights. Frequently we share staff, educational and financial resources with our affiliates. Several months ago the affiliate here in Birmingham asked us to be on call to engage in a nonviolent direct-action program if such were deemed necessary. We readily consented, and when the hour came we lived up to our promise. So I, along with several members of my staff, am here because I was invited here. I am here because I have organizational ties here.

3. But more basically, I am in Birmingham because injustice is here. Just as the prophets of the eighth century B.C. left their villages and carried their "thus says the Lord" far beyond the boundaries of their home towns: and just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far corners of the Greco-Roman world, so do I feel responsible to carry the gospel of freedom far beyond my own hometown. Like Paul, I must constantly respond to the Greek call for aid.

4. Moreover, I am cognizant of the connectedness of all communities and states. I cannot sit idly by in Atlanta and not be concerned about what happens in Birmingham. Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single cloth of destiny. Whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow, local "outside protester" idea. Anyone who lives inside the United States can never be considered an outsider anywhere within its bounds if there is an injustice going on”…

5…Finally, I hope this letter finds you strong in the faith. I also hope that circumstances will soon make it possible for me to meet each of you, not as an integrationist or a civil rights leader but as a fellow clergyman and a Christian brother. Let us all hope that the dark clouds of racial prejudice will soon pass away and the deep fog of misunderstanding will be lifted from our fear-drenched communities, and in some not too distant tomorrow the radiant stars of love and brotherhood will shine over our great nation with all their scintillating beauty.

Yours for the cause of Peace and Brotherhood,

Martin Luther King, Jr.

Building Questions:

Paragraph 1

Paragraph 2

Paragraph 3

Paragraph 4

Paragraph 5

Name: 1) Who is the letter addressed to? __________________________________________________________

2) Give an evidence from the letter of when Dr. King uses examples that are specific to his audience? Why does he do that? ________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) According to Dr. King, why did he originally come to Birmingham? _____________________________ ____________________________________________________________________________________________________________________________________________________________________________

Now: Choose a paragraph from MLK's Letter and explain how that paragraph helps make the point that King is trying to express, and propose how the letter would be different if that paragraph was not includedParagraph # _______

"In Dr. Martin Luther King’s “Letter to a Birmingham Jail,” the paragraph number _____is include because_________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________-_________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________-________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________-________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________-________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________

NoviceResponse barely addresses the importance of the paragraph, without using an example to support response, and does not address how the meaning of the letter would change without that paragraph

DevelopingResponse somewhat addresses the importance of the paragraph, without using an example to support response, and may or may not imagine how the meaning of the letter would change without that paragraph

ProficientResponse addresses the importance of the paragraph, using an example to support response, and imagines and addresses how the meaning of the letter would change without that paragraph

MasterResponse fully and specifically addresses the importance of the paragraph, using some examples to support response, and fully imagines and addresses how the meaning of the letter would change without that paragraph

Name:

Name: