+ All Categories
Home > Documents > Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Date post: 03-Jan-2016
Category:
Upload: hope-moore
View: 215 times
Download: 0 times
Share this document with a friend
Popular Tags:
25
Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.
Transcript
Page 1: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Civil Rights

USH 22: The student will identify dimensions of the Civil Rights Movement,

1945-1970.

Page 2: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Integration of the Armed Forces

Truman (Democrat) signed an executive order ending segregation

1. Cold War

2. reduce tensions in military

3. need for manpower

did not fully happen until the Korean War

helped with breaking down stereotypes

Page 3: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Integration of the Government

FDR (D) started with ending the discrimination of federally contracted jobs

Truman (D) - banned racial discrimination of hiring for federal government jobs

Page 4: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Jackie Robinson; Georgian

integrated baseball in 1947 for the Brooklyn Dodgers

Branch Rickey signs

Wins Rookie of the Year 1947

Only plays 10 seasons

1518 hits

6 All-Star

Jackie Robinson under military rule at the time (1944) should have been court-marshal because he would not sit at the back of the bus while in military. Also, he would not buy gas for a Negro League bus at a gas station that would not let African American use the restroom (1945). These are all examples of Non-violence before it became a tactic for African American leaders.

Page 5: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Brown v. Topeka Board of Education 1954

Plessey v. Ferguson - “separate, but equal”

Linda Brown had to walk to a black only elementary school

Supreme Court says “in the field of public education, the doctrine of ‘separate but equal’ has not place. Separate educational facilities are inherently unequal”

School were to integrate “with all deliberate speed”

What does this mean?

Page 6: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Montgomery Bus Boycott

Rosa Parks arrested because of refusal to give up her seat

December 1, 1955 to December 20, 1956 (386 days)

66% of riders were African American

Supreme Court rules against segregated sections on busses

MLK becomes a leader

Page 7: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Sit-ins

Ex. February 1, 1960 - Woolworth Counter

Greensboro, N.C.

Page 8: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Freedom RidesMay 4, 1961

Interstate travel of segregated busses was legal in the South, even though Supreme declares this illegal

So, North sends integrated busses to South (non-violence)

Page 9: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Birmingham CampaignJanuary 1963

Non-Violent confrontation

protestors hit the streets

Bull Conner takes charge

orders fire hoses and police dogs to be used on protestors

All on film and is shown to entire nation on nightly news

Page 10: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Dr. Martin Luther King Jr.

Letter from a Birmingham Jail

King defends non-violence while other clergy members were pleading for him to allow time to take its course

Do not “Wait”

Page 11: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

I have a DreamA. Philip Randolph planned a March on Washington in 1941

August 28, 1963

largest demonstration of Civil Rights ever

wants to end racism and bigotry and all races to live together in harmony

Page 12: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Freedom Summer1964

Volunteers (many white northern students) join local efforts to help get African Americans the ability to vote

education required because of new voting laws; Alabama Registration

Mississippi Burning

Page 13: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Selma March

March 1965

peaceful march from Selma to Montgomery AL (54 miles) to protest against an activist’s murder

TV shows the entire attack

“Bloody Sunday”

Page 14: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Malcolm X

1964 - 1965

Militant

Different from MLK

Blacks should use “any means necessary”

Page 15: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Black PowerPower Fist - exemplified in 1968 Olympics

Black Panthers: wanted the Federal Government to rebuild ghettos of the nation’s big cities

started off by feeding children at schools

leads to schools providing breakfast

today many school children rely on this food

Due to riots and radical rhetoric the Black Power Movement alienated the general public

Page 16: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Strategy of Civil Rightsthe Civil Rights Movement was strategic in trying to remove barriers

attacked voting rights

people faced violence, intimidation and murder

Federal Government stepped in to ensure African American Rights

Page 17: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Civil Rights Act of 1964CRA 1964 - outlawed forms of discrimination

applications of voters

segregation of schools

public accommodations

later extended to workplace

Page 18: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Voting Rights Act of 1965

VRA 1965 - outlawed measures that targeted African Americans

ends literacy tests

oversight of federal government of elections

***Southern States required to submit any changes to voting procedure***

http://www.swingstateproject.com/diary/5183/redistricting-south-carolina-2-blackmajority-seats

Page 19: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

What action was taken by President Harry Truman in 1948 to further the cause of civil rights?

A. He ended segregation in the armed forces.

B. He persuaded Congress to pass the first Affirmative Action legislation.

C. He introduced the G. I. Bill to help veterans returning from the war.

D. He introduced the G. I. Bill that required veterans to live in integrated housing.

Page 20: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Which of the following leaders during the Civil Rights era beginning in 1947 is BEST known for advocating

non-violent demonstrations?

A. Martin Luther King, Jr.

B. W.E.B.DuBois

C. Malcolm X

D. Booker T. Washington

Page 21: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Read the excerpt from Martin Luther King’s "Letter from Birmingham Jail" (1963).

"You may well ask: ’Why direct action? Why sit-ins, marches and so forth? Isn’t negotiation a better path?’ You are quite right in calling for negotiation. Indeed, this is the very purpose of direct action. [Our approach] seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue . . . We know through painful experience that freedom is never voluntarily given by the oppressor, it must be demanded by the oppressed.”Dr. King sets forth his argument forA. militant resistance. B. win-win negotiation. C. affirmative action. D. nonviolent protest.

Page 22: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Consider the following quote:

We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities? We believe that it does.

−United States Supreme Court Justice Earl Warren, May 17, 1954

From which Supreme Court decision is this paragraph taken?

A. Plessy v. Ferguson

B. Brown v. Board of Education

C. Swann v. Charlotte−Mecklenburg Board of Education

D. Parents Involved in Community Schools v. Seattle School District No. 1

Page 23: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Which of the following ends racial discrimination in public spaces?

A. Voting Rights Act of 1965

B. Civil Rights Act of 1964

C. March on Washington

D. Montgomery Bus Boycott

Page 24: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Which of the following ends literacy tests and poll taxes?

A. Voting Rights Act of 1965

B. Civil Rights Act of 1964

C. Freedom Summer

D. Freedom Rides

Page 25: Civil Rights USH 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.

Assignment

What role did the media have on Civil Rights?

What happened to movements that went militant?

Choose the one event during the Civil Rights Movement that you think causes the most social change and explain why. 6 sentences minimum

Who would you have followed, Martin Luther King Jr. or Malcolm X? 4 sentences minimum


Recommended