splash screen. chapter menu chapter introduction section 1:section 1:the movement begins section...
TRANSCRIPT
Splash Screen
Chapter Menu
Chapter Introduction
Section 1: The Movement Begins
Section 2: Challenging Segregation
Section 3: New Civil Rights Issues
Visual Summary
Chapter Intro
What Causes Societies to Change?
The civil rights movement gained momentum rapidly after World War II. Decisions by the Supreme Court combined with massive protests by civil rights groups and new federal legislation to finally end racial segregation and disfranchisement in the United States more than 70 years after Southern states had put it in place.
• Why do you think the civil rights movement made gains in
postwar America? What strategies were most effective in winning the battle for civil rights?
Chapter Intro 1
The Movement Begins
How might people work to bring about social change in a democracy?
Chapter Intro 2
Challenging Segregation
What effect do you think young people can have on the political system?
Chapter Intro 3
New Civil Rights Issues
How do you think people might respond when their hopes for change are not realized?
Section 1-Main Idea
Big Ideas
Struggles for Rights In the 1950s, African Americans began a movement to win greater legal and social equality.
Section 1-Key Terms
Content Vocabulary
• “separate but equal”
• de facto segregation
• sit-in
Academic Vocabulary
• facility
Section 1-Key Terms
People and Events to Identify
• Rosa Parks
• National Association for the Advancement of Colored People (NAACP)
• Thurgood Marshall
• Linda Brown
• Martin Luther King, Jr.
• Southern Christian Leadership Conference (SCLC)
A. A
B. B
Section 1-Polling Question
When necessary, should the military be used to enforce Supreme Court decisions?
A. Yes
B. No
A B
0%0%
Section 1
The Origins of the Movement
African Americans won court victories, increased their voting power, and began using “sit-ins” to desegregate public places.
Section 1
• On December 1, 1955, Rosa Parks was arrested for refusing to give her seat on a bus to a white man.
• E. D. Nixon, a former president of the local chapter of the National Association for the Advancement of Colored People (NAACP), asked for permission from Parks to take the case to court.
The Origins of the Movement (cont.)
Section 1
• The struggle would not be easy because of the “separate but equal” doctrine established in the Plessy v. Ferguson case in 1896.
• Areas without laws requiring segregation often had de facto segregation.
The Origins of the Movement (cont.)
Section 1
• African Americans had decided the time had come to demand equal rights.
• Over the years, the NAACP had achieved some victories in the fight to overturn segregation.
• African Americans also enjoyed increased political power after migrating to Northern cities where they could vote.
The Origins of the Movement (cont.)
The NAACP’s Legal Strategy in Action
Section 1
• In Chicago in 1942, James Farmer and George Houser founded the Congress of Racial Equality (CORE).
• CORE began using sit-ins to end segregation.
• From 1939 to 1961, the NAACP’s chief counsel and director of its Legal Defense and Education Fund was the brilliant African American attorney Thurgood Marshall.
The Origins of the Movement (cont.)
Section 1
• On May 17, 1954, the Supreme Court ruled unanimously in Brown v. Board of Education of Topeka, Kansas, that segregation in public schools was unconstitutional and violated the Fourteenth Amendment.
• The Supreme Court’s decision angered many white Southerners, who became even more determined to defend segregation.
The Origins of the Movement (cont.)
Section 1
• Not until 1969 did the Supreme Court order all school systems to desegregate “at once” and operate integrated school “now and hereafter.”
The Origins of the Movement (cont.)
A. A
B. B
C. C
D. D
Section 1
A B C D
0% 0%0%0%
Brown v. Board of Education marked a reversal of which other Supreme Court decision?
A. Plessy v. Ferguson
B. Norris v. Alabama
C. Morgan v. Virginia
D. Reynolds v. Sims
Section 1
The Civil Rights Movement Begins
The Brown v. Board of Education ruling ignited protest and encouraged African Americans to challenge other forms of segregation.
Section 1
• A 26-year old pastor named Martin Luther King, Jr., led the Montgomery bus boycott that began on the day Rosa Parks appeared in court.
• He believed that the only moral way to end segregation and racism was through nonviolent passive resistance.
The Civil Rights Movement Begins (cont.)
Section 1
• In November 1956, the Supreme Court affirmed the decision of a special three-judge panel declaring Alabama’s laws requiring segregation on buses unconstitutional.
• After the bus boycott demonstrated that nonviolent protest could be successful, African American ministers led by King established the Southern Christian Leadership Conference (SCLC) in 1957.
The Civil Rights Movement Begins (cont.)
A. A
B. B
C. C
D. D
Section 1
A B C D
0% 0%0%0%
The bus boycott could not have succeeded without the support of what else?
A. Taxis
B. African American churches
C. The U.S. government
D. Sit-ins
Section 1
Eisenhower Responds
President Eisenhower sent the U.S. Army to enforce integration in Arkansas.
Section 1
• The governor of Arkansas, Orval Faubus, ordered troops from the Arkansas National Guard to prevent nine African American students from entering a public high school.
• Violence resulting from an angry white mob convinced Eisenhower to send Army troops to Little Rock.
Eisenhower Responds (cont.)
– He also federalized the Arkansas National Guard.
Section 1
– The troops had to stay in Little Rock for the rest of the school year.
• The Civil Rights Act of 1957—the first civil rights law since Reconstruction—was intended to protect the right of African Americans to vote.
Eisenhower Responds (cont.)
Section 1
• The final version was weaker than originally intended, but it still achieved the following:
– It brought the power of the federal government into the civil rights debate.
– It created a civil rights decision within the Department of Justice and gave it the authority to seek court injunctions against anyone interfering with the right to vote.
– It created the United States Commission on Civil Rights.
Eisenhower Responds (cont.)
A. A
B. B
C. C
D. D
Section 1
A B C D
0% 0%0%0%
Which method did Eisenhower believe would best end segregation?
A. Time
B. Protests
C. Court rulings
D. Military action
Section 2-Main Idea
Big Ideas
Group Action African American citizens created organizations that directed protests to demand full civil rights.
Section 2-Key Terms
Content Vocabulary
• filibuster
• cloture
Academic Vocabulary
• register
Section 2-Key Terms
People and Events to Identify
• Student Nonviolent Coordinating Committee (SNCC)
• Freedom Riders
• James Meredith
• Civil Rights Act of 1964
• Voting Rights Act of 1965
A. A
B. B
Section 2-Polling Question
Would you risk your safety in order to bring about change?
A. Yes
B. No
A B
0%0%
Section 2
The Sit-in Movement
African American students staged sit-ins and formed the Student Nonviolent Coordinating Committee (SNCC) to organize efforts for desegregation and voter registration throughout the South.
Section 2
• In the fall of 1959, four college students, Joseph McNeil, Ezell Blair, Jr., David Richmond, and Franklin McCain, staged a sit-in at a whites-only lunch counter of a Woolworth’s department store.
• By the end of the week, over 300 students were taking part, and by 1961 sit-ins had been held in more than 100 cities.
The Sit-in Movement (cont.)
The Civil Rights Movement, 1954–1965
Section 2
• Ella Baker, the executive director of the SCLC, helped college students establish the Student Nonviolent Coordinating Committee (SNCC).
The Sit-in Movement (cont.)
A. A
B. B
C. C
D. D
Section 2
A B C D
0% 0%0%0%
The Voter Education Project, the brainchild of SNCC volunteer Robert Moses, helped African Americans who lived in the rural Deep South to accomplish which of the following?
A. Join the NAACP
B. Register to vote
C. Attend school
D. Learn about their civil rights
Section 2
The Freedom Riders
Teams of African Americans and whites rode buses into the South to protest the continued illegal segregation on interstate bus lines.
Section 2
• The Freedom Riders traveled into the South to draw attention to its refusal to integrate bus terminals.
• They were met with violence at the terminals, and President Kennedy felt compelled to get the violence under control.
The Freedom Riders (cont.)
Section 2
• Although Kennedy was unwilling to challenge Southern Democrats in Congress, he allowed the Justice Department, run by his brother Robert, to actively support the civil rights movement.
• At the time the Freedom Riders took action, Kennedy was preparing for a meeting with Soviet Union leader Nikita Khrushchev and did not want violence in the South to disrupt the meeting by giving the impression that his country was weak and divided.
The Freedom Riders (cont.)
Section 2
• After his meeting, he ordered the Interstate Commerce Commission (ICC) to tighten its regulations against segregated bus terminals.
• Robert Kennedy ordered the Justice Department to take legal action against Southern cities that maintained segregated bus terminals.
• By late 1962, segregation of interstate bus travel had come to an end.
The Freedom Riders (cont.)
Section 2
• On the day JFK was inaugurated, an African American air force veteran named James Meredith applied for a transfer to the University of Mississippi.
− After Ross Barnett, the governor of Mississippi, blocked his path to registration, Kennedy ordered 500 federal marshals to escort him to the campus.
The Freedom Riders (cont.)
Section 2
− After a night of attacks on the marshals, Kennedy ordered the army to send several thousand troops to protect Meredith.
− He graduated in August.
The Freedom Riders (cont.)
Section 2
• King decided that the only way to get President Kennedy to pass a new civil rights bill was to launch demonstrations in Birmingham, Alabama, knowing they would provoke a violent response.
• His plan worked, and Kennedy ordered his aides to prepare a new civil rights bill.
The Freedom Riders (cont.)
A. A
B. B
C. C
D. D
Section 2
A B C D
0% 0%0%0%
Kennedy helped African Americans in all of the following ways EXCEPT by
A. Naming approximately 40 African Americans to high-level positions in the government
B. Appointing Thurgood Marshall to a federal judgeship
C. Creating the Committee on Equal Employment Opportunity
D. Actively promoting several civil rights laws
Section 2
The Civil Rights Act of 1964
President Johnson used his political expertise to get the Civil Rights Act of 1964 passed.
Section 2
• Dr. King realized that Kennedy would have a very difficult time pushing his civil rights bill through Congress.
• He arranged a peaceful and dignified march on Washington that would build more public support.
The Civil Rights Act of 1964 (cont.)
Section 2
• The bill faced a difficult time in the Senate, especially after JFK was assassinated.
– President Johnson, however, committed himself wholeheartedly to getting the bill through Congress.
– It easily passed the House of Representatives.
– In June, after 87 days of filibuster, the Senate finally voted to end debate—four votes over the two-thirds needed for cloture.
The Civil Rights Act of 1964 (cont.)
Section 2
• On July 2, 1964, Johnson signed the Civil Rights Act of 1964 into law.
• This was the most comprehensive civil rights law Congress had ever enacted.
The Civil Rights Act of 1964 (cont.)
A. A
B. B
C. C
D. D
E. E
Section 2
Which dramatic moment led Kennedy to introduce his civil rights bill to Congress?
A. The violence at the bus terminals over segregation
B. The murder of Medgar Evers
C. George Wallace’s proclamation to maintain segregation
D. A and B
E. B and C A B C D E
0% 0% 0%0%0%
Section 2
The Struggle for Voting Rights
President Johnson called for a new voting rights law after hostile crowds severely beat civil rights demonstrators.
Section 2
• Due to increasing violence, Dr. King was convinced that a new law was needed to protect African American voting rights.
• In January 1965, the SCLC and Dr. King selected Selma, Alabama, as the focal point for their campaign for voting rights.
• African Americans made up a majority of the population but comprised only 3% of registered voters.
The Struggle for Voting Rights (cont.)
Section 2
• Many demonstrators were attacked and beaten, and Selma quickly became a major story in the national news.
• Dr. King joined with the SNCC activists and organized a “march for freedom” from Selma to Montgomery.
• As the protestors were leaving Selma, they were beaten in full view of television cameras.
The Struggle for Voting Rights (cont.)
Section 2
• Eight days later, Johnson proposed a new voting rights law.
• The passage of the Voting Rights Act of 1965 marked a turning point in the civil rights movement.
• After 1965, the movement began to shift its focus to the problem of achieving full social and economic equality for African Americans.
The Struggle for Voting Rights (cont.)
A. A
B. B
C. C
D. D
E. E
Section 2
What were the two major legislative goals of the civil rights movement?
A. Outlawing segregation
B. Protecting voting rights
C. Providing access to education
D. A and B
E. B and C A B C D E
0% 0% 0%0%0%
Section 3-Main Idea
Big Ideas
Struggles for Rights In the late 1960s, the civil rights movement tried to address the persistent economic inequality of African Americans.
Section 3-Key Terms
Content Vocabulary
• racism
• black power
Academic Vocabulary
• enforcement
Section 3-Key Terms
People and Events to Identify
• Kerner Commission
• Chicago Movement
• Richard J. Daley
• Stokely Carmichael
• Malcolm X
• Black Panthers
A. A
B. B
Section 3-Polling Question
Which do you feel is more effective: nonviolent protests or more aggressive protests?
A. Nonviolent
B. Aggressive
A B
0%0%
Section 3
Urban Problems
African Americans became impatient with the slow pace of change; this frustration sometimes boiled over into riots.
Section 3
• Despite the passage of civil rights laws in the 1950s and 1960s, racism was still common in American society.
• The average income of an African American family was only 55 percent of that of the average white family.
• Almost half of African Americans lived in poverty.
• Their unemployment rate was typically twice that of whites.
Urban Problems (cont.)
Section 3
• Anger and frustration over poverty led to riots in dozens of American cities between 1965 and 1968.
• President Johnson ordered what became known as the Kerner Commission to conduct a detailed study of this problem.
• They blamed racism for most of the problems in the inner cities.
Urban Problems (cont.)
Section 3
• Dr. King felt that he had failed to improve the economic position of African Americans.
• He worked with the SCLC to improve the economic status of African Americans in poor neighborhoods.
• The Chicago Movement, however, made little headway.
• Mayor Richard J. Daley proposed a new program to clean up the slums, but in the end, little changed.
Urban Problems (cont.)
A. A
B. B
C. C
D. D
Section 3
A B C D
0% 0%0%0%
In 1965, which percentage of African Americans lived in large cities?
A. 20 percent
B. 40 percent
C. 70 percent
D. 90 percent
Section 3
Black Power
Impatient with the slower gains of Martin Luther King, Jr.’s movement, many young African Americans called for “black power.”
Section 3
• Many young African Americans called for black power, an idea that disagreed with King’s nonviolent approach.
• Stokely Carmichael believed that African Americans should control the social, political, and economic direction of their struggle.
• Black power also stressed pride in the African American cultural group and emphasized racial distinctiveness rather than assimilation.
Black Power (cont.)
Section 3
• By the early 1960s, a young man named Malcolm X had become a symbol of the black power movement.
− He joined the Nation of Islam, or Black Muslims, which believed that African Americans should separate themselves from whites and form their own self-governing communities.
Black Power (cont.)
Section 3
− Discouraged by scandals involving the Nation of Islam’s leader, he broke with the group.
− After criticizing the organization, members shot him in February 1965.
Black Power (cont.)
Section 3
• Influenced by Malcolm X, three men organized the Black Panthers in 1966.
− They believed a revolution was necessary in the United States, and they urged African Americans to arm themselves and prepare to force whites to grant them equal rights.
Black Power (cont.)
A. A
B. B
C. C
D. D
Section 3
A B C D
0% 0%0%0%
What does the “X” symbolize in Malcolm X?
A. No one knows.
B. His African name
C. Frustration with the whites
D. The power to change
Section 3
King is Assassinated
After Dr. King was assassinated in Memphis, Tennessee, Congress passed the Civil Rights Act of 1968.
Section 3
• Dr. King went to Memphis to support a strike of African American sanitation workers in March 1968.
• He was also planning another march on Washington to lobby the federal government to commit billions of dollars to end poverty and unemployment in the U.S.
• On April 4, 1968, a sniper assassinated King.
King is Assassinated (cont.)
Section 3
• In the wake of his death, Congress did pass the Civil Rights Act of 1968.
• Although the civil rights movement continued, it lacked the unity of purpose and vision that Dr. King had given it.
King is Assassinated (cont.)
The Civil Rights Movement’s Legacy
A. A
B. B
C. C
D. D
Section 3
A B C D
0% 0%0%0%
What was the name of King’s campaign to promote economic advancement for all impoverished Americans?
A. Poor People’s Campaign
B. Advancement and Liberty for All
C. End Poverty Now
D. Employment for Everyone
VS 1
Origins of the Civil Rights Movement
Long-Range Causes
• Widespread racial segregation in the American South
• Lack of voting rights for African Americans in the American South
Immediate Causes
• The arrival of large numbers of African Americans in the North after the Great Migration gives them increased political influence and greater voting power.
VS 2
• African American contributions during World War II lead many African Americans to believe it is time to take action to demand change.
• NAACP strategy of using lawsuits to weaken segregation scores a major victory in 1954 with the Brown v. Board of Education ruling.
• African American churches serve as organizational bases, and pastors rally African Americans and organize protests.
Origins of the Civil Rights Movement
VS 3
Major Events of the Civil Rights Movement
• African American community in Montgomery, Alabama, led by Dr. Martin Luther King, Jr., organizes the Montgomery bus boycott.
• African American students are blocked from entering Little Rock High School. President Eisenhower sends in federal troops and asks Congress to pass the Civil Rights Act of 1957.
VS 4
• Sit-ins begin in Greensboro, and soon young people are staging sit-ins across the South to integrate public facilities.
• Freedom Riders end segregation on interstate bus travel.
• Martin Luther King, Jr., leads a march in Birmingham, then a March on Washington to support the Civil Rights Act of 1964.
Major Events of the Civil Rights Movement
VS 5
• Martin Luther King, Jr., leads a march in Selma to pressure Congress to pass the Voting Rights Act of 1965.
Major Events of the Civil Rights Movement
VS 6
Major Results of the Civil Rights Movement
• Civil Rights Act of 1957
• Civil Rights Act of 1964
• Voting Rights Act of 1965
• Civil Rights Act of 1968
• End of legal segregation in schools and public facilities
VS 7
Major Results of the Civil Rights Movement
• Restoration of voting rights for African Americans
• Ban on discrimination based on race in the workplace
• Increased federal power to protect civil rights
Figure 1
Figure 2a
Figure 2b
Figure 3
Figure 3a
Chapter Trans Menu
Chapter Transparencies Menu
Why It Matters
Cause-and-Effect Transparency
Unit Time Line Transparency
Select a transparency to view.
Why It Matters Trans
C & E Trans
Unit Timelines Trans
DFS Trans 1
DFS Trans 2
DFS Trans 3
Vocab1
separate-but-equal
doctrine established by the 1896 Supreme Court case Plessy v. Ferguson that permitted laws segregating African Americans as long as equal facilities were provided
Vocab2
de facto segregation
segregation by custom and tradition
Vocab3
sit-in
a form of protest involving occupying seats or sitting down on the floor of an establishment
Vocab4
facility
something that is built, installed, or established to serve a particular purpose
Vocab5
filibuster
an attempt to kill a bill by having a group of senators take turns speaking continuously so that a vote cannot take place
Vocab6
cloture
a motion that ends debate and calls for an immediate vote, possible in the U.S. Senate by a vote of 60 senators
Vocab7
register
to file personal information in order to become eligible for an official event
Vocab8
racism
prejudice or discrimination against someone because of his or her race
Vocab9
black power
the mobilization of the political and economic power of African Americans, especially to compel respect for their rights and to improve their condition
Vocab10
enforce
to urge or carry out using force
Help
Click the Forward button to go to the next slide.
Click the Previous button to return to the previous slide.
Click the Home button to return to the Chapter Menu.
Click the Transparency button from the Chapter Menu, Chapter Introduction, or Visual Summary slides to access the transparencies that are relevant to this chapter. From within a section, click on this button to access the relevant Daily Focus Skills Transparency.
Click the Return button in a feature to return to the main presentation.
Click the History Online button to access online textbook features.
Click the Reference Atlas button to access the Interactive Reference Atlas.
Click the Exit button or press the Escape key [Esc] to end the chapter slide show.
Click the Help button to access this screen.
Links to Presentation Plus! features such as Maps in Motion, Graphs in Motion, Charts in Motion, Concepts in Motion, and figures from your textbook are located at the bottom of relevant screens.
To use this Presentation Plus! product:
End of Custom Shows
This slide is intentionally blank.