Download 1. Unit 7 Lesson 1 Notes 1

Unit 7 Lesson 1 Notes 1
1. Unit 7 Lesson 1 Notes 1
1.1 Unit 7 Lesson 1 Notes 1
Notes:
Unit 7 Lesson 1 Notes 1
The Civil Rights Movement
1.2 What You Will Learn
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Notes:
What You Will Learn
 The Civil Rights Movement took place in the United States during the 1950s and 1960s.
 The goal of the Civil Rights Movement was to end segregation and establish equality for Black
and White Americans.
1.3 Let’s Review
Notes:
Let’s Review
 The Civil War was fought to end slavery.
 The Black Codes were laws passed after the Civil War as a way of keeping races separate.
 The 14th amendment of 1868, defined citizenship, established due process and established equal
protection under the law.
 The Supreme Court Case of Plessy v. Ferguson of 1896 said that separate facilities (such as
restrooms) for different races were equal.
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1.4 Let’s Review
Notes:
Let’s Review
 Both World War I and World War II caused Black Americans to fight harder for equality at home
because they believed fighting for their country should result in equal rights at home.
 Historically, Black Americans have faced discrimination in employment and education.
 Many Black Americans experienced racism (discrimination directed at a specific racial group) and
prejudice (a negative learned attitude toward a group of people) in their daily lives.
 Black Americans were segregated or separated from whites in housing, transportation, schools
and other public areas.
1.5 The Civil Rights Movement
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Notes:
The Civil Rights Movement
 In the 1950s and 1960s, there was a social movement in the United States known as the Civil
Rights Movement.
 The people involved in this movement (called activists) wanted equality for all races and to get rid
of segregation.
1.6 Segregation
Notes:
Segregation
 Segregation was the rule or practice of separating people of different races, classes, or ethnic
groups.
 De jure segregation
 Segregation by law. This was the main type of segregation that Civil Rights activists
wanted to end. (An example of this type of segregation is separate waiting rooms for
Blacks and Whites that were allowed by laws such as the Black Codes.) This is the main
type of segregation that people in the Civil Rights Movement wanted to get rid of.
 De facto segregation
 Segregation by custom or practice. (An example of this type of segregation is the school
cafeteria. Students of the same race tend to sit together.)
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1.7 Brown v. Board of Education
Notes:
Brown v. Board of Education
 One challenge to de jure segregation was the 1954 Supreme Court case of Brown v. Board of
Education. (In this case, 13 parents were asking for their children to be able to attend the school
closest to their house instead of a segregated school that was farther away.)
 In this case, the United States Supreme Court issued a landmark ruling. (A landmark ruling means
that the court makes a decision that significantly changes the way of doing things or a previous
law.) The court decided that the laws allowing separate public schools were unfair.
 The court overturned the 1896 Plessy v. Ferguson decision that had allowed separate public
schools.
 This landmark case ruled that de jure segregation was a violation to the 14th amendment.
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1.8 NAACP and Thurgood Marshall
Notes:
NAACP and Thurgood Marshall
 The National Association for the Advancement of Colored People (NAACP) lawyer that fought for
and won the Brown v. Board case was Thurgood Marshall.
 The NAACP is a civil rights organization that still exists today. Its mission is to work for political,
educational, social, and economic equality.
 Thurgood Marshall went on to become the first Black American Supreme Court justice.
1.9 Integration
Notes:
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Integration
 Integration is the process of ending segregation.
 Many events, some violent, occurred as activists tried to end segregation in the United States.
 Several important leaders rose to power and civil rights groups formed during the time when
integration efforts were being made.
(Although the Brown v. Board of Education decision was a major victory for the Civil Rights Movement,
integration did not come easily in the United States. Let’s talk about some of the major civil rights
groups, leaders, and events.)
1.10 Civil Rights Groups
Notes:
Civil Rights Groups
(Three of the best known groups working for civil rights were:)
 The Congress of Racial Equality (CORE)
 Started in 1942.
 This group organized the “Freedom Rides” to integrate interstate buses.
 This protest was met with violence.
 The Southern Christian Leadership Conference (SCLC)
 Started in 1957.
 This group encouraged Black church congregations to organize nonviolent protests.
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 The Student Nonviolent Coordinating Committee (SNCC)
 Developed in the 1960s.
 SNCC began at Shaw University in Raleigh, North Carolina.
1.11 Martin Luther King
Notes:
Martin Luther King
 Martin Luther King, Jr., a minister in Montgomery, Alabama became an important leader in the
Civil Rights Movement during attempts to integrate the bus system.
 Dr. King urged activists to practice civil disobedience. Civil disobedience is using nonviolent
action to take a stand against government or social policies that are unfair.
 He was one of the founders of the SCLC.
 The idea of civil disobedience was introduced by transcendentalist Henry David Thoreau in the
1800s.
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1.12 Major Events of the Civil Rights Movement
Notes:
Major Events of the Civil Rights Movement
 After the Brown v. Board decision, efforts were made to integrate various things: public
transportation, public schools, eating establishments, interstate travel, and colleges.
 Integration was not an easy process and was often met with violent measures used by police
such as firehouses and dogs.
 As the violence was televised, the movement gained support from more of the American public.
(One of the first major events was the Montgomery Bus Boycott - during this event, Martin Luther King
became a leader in the Civil Rights Movement.)
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1.13 Efforts to Integrate Local Transportation: The Montgomery Bus
Boycott (1955)
Notes:
Efforts to Integrate Local Transportation: The Montgomery Bus Boycott (1955)
 In 1955, Rosa Parks, refused to give up her seat to a white man on a segregated bus in
Montgomery, Alabama.
 Mrs. Parks was arrested and her arrest led to the Montgomery Bus Boycott which lasted over a
year.
 During a boycott, people refuse to use a certain service or business - in this case, they refused to
use the bus system.
 A pastor in Montgomery, Martin Luther King, became a leader during this boycott and went on to
become a national leader of the Civil Rights Movement.
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1.14 Efforts to Integrate the Public Schools: The Little Rock Nine (1957)
Notes:
Efforts to Integrate the Public Schools: The Little Rock Nine (1957)
 In 1957, in Little Rock, Arkansas, President Eisenhower had to call in federal troops to restore
order as a group of students known as the “Little Rock Nine” tried to enroll at Little Rock Central
High School.
1.15 Efforts to Integrate Eating Establishments: Greensboro Sit-In (1960)
Notes:
Efforts to Integrate Eating Establishments: Greensboro Sit-In (1960)
 In 1960, four Black students from North Carolina A&T University participated in a sit-in at the
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Whites only lunch counter at the Woolworth’s in Greensboro.
 A sit-in is a form of civil disobedience. In this type of protest, activists would go to a place that
was for Whites only and refuse to leave.
 The Woolworth’s staff refused to serve the students, but they stayed until the store closed.
 These students inspired others to stage sit-ins at lunch counters around the South.
1.16 Efforts to Integrate Interstate Travel: Freedom Riders (1961)
Notes:
Efforts to Integrate Interstate Travel: Freedom Riders (1961)
 Freedom Riders were civil rights activists who rode buses from the Northern states into the
Southern states.
 Several Supreme Court decisions declared that segregated public buses were unconstitutional but
some Southern states ignored the rulings.
 As these buses entered the Southern states, those riding the buses were met with violence. (You
can see a picture here of two Freedom Riders after they were beaten. The man on the left is
John Lewis who later became a US Congressman.)
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1.17 Efforts to Integrate Colleges: University of Mississippi (1962) and
University of Alabama (1963)
Notes:
Efforts to Integrate Colleges: University of Mississippi (1962) and University of Alabama (1963)
 In 1962, a federal court allowed James Meredith to attend the University of Mississippi. After the
ruling, the governor of Mississippi refused to allow James Meredith to attend the University.
 President John F. Kennedy sent in officials to force the governor to let James Meredith in.
 In 1963 in Alabama, Governor George Wallace tried to prevent two Black American students from
attending the University of Alabama by standing in the doorway of the auditorium that the
students were trying to enter.
1.18 March on Washington
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Notes:
March on Washington
 Thousands of Americans went to Washington, DC in August of 1963 to protest for civil rights.
 At this event, Martin Luther King gave his famous “I Have a Dream Speech” in front of the Lincoln
Memorial.
 Here are some quotes from his speech:
 I have a dream that my four little children will one day live in a nation where they will
not be judged by the color of their skin but by the content of their character.
 I have a dream that one day this nation will rise up and live out the true meaning of its
creed - we hold these truths to be self-evident: that all men are created equal.
1.19 Civil Rights Laws
Notes:
Civil Rights Laws
(As a result of the efforts of civil rights activists, there were several laws and policies passed in the 1960s
that improved civil rights.)
 The Civil Rights Act of 1964 outlawed discrimination based on race, religion, national
origin, and gender.
 The Voting Rights Act of 1965 outlawed state laws that prevented Black Americans from
voting.
 The 24th Amendment to the US Constitution made poll taxes illegal. Poll taxes were fees
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a person had to pay in order to vote.
 Affirmative Action - federal officials began to promote programs that made special
efforts to hire or enroll minorities.
1.20 The Civil Rights Movement and Violence
Notes:
The Civil Rights Movement and Violence
 Although the civil rights activists primarily protested in a nonviolent way to achieve equal rights
for all people, the Civil Rights Movement was often met with violent resistance.
 Birmingham - During protests in this Alabama city, the Commissioner of Public Safety
“Bull” Conner encouraged police to use dogs, firehouses, and other means of force to
stop protests.
 Selma - Civil rights activists organized a voting rights march from Selma to Montgomery,
Alabama. This march was also met with violence. Police used nightsticks and tear gas to
try to stop the march.
(Because of the sometimes violent resistance to the movement, some groups within the Civil Rights
Movement became more aggressive in their pursuit for equality. Let’s take a look at the changes that
happened.)
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1.21 Changes in the Civil Rights Movement
Notes:
Changes in the Civil Rights Movement
(The Civil Rights Movement changed a great deal in the late 1960s.)
 Malcolm X, a leader in the Nation of Islam, did not like the Civil Rights Movement’s support of
integration. He supported the concept of self-defense against violence instead of civil
disobedience.
 The Black Power Movement led by Stokely Carmichael developed. This movement promoted
racial pride and encouraged Black Americans to organize political groups.
 The Black Panther party emerged in response to police brutality and urged violent resistance.
1.22 Assassinations
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Notes:
Assassinations
 Malcolm X
 After Malcolm X went on a trip to Mecca, he changed many of his views on civil rights
and equality and broke ties with the Nation of Islam.
 Shortly after leaving the Nation of Islam, he was killed by some of its members on
February 21, 1965. He was 39 years old.
 Martin Luther King
 Martin Luther King was killed on April 4, 1968 in Memphis, Tennessee by a white
supremacist, James Earl Ray.
 He was also 39 years old at the time of his death.
(After the assassination of these two prominent leaders, the Civil Rights Movement lost some
momentum.)
1.23 Lasting Impact of the Civil Rights Movement
Notes:
Lasting Impact of the Civil Rights Movement
 After the assassinations of Malcolm X and Martin Luther King, some other protests happened and
changes occurred, but the widespread movement came to a close.
 However, the Civil Rights Movement had created some positive changes for Black Americans and
encouraged other groups in society to stand up for equality. (We will learn more about those in
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the next set of notes.)
1.24 Let’s Review
Notes:
Let’s Review
 The two kinds of segregation are de jure (by law) and de facto (by custom or practice).
 The Civil Rights Movement of the 1950s and 1960s attempted to increase equality and end
segregation.
 After Brown v. Board of Education, there were attempts to integrate, but there were others who
resisted integration.
 Various forms of nonviolent protest took place including the Montgomery Bus Boycott and the
Greensboro Sit-In.
 The Civil Rights Movement had a variety of leaders including Martin Luther King and Malcolm X.
 While the Civil Rights Movement changed over time, eventually some civil rights laws passed that
led to more equality for Black Americans.
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1.25 Image Sources
1.26 Image Sources
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