Download Civil Rights in America - Educator`s Guide

Teacher’s Guide For
A History of
Civil Rights in America
For grade 7 – College
Series produced by
Centre Communications, Inc. for
Ambrose Video Publishing, Inc.
Executive Producer
William V. Ambrose
Teacher's Guide by
Mark Reeder
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Table of Contents
Page
Table of Contents and Rights……………………………………………………. 2
Materials in the Series…………………………………………………...….....… 3
Instructional Notes………………………………………………………………. 3
Introduction and Summary of Series………………………………………....…. 4
Links to Curriculum Standards………………………………………………….. 5
Summary of Programs (accessed through DVD Menu Screen under chapter selects)
Program 1: 1774 - 1833………………………......................................... 6
Answers to Blackline Master Quiz 1A.......................................... 8
Program 2: 1834 - 1868………………………......................................... 8
Answers to Blackline Master Quiz 2A.......................................... 10
Program 3: 1869 - 1916………………………......................................... 10
Answers to Blackline Master Quiz 3A........................................... 13
Program 4: 1917 - 1926………………………......................................... 13
Answers to Blackline Master Quiz 4A........................................... 15
Program 5: 1927 - 1961………………………......................................... 15
Answers to Blackline Master Quiz 5A........................................... 17
Program 6: 1962 - 1965………………………......................................... 17
Answers to Blackline Master Quiz 6A.......................................... 20
Program 7: 1965 - 1993………………………......................................... 20
Answers to Blackline Master Quiz 7A.......................................... 22
Program 8: 1994 – 2010………………………........................................ 22
Answers to Blackline Master Quiz 8A........................................... 25
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Civil Rights in America. This right is restricted only for use with this DVD series. Any
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MATERIALS IN THE SERIES
Teacher's Guide – This Teacher's Guide has been prepared to aid the teacher in utilizing
materials contained within this series. In addition to this introductory material, the guide
contains the following:
 Suggested Instructional Notes
 Student Learning Goals
 Lesson Plans
 Test Questions on Blackline Masters Quizzes for duplication and handout to
students
 Timeline of Events
INSTRUCTIONAL NOTES
It is suggested that you preview the series and read the Student Goals and Teacher Points.
By doing so, you will become familiar with the materials and be better prepared to adapt
the series to the needs of your class. Please note that each program is set up to be played
continuously and you will probably find it best to follow the series and the programs in
the order in which they are presented, but this is not necessary. Each program can be
divided into chapters accessed through the DVD‟s Menu Screen under Chapter Selects.
In this way each chapter can be played and studied separately. It is also suggested that the
series presentation take place before the entire class and under your direction. As you
review the instructional programs outlined in the Teacher's Guide, you may find it
necessary to make some changes, deletions, or additions to fit the specific needs of your
students. After viewing each program, you may wish to copy the Test Questions on
Blackline Masters 1A, 2A, 3A ... and distribute it to your class to measure their
comprehension of the events.
INTRODUCTION AND SUMMARY OF SERIES
A History of Civil Rights in America is a new approach to presenting the exciting history
of Civil Rights from the founding of the United States to the present. By examining,
significant moments, individuals and movements that have defined and extended
individual civil rights for everyone in America, the series lays out the evolution of
American civil rights in a way that promotes successful student learning. A History of
Civil Rights in America begins with the nation‟s founding fathers and their creation of a
federal government that would protect a citizen‟s civil rights as first set down in the
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Declaration of Independence, the Constitution and the Bill of Rights. The series also
shows how over the course of the last 230 years these civil rights have been extended to
women, minorities, the common man, the American laborer, and gays and lesbians. A
History of Civil Rights in America discusses how the U.S. Supreme Court, through the
14th Amendment, extended the Bill of Rights to state and local governments and thereby
protected the voting rights of minorities and the civil rights of the accused when arrested.
The eight programs are laid out so they can be viewed in their entirety, or by selecting
individual chapters, be viewed separately. Each chapter presents a story of an historical
figure or figures, events in the fight for civil rights, groundbreakers who opened doors for
others to follow, and heroes and heroines who have had a distinctive impact on the
extension of civil rights to every American. Most importantly, historical themes and
figures are clearly presented using state of the art visuals that make learning easy and fun.
Below is a list of the series‟ programs and their chapters. Using these programs, teachers
can create a lesson plan to cover the specific issues, themes and historical figures
mentioned.
Program: 1: 1774 – 1833
 1774 - Thomas Jefferson Writes A Summary View of the Rights of British
America
 1776 – America‟s Declaration of Independence Sets the Stage for Civil Rights
 1791 –Bill of Rights Guarantees Civil Rights
 1828 – Jacksonian Democracy Creates Universal White Male Suffrage
 1833 – William Lloyd Garrison Founds the National Antislavery Society
Program 2: 1834 – 1868
 1837 – Horace Mann Leads the Way for Universal Education
 1863 - The Road to Lincoln‟s Emancipation Proclamation
 1865 – 13th Amendment Ends Slavery in America
 1868 - 14th Amendment Lays the Foundation for Civil Rights for All
Program 3: 1869 – 1916
 1869 - 15th Amendment Extends the Right to Vote to Black Men
 1879 - Standing Bear Becomes a Person
 1884 - Joseph and Mary Tape Successfully Challenge San Francisco Public
Schools
 1886 – Through Yick Wo Supreme Court Establishes Equal Protection for Non
Citizens
 1909 - W.E.B. Du Bois Founds the NAACP
 1916 – Louis Brandeis is the Champion of the Common Man
Program 4: 1917 – 1926
 1920 - Women Gain the Right to Vote
 1924 – Gertrude Simmons Bonnin Begins the Revival of American Indian Rights
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1925 –U.S. Supreme Court Begins Extending the Bill of Rights to the States
1926 - You Chung Hong Leads the Fight for Chinese American Civil Rights
Program 5: 1927 – 1961
 1935 - Mary McLeod Bethune: American Woman of the 20th Century
 1943 - Magnuson Act Repeals the Chinese Exclusion Act of 1882
 1948 – Harry S. Truman Initiates a Sea Change in American Civil Rights
 1954 - Brown v. Board of Education
 1955 - Rosa Parks is Arrested
 1961 – U.S. Supreme Court Extends Fourth Amendment to the States
Program 6: 1962 – 1965
 1963 - Martin Luther King Jr.'s I Have a Dream Speech
 1964 –Warren Court Strengthens „Innocent Until Proven Guilty‟ Through
Miranda
 1964 –Civil Rights Act Outlaws Discrimination Against Blacks and Women
 1964 – 24th Amendment Prohibits Poll Taxes in Federal Elections
 1964 – One Man, One Vote
 1965 - Voting Rights Act is Passed
Program 7: 1965 – 1993
 1965 - Cesar Chavez Leads the Charge for Hispanic Civil Rights
 1967 – Thurgood Marshall is the Champion for Black Rights
 1970 – John Echohawk Founds the Native American Rights Fund
 1971 –26th Amendment Gives 18 Year Olds the Right to Vote
 1993 – Ruth Bader Ginsburg is Appointed to the U.S. Supreme Court
Program 8: 1994 – 2010
 2007 – Hispanics March for Civil Rights
 2008 – Boumediene v Bush Confirms Due Process for Non Citizens
 2008 – Barack Obama Wins the Presidency
 2010 – „Don‟t Ask, Don‟t Tell‟ Repealed
LINKS TO CURRICULUM STANDARDS
The design for this series was guided by the National Center for History in the Schools,
United States History curriculum Era 3: Revolution and the New Nation–Standards 1 and
3 for grades 5–12, Era 9 Postwar United States –Standard 4 for grades 5–12, and the
California Public School Standards for Historical Content, Grade 8 – Standards 8.1, 8.2
and 8.3 (#4 – #7), Standard 8.8 (#1) and Grade 11, Standards 11.1 (#2, #3), 11.3 (#5),
11.5 – (#3, #4) and 11.10 (#2, #3) and Grade 12, Standards 12.1, 12.4 and 12.5.
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SUMMARY OF PROGRAMS FOR A HISTORY OF CIVIL RIGHTS IN AMERICA
Program: 1: 1774 – 1833
Program one examines how America‟s founding fathers created a government to protect
the rights of the people, rights derived not from any government but from nature or God.
Chapter one discusses how Thomas Jefferson wrote the principles and beliefs found in
the Declaration of Independence two years earlier, using ideas from English
Enlightenment thinkers.
Chapter two shows how the Declaration of Independence is the preeminent manifesto of
civil rights ever written.
How each American‟s civil liberties are protected from the tyranny of government
through the Bill of Rights is depicted in chapter three.
In chapter four we see how the election of Andrew Jackson heralded an extension of the
right to vote and hold high political office to the common man.
How William Lloyd Garrison founded the nation‟s first great civil rights movement is
shown in chapter five.
1774 - Thomas Jefferson Writes A Summary View of the Rights of British America
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 A democracy, like America, is a democracy based on a civil society that grants
rights to its citizens
o These rights are codified in laws
 Thomas Jefferson grappled with the question of where these rights come from
 Jefferson was a student of classical Rome and Greece and of the Enlightenment
 As a result, Jefferson wrote A Summary View of the Rights of British America
o This pamphlet catalogued the complaints of colonists toward Britain
o Colonists were treated as second rate citizens of the British Empire
o England‟s capriciously manipulated the colonists‟ economic markets
o Jefferson also put forth a second justification for the colonists‟ complaints
o That each individual has "certain inalienable rights"
o These rights exist with or without government
o This class of rights became known as civil rights
 As a result of writing the 1774 pamphlet, Thomas Jefferson was asked to draft the
Declaration of Independence
1776 – America’s Declaration of Independence Sets the Stage for Civil Rights
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 America's Independence Day celebrates an intellectual document
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o The Declaration of Independence lays the groundwork for civil rights for the
individual
A committee of five men, led by Thomas Jefferson, was responsible for writing
the Declaration of Independence
On July 4th the Declaration of Independence passed the Congress with no
negative votes cast against it
The people eagerly accepted the document but they still had to win the war
1791 –Bill of Rights Guarantees Civil Rights
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 The colonists feared a tyrannical government that would take away their civil
rights
 As a result James Madison drafted the Bill of Rights
o This Bill of Rights was to protect those rights the colonists had fought the
Revolutionary War to obtain
o These rights were the individual‟s rights guaranteed by law
 The Bill of Rights was ratified by the states and implemented in 1791
 A summary of the Bill of Rights‟ ten Amendments
1828 – Jacksonian Democracy Creates Universal White Male Suffrage
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 The founding fathers had been part of a political, social and economic elite that
gave stability to a struggling new nation
o America‟s founding fathers distrusted mob rule
o They feared the common man did not have the capacity to vote or hold high
public office
 Andrew Jackson was the champion of the common man in American society
 The election of Andrew Jackson was about broadening the base of American
politics and bringing in the common man
o As a result the common white man got the right to vote
1833 – William Lloyd Garrison Founds the National Antislavery Society
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Slavery began in the United States in 1619
 Within two generations a system of hereditary of slavery for blacks began
 By 1775 a half million blacks were considered property not citizens
o A black writer, Lemuel Haynes, would bring into focus the fight to abolish
slavery in the United States
o That fight became known as the abolitionist movement
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The seeds of the movement began in 1740 when English preacher George
Whitefield preached the immorality of owning slaves
William Lloyd Garrison launched the American Anti-Slavery Society in 1833
o His newspaper, The Liberator became the spokespiece for abolition
o Garrison‟s leadership was joined by others, including Wendell Phillips,
Frederick Douglass, Susan B. Anthony and Elizabeth Cady Stanton
In the end the Constitutional crisis of property rights versus civil rights would be
solved only by the Civil War
Answers to Blackline Master Quiz 1A
1 – c; 2 – d; 3 – a; 4 – b; 5 – d; 6 – b; 7 – a & d; 8 – d; 9 – c; 10 - c
Program 2: 1834 – 1868
Program two looks at the beginning of the American concept of universal education as
well as expanding the idea of all men are created equal to include Blacks.
Chapter one looks at how Horace Mann envisioned universal education as a
steppingstone to greater personal freedom and greater awareness of the need for broader
civil rights.
The compromises made between „free‟ states and „slave‟ states during the first half of the
19th century is outlined in chapter two.
The third chapter examines how the 13th amendment not only ended slavery but set
Blacks on the road to gaining civil rights.
Chapter four looks at how the 14th amendment laid the foundation for prohibiting state
and local governments from abridging individual civil liberties.
1837 – Horace Mann Leads the Way for Universal Education
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Americans understand the importance of universal and equal education for all to
produce enlightened citizens capable of self-government
 Fulfilling this realization fell to educational visionary, Horace Mann
 Before Mann education was largely the right of the wealthy
 In 1838 Horace Mann put forth his six principles of public education
o What these six principles are
o These principles have served America well
 They have also produced heated civil and equal rights conflicts, including Brown
v Board of Education in 1954
 Even in the 21st century America has not fully realized Horace Mann‟s vision of a
universally enlightened citizenry
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1863 - The Road to Lincoln’s Emancipation Proclamation
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Slavery was the biggest blight on the U.S. Constitution, written in 1787
o The document protected the natural rights of men and a citizen‟s civil rights
o Yet it also preserved slavery and deprived Blacks from enjoying those same
natural and civil rights
 As the nation grew a fight brewed between the free North and the slave South
 The slavery issues were mitigated through a series of compromises to maintain an
equal number of free and slave states in the U.S. Senate
o The first of these was the Missouri Compromise of 1820
o The second was known as the Compromise of 1850
 Then in 1857 the Supreme Court‟s Dred Scott decision invalidated the Missouri
Compromise and defined slaves as property, without civil or natural rights
 Civil War was inevitable
 When Abraham Lincoln became president in 1861, eleven states seceded
 The war began on April 12th 1861
o For the first two years the war went horribly for the North
o Defeat after defeat weakened the Union‟s resolve to hold the U.S. together
o The only way to save the Union was to make the war about ending slavery
o As a result, Lincoln issued his famous Emancipation Proclamation
 Lincoln‟s words rallied the northern abolitionists
 When the war ended, the 13th Amendment abolished slavery, ending the
Constitution‟s immoral contradiction
1865 – 13th Amendment Ends Slavery in America
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 The Civil War pitted the Northern free states against the Southern slave states
 The war ended with a Northern victory
 The North abolished slavery by amending the U.S. Constitution
 The North set up new governments in the southern states run by black freedmen
and northern liberals
 The text of the 13th Amendment
 Ironically, the 13th Amendment, while abolishing slavery, did nothing to
guarantee a Black man‟s civil rights
 Those were rights that would take another 100 years to win
1868 - 14th Amendment Lays the Foundation for Civil Rights for All
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 The text of the 14th Amendment
 Today Americans enjoy many civil rights protected from intrusion by the Federal
Government, by the Constitution and the Bill of Rights
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But for the first 90 years of the U.S. state and local governments did not have to
follow the Bill of Rights when dealing with their citizens
Then in 1866, Congress passed the 14th Amendment
The 14th Amendment applied the Bill of Rights to state and local governments
Over the last 140 years, the U.S. Supreme Court has held that the Amendment's
„Due Process Clause‟ incorporates the Bill of Rights to the states
o The 14th Amendment‟s equal protection clause says state and local
governments cannot deny to one group the benefit of laws it extends to
another group
The 14th Amendment has become the great equalizer when it comes to education,
racial and gender discrimination
With passage of the 14th Amendment, the United States had the tools to begin the
march towards equal and civil rights for all Americans
Answers to Blackline Master Quiz 2A
1 – a; 2 – c; 3 – a & d; 4 – b; 5 – c; 6 – b; 7 – c; 8 – c & d; 9 - a
Program 3: 1869 – 1916
Program three investigates the movements that extended civil rights to Blacks, ChineseAmericans, American Indians, and Jewish Americans.
Chapter one discusses the 15th Amendment and giving the right to vote to Black men.
Chapter two shows how American Indians fought to become U.S. citizens.
Chapter three profiles Chinese Americans Mary and Joseph Tape‟s struggle to have their
daughter be a part of the American educational system.
Chapter four shows how San Francisco‟s Chinese laundry men used the 14th Amendment
to fight for the right to run their own laundry businesses.
How W.E.B. Dubois started the first Black civil rights movement is discussed in chapter
five.
Chapter six looks at Louis Brandeis, champion of the common man.
1869 - 15th Amendment Extends the Right to Vote to Black Men
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 After the Civil War Blacks knew they were no longer property
 But culturally, Blacks were still slaves compared to the dominant white society
o They had no resources to pursue their rights
o Blacks didn‟t own property; there were no black schools; no black lawyers,
politicians or government bureaucrats to protect their civil rights
 The right to vote would move them forward on the course of true freedom and on
course to exercising their civil rights
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In1869 the Radical Republicans passed the 15th Amendment
o The 15th Amendment said states could not deny the right to vote to U.S.
citizens on account of race, color, or previous condition of servitude
Some Radicals saw the 15th Amendment as a way to punish the south
Others saw it as a means to correct the errors of the Constitution and extend the
ideals of the Declaration of Independence to all citizens of the United States
1879 - Standing Bear Becomes a Person
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Standing Bear was a Ponca Indian Chief, whose court case gave American
Indians the right to be citizens
 The story behind Standing Bear‟s court case
o In 1878 Chief Standing Bear tried to return to the Poncas' ancestral lands
o He and other Poncas were arrested
o Indians were not U.S. citizens and could be imprisoned without due process
o Standing Bear sued for a writ of habeas corpus
 Habeas Corpus gives American citizens the right to know why the government
has imprisoned them
 Standing Bear went to trial on May 11th in Omaha, Nebraska and won
 As a result of Standing Bear‟s courage, American Indians were now citizens of
the United States of America
 It would take many years for the full impact of the ruling to be achieved
o It was not until 1924 that Congress passed the Indian Citizenship Act
1884 - Joseph and Mary Tape Successfully Challenge San Francisco Public Schools
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 With the downturn of the economy in the western U.S., whites began, excluding
Chinese Americans from working and denying them an education
 A Chinese American couple, Joseph and Mary Tape from San Francisco,
challenged the law banning Chinese from an education
 The Tapes knew hard work and education would make their children successful
 In 1884 the Tapes sued to get their daughter Mamie into school and won
o California Superior Court Justice McGuire agreed with the Tapes and the
California Supreme Court upheld justice McGuire‟s decision
o The California Supreme Court also ruled that the doctrine of „separate but
equal‟ could be applied to Chinese American students
o As a result, the San Francisco School Board created a separate Asian school
for all Chinese American children
 The separate but equal education continued until the 1950s when the U.S.
Supreme Court banned it
 Daughter Mamie and her brother Frank were the first pupils to appear at the
Chinese Primary School, which opened in April 1885
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1886 – Through Yick Wo Supreme Court Establishes Equal Protection for Non
Citizens
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 The case of Yick Wo v. Hopkins was one of the most important cases for minority
civil rights in U.S. history
 The case involved San Francisco‟s laundry businesses
 Since Chinese Americans had been excluded from many professions, they went
into the laundry business
 The facts of the case were
o In 1880, San Francisco passed an ordinance that persons could no longer
operate a laundry in wooden buildings without a permit
o 95% of laundries were in wooden structures
o Two-thirds of the laundries were owned by Chinese, but no permits were
granted to Chinese Americans
o This was the first case testing the Equal Protection Clause in the Fourteenth
Amendment
o The U.S. Supreme Court decided that laws had to be applied equally to all
people in America, even non-citizens
 In 1954 the Supreme Court used the principle established in Yick Wo to strike
down the deep south‟s segregation laws
 Yick Wo would be the deciding factor in over 150 Supreme Court cases
upholding the Equal Protection Clause of the Fourteenth Amendment to the U.S.
Constitution
1909 - W.E.B. Du Bois Founds the NAACP
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Racism existed throughout the United States in the first half of the century
 In the first half of the 20th century, W.E.B. Du Bois shaped and guided the black
movement for civil rights and equality
 In 1906 W.E.B. Du Bois advocated total equality for blacks
 In 1909 Du Bois founded the NAACP
 The NAACP would lead the charge for civil rights as well as social and economic
equality
1916 – Louis Brandeis is the Champion of the Common Man
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Louis Brandeis is one of those figures who was a pioneer in American life
o He was a Jewish Supreme Court Justice, the so-called people‟s attorney, a
major public figure, and a leader of the American Zionist movement
 Louis D. Brandeis was born on November 13th 1856 in Louisville, Kentucky
 Early on he learned a compassionate morality and idealism from his parents
 In 1916 Brandeis became the first Jewish American to join the Supreme Court
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Brandeis believed in and cared about the common man
He argued for laws regulating how many hours American workers worked
Brandeis opened the door for other Jewish Americans to sit on the Supreme Court
Louis Brandeis retired from the Supreme Court in 1939 and died two years later
Answers to Blackline Master Quiz 3A
1 – a; 2 – c; 3 – b; 4 – a; 5 – a; 6 – b; 7 – c; 8 - c
Program 4: 1917 – 1926
Program four examines how women, American Indians, and Chinese-Americans further
solidified their claims to civil rights. In addition, it shows how the Supreme Court applied
the 14th amendment to the states.
Chapter one looks at how women finally gained the basic civil right to vote.
The heroic efforts of Gertrude Simmons Bonnin in preserving American Indian cultures
and having all American Indians recognized as citizens is examined in chapter two.
How conservative Chief Justice William Howard Taft used the Supreme Court ruling to
extend the 14th Amendment to state and local governments is outlined in chapter three.
Chapter four discusses the life and accomplishments of the Chinese American champion
for civil rights, You Chung Hong.
1920 - Women Gain the Right to Vote
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Susan B. Anthony had drafted the call for the right to vote in 1848 at the Seneca
Falls Convention
 The first amendment giving women the right to vote was introduced in Congress
in 1878 and defeated
 Throughout the early 1900‟s, women pushed for equal rights with men, but
nothing more symbolized that equality than the right to vote
 The 19th Amendment gave women the right to vote in 1920
1924 – Gertrude Simmons Bonnin Begins the Revival of American Indian Rights
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 In the decades following the last battle of the Plains Indians War at Wounded
Knee in 1890, American Indian cultures faced complete obliteration by the
dominant white culture
o Laws forbade the practice of their ceremonies, religion and dress
o The Dawes Act of 1887 forbade the communal ownership of land
o Communal ownership was an essential piece of Indian philosophy
 Gertrude Simmons Bonnin‟s heroic efforts would not let American Indians
disappear
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Born on the Pine Ridge Indian Reservation in South Dakota, she became a teacher
and an American Indian rights activist
While teaching at Pennsylvania‟s Carlisle Indian Industrial School, she learned
how white culture was robbing Indians of their culture and language
Her book on Oklahoma‟s Indians opened the door to repealing the Dawes Act and
passage of FDR‟s Indian Reorganization Act of 1934
Bonnin‟s efforts reversed the white culture‟s attempt to eradicate American Indian
culture
1925 –U.S. Supreme Court Begins Extending the Bill of Rights to the States
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 The decade of the Roaring Twenties was a period of great transition
o The decade started with great social promise in passing the 18th and 19th
Amendments
o But the twenties rapidly deteriorated into a period of intense conflicts of
values
o The phrase that best sums up the Roaring Twenties, was “the Business of
America is business”
o But in spite of the Roaring Twenties‟ turmoil, one of the most far-reaching
advancements in the evolution of civil rights for all Americans emerged
 In 1925 remarkable Supreme Court case Gitlow v. New York began the process
of forcing states and local governments to abide by the Constitution‟s Bill of
Rights
 The case arose, out of the threat to the country‟s democracy - the rise of the
anarchists
 The anarchists advocated the violent overthrow of the U.S. government
 As a result, Federal and state governments clamped down on people‟s civil rights
 One of the people caught was a New York Socialist Party member, Benjamin
Gitlow
 Gitlow was convicted for publishing a Left-Wing Manifesto that called for the
overthrow of the U.S. government
 Although the Court ruled against Gitlow, it also ruled that the 14th Amendment
extended the reach of the First Amendment to the states
 The Supreme Court would go on to use this logic of incorporation to extend more
of the Bill of Rights to the states
1926 - You Chung Hong Leads the Fight for Chinese American Civil Rights
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Every minority in America has had one person spearhead the fight for equal rights
 For Chinese Americans it was the great lawyer, You Chung Hong
 19th century Chinese Americans helped build America into an industrial
powerhouse
o Even so, they were not considered Americans by many whites
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o They were denied civil rights as well as the right to become citizens
The drive by Chinese Americans to gain civil rights and equality began right after
passage of the Chinese Exclusion Act of 1882
o The first advance was Yick Wo v. Hopkins in 1886
o The U.S. Supreme Court ruled U.S. laws applied to Chinese Americans
Chinese Americans still needed a champion to fight against racism and
discrimination
That champion was You Chung Hong
Hong worked hard for Chinese American equality and the repeal of the Chinese
Exclusion Act of 1882
Hong‟s efforts led to broad reforms
o The repeal of the Chinese Exclusion Act in 1943
o Immigration reform that opened the door for Chinese to immigrate to America
o Equal rights and liberties for Chinese Americans
Answers to Blackline Master Quiz 4A
1 – c; 2 – a; 3 – b; 4 – c; 5 – b; 6 – d; 7 – b; 8 - b
Program 5: 1927 – 1961
Program five examines how a major shift in American consciousness concerning the
rights of Blacks led to the greatest civil rights movement the nation has ever seen.
Chapter one examines the life of civil rights worker Mary McLeod Bethune who worked
with the Franklin Delano Roosevelt administration to end segregation in the federal
government.
How the sixty year old Chinese Exclusion Act was overturned is shown in chapter two.
Chapter three discusses how President Harry Truman initiated a sea change in American
attitudes toward Blacks by de-segregating the U.S. military.
How Brown v Board of Education ended the infamous „separate but equal‟ doctrine of
1896 is examined in chapter four.
In chapter five, Rosa Parks‟ famous refusal to give up her seat on a Montgomery,
Alabama bus jump started the end to legal discrimination in the United States.
Chapter six shows how the U. S. Supreme Court strengthened due process for all citizens,
thereby limiting the governmental power of states and local authorities over the
individual.
1935 - Mary McLeod Bethune: American Woman of the 20th Century
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Mary McLeod Bethune founded Bethune Cookman College in 1923
 Bethune founded the National Council of Negro Women in 1935
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Bethune was a key leader in getting Franklin Delano Roosevelt to end
discrimination in the defense industry in 1941
1943 - Magnuson Act Repeals the Chinese Exclusion Act of 1882
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Angel Island Immigration Center is located in San Francisco Bay‟s China Cove
o Opened in 1910, its sole purpose was to stop Chinese immigration into the U.S
o In 1943 after the repeal of the Chinese Exclusion Act, the island‟s station was no
longer necessary
 In 1952, Congress passed the Immigration and Nationality Act, which allowed
Chinese to become U.S. citizens through naturalization rather than just by birth
 In 1965, President Lyndon Johnson signed the Hart-Celler Act, ending the limited
Chinese immigration quotas
 Over the last 40 years, nearly a million Chinese have entered the United States
 They have blended their unique culture into America‟s melting pot
1948 – Harry S. Truman Initiates a Sea Change in American Civil Rights
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 As President Harry S. Truman, led the transformation in the American
consciousness toward civil rights for minorities in the United States
 When the Civil War ended slavery in 1865, Blacks endured cruel Jim Crow laws,
segregation, and discrimination in all aspects of American life
 Then in 1940 Truman took up the challenge of civil rights for Blacks
 For the next twelve years, Truman would prove to be a visionary leader in the
extension of civil rights to Black Americans
o Truman set up a President‟s Committee on Civil Rights
o Truman helped by America‟s first Black General, Benjamin Oliver Davis Sr.,
wrote Executive Order # 9981, desegregating America‟s military
 The process of integration was completed after the Korean War
 Integration of the Armed Services was put to the test in the Vietnam War
 In Vietnam integration of the Armed Services was a major success
 Truman‟s pioneering efforts would jumpstart the modern civil rights movement
1954 - Brown v. Board of Education
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Prior to the 1950‟s equal opportunity for blacks in education, work, politics and
housing was non-existent
 With Truman's executive order desegregating the armed services in 1948, the tide
began to shift
 Desegregation for the nation and its schools began with Brown v. Board of
Education
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 On May 17th 1954, the U.S. Supreme Court ruled against segregation in public
schools
 Desegregation of public schools was a major step in Blacks gaining civil rights
1955 - Rosa Parks is Arrested
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 On December 1st 1955, Mrs. Rosa Parks refused to give up her seat in the front of
a Montgomery, Alabama city bus to a white passenger
 Blacks refused to ride Montgomery‟s buses until the segregation laws were
abolished and the bus system integrated
 The boycott lasted for 382 days
 In December 1956 the Supreme Court decided that the Montgomery bus
segregation codes violated the Constitution
 The boycott showcased a rising star in civil rights, Martin Luther King Jr.
1961 – U.S. Supreme Court Extends Fourth Amendment to the States
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 The 4th Amendment protects against illegal search and seizure by the police
 Defense against state government trespass was not protected by the Constitution
until 1961
 Mapp v. Ohio was responsible for the exclusionary rule - excluding from trial any
illegally obtained evidence
 The text of the 4th Amendment
Answers to Blackline Master Quiz 5A
1 – a; 2 – c; 3 – d; 4 – b; 5 – a; 6 – c; 7 – b; 8 – d; 9 – b; 10 - a
Program 6: 1962 – 1965
Program six shows how the promise of the Declaration of Independence was finally
extended to blacks through four monumental pieces of legislation. At the same time, the
Supreme Court strengthened the rights of the accused through its landmark Miranda
ruling.
Chapter one examines Martin Luther King Jr.‟s monumental I Have a Dream speech and
its impact on the American consciousness to extend civil rights to Blacks.
The importance of the 1964 Civil Rights Act in preserving civil rights for all Americans
is discussed in chapter two.
Chapters three, four and five examine how laws ending poll taxes, implementing „one
man one vote,‟ and securing voting rights for Blacks opened the door for Blacks to enter
politics and have their votes counted equally.
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1963 - Martin Luther King Jr.'s I Have a Dream Speech
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 On August 28, 1963, Martin Luther King Jr. gave his I Have a Dream speech
 He addressed 250,000 men and women, black and white, assembled in
Washington for a march to support the civil-rights bill in Congress
 Largely through King's leadership, segregation as the nation had known it for
nearly 70 years would end
 In 1960, blacks staged sit-ins at lunch counters throughout the south
 In 1961, Freedom Riders rode buses throughout the south, purposely ignoring
signs indicating segregated seating
 King was assassinated on April 4, 1968, in Memphis, Tennessee
1964 –Warren Court Strengthens ‘Innocent Until Proven Guilty’ Through Miranda
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Who Chief Justice Earl Warren was
 The Warren Court was the most liberal court in the nation's history
 Protecting the rights of the accused was the Warren Court's most important and
lasting legacy
 The Miranda warning
 The three cases that form the basis of the Miranda warnings used by police
1964 –Civil Rights Act Outlaws Discrimination Against Blacks and Women
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 The 1964 Civil Rights Act set out to right three centuries of racial injustice
o It ended racial discrimination in public places, theaters, restaurants and hotels
o It required employers to provide equal employment opportunities
o It gave the federal government power to cut off funds, if it found evidence of
discrimination based on color, race gender or ethnicity
 John F. Kennedy promised a new Civil Rights Act in the 1960 campaign
 After President Kennedy was assassinated, President Lyndon Baines Johnson took
up the cause
 The stage was set for the modern era of the civil rights struggle in America
1964 – 24th Amendment Prohibits Poll Taxes in Federal Elections
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Throughout the first half of the 20th century, blacks lived under the oppression of
Jim Crow Laws
o These laws were designed specifically to discriminate against blacks in
housing, employment and education
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o These laws also kept blacks from exercising their fundamental civil rights as
citizens
In the 1950‟s, blacks began to win those rights through court cases and civil
actions
o In 1954, the Supreme Court ruled in Brown v. Board of Education that
segregated schools were unconstitutional
o In 1955 Rosa Parks started a civil action that desegregated Montgomery,
Alabama‟s city buses
1964 saw the greatest single gains by blacks with the Civil Rights Act and the
24th Amendment
o The Civil Rights Act of 1964 outlawed discrimination in public places
o The 24th Amendment tore down the last barrier preventing blacks from
exercising their right to vote by prohibiting poll taxes
1964 – One Man, One Vote
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 In the 21st century, the „one man, one vote‟ standard means a person‟s vote counts
as much as anyone else‟s
 This hasn‟t always been the case for the United States
 The election of the President does not embrace the „one man, one vote‟ rule
o Election of the President employs an Electoral College
o Each state has a specific number of electors based on the number of
Congressmen
o The failure of one-man one-vote can be seen in the 2000 Presidential election
o Al Gore won the popular vote but lost in the Electoral College by 5 votes
 The biggest abuse of the „one man one vote‟ standard is at the state level
 Since the 19th century, state politicians have voting district boundaries
 Voting districts were shaped to give voters in one district more power than those
in another
o This is called gerrymandering
o Gerrymandering took on a racial tone after the American Civil War
o White politicians created districts that put tens of thousands of black voters in
one large contorted black district
o Other districts were created with only a few hundred whites in each
o Black voters were marginalized and couldn‟t gain positions of power
 It took until the Civil Rights movement of the 1960‟s to correct this injustice
 In 1964 the U. S. Supreme Court outlawed gerrymandering
o It instituted the now famous "one-man, one-vote" standard for legislative
redistricting
o The Court held that each individual voter had to be weighted equally in
legislative apportionment
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1965 - Voting Rights Act is Passed
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Amidst a background of riots led by urban blacks, Congress passed the National
Voting Rights Act of 1965
 This act has been called the single most effective piece of civil rights legislation
ever passed by Congress
 The federal government could stop all arcane state and local voting restrictions
 The national government could supervise polling places anywhere in the nation
 This act marked an end to the legal side of the hundred year march for blacks
towards full civil rights - full citizenship
 What remained was gaining full equality and an end to all minority discrimination
Answers to Blackline Master Quiz 6A
1 – b; 2 – d; 3 – b; 4 – d; 5 – a = f, b = d, c = e; 6 – c; 7 – a; 8 – c; 9 – a; 10 – b; 11 - a
Program 7: 1965 – 1993
Program seven discusses the era of the great civil rights leaders and how they helped
usher in a time of great change in the civil rights of all Americans for the betterment of
all Americans.
Chapter one shows how Cesar Chavez worked tirelessly to restore land grants, gain equal
pay for fieldworkers and obtain basic civil rights for Hispanic Americans.
Chapter two examines the life of Thurgood Marshall who, by sitting on the U.S. Supreme
Court, became a symbol for all Americans of their right to their civil rights
How John Echohawk overcame unique challenges securing full civil rights for American
Indians is presented in chapter three.
Chapter four discusses the life of Ruth Bader Ginsburg who faced gender discrimination
and by overcoming it laid the groundwork for all women to enjoy full civil rights.
1965 - Cesar Chavez Leads the Charge for Hispanic Civil Rights
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Cesar Chavez‟s Farm Workers‟ Strike in 1965 signaled the beginning of the
Hispanic Civil rights movement
 The Movement encompassed a broad range of issues - restoration of land grants,
farm workers rights, equality in education and voter rights
 Chavez started the United Farm Workers of America to help migrant farm
workers
 The Hispanic Civil Rights Movement was also known as the Chicano Civil Rights
Movement
o It focused on improving conditions for Hispanic Americans
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In the present century, the issue of Hispanic rights has re-emerged over illegal
immigration
1967 – Thurgood Marshall is the Champion for Black Rights
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 In 1933, Thurgood Marshall became a lawyer specializing in civil rights cases
 His „Marshall Plan‟ used the courts to end segregation and discrimination in the
United States
 Marshall was the lead counsel on Brown v. Board of Education
 In 1967 he was appointed to the U.S. Supreme Court
 Everyday we live with the legacy of Justice Thurgood Marshall
1970 – John Echohawk Founds the Native American Rights Fund
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 The necessity of American Indians to be brought into the mainstream of society
from the strength of the treaties they signed with the Federal Government
 The necessity of Indian nations to hold the federal government to its legal, moral
obligation, and humanitarian obligation to those treaties that were signed
 The importance of John Echohawk‟s founding of the Native American Rights
Fund for tribal rights
 John Echohawk‟s life and his decision to study law
 The root causes behind the problems of American Indians in the 20th century
o Indians had a lot of rights under the law but no lawyers to enforce those rights
 John Echohawk has achieved more for American Indian civil and tribal rights
than any other person in the 20th and 21st centuries
 One of the first issues that NARF took on was the reversal of the federal policy on
termination of tribes
o That termination policy was gone
o A new policy of Indian self determination, where Indians continued to live
under their treaties and tribal governments, really took off
1971 –26th Amendment Gives 18 Year Olds the Right to Vote
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 In the 60s and 70s 18-year old Americans were fighting for their country in
Vietnam but did not have the right to vote
 On March 23rd 1971, Congress resolved this contradiction by passing the 26th
Amendment
o It lowered the national voting age in all elections from 21 to 18
 1972 was the first Presidential election in which 18 year olds could vote
o 55% of 18-24 year olds cast their ballots
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1993 – Ruth Bader Ginsburg is Appointed to the U.S. Supreme Court
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Ruth Bader Ginsberg is the legal champion for American women
o She is in the same company of jurists as Thurgood Marshall
 She was born on March 15th 1933 to Jewish parents in Brooklyn, New York
 Ruth Bader Ginsburg was the second woman to sit on the U.S. Supreme Court
 She was the legal architect of the modern women's movement
o She showed that many of the nation‟s laws encouraged gender discrimination
o She worked tirelessly to right this wrong
 Throughout her career, Ginsberg has had to fight her way, in the face of
discrimination, through the male-dominated world of law
Answers to Blackline Master Quiz 7A
1 – b; 2 – c; 3 – c; 4 – c; 5 – d; 6 – b; 7 – c; 8 - c
Program 8: 1994 – 2010
Program eight discusses the first great civil rights issues of the 21st century –
immigration, due process and gays in the U.S. military.
Chapter one examines the contentious issue of illegal immigration versus the uniquely
American credo of inclusion.
Chapter two discusses how the capture and detention of foreign combatants raised
questions of the rights of non-citizens to traditional U.S. legal protections.
How the election of the first Black President of the United States represented the
culmination of over 300 years of civil rights struggles on behalf of millions of Black
citizens is examined in chapter three.
Chapter four shows how the repeal of the military‟s „Don‟t ask, don‟t tell‟ policy ended a
centuries long policy of discrimination against gays and lesbians.
2007 – Hispanics March for Civil Rights
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 On May 1st 2006, nearly one million Hispanics and other people from all
nationalities and walks of life marched in cities across America
o It was the largest, nationwide protest since the Vietnam War Era
o It was a protest against proposed anti-immigration laws
 Illegal immigration has created a great divide in America
o Some people support some form of amnesty for illegal immigrants
o Others want to see them rounded up and deported
 In 2007 the number of illegal immigrants officially topped 11 million
 Unofficially, the count was more like 20 to 30 million
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Opponents to illegal immigration made demands to seal off the 2200 mile border
with Mexico, increase border patrols, and deport illegal immigrants
Supporters emphasized that illegal immigrants had been here for many years and
deserved to stay
o They worked hard, paid taxes
o The money they spent boosted the U.S. economy
o Their children were born here, attended local schools and were growing up
American
o They performed difficult jobs such as construction, and most importantly,
worked the agricultural fields of the southwest and California.
President George W. Bush, Senator John McCain and many Democrats proposed
a guest worker program
The opposition characterized the solution as an amnesty program that rewarded
illegals for breaking the law
o They also brought up national security concerns
Late in 2007, the issue was shelved for the next Congressional session
In the first decade of the 21st century, Hispanic political power was on the rise
Many political pundits believed the Hispanic vote determined the decade‟s three
presidential elections
The problem of illegal immigration still looms over the country
State and local authorities are still hard pressed to deal with the pressure
The Illegal immigration issue will be dealt with later in the 21st century
2008 – Boumediene v Bush Confirms Due Process for Non Citizens
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 On September 11th 2001, jetliners piloted by Islamic terrorists slammed into New
York City‟s World Trade Center and Washington, D.C.‟s Pentagon
 As a result, the U.S. forces invaded Afghanistan, removed al-Qaeda, and captured
many men who were believed to be terrorists
 These men were detained indefinitely on the U.S. naval base at Guantanamo Bay,
Cuba as enemy combatants
 As enemy combatants, the Bush administration said they had no access to due
process in American courts
 American civil liberties groups began agitating for these so-called enemy
combatants to be charged with a crime in America‟s civil courts
 In 2008, the U.S. Supreme Court ruled in the case of Boumediene v Bush that
Guantanamo Bay prisoners had a right to habeas corpus under the United States
Constitution
 Remarkably, a conservative U.S. Supreme Court held that the right of due process
applies to non-citizens
 The ruling acknowledged that human rights - the rights of all persons - are
superior to citizenship
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2008 – Barack Obama Wins the Presidency
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 Barack Obama‟s election as President changed America
o A change from a 350 year-old era when blacks were thought of as second
class citizens to when a black man could become President of the U.S.
 A brief outline of Barack Obama‟s life
o He was born in Hawaii to a white mother and a black father
o It was a time of segregation and Jim Crow laws in the South
o A time of black urban poverty in the North
o Growing up was not easy, but Obama came to terms with his biracial heritage
o His early life helped him develop a core understanding that all people are
equal and are to be loved equally
o Obama‟s belief transcended race as an issue for both blacks and whites
o It was a personal triumph and worldview that would lead to making Barack
Obama a leader in a new America
o Barack Obama graduated from Columbia College and Harvard Law School
o He worked as a community organizer in Chicago
 Obama‟s remarkable rise in politics began in 1996 when he was elected an Illinois
State Senator
 In 2002, he opposed the Iraq War
 In 2004, he was elected a U.S. Senator and delivered a keynote speech at the
Democratic National Convention
o His speech talked of only one America
o His speech delivered a new vision for America
o America transcended divisions in race, class, gender, and most importantly,
divisive political ideologies
o This speech launched Obama‟s candidacy as the Democratic Party‟s nominee
for President three years later
 Throughout his campaign, his theme was change and the change was his vision
 Obama was swept into office by the biggest majority of voters in 18 years
A new chapter in American history was about to unfold as a result of this singular black
man, Barack Obama
2010 – ‘Don’t Ask, Don’t Tell’ Repealed
Student Goals – In this A History of Civil Rights in America chapter the students will
learn:
 For the first 235 years of our country‟s existence, gays and lesbians had to serve
secretly in America‟s military
o Same sex preference was deemed not only immoral but degenerate
 Following the Stonewall Riots of 1969, gay rights activists began agitating for the
same rights as other Americans
 Though social norms shifted, still America‟s armed forces continued to ban
homosexuals from serving
 Yet thousands of gays and lesbians were serving
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The answer of how to treat these brave men and women came down to President
Bill Clinton‟s famous „Don‟t Ask, Don‟t Tell‟ compromise of 1993
o The military could no longer ask men and women about their sexual
preference
o Gay servicemen and women were encouraged not to tell anyone of their
sexual preference
As a result, they were denied one of American citizen‟s most cherished civil
rights - freedom of expression
This denial of a basic civil right finally ended on December 22nd 2010 with the
repeal of „Don‟t Ask, Don‟t Tell‟
o The repeal opened the door for gays and lesbians to serve openly in every
branch of the U.S. military
Answers to Blackline Master Quiz 8A
1 – b; 2 – a; 3 – a & b; 4 – a & c; 5 – b; 6 – a; 7 – b; 8 – d; 9 – c; 10 - b
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