the fight for equality i.jim crow laws ii.education (plessy vs. ferguson and brown vs. topeka board...
TRANSCRIPT
The Fight for EqualityThe Fight for Equality
I.I. Jim Crow LawsJim Crow Laws
II.II. Education (Plessy vs. Ferguson and Education (Plessy vs. Ferguson and Brown vs. Topeka Board of Brown vs. Topeka Board of EducationEducation
II.II. The South ResistsThe South Resists
III.III. Montgomery Bus Boycott--Rosa Montgomery Bus Boycott--Rosa Parks and Martin Luther King, Jr.Parks and Martin Luther King, Jr.
IV.IV. Sit-ins and Freedom RidersSit-ins and Freedom Riders
V.V. Malcolm XMalcolm X
VI.VI. Violent BacklashViolent Backlash
I. Jim Crow LawsI. Jim Crow LawsI. Jim Crow LawsI. Jim Crow Laws
A. After the Civil War (1870’s)A. After the Civil War (1870’s) B. Laws passed to segregate whites B. Laws passed to segregate whites
and blacksand blacks C. mostly in Southern statesC. mostly in Southern states D. whites controlled state legislaturesD. whites controlled state legislatures
A. After the Civil War (1870’s)A. After the Civil War (1870’s) B. Laws passed to segregate whites B. Laws passed to segregate whites
and blacksand blacks C. mostly in Southern statesC. mostly in Southern states D. whites controlled state legislaturesD. whites controlled state legislatures
E. Examples:E. Examples: 1. literacy tests1. literacy tests 2. poll taxes2. poll taxes 3. grandfather clause (you could only vote if 3. grandfather clause (you could only vote if
your grandfather had that right)your grandfather had that right) 4. outlawed marriage between whites and 4. outlawed marriage between whites and
blacksblacks 5. separate facilities for the 2 races5. separate facilities for the 2 races 6. separate railroad cars for the races6. separate railroad cars for the races 7. separate restrooms7. separate restrooms 8. schools and housing segregated8. schools and housing segregated
E. Examples:E. Examples: 1. literacy tests1. literacy tests 2. poll taxes2. poll taxes 3. grandfather clause (you could only vote if 3. grandfather clause (you could only vote if
your grandfather had that right)your grandfather had that right) 4. outlawed marriage between whites and 4. outlawed marriage between whites and
blacksblacks 5. separate facilities for the 2 races5. separate facilities for the 2 races 6. separate railroad cars for the races6. separate railroad cars for the races 7. separate restrooms7. separate restrooms 8. schools and housing segregated8. schools and housing segregated
An Alabama Jim Crow An Alabama Jim Crow Law from the 1890’sLaw from the 1890’sAn Alabama Jim Crow An Alabama Jim Crow Law from the 1890’sLaw from the 1890’s
It shall be unlawful to conduct a restaurant or other It shall be unlawful to conduct a restaurant or other place for the serving of food in the city, at which white and place for the serving of food in the city, at which white and colored people are served in the same room, unless such colored people are served in the same room, unless such white and colored persons are effectually separated by a white and colored persons are effectually separated by a solid partition extending from the floor upward to a solid partition extending from the floor upward to a distance of seven feet or higher, and unless a separate distance of seven feet or higher, and unless a separate entrance from the street is provided for each compartment. entrance from the street is provided for each compartment.
It shall be unlawful for a Negro and white person It shall be unlawful for a Negro and white person to play together or be in company with each other at any to play together or be in company with each other at any game of pool or billiards.game of pool or billiards.
Every employer of white or Negro males shall Every employer of white or Negro males shall provide for such white or Negro males reasonably provide for such white or Negro males reasonably accessible and separate toilet facilities.accessible and separate toilet facilities.
It shall be unlawful to conduct a restaurant or other It shall be unlawful to conduct a restaurant or other place for the serving of food in the city, at which white and place for the serving of food in the city, at which white and colored people are served in the same room, unless such colored people are served in the same room, unless such white and colored persons are effectually separated by a white and colored persons are effectually separated by a solid partition extending from the floor upward to a solid partition extending from the floor upward to a distance of seven feet or higher, and unless a separate distance of seven feet or higher, and unless a separate entrance from the street is provided for each compartment. entrance from the street is provided for each compartment.
It shall be unlawful for a Negro and white person It shall be unlawful for a Negro and white person to play together or be in company with each other at any to play together or be in company with each other at any game of pool or billiards.game of pool or billiards.
Every employer of white or Negro males shall Every employer of white or Negro males shall provide for such white or Negro males reasonably provide for such white or Negro males reasonably accessible and separate toilet facilities.accessible and separate toilet facilities.
Challenging Jim CrowChallenging Jim CrowChallenging Jim CrowChallenging Jim Crow
Throughout the late 1800’s and most Throughout the late 1800’s and most of the 1900’s, there were many of the 1900’s, there were many challenges to Jim Crowchallenges to Jim Crow A. Homer Plessy: 1/8 black tried to sit A. Homer Plessy: 1/8 black tried to sit
in the white car on a train (He lost)in the white car on a train (He lost) B. Plessy v. Ferguson: separate but B. Plessy v. Ferguson: separate but
equal was OK (1896)equal was OK (1896) C. Many other challengesC. Many other challenges
Throughout the late 1800’s and most Throughout the late 1800’s and most of the 1900’s, there were many of the 1900’s, there were many challenges to Jim Crowchallenges to Jim Crow A. Homer Plessy: 1/8 black tried to sit A. Homer Plessy: 1/8 black tried to sit
in the white car on a train (He lost)in the white car on a train (He lost) B. Plessy v. Ferguson: separate but B. Plessy v. Ferguson: separate but
equal was OK (1896)equal was OK (1896) C. Many other challengesC. Many other challenges
Gains by African-Gains by African-AmericansAmericansGains by African-Gains by African-AmericansAmericans
A. HousingA. Housing 1. by 1970’s: more African-Americans 1. by 1970’s: more African-Americans
moved into suburbs from citiesmoved into suburbs from cities
B.B. IncomeIncome1. 1947: African-Americans made about 1. 1947: African-Americans made about 50% of whites50% of whites2. 1960: 55%2. 1960: 55%3. 2000: 64%3. 2000: 64%
A. HousingA. Housing 1. by 1970’s: more African-Americans 1. by 1970’s: more African-Americans
moved into suburbs from citiesmoved into suburbs from cities
B.B. IncomeIncome1. 1947: African-Americans made about 1. 1947: African-Americans made about 50% of whites50% of whites2. 1960: 55%2. 1960: 55%3. 2000: 64%3. 2000: 64%
II. Equality in EducationII. Equality in Education A. Plessy vs. Ferguson (1896) 1. separate but equal was OK B. South--things separate 1. schools 2. bathrooms and water fountains 3. could not vote
C. Brown vs. Board of Education of Topeka, Kansas (1954)
1. separate but equal was UNCONSTITUTIONAL
2. Argued by Thurgood Marshall 3. Supreme Court’s decision: All schools must be “integrated”
A. Plessy vs. Ferguson (1896) 1. separate but equal was OK B. South--things separate 1. schools 2. bathrooms and water fountains 3. could not vote
C. Brown vs. Board of Education of Topeka, Kansas (1954)
1. separate but equal was UNCONSTITUTIONAL
2. Argued by Thurgood Marshall 3. Supreme Court’s decision: All schools must be “integrated”
III. The South Resists--Little Rock, Arkansas
III. The South Resists--Little Rock, Arkansas
A. South would not integrate schools B. Little Rock, Arkansas (1957) 1. school board tries to integrate--9
blacks were to enroll in school
2. National Guard called in to prevent blacks from entering the school
3. Federal judge gets Nat. Guard out
4. Sept. 23, 1957. Blacks enter school.
5. White mob forced them out
A. South would not integrate schools B. Little Rock, Arkansas (1957) 1. school board tries to integrate--9
blacks were to enroll in school
2. National Guard called in to prevent blacks from entering the school
3. Federal judge gets Nat. Guard out
4. Sept. 23, 1957. Blacks enter school.
5. White mob forced them out
6. President Eisenhower sends in federal troops to protect the African-American students and allow them into the school
7. IMPORTANT: 1st time Federal Gov. intervenes to advance the rights of African-Americans
8. This event televised: people’s opinion changed: against racism and for civil rights
6. President Eisenhower sends in federal troops to protect the African-American students and allow them into the school
7. IMPORTANT: 1st time Federal Gov. intervenes to advance the rights of African-Americans
8. This event televised: people’s opinion changed: against racism and for civil rights
IV. Montgomery Bus BoycottIV. Montgomery Bus Boycott• A. Martin Luther King and Mrs. Rosa ParksA. Martin Luther King and Mrs. Rosa Parks• 1. King1. King• a. Born in Atlanta, 1929a. Born in Atlanta, 1929• b. son of a ministerb. son of a minister• c. attended Morehouse Collegec. attended Morehouse College• d. Doctord. Doctor’’s degree in theology--Boston Univ.s degree in theology--Boston Univ.• e. Natural leader--use peaceful tacticse. Natural leader--use peaceful tactics• 2. Parks2. Parks• a. Dec. 1, 1955a. Dec. 1, 1955• b. Sat in front of bus in Montgomery, Ala.b. Sat in front of bus in Montgomery, Ala.• c. She was told to get upc. She was told to get up• d. Police arrested herd. Police arrested her
• C The nonviolent wayC The nonviolent way• 1. King--agreed Parks case was wrong1. King--agreed Parks case was wrong• a. use nonviolence to show oppositiona. use nonviolence to show opposition• 2. Bus boycott2. Bus boycott• a. 381 daysa. 381 days• -- car pool-- car pool• -- walk to work-- walk to work• -- some lost jobs--couldn-- some lost jobs--couldn’’t get theret get there• b. bus companies almost bankruptb. bus companies almost bankrupt• -- blacks won this case-- blacks won this case
• ***A start to desegration ***A start to desegration everywhere!!!!everywhere!!!!
V. Sit-Ins and Freedom Riders
» A. Sit-Ins» 1. 1960’s: civil rights movement
picked up momentum» 2. Greensboro, NC: students stage
sit-in at a segregated lunch counter (1960)
» 3. other non-violent protests followed
» B. Freedom Riders
» 1. From the north
» 2. They went south to try to end segregation
» 3. Both blacks and whites participated
» 4. Group led by James Farmer
» 5. Group called Congress of Racial Equality
(CORE)
»a. Goal: take trips to South to make sure segregation laws were
being enforced
VI. Malcolm X
• 1. a Black Muslim• 2. told blacks to develop own power• 3. separate from those who do not treat them equal• 4. start own businesses• 5. start own communities• 6. develop interest in their history and culture• 7. develop pride in their culture
VII. Violent Backlash• A. Medgar Evers
• 1. NAACP leader• 2. murdered in Jackson, Mississippi (1963)
• B. University of Mississippi• 1. Black student named James Meredith wants• to enroll• 2. Riots broke out• 3. Courts ordered U. of Mississippi to let him in• 4. Meredith’s life was threatened• 5. JFK sent federal marshals to help out• 6. Meredith became first black at Ole Miss
C. Birmingham, Alabama (1963)1. racists bombed Baptist church, killing 4 youngAfrican-American girls
D. 1960’s: Violence on both sides of civil rights increasedE. The march on Washington
• 1. August 28, 1963• a. 250,000 people at Lincoln Memorial• b. Organized by black leaders• c. For support of civil rights• d. Men, women, black, and whites • e. waved flags, sang songs, speeches• 2. MLK spoke• a. “I have a dream” speech given• b. said nation should show that “all men are • created equal”
F. 1968: Martin Luther King, Jr. assassinated
Summary: Events of the Civil Rights Movement, 1964-1971
• 1964CORE and SNCC launched massive voter registration drive aimed at African-Americans; known as the Freedom Summer
• 1964Civil Rights Act made segregation in public facilities and discrimination in employment illegal.
• 1964Three civil rights workers in Mississippi killed by racists
• 1965Black nationalist leader Malcolm X assassinated in Harlem by Black Muslims
• 1965African Americans led by Martin Luther King, Jr. marched to Montgomery in support of voting rights; stopped by police blockade; several marchers injured after police use tear gas, whips, and clubs; known as “bloody Sunday.”
• 1965Congress passed Voting Rights Act, which made it easier for Southern blacks to register; literacy tests became illegal
• 1965-1968 Race riots in Los Angeles, Newark, New York, Cleveland, Detroit, and Chicago
• 1968 Martin Luther King, Jr., assassinated in Memphis, Tennessee
• 1968 Civil Rights Act prohibited discrimination in the sale, rental, and financing of housing.
• 1971 Supreme Court decision Swann v. Charlotte-Mecklenburg Board of Education ruled that busing is a legitimate means for achieving integration of public schools.
1. OGT Multiple Choice
• He was Chief Justice of the Supreme Court from 1953 to 1969. Under his leadership, the court reached a landmark decision in the case of Brown vs. Board of Education. He was
• A. John Marshall• B. Albert Gore• C. Thurgood Marshall• D. Earl Warren
2. OGT Multiple Choice
• Which of the following tactics did Martin Luther King, Jr. urge his followers to practice?
• A. collective bargaining
• B. nonviolent demonstration
• C. massive retaliation
• D. nonpeaceful coexistence
3. OGT Multiple Choice
• In Brown vs. Board of Education, the Supreme Court held that
• A. the states, not the federal government, have to deal with civil rights
• B. racially separate facilities do not violate the 14th Amendment
• C. racial segregation in public schools is unconstitutional
• D. racial separate facilities damage the education of white children
4. OGT Multiple Choice
• The lawyer who argued for Brown in Brown vs. Board of Education
and later became the 1st African-American to sit on the Supreme
Court was
• A. Thurgood Marshall• B. Earl Warren• C. Lyndon Johnson• D. Martin Luther King, Jr.
5. OGT Multiple Choice
• Martin Luther King, Jr. was a leader in which one of the following events?
• A. the Little Rock school crisis• B. Brown vs. Board of Education• C. the Montgomery bus boycott• D. the lunch counter sit-in
6. OGT Multiple Choice
• (Practice Test Booklet 2005) The Brown v. Board of Education decision in 1954 did which of the following:
• A. Struck down the principle of “separate but equal” in schools
• B. Provided for segregated school based on race
• C. Supported the Plessy v. Ferguson decision of 1896
• D. Supported the principle of “separate but equal” in schools
7. OGT Multiple Choice
• (Practice Test Booklet 2005) The Supreme Court decision in Plessy v. Ferguson in 1896 established the principle of
• A. one man, one vote• B. separate but equal• C. runaway slaves were property• D. desegregation in schools
8. OGT Multiple Choice• (Practice Test Booklet 2005) Rosa parks played an
important role in the civil rights movement for African-Americans. In 1955 in Montgomery, Alabama, she
• A. was the first African-American to be elected mayor
• B. led a successful civil rights demonstration at the steps of the state capital
• C. successfully integrated a restaurant, which had been for whites only
• D. refused to give up her seat on a bus to a white man
9. OGT Multiple Choice• (Practice Test Booklet 2005) In 1955 in Montgomery,
Alabama, Rosa Parks broke the law by refusing to give up her seat on a bus to a white man. One result of her civil disobedience was
• A. African-Americans were no longer allowed to ride the same buses as whites
• B. a year-long boycott of riding the buses by African-Americans
• C. African-Americans continued to ride in the back of the buses
• D. it had little impact because she was not well-known
10. OGT Multiple Choice
• The march on Washington was led by Martin Luther King, Jr. on August 28, 1963. At which landmark was the march held?
• A. Washington Memorial• B. White House• C. Smithsonian Institution• D. Lincoln Memorial
11. OGT Multiple Choice• To gain power for African-Americans,
Malcolm X urged all of the following EXCEPT• A. Develop pride in their culture• B. Start their own businesses and
communities• C. Develop interest in their history and
culture• D. Get along with and associate with those
who did not treat them equally
1. OGT Extended Response
• Explain the difference between the decision made in Plessy v. Ferguson (1898) and the decision made in Brown v. Board of Education (1954). What are some reasons why the decision made in Plessy was reversed in Brown. (Does this prove that the U.S. Constitution is a living document? How?) (4 pts)
2. OGT Extended Response
• Throughout the Civil Rights movement, African-Americans used several types of nonviolent protests. (4 points)
• List and explain 2 types of nonviolent protests used.
• Do you feel nonviolent protests or violent protests are better? Why?
3. OGT Extended Response
• Throughout the 1950’s , many civil rights leaders chose nonviolent means of protest.
• Choose 2 civil rights leaders and describe a nonviolent action taken by each. (2 pts)
• Do you feel nonviolent methods worked better than violent methods? Explain your answer.
• (2 pts)
Cultural PerspectivesCultural Perspectives
Benchmark: Analyze the influence of different cultural perspectives on the actions of groups.
Benchmark: Analyze the influence of different cultural perspectives on the actions of groups.
Political Action Groups• A. Historically: Americans form groups
of like-minded people to achieve goals• B. Perspective: dictates how a group
views a problem• C. Groups sometimes form Political
Action Committees (PAC’s)– 1. try to get government to help– 2. organize public awareness– 3. Examples: NAACP, NOW, AIM
I. National Association for the Advancement of Colored People (NAACP)
I. National Association for the Advancement of Colored People (NAACP)
• A. Began in 1903• 1. 60 met in New York City• 2. Whites and blacks, including Ida B. Wells-Barnett and W.E.B. DuBois• 3. horrified over racial violence• 4 use legal system to achieve goals
• a. equal protection for all• b. universal adult male suffrage
• A. Began in 1903• 1. 60 met in New York City• 2. Whites and blacks, including Ida B. Wells-Barnett and W.E.B. DuBois• 3. horrified over racial violence• 4 use legal system to achieve goals
• a. equal protection for all• b. universal adult male suffrage
NAACP Mission StatementNAACP Mission Statement
• The NAACP insures the political, educational, social, and economic equality of minority groups and citizens; achieves equality of rights and eliminates race prejudice among the citizens of the United States; removes all barriers of racial discrimination through the democratic processes; seeks to enact and enforce federal, state, and local laws securing civil rights; informs the public of adverse effects of racial discrimination and seeks its elimination; educates persons as to their constitutional rights and to take all lawful action in furtherance of these principles.
• The NAACP insures the political, educational, social, and economic equality of minority groups and citizens; achieves equality of rights and eliminates race prejudice among the citizens of the United States; removes all barriers of racial discrimination through the democratic processes; seeks to enact and enforce federal, state, and local laws securing civil rights; informs the public of adverse effects of racial discrimination and seeks its elimination; educates persons as to their constitutional rights and to take all lawful action in furtherance of these principles.
• B. Moorfield Storey• 1. 1st President of NAACP• 2. white attorney
C. W.E.B. Dubois1. editor of The Crisis, NAACP’s official journal2. Harvard-educated author
D. Increase in membership1. Local chapters 2. Washington, St. Louis, Kansas City, Boston, and Detroit
• B. Moorfield Storey• 1. 1st President of NAACP• 2. white attorney
C. W.E.B. Dubois1. editor of The Crisis, NAACP’s official journal2. Harvard-educated author
D. Increase in membership1. Local chapters 2. Washington, St. Louis, Kansas City, Boston, and Detroit
• E. NAACP positive actions• 1. 1915: Court overturned Oklahoma law
which denied many black men the right to vote (Guinn v. United States)
• 2. 1915: Protested a racist film, The Birth of a Nation
• 3. 1918: Campaigned Congress to pass the Dyer Bill, which would punish lynchers
• 4. Membership continued to increase
• E. NAACP positive actions• 1. 1915: Court overturned Oklahoma law
which denied many black men the right to vote (Guinn v. United States)
• 2. 1915: Protested a racist film, The Birth of a Nation
• 3. 1918: Campaigned Congress to pass the Dyer Bill, which would punish lynchers
• 4. Membership continued to increase
• F. Fight for desegregation of armed forces• 1. Pres. Truman ordered this in 1948
G. Fight for desegregation in schools1. 1954 Brown vs. Topeka Board of Education2. NAACP attorney: Thurgood Marshall
H. Recent focus1. economic advancement2. educational equality3. continue to fight discrimination
• F. Fight for desegregation of armed forces• 1. Pres. Truman ordered this in 1948
G. Fight for desegregation in schools1. 1954 Brown vs. Topeka Board of Education2. NAACP attorney: Thurgood Marshall
H. Recent focus1. economic advancement2. educational equality3. continue to fight discrimination
II. The National Organization for Women
(NOW)
II. The National Organization for Women
(NOW)» A. Pushed for same social and economic
rights as men
» B. Women should be able to work any job
» C. equal pay for equal work
» D. Wanted an Equal Rights Amendment added to the Constitution
» A. Pushed for same social and economic rights as men
» B. Women should be able to work any job
» C. equal pay for equal work
» D. Wanted an Equal Rights Amendment added to the Constitution
» E. NOW» 1. Founded in 1966» 2. First leader: Betty Friedan
F. Goals of NOW1. Enforce Title VII, which prohibits gender discrimination2. equal education and job opportunity3. child care tax deductions4. child care centers5. maternity leave6. passage of the Equal Rights Amendment
» E. NOW» 1. Founded in 1966» 2. First leader: Betty Friedan
F. Goals of NOW1. Enforce Title VII, which prohibits gender discrimination2. equal education and job opportunity3. child care tax deductions4. child care centers5. maternity leave6. passage of the Equal Rights Amendment
NOW Statement of Purpose
NOW Statement of Purpose
The purpose of NOW is to take action to bring women into full participation in the mainstream of American society now, exercising all the privileges and responsibilities thereof in truly equal partnership with men.We believe the time ha come to move beyond the abstract argument, discussion and symposia over the status and special nature of women….; the time has come to confront, with concrete action, the conditions that now prevent women from enjoying the equality of opportunity and freedom of choice which is their right, as individual Americans, and as human beings.
The purpose of NOW is to take action to bring women into full participation in the mainstream of American society now, exercising all the privileges and responsibilities thereof in truly equal partnership with men.We believe the time ha come to move beyond the abstract argument, discussion and symposia over the status and special nature of women….; the time has come to confront, with concrete action, the conditions that now prevent women from enjoying the equality of opportunity and freedom of choice which is their right, as individual Americans, and as human beings.
III. American Indian Movement (AIM)
III. American Indian Movement (AIM)
A. Began in 1968 in Minneapolis, Minn.A. Began in 1968 in Minneapolis, Minn. B. AIM’s goalsB. AIM’s goals
1. a commission to review treaty commitments and violations1. a commission to review treaty commitments and violations 2. relief against treaty rights violations2. relief against treaty rights violations 3. judicial recognition of Indians’ rights to interpret treaties3. judicial recognition of Indians’ rights to interpret treaties 4. abolition of the Bureau of Indian Affairs4. abolition of the Bureau of Indian Affairs 5. land reform and restoration of a 110- million-acre native land 5. land reform and restoration of a 110- million-acre native land
basebase 6. creation of an Office of Federal Indian Relations and Community 6. creation of an Office of Federal Indian Relations and Community
ReconstructionReconstruction 7. tax immunities7. tax immunities 8. protection of religious freedom and cultural integrity8. protection of religious freedom and cultural integrity 9. improved health, housing, employment, economic development, 9. improved health, housing, employment, economic development,
and educationand education
A. Began in 1968 in Minneapolis, Minn.A. Began in 1968 in Minneapolis, Minn. B. AIM’s goalsB. AIM’s goals
1. a commission to review treaty commitments and violations1. a commission to review treaty commitments and violations 2. relief against treaty rights violations2. relief against treaty rights violations 3. judicial recognition of Indians’ rights to interpret treaties3. judicial recognition of Indians’ rights to interpret treaties 4. abolition of the Bureau of Indian Affairs4. abolition of the Bureau of Indian Affairs 5. land reform and restoration of a 110- million-acre native land 5. land reform and restoration of a 110- million-acre native land
basebase 6. creation of an Office of Federal Indian Relations and Community 6. creation of an Office of Federal Indian Relations and Community
ReconstructionReconstruction 7. tax immunities7. tax immunities 8. protection of religious freedom and cultural integrity8. protection of religious freedom and cultural integrity 9. improved health, housing, employment, economic development, 9. improved health, housing, employment, economic development,
and educationand education
C. AIM’s VictoriesC. AIM’s Victories 1. 1972 Indian Education Act and 1975 1. 1972 Indian Education Act and 1975
Indian Self-Determination and Education Indian Self-Determination and Education Assistance Act: gave Indians greater over Assistance Act: gave Indians greater over education of their childreneducation of their children
2. 1970’s and 1980’s: Indians able to sue 2. 1970’s and 1980’s: Indians able to sue to get their old land backto get their old land back
3. 1971: Alaska Native Claims Settlement 3. 1971: Alaska Native Claims Settlement Act: gave 40 million acres of land and paid Act: gave 40 million acres of land and paid the Inuit Indian people nearly $1 billion.the Inuit Indian people nearly $1 billion.
C. AIM’s VictoriesC. AIM’s Victories 1. 1972 Indian Education Act and 1975 1. 1972 Indian Education Act and 1975
Indian Self-Determination and Education Indian Self-Determination and Education Assistance Act: gave Indians greater over Assistance Act: gave Indians greater over education of their childreneducation of their children
2. 1970’s and 1980’s: Indians able to sue 2. 1970’s and 1980’s: Indians able to sue to get their old land backto get their old land back
3. 1971: Alaska Native Claims Settlement 3. 1971: Alaska Native Claims Settlement Act: gave 40 million acres of land and paid Act: gave 40 million acres of land and paid the Inuit Indian people nearly $1 billion.the Inuit Indian people nearly $1 billion.
IV. United Farm Workers (UFW) A. come from Spanish-speaking countries B. many were poor with little education C. United Farm Workers Association--tried to organize Mexican-American farmers 1. headed by Cesar Chavez 2. tried to improve pay and conditions of farmers and migrants 3. Chavez got them to boycott grapes 4. Grape farmers lost a lot of money 5. One by one, grape farmers spoke with the new union 6. Finally, large grape farms signed a contract with the grape farm workers
V. Social Protestors
A. People wondered why we were in Vietnam 1. US divided
a. doves: did not want war b. hawks: favored war
2. many protestors were young 3. T.V. brought home the horrors of war 4. people didn’t know who to believe 5. anti-war movement became more vocal
B. April 4, 1968--Martin Luther King shot and killed in Memphis, Tennessee. C. This started riots and violence D. Military brought in to restore order E. Two days later, LBJ signs Civil Rights Act of 1968--forbade discrimination in the sale or rent of the nation’s housing F. June 4, 1968--Robert Kennedy shot 1. Sirhan Sirhan shot him 2. he was a Jordanian Arab 3. shot Kennedy because he supported Israel 4. did it to make a political statement ***These events led to more tension and protest!
G. Kent St. UniversityG. Kent St. University
• 1. Kent State University May 2, 1970• 2. National Guard called in to put down
a demonstration.• 3. Students threw rocks at the
guardsmen. • 4. They responded by firing into the
crowd, killing 4• 5. Led to more protests!!!
• 1. Kent State University May 2, 1970• 2. National Guard called in to put down
a demonstration.• 3. Students threw rocks at the
guardsmen. • 4. They responded by firing into the
crowd, killing 4• 5. Led to more protests!!!
VI. The Counterculture
A. New young culture developing 1. long hair and unusual clothes 2. beads 3. Indian headbands 4. Rock and roll 5. freedom--”do your own thing” 6. called “hippies” or “flower children” 7. many did drugs
A. New young culture developing 1. long hair and unusual clothes 2. beads 3. Indian headbands 4. Rock and roll 5. freedom--”do your own thing” 6. called “hippies” or “flower children” 7. many did drugs
B. On the other side, many youth: 1. got involved in community 2. got involved in politics 3. cleaned up environment 4. anti-war protests
B. On the other side, many youth: 1. got involved in community 2. got involved in politics 3. cleaned up environment 4. anti-war protests
1. OGT Multiple Choice
• The term “counterculture” referred to • A. a way of life different from that of
most Americans• B. a concern with relations between
organisms and their environment• C. the civil rights movement• D. a community based on strict
Christian principles
2. OGT Multiple Choice
• Which group of people did NOT start a new movement for equality in the 1960’s?
• A. African Americans• B. Business owners• C. Feminists• D. Hispanic Americans
3. OGT Multiple Choice
• The Women’s Right Movement can be described with all of the following
EXCEPT
• A. pushed for same social and economic rights as men
• B. pushed for women to be able to work any job
• C. did not want an equal rights amendment added to the Constitution
• D. wanted equal pay for equal work
4. OGT Multiple Choice
• Which is not a characteristic of the “counterculture.”
• A. Classical music
• B. long hair and unusual clothes
• C. “Hippies” and “flower children”
• D. Drugs
5. OGT Multiple Choice
• Which of the following was not a victim of political violence in the 1960’s?
• A. John F. Kennedy
• B. Robert F. Kennedy
• C. Lyndon B. Johnson
• D. Martin Luther King, Jr.
6. OGT Multiple Choice
• Who shot Robert F. Kennedy?
• A. Jack Ruby
• B. Sirhan Sirhan
• C. John Wilkes Booth
• D. Lee Harvey Oswald
7. OGT Multiple Choice
• (Base Test March 2005) One form of civil disobedience practiced by college students during the
Vietnam War was the burning of draft cards. How were draft card burnings different from other
forms of protest such as organizing marches and publishing underground newspapers.
• A. Draft card burnings were direct violations of a law perceived to be unjust
• B. Draft card burnings were protected under the First Amendment of the Constitution
• C. Draft card burnings were used to encourage young men to volunteer for military duty rather than be drafted
• D. Draft card burnings were a continuation of protest methods begun by the Ku Klux Klan in the 1960’s
8. OGT Multiple Choice
• (Practice Test Booklet 2005) The organization that instituted education,
health, and legal programs for Native Americans was the
• A. American Indian Movement (AIM)
• B. Congress of Racial Equality (CORE)
• C. Federal Bureau of Indian Affairs (FBIA)
• D. Native-American Legal Fund (NALF)
9. OGT Multiple Choice
• (Practice Test Booklet 2005) Cesar Chavez organized strikes, such as against the California grape growers in 1970, in order to
• A. prevent cruelty to farm animals• B. improve wages and conditions for migrant farm
workers• C. enable farms to grow better quality crops for
Americans to eat• D. increase the profits for farmers who grew fruits
and vegetables
1. OGT Extended Response
• This chapter has shown many different movements that occurred during the 1960’s (4 pts)
• Choose two of the civil rights movements of the 1960’s. (2 pts)
• Describe what each group wanted and how they went about getting what they wanted. (2 pts)