QUIT
29 Civil Rights
CHAPTER OBJECTIVE
INTERACT WITH HISTORY
TIME LINE
SECTION 1 Taking on Segregation
MAP SECTION 2 The Triumphs of a Crusade
GRAPH SECTION 3 Challenges and Changes in the Movement
VISUAL SUMMARY
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29 Civil Rights
CHAPTER OBJECTIVE
To understand the African-American struggle for
civil rights during the 1950s and 1960s
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29 Civil Rights
INTERACT
WITH HISTORY
The year is 1960, and segregation divides the nation’s people.
African Americans are denied access to jobs and housing and are
refused service at restaurants and stores. But the voices of the
oppressed rise up in the churches and in the streets, demanding
civil rights for all Americans.
What rights are worth fighting for?
Examine the Issues
• Are all Americans entitled to the same civil rights?
• What are the risks of demanding rights?
• Why might some people fight against equal rights?
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29 Civil Rights
TIME LINE
The United States The World
1954 Brown v. Board of Education decision
orders the desegregation of public schools.
1955 Montgomery bus boycott begins.
1956 Dwight D. Eisenhower is reelected. 1956 Suez Canal crisis occurs in Egypt.
1957 School desegregation crisis occurs in Little 1957 African nation of Ghana wins
Rock, Arkansas. independence.
1959 Fidel Castro assumes power in Cuba.
1960 John F. Kennedy is elected president.
1962 South African civil rights leader Nelson
Mandela is imprisoned.
1963 Lyndon B. Johnson becomes president
upon John F. Kennedy’s assassination.
continued . . .
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29 Civil Rights
TIME LINE
The United States The World
1964 Lyndon B. Johnson is elected president.
Congress passes the Civil Rights Act.
1966 Cultural Revolution begins in China.
1967 Race riots occur in major U.S. cities.
1968 Richard M. Nixon is elected president. 1968 Tet offensive begins in Vietnam.
Martin Luther King, Jr., is assassinated.
1969 U.S. astronauts walk on the moon.
1970 President Nasser of Egypt dies.
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1
Taking on Segregation
KEY IDEA
African Americans use strong organization and
nonviolent tactics to confront the South’s policies of
segregation and racial inequality.
OVERVIEW ASSESSMENT
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1
Taking on Segregation
OVERVIEW
MAIN IDEA WHY IT MATTERS NOW
Activism and a series of Supreme Landmark Supreme Court
Court decisions advanced equal decisions beginning in 1954
rights for African Americans in the have guaranteed civil rights for
1950s and 1960s. Americans today.
TERMS & NAMES
• Brown v. Board of • Rosa Parks • Student Nonviolent Coordinating
Education of Topeka Committee (SNCC)
• sit-in
• Martin Luther King, Jr. • Southern Christian Leadership
• Thurgood Marshall
Conference (SCLC)
ASSESSMENT
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1
Taking on Segregation
ASSESSMENT
1. Give examples of tactics, organizations, leaders, and Supreme
Court decisions of the civil rights movement up to 1960.
NAACP Morgan v. Virginia
SCLC
Sweatt v. Painter
SNCC
CORE Brown v. Board of Education
Challenging Segregation
Thurgood Marshall
nonviolent resistance
Dr. Martin Luther King, Jr.
legal action Ella Baker
Jo Ann Gibson Robinson
continued . . .
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1
Taking on Segregation
ASSESSMENT
2. Do you think the nonviolence used by civil rights
activists was a good tactic? Think About:
• the Montgomery bus boycott
• television coverage of events
• sit-ins
ANSWER
Nonviolent protests, such as the Montgomery bus
boycott and sit-ins, alerted people to the problem of
racism while capturing their sympathy; television
coverage depicted the extent of the problem.
continued . . .
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1
Taking on Segregation
ASSESSMENT
3. How did the tactics of the student protesters from
SNCC differ from those of the boycotters in
Montgomery?
ANSWER
The students confronted businesses that had
segregationist policies instead of boycotting them.
continued . . .
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1
Taking on Segregation
ASSESSMENT
4. After the Brown v. Board of Education of Topeka ruling,
what do you think was the most significant
event of the civil rights movement prior to 1960? Why?
Think About:
• the role of civil rights leaders
• the results of confrontations and boycotts
• the role of grassroots organizations
ANSWER
POSSIBLE RESPONSES:
• the crisis at Little Rock, because it forced the government to act
• the Montgomery bus boycott, which brought Martin Luther King, Jr., into a
leadership role End of Section 1
MAP HOME
2
The Triumphs of a Crusade
KEY IDEA
Civil rights activists break down numerous
racial barriers through continued social
protest and prompting of landmark
legislation.
OVERVIEW ASSESSMENT
MAP HOME
2
The Triumphs of a Crusade
OVERVIEW
MAIN IDEA WHY IT MATTERS NOW
Civil rights activists break down Activism pushed the federal
numerous racial barriers through government to end segregation
continued social protest and and ensure voting rights for
prompting of landmark legislation. African Americans.
TERMS & NAMES
• Freedom Summer • freedom riders • Voting Rights Act of 1965
• Fannie Lou Hamer • James Meredith • Civil Rights Act of 1964
ASSESSMENT
MAP HOME
2
The Triumphs of a Crusade
ASSESSMENT
1. Look at the graphic to help organize your thoughts.
List the steps that African Americans took to
desegregate buses and schools from 1962 to 1965.
1965 Voting Rights Act passed.
1964 Johnson signs Civil Rights Act.
1963 • Protests, boycotts, and media coverage force Birmingham to
end segregation.
• Kennedy orders troops to desegregate the University of Alabama.
• March on Washington takes place.
1962 A federal court case allows James Meredith to enroll in the
University of Mississippi. continued . . .
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2
The Triumphs of a Crusade
ASSESSMENT
2. What assumptions and beliefs do you think guided
the fierce opposition to the civil rights movement in the
South? Think About:
• the social and political structure of the South
• Mississippi governor Ross Barnett’s comment during
his radio address
• the actions of police and some white Southerners
ANSWER
Many white Southerners considered blacks to be members of an inferior
race—an attitude that dated back to the use of enslaved Africans. Southerners
feared a backlash if African Americans gained equal rights. Some, like
Governor Barnett, viewed the battle for segregation as a war.
Police and others often acted accordingly, with violence. continued . . .
MAP HOME
2
The Triumphs of a Crusade
ASSESSMENT
3. Just after the Civil Rights Act of 1964 was passed, white
Alabama governor George Wallace said,
“ It is ironical that this event occurs as we approach the
celebration of Independence Day. On that day we won our
freedom. On this day we have largely lost it.”
What do you think Wallace meant by his statement?
ANSWER
Wallace apparently felt that the gaining of equal rights by
African Americans would diminish the freedom of Southerners
to do as they pleased and to maintain the kind of society and
political structure to which Southerners were accustomed. End of Section 2
GRAPH HOME
3
Challenges and Changes in the Movement
KEY IDEA
The civil rights movement turns north, new
leaders emerge, and the movement becomes
more militant, thus leaving behind a mixed
legacy.
OVERVIEW ASSESSMENT
GRAPH HOME
3
Challenges and Changes in the Movement
OVERVIEW
MAIN IDEA WHY IT MATTERS NOW
Disagreements among civil rights From the fight for equality came a
groups and the rise of black resurgence of racial pride for
nationalism created a violent period African Americans, a legacy that
in the fight for civil rights. influences today’s generations.
TERMS & NAMES
• de facto segregation • Black Power • Civil Rights Act of 1968
• de jure segregation • Malcolm X • Kerner Commission
• Nation of Islam • Black Panthers • Stokely Carmichael
• affirmative action
ASSESSMENT
GRAPH HOME
3
Challenges and Changes in the Movement
ASSESSMENT
1. Look at the graphic to help organize your thoughts. List
five key events of the civil rights movement.
Feb. 1965 Oct. 1966
Malcolm X Black Panthers
assassinated founded
July 1964 Aug. 1965 April 1968
Harlem riots Watts riots in Martin Luther
Los Angeles King, Jr.,
assassinated
continued . . .
GRAPH HOME
3
Challenges and Changes in the Movement
ASSESSMENT
2. What factors contributed to the outbreak of violence
in the fight for civil rights? Think About:
• different leaders’ approach to civil rights issues
• living conditions in urban areas
• de facto and de jure segregation
ANSWER
Malcolm X, Black Panthers, and others’ philosophy of violent
protests; African Americans’ reaction to the assassination of civil
rights leaders; backlash against white racist acts; poor living and
working conditions, especially in urban areas; difficulty in
eradicating de facto segregation in the North
continued . . .
GRAPH HOME
3
Challenges and Changes in the Movement
ASSESSMENT
3. Compare and contrast the civil rights strategies of
Malcolm X and Martin Luther King, Jr. Whose
strategies do you think were more effective?
ANSWER
Both wanted civil rights and greater opportunities. King
preached racial equality. Malcolm X preached black
separatism and armed self-defense.
Effectiveness: King, because his demonstrations caused
civil rights legislation to be passed; Malcolm X, because
he urged African Americans to fight back.
End of Section 3
