hsus_te_ch14_co_s.

fm Page 466 Thursday, December 4, 2008 11:08 AM

The Civil Rights

14
CHAPTER
CHAPTER

Movement
1945–1975
Teach With Technology
PresentationEXPRESS TM

PREMIUM CD-ROM
쐍 Teach this chapter’s core content
by using PresentationExpress,
which includes Witness History
audio, interactivities, video, lecture
outlines, and the ExamView®
QuickTake assessment tool.
쐍 To introduce this chapter by using
PresentationExpress, ask stu-
dents with which of the following
statements they most agree:
A) The years 1945–1975 were
a time of positive change in
American society. B) The years
1945–1975 were a time of anger
and violence in American soci-
ety. C) The years 1945–1975
were a time of injustice in
American society. D) The years
1945–1975 were a time when
injustice ended in American
society. Take a class poll or record
students’ answers by using the
QuickTake feature, and discuss
their responses. Point out that in
this chapter, students will read
about the civil rights movement.
Continue introducing the chapter
by using the chapter opener slide
show and Witness History audio.
Technology Resources
쐍 StudentEXPRESS CD-ROM
쐍 TeacherEXPRESS CD-ROM
쐍 PresentationEXPRESS
PREMIUM CD-ROM
쐍 WITNESS HISTORY Audio

쐍 ExamView ® Test Bank CD-ROM

English and Spanish
쐍 Guided Reading Audio, Spanish

쐍 Student Edition on Audio For the Teacher For the Student

King, Martin Luther, Jr. The Autobiography of Martin L2 Kasher, Steven, and Myrlie Evers-Williams. The
쐍 Witness History DVD, Civil
Luther King, Jr. Warner Books, Inc., 2001. Civil Rights Movement: A Photographic History,
Rights Martyrs Levy, Peter B. The Civil Rights Movement. Greenwood 1954–68. Abbeville Press, 1998.
쐍 Experience It! Multimedia Pack Press, 1998. L3 Karson, Jill, et al. Leaders of the Civil Rights
Raffel, Jeffrey A. Historical Dictionary of School Movement. Greenhaven Press, 2004.
Segregation and Desegregation: The American
Experience. Greenwood Press, 1998. L4 Malcolm X. By Any Means Necessary. Pathfinder
Press, 1992.

466 The Civil Rights Movement

hsus_te_ch14_co_s.fm Page 467 Thursday, December 4, 2008 11:08 AM

Chapter-Level Resources
WITNESS HISTORY AUDIO
Letter Home (English and
Human Chain of Freedom Spanish), Preread the Chapter,
In the 1950s and 1960s, African Americans Vocabulary Builder, Reading Strategy,
intensified their efforts to gain equal rights. During
Social Studies Skills Practice,
civil rights marches, peaceful protesters had to find
the strength to face taunts and violence. Often, they Enrichment, Issues Connector,
found that strength in music. Hand in hand, they would Chapter Tests
face their opponents and sing. In the stirring civil rights 쐍 Test Prep With Document-Based
anthem “Eyes on the Prize,” they proclaimed:
Assessment
“ Freedom’s name is mighty sweet, 쐍 AYP Monitoring Assessments
Soon one day we’re gonna meet. . . . 쐍 ExamView® Test Bank CD-ROM
Sign protesting
The only thing we did wrong, 쐍 Guided Reading Audio (Spanish)
segregated
Stayed in the wilderness a day too long. restaurants 쐍 Student Edition Audio
But the one thing we did right,
Was the day we started to fight. ”
—Alice Wine, “Eyes on the Prize” Previewing the Chapter
Listen to the Witness History audio to hear more 쐍 WITNESS HISTORY Read the Wit-
about the civil rights movement. ness History selection aloud, or
play the accompanying audio.
Point out the themes on which the
䊴 Protesters hold hands and sing during a selection focuses, including the
1965 civil rights march in Selma, Alabama.
frustrations of African Americans
who wished to participate fully in
the life of the nation. Explain that
these frustrations led to the rise of
Chapter Preview the civil rights movement.
Chapter Focus Question: What were the causes,
Witness History Audio CD,
main events, and effects of the civil rights
Human Chain of Freedom
movement? James Meredith,
first black student 쐍 Analyzing the Visuals Ask
Section 1 at the University What can you tell about the
Early Demands for Equality of Mississippi
protestors by their expres-
Section 2 sions? (They seem optimistic, dig-
The Movement Gains Ground nified, and calm.) Why do you
think the police officers are
Section 3 Button of a looking away from the protest-
New Successes and Challenges militant African
American
ors? (Sample response: Perhaps
organization the police officers do not want to
recognize certain individuals or
interact with the protestors.) Have
students discuss how the photo-
graph of the protestors and the
Use the images on the right side of the
Note Taking Study Guide Online
at the end of this chapter to preview For: Note Taking and American Issues Connector page might be related.
chapter events. Web Code: nee-8701
쐍 Focus Write the Chapter Focus
Question on the board. Tell stu-
dents to keep this question in
mind as they read the chapter.
Then, have students preview the
The following Teacher’s Edition strategies are suit- section titles in this chapter.
L2 Less Proficient Readers, pp. 469, 473, 478, 482,
able for students of varying abilities. 483, 489, 493, 494 LPR 쐍 Preread Have students complete
L1 Special Needs Students, pp. 469, 473, 478, 482, the chapter’s Preread the Chapter
L4 Advanced Readers, pp. 472, 480, 481, 492 AR
489, 493, 494 SN Worksheet. Teaching Resources,
L4 Gifted and Talented Students, pp. 472, 480, 481, pp. 7–8
L2 English Language Learners, pp. 469, 473, 478, 492 GT
482, 483, 489, 493, 494 ELL

Have students access Web Code nee-

8701 for the Note Taking Study Guide
Online, as an alternative to the Reading
and Note Taking Study Guide booklet.

Chapter 14 467
hsus_te_ch14_s01_s.fm Page 468 Wednesday, January 14, 2009 9:51 AM

1
䊴 Medgar Evers

1 WITNESS HISTORY AUDIO

SECTION

Step-by-Step A Different Kind of Enemy

Instruction After serving in the army in Europe in World War II,

SECTION
Medgar Evers returned home to the South, where
he faced a different kind of enemy: discrimination.
When he and some other African American veterans
tried to register to vote, a mob of armed whites
Objectives blocked their way. “All we wanted to be was ordi-
As you teach this section, keep students nary citizens,” Evers later said, frustrated to find his
life at risk in his own country. “We fought during
focused on the following objectives to help the war for America, Mississippi included.” Evers
them answer the Section Focus Question and retreated that day, but he did not give up on his
master core content. goal. He became an active member of the NAACP
• Describe efforts to end segregation in the and a leader in the fight for civil rights.
1940s and 1950s.
䊴 Sign at a segregated bus station
• Explain the importance of Brown v. Board
of Education.
• Describe the controversy over school
desegregation in Little Rock, Arkansas. Early Demands for Equality
• Describe the Montgomery bus boycott and
its impact. Objectives Why It Matters The postwar period brought prosperity to many,
• Describe efforts to end segregation in the but most African Americans were still treated as second-class citizens.
1940s and 1950s. The civil rights movement, a broad and diverse effort to attain racial
equality, compelled the nation to live up to its ideal that all are created
Prepare to Read • Explain the importance of Brown v. Board of
Education.
equal. The movement also demonstrated that ordinary men and women
could perform extraordinary acts of courage and sacrifice to achieve
• Describe the controversy over school
Background Knowledge L3
desegregation in Little Rock, Arkansas.
social justice, a lesson that continues to inspire people around the
world today. Section Focus Question: How did African Americans challenge
Remind students that after World War II • Discuss the Montgomery bus boycott and its segregation after World War II?
the United States was prosperous, but impact.
access to prosperity was not equally
available to all Americans. Ask students Terms and People Segregation Divides America
to predict what social changes some de jure segregation Civil Rights Act of 1957 African Americans had a long history of fighting for their rights.
Americans might demand in the decades de facto segregation Rosa Parks After World War II, the struggle intensified, as African Americans
after the war. Thurgood Marshall Montgomery bus boycott grew increasingly dissatisfied with their second-class status.
Earl Warren Martin Luther King, Jr.
Jim Crow Laws Limit African Americans In the South, Jim
Set a Purpose L3 Crow laws enforced strict separation of the races. Segregation that
쐍 WITNESS HISTORY Read the selec- is imposed by law is known as de jure segregation. In 1896, in
tion aloud, or play the audio. Plessy v. Ferguson, the Supreme Court had ruled that such segrega-
tion was constitutional as long as the facilities for blacks and whites
Witness History Audio CD, were “separate but equal.” But this was seldom the case. The facili-
A Different Kind of Enemy Reading Skill: Summarize Copy the timeline ties for African Americans were rarely, if ever, equal.
Ask Why was Medgar Evers below and fill it in with events of the early civil In the South and elsewhere, segregation extended to most areas
rights movement. When you finish, write two of public life. Officials enforced segregation of schools, hospitals,
unable to live as an ordinary
sentences that summarize the information in transportation, restaurants, cemeteries, and beaches. One city even
U.S. citizen? (Institutional racism
your timeline. forbade blacks and whites from playing checkers together.
prevented African Americans from
Montgomery
exercising basic rights.) bus boycott
Segregation Prevails Around the Nation In the North, too,
쐍 Focus Point out the Section Focus African Americans faced segregation and discrimination. Even where
1945 1950 1955 1960 there were no explicit laws, de facto segregation, or segregation by
Question, and write it on the board.
Tell students to refer to this ques-
tion as they read. (Answer appears
with Section 1 Assessment answers.)
쐍 Preview Have students preview
the Section Objectives and the list of Use the information below and the following resource to teach students the high-use word
Terms and People. from this section. Teaching Resources, Vocabulary Builder, p. 10
쐍 Reading Skill Have students use High-Use Word Definition and Sample Sentence
the Reading Strategy: Summarize compliance n. the act of obeying a rule or law
worksheet. Teaching Resources, p. 11 The factory that employed children was not in compliance with the law.
쐍 Using the Paragraph
Shrinking strategy (TE, p. T20),
have students read this section. As
they read, have students fill in the
timeline with ways that African
Americans challenged segregation.
Reading and Note Taking Study Guide
468 The Civil Rights Movement
hsus_te_ch14_s01_s.fm Page 469 Thursday, December 4, 2008 11:14 AM

unwritten custom or tradition, was a fact of life. African Americans in the North
were denied housing in many neighborhoods. They faced discrimination in employ-
ment and often could get only low-paying jobs.
Teach
Jim Crow laws and more subtle forms of discrimination had a widespread and
severe impact on African Americans. Black Americans occupied the bottom Segregation Divides
rungs of the economic ladder. Compared to white Americans, they had signifi-
cantly higher rates of poverty and illiteracy, as well as lower rates of homeown- America L3
ership and life expectancy. Although African Americans living in the North
could vote, most who lived in the South could not. Very few African Americans Instruct
held public office. 쐍 Introduce: Key Terms Ask stu-
In the West and Southwest, Asian Americans and Mexican Americans, too,
dents to find the key terms de jure
faced de facto segregation and, in some cases, legal restrictions. (Their struggle
segregation and de facto segrega-
for equality will be discussed in a later chapter.)
tion (in bold) in the text. Explain
The Civil Rights Movement Grows In many ways, World War II set the the difference between the two kinds
stage for the rise of the modern civil rights movement. President Roosevelt of segregation. Have students pre-
banned discrimination in defense industries in 1941. Gunnar Myrdal’s publica- dict why the fight for equal rights
tion in 1944 of An American Dilemma brought the issue of American prejudice might be different in states with de
to the forefront of public consciousness. Lastly, after risking their lives defend- jure segregation than in states
ing freedom abroad, African Americans were unwilling to accept discrimination African Americans Are with de facto segregation.
at home. Segregated
쐍 Teach Ask What did the
In the 1940s, new efforts arose to try to bring an end to racial injustice. James In some parts of the country, even
Farmer and several others founded the Congress of Racial Equality (CORE). drinking fountains were segregated Supreme Court rule in Plessy v.
Its members were deeply influenced by Henry David Thoreau and Mohandas (below, left). On public buses, African Ferguson? (that de jure segregation
Gandhi. They became convinced that African Americans could apply direct non- Americans had to sit in the back. was legal as long as separate-but-
violent methods to gain civil rights. CORE organized protests against segrega- Were the separate facilities for equal facilities were provided for
tion in Chicago, Detroit, Denver, and other northern cities. African Americans shown here both African Americans and whites)
“equal”? Using the Idea Wave strategy (TE,
Success was limited, but one highly visible break in the
wall of segregation did take place in 1947. Jackie Robinson p. T22) and the images on this page,
joined the Brooklyn Dodgers, becoming the first African discuss ways in which Jim Crow
American to play major league baseball. Robinson braved laws hurt African Americans. Ask
death threats and rough treatment, but throughout his Why were African Americans
career he won the hearts of millions and paved the way for less willing to accept Jim Crow
integration of other sports. laws after World War II? (African
Nevertheless, African Americans continued to face dis- Americans had served in the U.S.
crimination and felt that racial equality was long overdue. military during World War II, and
they wanted the U.S. government to
recognize their equality and guaran-
tee equal rights.)
쐍 Quick Activity Display Color
Transparency: Working Toward
Equal Rights. Use the lesson sug-
gested in the transparency book
to guide a discussion about efforts
to achieve equal rights during the
civil rights movement. Color
Transparencies A-117

Independent Practice
Have students read the worksheet
Biography: Jackie Robinson and
answer the questions that follow.
Teaching Resources, p. 18

Monitor Progress
As students fill in their timelines, cir-
culate to make sure that they under-
L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers
stand the events of the early civil
Before they read, have students write down these Tell students that the main idea of the reading is rights movement. For a completed ver-
terms and names: Plessy v. Ferguson, separate but that African Americans faced many kinds of discrimi- sion of the timeline, see Note Taking
equal, discrimination, CORE, Jackie Robinson, and nation. Ask students to read a paragraph of the sec- Transparencies, B-127.
Committee on Civil Rights. As they read, have stu- tion aloud and list details from the paragraph that
dents write definitions or descriptions for each of support the main idea.
these terms or names.
Answer
Caption No; the water fountain for whites
is larger and cleaner. African Americans had
to squeeze into the back of the bus.
Chapter 14 Section 1 469
hsus_te_ch14_s01_s.fm Page 470 Thursday, December 4, 2008 11:14 AM

For: Interactive map

Brown v. Board of Public School Segregation, 1954 Web Code: nep-1402

Education L3 WA NH
MT ND VT ME
Instruct OR MN
MA
ID WI NY
쐍 Introduce Ask students to read WY
SD
MI RI
PA CT
the HISTORY MAKERS feature on the NE IA
NJ
NV OH DE
next page about Thurgood Marshall. UT IL IN
CA CO WV VA MD
Point out that as an attorney for the KS MO KY
NAACP, Marshall represented NC
TN
AZ OK
Linda Brown in the Supreme Court NM AR SC
case Brown v. Board of Education. MS AL GA Segregation required
Segregation allowed
Ask students to predict ways in LA
TX Segregation prohibited
which the case might still affect the FL No specific legislation

United States today.

쐍 Teach Trace the steps the NAACP
took to desegregate schools. Ask
What decision did the Supreme
Court make in Sweatt v. Painter?
(The state of Texas had violated the Map Skills Before the Brown Linda Brown, the student at the center 2. Draw Conclusions Why did
decision, many states had laws mandat- of the Brown case, in her classroom in school segregation exist even where
Fourteenth Amendment by establish-
ing segregation in public schools. Even Topeka, Kansas. it was not mandated by law?
ing a separate African American law
in states that had no laws regarding 1. Region Which states had laws
school that was not equal to white
segregation, there was de facto segrega- requiring school segregation? What
law schools in the state.) Have stu- tion in schools. The photograph shows was the status of segregation in the
dents discuss ways in which the state where Linda Brown lived?
McLaurin case was similar to the
Sweatt case. What main argument
did the NAACP make in Brown v. However, the vast majority of white Americans took the opposite view. Racial
Board of Education? (that segre- violence erupted in the South, sometimes against veterans who were just trying
gated public education and “separate to register to vote.
but equal” laws were unconstitutional) In the wake of this violence, President Truman appointed a Committee on
Have students discuss the effective- Civil Rights to investigate race relations. In its report, the committee recom-
ness of the NAACP strategy of using mended a number of measures to ensure equal opportunity for all Americans,
the courts to challenge the legality including an antilynching law and federal protection of voting rights. Unfortu-
of segregation. nately, Truman was unable to win congressional support for these initiatives.
However, in 1948, he did use his executive power to order the desegregation of
쐍 Analyzing the Visuals Have stu- the military. Over time, the U.S. armed forces would become one of the most
dents access Web Code nep-1402 to integrated institutions in the United States.
use the Geography Interactive
How did segregation affect the lives of African Americans?
map and answer the map skills
questions in the text. Have students
use this information to predict where
the resistance to desegregation would Brown v. Board of Education
be most intense. Although the civil rights movement had made some gains in the 1940s, it
stalled in the early 1950s. Feeling that the executive and legislative branches of
government were unwilling to promote additional reforms, the NAACP decided
to turn to the federal courts to attain its goals.

The NAACP Challenges Segregation By the end of World War II, the NAACP
had become the largest and most powerful civil rights organization in the
nation. It attracted a wide array of individuals, both black and white, including a

Answers
Map Skills Precedent for Brown Many people believe that Roberts’ attorney was Charles Sumner, the aboli-
1. the southern states, and Missouri, Mary- Brown v. Board of Education was the first case to tionist and later U.S. senator. However, the Boston
land, and Delaware; Segregation was challenge the constitutionality of school segregation. judge ruled against Roberts, stating that the Boston
allowed but not required. It was not, but it was the first successful challenge. school committee had the right to set whatever edu-
2. Segregation was a longstanding, unwrit- In 1849, Benjamin Roberts sued the city of Boston cation policies it saw fit. The case of Roberts v. City
ten custom in many places in the North. on behalf of his daughter Sarah. Boston had separate of Boston, Massachusetts, shocked black northerners,
schools for African American students, and Roberts who saw the country giving in more and more to the
Facilities for African Americans were sel- filed a lawsuit as part of a continuing effort to deseg- interests of southern slaveholders. It would be more
dom equal to those provided for white regate Boston schools. He took his daughter to the than 100 years later before American schools were
people and were often allowed to nearest public school and tried to enroll her, but required to desegregate.
become run down. African Americans Sarah was forcibly removed from the school.
did not experience the economic pros-
perity that white Americans did.
470 The Civil Rights Movement
hsus_te_ch14_s01_s.fm Page 471 Thursday, December 4, 2008 11:14 AM

number of lawyers. In the 1940s, a team of NAACP attorneys pursued a strategy

to challenge in the courts the legality of segregation. Thurgood Marshall, an Afri- Independent Practice
can American lawyer from Baltimore, Maryland, headed the legal team that Have students review each court case
mounted this challenge. mentioned under this blue heading by
In 1950, the NAACP won a number of key cases. In Sweatt v. Painter, the writing a brief summary describing the
Supreme Court ruled that the state of Texas had violated the Fourteenth case and the Supreme Court decision.
Amendment by establishing a separate, but unequal, all-black law school. Sim-
ilarly, in the McLaurin v. Oklahoma State Regents, the Court ruled that the state
of Oklahoma had violated George McLaurin’s constitutional rights. Even though
Monitor Progress
McLaurin had been admitted to the graduate school of the University of Okla- As students write their summaries,
homa, he was denied equal access to the library, dining hall, and classrooms. circulate to ensure that they under-
According to the Supreme Court, a truly equal education involved more than stand the main ideas and decision for
simply admitting African Americans to previously all-white universities. each case.
The Court Strikes Down Segregated Schools Not long after it won these
cases, the NAACP mounted a much broader challenge to segregated public edu-
cation at all grade levels. This challenge became known as Brown v. Board of
Education, Topeka, Kansas. In the Sweatt and McLaurin cases, the NAACP had
asserted that Texas and Oklahoma had failed to provide equal educational experi-
ences. In the Brown case, however, the NAACP challenged the “separate but equal”
principle itself, which had been established in the 1896 Plessy v. Ferguson case.
The Supreme Court agreed with the NAACP’s argument that segregated pub-
lic education violated the U.S. Constitution. All nine of the Court’s Justices sup-
ported the Brown decision, which was written by newly appointed Chief Justice
Earl Warren. “Does segregation of children in public schools solely on the basis
of race . . . deprive the children of the minority group equal education opportu-
nities?” Warren asked in his decision. “We believe that it does.” The Chief Jus-
tice and the Court declared, “in the field of public education the doctrine of
‘separate but equal’ has no place.”
In the same month as the Brown decision, the Supreme Court decided another
civil rights case, this time involving Mexican Americans. In Hernandez v. Texas,
the Court ended the exclusion of Mexican Americans from trial juries. The
Hernandez decision was the first Supreme Court ruling against discrimination
targeting a group other than African Americans.

Reaction to Brown The Brown decision was one of

the most significant and controversial in American his-
tory. Because public education touched so many Ameri-
cans, it had a much greater impact than cases involving Thurgood Marshall (1908–1993)
only professional and graduate schools. Moreover, by An excellent student, Thurgood Marshall applied to
overturning the principle of “separate but equal,” the the University of Maryland Law School but was
Court lent its support to the views of many civil rights turned down because he was an African
American. He went to the law school at
advocates that all forms of segregation were wrong.
Howard University, an historically all-
In a separate ruling, known as Brown II, the Court
black school. The law school dean,
called for the implementation of its decision “with all Charles Hamilton Houston, trained
deliberate speed” across the nation. However, most the students to use the law to fight
southerners had no intention of desegregating their segregation, and in 1936, Marshall
schools without a fight. In 1956, about 100 southern joined the NAACP legal team.
members of Congress endorsed “The Southern Mani- Brown v. Board of Education was
festo.” They pledged to oppose the Brown ruling just one victory among many that
through all “lawful means,” on the grounds that the he won. From 1965 until 1991,
Court had misinterpreted the Constitution. Marshall himself was a Justice on
More ominously, the Ku Klux Klan staged a revival. the Supreme Court.
Many prominent white southerners and businessmen

E-Rate In the mid-1990s, the Internet was becom- the income level of the school’s community. In 1994,
ing widely available. Well-funded public schools were only 35 percent of public schools provided Internet
able to provide Internet access for their students, but access to students. By 2000, 98 percent of schools
less well-funded schools could not. In 1996, Congress were connected. The federal E-rate program helped
passed legislation mandating that all schools have schools compete equally and prevented the creation
access to advanced telecommunications services, of a disparity based on school-district income levels.
including the Internet.
To help enforce this law, the U.S. Department of
Education established the E-rate program. E-rate
offered Internet access at a discounted rate, based on

Chapter 14 Section 1 471

hsus_te_ch14_s01_s.fm Page 472 Thursday, December 4, 2008 11:14 AM

organized “White Citizens Councils” that declared that the South would not be
Federal and State integrated. The Citizens Councils imposed economic and political pressure
against those who favored compliance with the Supreme Court’s decision.
Governments Clash L3
Why was the Brown v. Board of Education decision important?
Instruct
쐍 Introduce: Key Term Ask stu-
dents to find the key term Civil
Federal and State Governments Clash
Rights Act of 1957 (in bold) in the Historically, education had been a state matter. States and local school boards
text. Explain that it was the first ran the schools, and the federal government had little involvement. Local and
civil rights act that Congress had state officials resisted the Brown decision’s order to desegregate, and clashes
with the federal government resulted. The most famous battle took place in
passed since Reconstruction. Ask
1957 in Little Rock, Arkansas.
students to predict the effect on
American society of this new civil A Conflict Erupts in Little Rock The Little Rock school board had estab-
rights legislation. lished a plan to gradually desegregate its schools, beginning with Central High
쐍 Teach Have students discuss the School. Nine young African American students volunteered to enroll. But
Arkansas governor Orval Faubus announced his opposition to integration and
Primary Source quotation on the
called out the Arkansas state National Guard. When the nine students arrived
following page. Ask Why do you
at Central High, the soldiers blocked their way.
think Eisenhower made this One of the nine, Elizabeth Eckford, has described the scene. An angry white mob
speech? (He probably wanted to began to approach her, with some screaming, “Lynch her! Lynch her!” Eckford
stress that though a state might not sought out a friendly face, someone who might help. “I looked into the face of an old
agree with a law, it had to respect the woman and it seemed a kind face,” she recalled, “but when I looked at her again she
power of the federal government.) spat on me.” Fortunately, another white woman whisked Eckford away on a public
Why did Governor Faubus send bus before the mob could have its way. None of the nine African American students
the Arkansas National Guard to gained entrance to the school that day.
Central High School in Little Up until the Little Rock crisis, President Eisenhower had provided little lead-
Rock? (to stop nine African Ameri- ership on the civil rights front. Following the Brown decision, he did not urge the
can students from entering the nation to rapidly desegregate its schools. Privately, he expressed his misgivings
school) Discuss how the events in
Little Rock affected the passage of
the Civil Rights Act of 1957.
쐍 Analyzing the Visuals Have stu-
dents study the photograph with Integrating Little Rock
Elizabeth Eckford. Tell them that Schools
the white woman shouting is named Angry white students surrounded
Hazel Bryan. Explain that Bryan Elizabeth Eckford (below, right) as
came to regret her actions, called she tried to enter Central High in
Eckford to apologize, and has since Little Rock. How is Eckford
devoted her time to fighting racism. responding to the white students?
Ask students to discuss why people
might change their opinion about
desegregation.

Independent Practice
Ask students to work in pairs to write
a script of what might have been said
during the reconciliation phone call
between Bryan and Eckford.

Monitor Progress
As students write their scripts, circu-
late to make sure that the scripts
reflect positive changes.

L4 Advanced Readers L4 Gifted and Talented Students

The nine African American students who volunteered desegregate the high school, the details of those stu-
to desegregate Central High School in Little Rock, dents’ experiences, or say what the nine did after
Arkansas, were brave. They faced danger every day they graduated. Have students research the Little
Answers to acquire an education and to challenge racism. Rock Nine and write a brief biography of each. Then,
Many people are aware of the events that took place have students write a newspaper article about one of
It established the principle of “separate during the desegregation of Central High School, the students whose story proved particularly moving
but equal”and touched the lives of most but few can name the nine students who helped or inspiring.
Americans because it affected schools.
Caption Eckford is walking purposefully
toward the school and ignoring the taunts
and threats of the angry crowd.
472 The Civil Rights Movement
hsus_te_ch14_s01_s.fm Page 473 Thursday, December 4, 2008 11:14 AM

about the ruling. But when Governor Faubus resisted the will of the federal
courts, Eisenhower realized he had to act. He sent federal troops to Little Rock to The Montgomery Bus
protect the students and to enforce the Court’s decision. Eisenhower explained
this action in a nationally televised address:
Boycott L3

“ It is important that the reasons for my action be Instruct

understood by all our citizens. . . . A foundation of our American way of life is our 쐍 Introduce Ask students to read
national respect for law. . . . If resistance to the federal court orders ceases at once, the
the HISTORY MAKERS feature on this
further presence of federal troops will be unnecessary and the City of Little Rock will
page about Rosa Parks. Explain that
return to its normal habits of peace and order and a blot upon the fair name and high
Rosa Parks had been active in civil
honor of our nation in the world will be removed. ” rights groups before her arrest and
—President Dwight D. Eisenhower, “Address on Little Rock,” 1957
that she remained active in civil
For the entire school year, federal troops stayed in Little Rock, escorting the
rights causes throughout her life.
nine students to and from Central High and guarding them on the school-
grounds. On the last day of class, Ernest Green, the one senior of the nine, 쐍 Teach Help students understand
became the first African American to graduate from Central High School. The why the Montgomery bus boycott
showdown demonstrated that the President would not tolerate open defiance of Vocabulary Builder was a turning point in the civil
the law. Still, most southern states found ways to resist full compliance with the compliance –(kuhm PLì uhns) n. rights movement. Ask What event
Court’s decision. Many years would pass before black and white children went the act of obeying a rule or law inspired the Montgomery bus
to school together. boycott? (the arrest of Rosa Parks
Congress Passes a Civil Rights Law Civil rights forces enjoyed a small victory after she refused to give her seat on
when Congress passed the Civil Rights Act of 1957 and President Eisenhower the bus to a white passenger) How
signed it into law. This law established the United States Civil Rights Commission, did the Montgomery bus boycott
which had the power to investigate violations of civil rights. The law also gave the force the city to change its laws?
U.S. Attorney General greater power to protect the voting rights of African Ameri- (The Supreme Court declared that
cans. But overall, the law lacked teeth. Its main significance was that it was the the bus segregation law was uncon-
first civil rights bill passed by Congress since Reconstruction. stitutional.) What effect do you
think the boycott and the court
Why did President Eisenhower send federal troops to
ruling will have on the momen-
Little Rock?
tum of the civil rights move-
ment? (Students may predict that
The Montgomery Bus Boycott the movement will grow and become
more effective.)
In addition to legal efforts during this era, some
civil rights activists took direct action to end segrega-
tion. On December 1, 1955, Rosa Parks, an African
American seamstress, boarded a bus in Montgomery, Rosa Parks (1913–2005)
Alabama, and sat down in an empty seat. Several On December 1, 1955, in
Montgomery, Alabama, Rosa
stops later, the bus driver requested that she give up
Parks was arrested for
her seat to a white passenger. Montgomery law required
refusing to give up her bus
African American passengers to give up their seats to seat to a white passenger.
whites. After Rosa Parks refused to obey the law, she African Americans
was arrested. “The [policemen] asked if the driver had responded with a boycott
asked me to stand up, and I said yes, and they wanted of city buses that lasted
to know why I didn’t,” Parks later recalled. “I told them more than a year. Parks
I didn’t think I should have to stand up. After I had later moved to Detroit
paid my fare and occupied a seat, I didn’t think I and worked for many years for Representative John
should have to give it up.” Conyers, an African American member of Congress. She
founded a nonprofit institute whose goal was to help
Rosa Parks Launches a Movement Parks’s action young people improve their school, work, and inter-
set in motion a chain of events that transformed the personal skills. When she died in 2005, her body was
civil rights movement. Over the next few days, a core laid in honor at the Capitol in Washington, D.C., making
of civil rights activists in Montgomery organized a one- her the first woman ever to be recognized in this way.
day bus boycott. They called upon the black community

L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers

Lead students through the Infographic about King’s a law is unjust or immoral, it should be met with civil
philosophy of nonviolent protest, beginning with the disobedience).
paragraph on the left. Help them understand the Discuss Gandhi and his leadership of India in a non-
main point of the paragraph (that King drew on the violent protest against British rule, and how he used Answer
teachings of Jesus and the philosophies of nonviolent nonviolence to help India gain its independence.
thinkers to shape the civil rights movement). Then, Help students make connections between the bus Eisenhower sent federal troops to Little
read the King quotations with students, explaining boycott and the nonviolent actions of the Indian Rock because he believed that as Presi-
who Thoreau was and the theme of his essay (that if independence movement. dent he could not allow Americans to
ignore the law. He said that respect for
the law was the foundation of the
American way of life.
Chapter 14 Section 1 473
hsus_te_ch14_s01_s.fm Page 474 Thursday, December 4, 2008 11:14 AM

to refuse to ride the buses as a way to express their opposition to Parks’s arrest,
쐍 Analyzing the Visuals Draw stu-
in particular, and segregation, in general. Meanwhile, during the Montgomery
dents’ attention to the Infographic bus boycott, the NAACP began preparing a legal challenge.
on this page. Ask students to sum- For a long while, many people thought that Parks had refused to give up her
marize the information provided in seat simply because she was tired after a long day of work. But, in reality, Parks
the quotations. Then, have them use had a record of fighting for civil rights. She had been active in the Montgomery
this information to predict how King chapter of the NAACP for years. This does not mean that she set out to get
might motivate African Americans arrested and spark a movement. But Parks and other activists welcomed the
to maintain nonviolent protest when chance to use the incident to protest bus segregation.
confronting physical violence.

Independent Practice
Write the following red headings from INFOGRAPHIC
the text on the board: Rosa Parks
Launches a Movement and Martin
Luther King, Jr., Urges Nonviolence. King read Thoreau’s
Essay on Civil
Ask students to work in pairs to list
Disobedience. 䉴
supporting details from the text for
each red heading. “Fascinated by the idea
of refusing to cooperate
For Martin Luther King, Jr., the strategy of nonviolent protest with an evil system,
Monitor Progress had diverse roots. As the son and grandson of Baptist preachers, I was so deeply moved
Circulate to make sure that students’ King absorbed the teachings of Jesus at an early age. Later, a that I reread the work
lists include pertinent details about deep interest in philosophy led him to explore the writings of several times. This was my
the Montgomery bus boycott and the American author Henry David Thoreau, who advocated civil first intellectual contact with the
theory of nonviolent resistance.”
responses to it. disobedience, or refusing to obey unjust government or laws.
Mohandas Gandhi was another critical influence on King.
During India’s struggle for independence from British rule,
Gandhi expanded on Thoreau’s approach, preaching nonviolence
as the only way to achieve victory against much stronger foes. Gandhi’s tactics
inspired King. 䉴
“It was in this
King was a Baptist preacher with a deep
Gandhian emphasis on
faith in God and in the teachings of Jesus. 䉲
love and nonviolence
“In the midst of … dangers I have felt an inner calm that I discovered the
and known resources of strength that only God could method for social reform
give…. I have felt the power of God transforming that I had been seeking.”
the fatigue of despair into the buoyancy of hope.”

Thinking Critically
1. Apply Information How did King
put his belief in nonviolence into
practice in the Montgomery bus
boycott?
2. Draw Conclusions What are the
advantages and disadvantages of
nonviolent protest?

Gandhi and the Civil Rights Movement The lated. Gandhi’s ideas also inspired James Farmer, who
Answers civil rights movement in the United States was helped found the Congress of Racial Equality (CORE)
heavily influenced by the ideas of Mohandas Gandhi. in 1942. Farmer and other CORE members believed
Thinking Critically The Indian leader’s nonviolent protests, which helped that using the nonviolent methods proposed by Gan-
1. King persuaded African Americans to free India from British rule in the 1940s, set a stan- dhi would help African Americans in the United
channel their anger and eagerness for dard for peaceful civil disobedience that many civil States win their civil rights.
change into committed nonviolent protest. rights activists, including Martin Luther King, Jr., emu-
2. An advantage is that nonviolent protesters
always have the moral high ground; they
reveal the brutality of their violent oppo-
nents. The disadvantages are that nonvio-
lent protesters can be abused, or even
killed, by violent opponents.
474 The Civil Rights Movement
hsus_te_ch14_s01_s.fm Page 475 Wednesday, January 14, 2009 9:52 AM

Martin Luther King Urges Nonviolence On the evening following the boy-
cott, the Montgomery Improvement Association (MIA), the organization that
sponsored the bus boycott, held a meeting. Dr. Martin Luther King, Jr., a Baptist
Assess and Reteach
minister, addressed the group. Though he had had little time to prepare, King
delivered an inspirational speech that brought the audience to its feet. Noting Assess Progress L3
that African Americans were tired of segregation and oppression, King declared 쐍 Have students complete the Section
that there was no alternative but to protest. However, he called for the protest Assessment.
to be nonviolent. He urged them not to become resentful, which would lead to
hatred toward whites, but rather to follow Christian doctrine and love them. 쐍 Administer the Section Quiz.
After King spoke, the MIA vowed to continue the boycott and chose King as Teaching Resources, p. 24
its leader. For more than a year, African Americans in Montgomery maintained 쐍 To further assess student under-
their boycott of the buses. They did so despite economic pressures from their
standing, use Progress Monitoring
employers and threats of violence by the Ku Klux Klan. King himself survived
Transparencies, 123.
a bombing of his house. Fortunately, his wife and baby daughter were not home
at the time. Finally, in 1956, the Supreme Court ruled that the Montgomery city
law that segregated buses was unconstitutional. After more than a year, the Reteach
MIA ended its boycott, and African Americans began to ride the buses again. If students need more instruction,
have them read the section summary.
Ministers Form the SCLC The bus boycott represented a tremendous victory
for African Americans in Montgomery and across the nation. The boycott Reading and Note Taking L3
revealed the power that African Americans could have if they joined together. Study Guide
The protest also elevated King and his philosophy of nonviolence into a prom-
inent position within the civil rights movement.
Adapted Reading and L1 L2
After the boycott, King and another Montgomery minister, Ralph Abernathy, Note Taking Study Guide
established the Southern Christian Leadership Conference (SCLC) to continue Spanish Reading and L2
the struggle for civil rights. Made up largely of southern African American min- Note Taking Study Guide
isters, the SCLC advocated nonviolent resistance to fight injustice. The SCLC
went on to organize a series of protests, including a Prayer Pilgrimage in Wash-
ington, D.C., in 1957, which helped convince Congress to pass civil rights legis-
Extend L4
lation. Still, discrimination and segregation remained widespread. Have students research another major
figure during the civil rights movement
What role did Rosa Parks and Martin Luther King, Jr., play in and give a class presentation about
Assessment
the Montgomery bus boycott? this figure, detailing his or her life,
beliefs and goals, and the methods

1
used to accomplish those goals.
SECTION
Progress Monitoring Online
Assessment For: Self-test with vocabulary practice
Answers
Web Code: nea-1403

Comprehension 2. Reading Skill: Critical Thinking The arrest of Parks after her refusal to
1. Terms and People For each item Summarize Use your timeline to 4. Recognize Cause and Effect Why give up her seat to a white person
below, write a sentence explaining its answer the Section Focus Question: did the struggle for equal rights started the boycott. King became leader
significance: How did African Americans challenge intensify after World War II? of the MIA that sponsored the boycott.
• de jure segregation segregation after World War II? 5. Analyze Information How did the
• de facto segregation Brown decision lead to conflict
Writing About History
• Thurgood Marshall between federal and state
• Brown v. Board of Education 3. Quick Write: Identify Questions governments?
• Earl Warren Historical research begins with identify-
ing unanswered questions. Such 6. Synthesize Information Why is the
• Civil Rights Act of 1957 Montgomery bus boycott considered a
• Rosa Parks questions often relate to the causes
of an event or development. Reread turning point in the civil rights
• Montgomery bus boycott movement?
• Martin Luther King, Jr. this section and identify two events or
developments that raise unanswered
questions in your mind. Try to write
questions that begin with Why or How.

Section 1 Assessment 3. Sample answer: Why did Eisenhower 6. It showed that African Americans had
express misgivings about desegrega- the power to fight injustice and demon-
1. Sentences should reflect an understand- tion? How did the African Americans of strated the effectiveness of nonviolent
ing of each term or person listed. Montgomery get to work while boycott- protest.
2. They refused to continue to accept segre- ing the buses?
gation, CORE was created to challenge 4. African Americans returning from the
segregation laws, and in Brown v. Board war had just risked their lives to protect
of Education the NAACP won a great the United States. They were not willing
victory. African Americans endured vio- remain second-class citizens.
lence and threats at Central High School
5. When Arkansas refused to desegregate
in Little Rock, Arkansas, and in Mont-
its schools, the federal government sent For additional assessment, have students access
gomery, Alabama, during the bus boy-
the National Guard to oversee the trans-
cott. They created organizations to work Progress Monitoring Online at Web
portation of African American students
to overturn Jim Crow laws. Code nea-1403.
to Central High School.

Chapter 14 Section 1 475

hsus_te_ch14_landmark_s.fm Page 476 Wednesday, January 14, 2009 10:18 AM

Landmark Decisions
of the Supreme Court
How Does Segregation Affect Education?
Until the 1950s, public schools throughout the United States were segregated by
How Does Segregation race. This separation of students was legal because of the 1896 Plessy v. Ferguson
Affect Education? decision, in which the Supreme Court ruled that “separate but equal” facilities did
䊲
not violate the Constitution. However, many believed that segregated schools Linda Brown
could never provide an equal education.

Objectives
쐍 Explain the importance of Brown v.
Brown v. Board of Education (1954)
Board of Education. The Facts The Issue The Decision
쐍 Describe trends in desegregation • Linda Brown was an African American The NAACP argued The Supreme Court
since 1968. student in the segregated school district that segregated ruled unanimously that
of Topeka, Kansas. schools deprived segregated schools
• Linda’s parents tried to enroll her in an African American were inherently
all-white school closer to home, but students the equal unequal and violated
school officials denied the application protection of the Fourteenth
on the basis of race. the law required by Amendment.
the Fourteenth
• The NAACP filed a lawsuit against the Amendment.
Board of Education on behalf of the
Browns and several other black families.
Background Knowledge L3
Why It Matters
Discuss the Plessy v. Ferguson ruling of Brown v. Board of Education was a major legal victory in the civil rights move-
1896 and how “separate but equal” ment. This landmark decision brought America one step closer to securing equal
affected African Americans in the rights for all. Chief Justice Earl Warren declared that segregation in education
decades after the ruling. was unconstitutional because it prevented an equal education for all races:

Instruct L3 “In these days, it is doubtful that any child may reason-
쐍 Ask students to describe what “sepa- ably be expected to succeed in life if he is denied the
opportunity of an education. Such an opportunity . . . is
Connect to Your World
rate but equal” facilities were like by Use the data in the table to create a graph, and describe the
a right which must be made available to all on equal
the time Linda Brown was going to trend that you see. Then, research school segregation today.
terms. . . . To separate them [children in grade and high
school. Ask What do you suppose schools] from others of similar age and qualifications Have schools become more or less segregated since 2001?
the school that Brown was solely because of their race generates a feeling of What might explain this change?
expected to attend was like? (It inferiority . . . that may affect their hearts and minds in
may have been in poor condition
with fewer textbooks and other sup-
a way unlikely to ever be undone. . . . ” School Desegregation After Brown
plies than white schools.) Ask What (Percentage of African American students in
90 percent minority schools)
did Brown want to do? (She 䊲 Students at a high school in Texas
1968 1988 1991 2001
wanted to go to the school near where
South 78 24 26 31
she lived, one that had the supplies
and resources that a school should Northeast 43 48 50 51
have.) Midwest 58 42 40 47
West 51 29 27 30
쐍 Have students complete the Land-
SOURCE: National Center for Education Statistics
mark Decisions of the Supreme Common Core of Data
Court: How Does Segregation Affect
Education? worksheet. Teaching
Resources, p. 19
쐍 Connect to Your World Refer
students to the Key Supreme Court
Cases section for summaries of this
case. You may also wish students to
do additional research. Students’
graphs should accurately reflect the The Plessy Decision Chief Justice Warren’s deci- consider the underlying fallacy of [the plaintiff’s]
data provided. Students’ research sion in Brown v. Board of Education was a response argument to [be] that the enforced separation of the
should indicate trends since 2001 to Justice Billings Brown’s language in Plessy v. Fer- two races stamps the colored race with a badge of
and offer plausible explanations for guson in 1896. Brown had written that although the inferiority. If this be so, it is not by reason of anything
any changes. Fourteenth Amendment established the equality of found in the act, but solely because the colored race
the two races before the law, “. . . in the nature of chooses to put that construction upon it. . . . The
Monitor Progress things it could not have been intended to abolish dis- argument [assumes] that social prejudices may be
Circulate to make sure that students cor- tinctions based upon color, or to enforce social, as overcome by legislation, and that equal rights cannot
rectly interpret the political cartoon and distinguished from political, equality . . . Laws be secured to the negro except by an enforced com-
answer the questions on the worksheet. [requiring] their separation in [public] places do not mingling of the two races. We cannot accept this
necessarily imply the inferiority of either race . . . We proposition.”

476 The Civil Rights Movement

hsus_te_ch14_s02_s.fm Page 477 Wednesday, January 14, 2009 10:28 AM

2
䊴 Vivian Malone

SECTION
WITNESS HISTORY AUDIO Step-by-Step
Instruction
SECTION

Blocking the Schoolhouse Door

Alabama governor George Wallace made it clear where he
stood on civil rights: “I say segregation now! Segregation
tomorrow! Segregation forever!” Wallace vowed to stand
“in the schoolhouse door” and personally block any Objectives
attempt to integrate Alabama schools. On June 11, 1963, As you teach this section, keep students
he got his chance. As federal marshals escorted two
focused on the following objectives to help
African American students to register at the University of
Alabama, Wallace stood on the steps of the school. He them answer the Section Focus Question and
proclaimed the right of states to regulate their own master core content.
schools. One of the students later recalled: • Describe the sit-ins, freedom rides, and the
“ I didn’t feel I should sneak in. I didn’t feel I should go actions of James Meredith in the early
around the back door. If [Wallace] were standing in the 1960s.
door, I had every right in the world to face him and to go to • Explain how the protests at Birmingham
䊱 George Wallace (right) takes
school. ” and the March on Washington were linked
—Vivian Malone Jones, 2003
a stand against integration. to the Civil Rights Act of 1964.
• Summarize the provisions of the Civil
Rights Act of 1964.
The Movement Gains Ground
Objectives Why It Matters Despite the Brown decision and other civil rights
• Describe the sit-ins, freedom rides, and the victories, little changed in the everyday lives of most African Amer-
actions of James Meredith in the early 1960s. icans. Nonetheless, activists continued to struggle for civil rights. In
• Explain how the protests at Birmingham and
the early 1960s, the movement experienced a groundswell of sup- Prepare to Read
port. This surge produced a dramatic shift in race relations, led to
the March on Washington were linked to the
Civil Rights Act of 1964.
the passage of landmark civil rights legislation in 1964, and set the Background Knowledge L3
stage for future reforms. Section Focus Question: How did the civil rights
• Summarize the provisions of the Civil Rights Remind students about the successes
movement gain ground in the 1960s?
Act of 1964. of the civil rights movement in the
1950s. Ask students to predict what
Terms and People Student Activists Make a Difference challenges the civil rights movement
sit-in Medgar Evers After the Brown decision, many black youths expected that their might face in the 1960s.
SNCC March on Washington schools would integrate quickly and that other racial reforms would
freedom ride filibuster
James Meredith Civil Rights Act of 1964
follow. Change was not quick to come, however. Disappointed by Set a Purpose L3
the lack of progress, young African Americans began to challenge 쐍 WITNESS HISTORY Read the selec-
segregation with new vigor and determination.
tion aloud, or play the audio.
Sit-ins Challenge Segregation On February 1, 1960, four Afri-
Witness History Audio CD,
Reading Skill: Summarize Use a concept can American college students ordered doughnuts and coffee at a
Blocking the Schoolhouse
web like the one below to record information Woolworth’s lunch counter in Greensboro, North Carolina. As they
Door
about the civil rights protests of the 1960s. expected, the white waitress refused to serve them. In the South,
nearly all restaurants that served whites refused to serve blacks. To Ask Why did Vivian Malone not
protest this discrimination, the four students sat down on the stools enter the school from the back
Sit-ins
at the lunch counter, where they stayed until closing time. door? (She believed that she had the
Protested Word of the Greensboro sit-in spread rapidly, sparking a wave of right to enter by its main door.)
restaurant Civil Rights
segregation similar protests across the nation. In Nashville, Tennessee, for
Protests
instance, students led by the Reverend James Lawson staged sit-ins 쐍 Focus Point out the Section Focus
Question, and write it on the board.
Tell students to refer to this ques-
tion as they read. (Answer appears
with Section 2 Assessment answers.)
Use the information below and the following resource to teach students the high-use word 쐍 Preview Have students preview
from this section. Teaching Resources, Vocabulary Builder, p. 10 the Section Objectives and the list of
Terms and People.
High-Use Word Definition and Sample Sentence
쐍 Using the Guided
tolerate v. to allow or put up with Questioning strategy (TE, p. T20),
The Allies refused to tolerate Hitler’s aggression. have students read this section. As
they read, have students record
information about the civil rights
protests of the 1960s. Reading and
Note Taking Study Guide

Chapter 14 Section 2 477

hsus_te_ch14_s02_s.fm Page 478 Thursday, December 4, 2008 11:19 AM

Teach
Student Activists Make
a Difference L3

Instruct
쐍 Introduce: Key Terms Ask stu-
dents to find the key terms sit-in
and SNCC (in bold) in the text and
provide definitions. Have students
predict the effect that sit-ins and the
SNCC will have on the civil rights
movement.
쐍 Teach Ask What did the people
and, later, marches to protest racial inequality. Elsewhere, protesters held
who participated in sit-ins hope
“wade-ins” at public beaches and “read-ins” at public libraries, refusing to
to accomplish? (They wanted to leave beaches or libraries reserved for whites only. Other activists carried
force public places to desegregate.) picket signs in demonstrations and wrote letters to newspapers and gov-
Have a student read the Primary ernment officials to express their support of the protests in the South.
Source quotation on this page aloud.
Ask On what strategy did pro- SNCC Promotes Nonviolent Protest The sit-ins marked the birth of a new
testors at sit-ins rely? (the power militancy, especially among young African Americans. To build on the momen-
of nonviolent civil disobedience to tum they had gained, about 175 students from 30 states met at Shaw University,
Protesting Segregation
reveal the injustice of segregation) in Raleigh, North Carolina. There, on Easter weekend in 1960, they listened
Protesters challenged segregation at
What was the goal of the SNCC? to James Lawson deliver an inspiring address:
lunch counters by picketing (above,
(to unite all African Americans in left). Later activists held sit-ins, like
the fight against racial discrimina- the one (above, right) in Jackson,
“ We who are demonstrators are trying to raise what we
call the ‘moral issue.’ That is, we are pointing to the viciousness of racial segregation
tion) Discuss how the goals of sit-ins Mississippi. Sit-in participants were
and prejudice and calling it evil or sin. . . . [We are also] asserting, ‘get moving.’ The
and the SNCC were linked. trained not to react, even when
hostile onlookers dumped food on pace of change is too slow. At this rate it will be another generation before the major
쐍 Analyzing the Visuals Draw stu- them. How would you describe the forms of segregation disappear. . . . Most of us will be grandparents before we can live
dents’ attention to the photograph of atmosphere at this lunch counter? normal human lives. ”
the sit-in. Ask students to identify —James Lawson, “From a Lunch Counter Stool,” 1960
those participating in the sit-in and Ella Baker, a veteran of the struggle for civil rights, had organized the meet-
those who are there to threaten the ing. The granddaughter of enslaved African Americans, Baker had been active
participants. Discuss the dangers in the NAACP and SCLC. She helped the young activists to establish a new civil
that sit-in participants faced. rights organization, the Student Nonviolent Coordinating Committee, or SNCC. Its
goal was to create a grass-roots movement that involved all classes of African
Americans in the struggle to defeat white racism and to obtain equality.
Independent Practice
Have students write journal entries How did young people energize the civil rights
from the viewpoint of a sit-in partici- movement in the 1960s?
pant, describing their experiences and
emotions. Riding for Freedom
The next battleground was interstate transportation. Activists targeted this
Monitor Progress industry because they knew that travel between states was subject to federal
rather than state regulation. In fact, the Supreme Court had recently ruled in
As students fill in their concept webs,
Boynton v. Virginia (1960) that segregation on interstate buses and in waiting
circulate to make sure that they accu-
rooms was illegal. Civil rights activists were now going to test the federal gov-
rately connect information about the
ernment’s willingness to enforce the law.
civil rights protests of the 1960s. For a
completed version of the concept web,
see Note Taking Transparencies, B-128.

L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers

Direct each student to choose three key events dis- this section on the board. Ask students to explain the
Answers cussed in this section and create illustrations for a significance of the events they illustrated and tell
newspaper reporting on these events. For example, under which red heading each illustration should
Caption The atmosphere is tense and students may wish to illustrate the sit-in at Wool- appear. After students have categorized all their illus-
threatening. worth’s in Greensboro, North Carolina, or Martin trations under the section red headings, have stu-
Young people brought an attitude of Luther King, Jr., giving his “I Have a Dream” speech dents confirm that each illustration appears under
urgency to the movement. They wanted in Washington, D.C. Then, write the red headings for the appropriate red heading.
change to come quickly, not in decades.
They organized sit-ins and other activi-
ties to speed change and build on the
momentum of the 1950s.
478 The Civil Rights Movement
hsus_te_ch14_s02_s.fm Page 479 Thursday, December 4, 2008 11:19 AM

Freedom Riders Face Angry Mobs In the spring of 1961, CORE staged a
“freedom ride” through the Deep South. Riders set off in two separate buses Riding for Freedom L3
from Washington, D.C., bound for New Orleans. En route, they defied segrega-
tionist codes. African Americans sat in the front of the bus and used “white”
restrooms in bus stations.
Instruct
쐍 Introduce: Key Term Ask stu-
In Alabama, the trip took a dangerous turn. After departing from Anniston,
prosegregationists firebombed one of the buses. When the second bus arrived in dents to find the key term freedom
Birmingham, a white mob attacked the riders. ride (in bold) in the text and provide
its meaning. Have students predict
how freedom rides might encourage
the federal government to address
INFOGRAPHIC civil rights issues.
쐍 Teach On the board, draw a four-
Troops stand column chart with the following
guard on the bus labels: Freedom Riders, President
to Jackson.

Kennedy, Federal Transportation
Commission, and Mississippi State
In 1961, a group of freedom riders set out to challenge Leaders. Using the Numbered Heads
segregation in buses and bus terminals in the South. strategy (TE, p. T23), have students
A A May 4: Freedom riders depart. Six white and seven provide information explaining the
Washington, D.C. African American freedom riders leave Washington, D.C. way that each person or group
B May 14: Attacks in Alabama Riders travel addressed the segregation of inter-
Virginia state transportation. Then, discuss
in two groups through Alabama. Outside of Anniston,
one bus is firebombed. A mob attacks the second bus which person or group may have
in Birmingham. done the most to desegregate public
Nashville North
C May 20: Federal marshals arrive. Riders meet transportation in South.
Tennessee Carolina
more violence when they reach Montgomery. U.S. 쐍 Analyzing the Visuals Draw stu-
marshals are sent in.
dents’ attention to the Infographic
South
Anniston
Carolina D May 24: Mass arrests Troops escort riders to on this page. Ask them to summa-
Birmingham
B Jackson, where they are arrested and sent to jail. rize the information provided on the
Mississippi Georgia
Jackson
Montgomery
New volunteers kept the freedom map and in the text. Then, have
D Alabama C rides going. By the end of the summer, them use this information to predict
more than 300 had been arrested. whether the freedom riders will
Louisiana overcome the challenges to desegre-
Florida
New Orleans
gating public transportation in the
Freedom rider James Zwerg reels

South.
Route of Freedom Riders after being beaten in Montgomery.

Independent Practice
Have students suppose that they are
freedom riders in 1961. Have them
Passengers watch write paragraphs describing what they
as their bus burns hope to accomplish by participating in
near Anniston.  the freedom ride.
Thinking Critically
1. Analyze Information Why
do you think the freedom riders Monitor Progress
chose the route that they did? Circulate to make sure that students
2. Draw Inferences Do you understand what the freedom riders
think they anticipated the hoped to accomplish.
opposition they encountered?

Freedom Riders The freedom riders in 1961 government to make citizenship easier for immigrant
worked to integrate public transportation in the workers to attain and to protect these workers from
South. In 2003, a new group of freedom riders unsafe workplaces.
boarded buses to support the Immigrant Workers One of the leaders of the 2003 freedom riders was
Freedom Ride. Representative John Lewis of Georgia, who partici-
About 800 immigrant workers rode buses to New pated in the 1961 freedom rides. Lewis said: “Like the Answers
York City and Washington, D.C., stopping in more Freedom Rides of 1961, Freedom Ride 2003 calls on
than 100 cities on the way to urge Americans to rec- ordinary people to do extraordinary things . . . to Thinking Critically
ognize the civil rights of immigrant workers. The free- stand up for the rights of others . . . and to challenge 1. The entire route was in the segregated
dom riders of 2003 wanted to persuade the U.S. the federal government to act. . . .” South and provided many opportunities to
oppose segregation.
2. Sample answer: Yes; they probably
expected protest, even violent protest.
Chapter 14 Section 2 479
hsus_te_ch14_s02_s.fm Page 480 Thursday, December 4, 2008 11:19 AM

President Kennedy Takes Action Photographs of the bombed-out bus and

Protests and the injured riders appeared in newspapers and on television screens around the
Confrontations world, prodding President John F. Kennedy to intervene. Kennedy had inter-
vened before. The previous year, when he was running for the presidency,
Intensify L3 Kennedy had helped to win Martin Luther King’s release from a Georgia prison
after state officials had sentenced King to 6 months in jail for a traffic violation.
Instruct King was freed and Kennedy, with the help of African American voters, went on
to win the presidential election of 1960.
쐍 Introduce: Vocabulary Builder
Kennedy now took action to stem the violence against the freedom riders. His
Have students locate the vocabu- administration worked out a deal with Mississippi’s leaders. Police and state
lary term tolerate and its defini- troopers agreed to protect the riders. The Federal Transportation Commission
tion. Then, write the word on the also issued an order mandating the desegregation of interstate transportation.
board, say it aloud, have students In exchange, the Kennedy administration agreed not to intervene when Missis-
say it with you, and read the defini- sippi authorities arrested the activists and sentenced them to jail for disturbing
tion. Have students discuss the ways the peace.
in which African Americans refused The freedom riders achieved their immediate goal. They compelled a reluc-
to tolerate discrimination in the tant federal government to act. By refusing to allow violent mobs to deter them,
1950s and the early 1960s. the riders also displayed that intimidation would not defeat the movement.
쐍 Teach Have students examine the What did the freedom rides accomplish?
photographs of James Meredith on Integrating Ole Miss
this page. Ask Why did federal Accompanied by federal marshals,
marshals accompany Meredith James Meredith arrived at the Protests and Confrontations Intensify
University of Mississippi in 1962. He In the fall of 1962 and spring of 1963, protests against racial discrimination
to the University of Mississippi?
went on to graduate from the intensified. The protesters put pressure on the federal government to help
(They were assigned to protect university in 1963. break down legal, or de jure, segregation.
Meredith from white protestors.)
How did President Kennedy Meredith Integrates the University of Mississippi
respond to the University of One struggle that gained international attention involved
Mississippi rioters? (In a tele- James Meredith. Meredith was an Air Force veteran who
vised address to the nation, he said sought to enroll at the all-white University of Mississippi,
that the rioters were free to disagree known as “Ole Miss.” In September 1962, with the support
with desegregation laws, but not to of the NAACP, Meredith won a federal court case that
disobey them.) To help students ordered the university to desegregate. Civil rights activist
understand the differences of opin- Medgar Evers was instrumental in this effort.
ion between President Kennedy and Mississippi governor Ross Barnett was determined to pre-
Governor Wallace over segregation, vent the integration of the university. The issue became a
have students read and complete standoff between the governor and the federal government.
Viewpoints: Kennedy and Wallace. On September 30, rumors of Meredith’s arrival on the
Then, have students read the Pri- university’s campus began to spread. Federal marshals
mary Source quotation on the next had been assigned to protect him. Over the course of the
page. Ask Why did Martin Luther night, a full-scale riot erupted, with federal marshals bat-
King, Jr., say that African Amer- tling white protestors intent on scaring Meredith away.
icans could no longer wait for As the rioting took place, President Kennedy addressed
reform? (He believed that the longer the nation on television. “Americans are free . . . to dis-
African Americans waited for agree with the law but not to disobey it,” he declared. “For
reform, the longer the national and any government of laws . . . , no man, however prominent
state governments would procrasti- and powerful . . . is entitled to defy a court of law.” The riot-
nate in enacting it.) Teaching ing went on throughout the night. By the time it ended,
Resources, p. 20 160 people had been injured and 2 men had been killed.
The following morning, Meredith registered as a student and took his first
class. He graduated from Ole Miss in 1963 and went on to obtain his law degree
from Columbia University in New York City. Tragically, Medgar Evers was assas-

L4 Advanced Readers L4 Gifted and Talented Students

Ask students to research Mohandas Gandhi’s major should create a compare-and-contrast chart for the two
achievements in the fight for Indian independence. men showing their major achievements and the ways
Then, have them research King’s major achievements in which their methods were alike and different.
in the fight for civil rights in the United States. Students

Answer
The freedom rides led to desegregation
of interstate public transportation and
related facilities in the South.
480 The Civil Rights Movement
hsus_te_ch14_s02_s.fm Page 481 Thursday, December 4, 2008 11:19 AM

sinated, on his front doorstep, in June 1963.

Three years later, Meredith himself was shot 쐍 Analyzing the Visuals Direct
and nearly killed. Both shootings stand as his- students to the photograph of the
torical reminders of the high costs of fighting African American protestor. Ask
racial discrimination. What role did the media play in
King Campaigns in Birmingham In the the civil rights movement?
spring of 1963, Martin Luther King, Jr., and (Many Americans were shocked
the SCLC targeted Birmingham, Alabama, when they saw photographs and
for a major civil rights campaign. They chose news covering the violence against
Birmingham because of its reputation as the peaceful protesters and called on
most segregated city in the South. President Kennedy to act in favor of
The campaign began nonviolently at first the protestors.)
with protest marches and sit-ins. City offi-
cials got a court order prohibiting the demon- Independent Practice
strations. On Good Friday, April 12, 1963,
Ask students to write a paragraph
King decided to violate the order and join the
describing the events that occurred
demonstration personally, even though he
at the University of Mississippi in
knew it would lead to his arrest. From his jail
September 1962. Then, have them
cell, King wrote a letter explaining why he
write another paragraph describing
and other civil rights activists were tired of
waiting for reform: “For years now I have heard the word ‘wait!’ It rings in the Clash in Birmingham the federal government’s actions in
ear of every Negro with piercing familiarity. This ‘Wait!’ has almost always Police in Birmingham, Alabama, used response to those events.
police dogs to break up civil rights
meant ‘Never.’”
marches in 1963. How do you think
One of the most poignant passages of the letter describes King’s concern
Americans reacted when they saw
Monitor Progress
about the impact of discrimination on his children: images like these on television and in As students write their paragraphs,
newspapers? circulate to make sure that they under-
“ Perhaps it is easy for those who have never felt the
stand what happened at the University
stinging darts of segregation to say, ‘Wait.’ But . . . when you suddenly find your tongue
of Mississippi and the response to it.
twisted and your speech stammering as you seek to explain to your six-year-old daughter
why she can’t go to the public amusement park that has just been advertised on
Also, make sure that students know
television, and see tears welling up in her eyes when she is told that Funtown is closed how to organize the information in
their paragraphs.
”
to colored children. . . . Then you will understand why we find it difficult to wait.
—Martin Luther King, Jr., “Letter From Birmingham Jail,” 1963
After King was released from jail, the SCLC increased the frequency of the dem-
onstrations. For the first time, schoolchildren joined the “freedom marches.”
Finally, Birmingham’s Public Safety Commissioner, T. Eugene “Bull” Connor, Vocabulary Builder
would not tolerate the demonstrations any longer. He used police dogs and fire tolerate –(TAHL er ayt) v. to allow
hoses on the protesters. Many Americans were shocked by photographs and or put up with
news coverage of nonviolent protesters set upon by dogs and overwhelmed by the
powerful jets of water from fire hoses. They sent telegrams and letters by the thou-
sands to the White House, calling on the President to act.

Kennedy Backs Civil Rights In addition to the conflict in Birmingham, civil

rights protests were taking place in cities from Jackson, Mississippi, to Cam-
bridge, Maryland. President Kennedy became convinced that he had to take a
more active role in promoting civil rights.
On June 11, 1963, Kennedy delivered a moving televised address. Calling civil
rights a “moral issue,” he declared that the nation had an obligation to “fulfill its
promise” of giving all Americans “equal rights and equal opportunities.” Presi-
dent Kennedy sent to Congress a proposal for sweeping civil rights legislation.
His brother, Attorney General Robert F. Kennedy, led the charge for passage of
the bill.
How did James Meredith and Martin Luther King, Jr.,
prompt President Kennedy to promote civil rights?
Ch t 13 S ti 2 481
Answers
Caption Americans were shocked and
angered to see police and violent mobs sav-
L4 Advanced Readers L4 Gifted and Talented Students agely beating peaceful protestors (often
Have students conduct research on one of the follow- Ask students to use their findings to write newspa- young people). Many people came to support
ing topics from the civil rights movement: the role of per articles that may have been written during the the protestors and the civil rights movement
African American churches in the civil rights move- 1960s about their chosen topics. Ensure that stu- because of images such as this one.
ment; the impact of television coverage on American dents’ newspaper articles answer the Who, What, The violent reaction to Meredith’s enroll-
attitudes toward the movement; or the struggle to Where, When, Why, and How of their topics. ment at the University of Mississippi led
register southern African Americans to vote. President Kennedy to address the nation
and insist that desegregation laws be
obeyed. Martin Luther King, Jr.’s, “Letter
From Birmingham Jail,” helped persuade
Kennedy to send civil rights legislation to
Congress.
Chapter 14 Section 2 481
hsus_te_ch14_s02_s.fm Page 482 Thursday, December 4, 2008 11:19 AM

The Movement Marches on Washington

The Movement Marches To put pressure on Congress to pass the new civil rights bill, supporters made
on Washington L3 plans for a massive demonstration in Washington, D.C. The event brought
together the major civil rights groups—including the NAACP, SCLC, and
SNCC—as well as labor unions and religious groups.
Instruct The March on Washington took place on August 28, 1963. Organizers had
쐍 Introduce: Key Term Ask stu-
hoped for 100,000 demonstrators. More than double that number showed up,
dents to find the key term March on having made the journey to the capital from around the country. Before the
Washington (in bold) in the text. march, there had been some concern about maintaining order at such a huge
Then display Color Transparency: demonstration. Yet despite the massive numbers, the day was peaceful and
The March on Washington. Use the even festive. Popular celebrities and entertainers were on hand to perform for
lesson suggested in the transparency the crowd.
book to introduce information about The main rally took place in front of the Lincoln Memorial, where a distin-
the March on Washington. Color guished roster of speakers addressed the crowd. The highlight of the day came
Transparencies A-118
쐍 Teach Ask What was the pur-
pose of the March on Washing-
ton? (to put pressure on Congress to
pass a new civil rights bill) Why
were SNCC leaders dissatisfied
with the march? (They had wanted
a more militant event that would The March on Washington drew more than 200,000 people to Washington, D.C. The demonstrators were a
precipitate faster action in Con- diverse group from all parts of the country. They were young and old and came from various classes and reli-
gress.) Have students debate gious backgrounds. More than a quarter of them were white.
the effectiveness of the March on The Washington Monument was the starting point for the day’s
Washington. events. Prominent singers performed songs, including the civil
rights movement’s unofficial anthem, “We Shall Overcome.”
쐍 Quick Activity To help students
Then, the throng marched to the Lincoln Memorial for the
gain a greater understanding of the main rally. A. Philip Randolph, the elder statesman of the
impact of this famous speech, assign civil rights movement, gave the opening remarks, fol-
students Primary Source: Interpret- lowed by representatives of various religious and labor
ing King’s I Have a Dream Speech, groups. The final speaker was Martin Luther King, Jr.,
and have them answer the questions whose moving speech enthralled the crowd—and the
on the worksheet. Teaching millions more watching on television.
Resources, p. 22
 King addresses the crowd around
Independent Practice the reflecting pool between
the Lincoln Memorial and
To enrich and extend the lesson, have Washington Monument.
students access the History Inter-
active at Web Code nep-1405. After
students experience the History Inter-
active, have them write paragraphs
explaining why the March on Washing-
ton had such a profound effect on the
nation.

Monitor Progress
Have students complete the Thinking
Critically questions on the next page
and share their answers with the class.

L1 Special Needs Students

L2 English Language Learners
L2 Less Proficient Readers

To help students increase their comprehension of this

important speech, assign them Primary Source: I Have a
Dream, and have them answer the questions on the work-
sheet. Have students work in pairs to check their
responses. Teaching Resources, p. 21

482 The Civil Rights Movement

hsus_te_ch14_s02_s.fm Page 483 Thursday, December 4, 2008 11:19 AM

when Martin Luther King, Jr., took the podium. King held the audience spell-
bound as he described his dream of a colorblind society “when all God’s children” Congress Passes the Civil
would be free and equal. Millions more watched King’s address live on tele-
vision. This powerful and eloquent speech has come to be known as the “I Have
Rights Act of 1964 L3
a Dream” speech. (You will read an excerpt from the “I Have a Dream” speech
later in this chapter.) Instruct
Behind the scenes, there was some tension between the organizations that had 쐍 Introduce: Key Term Ask stu-
planned the March. SNCC, in particular, had wanted to stage a more militant pro- dents to find the key term Civil
test, to show its dissatisfaction with the pace of change. Yet for the public at large Rights Act of 1964 (in bold) in the
and for most who took part, the March on Washington represented a magical text. Write the term on the board and
moment in American history. explain that the Civil Rights Act of
What is considered the highlight of the March on Washington? 1957 had limited goals and that a
more comprehensive law was needed.
Have students predict what rights the
Civil Rights Act of 1964 might guar-
antee to African Americans.
쐍 Teach Ask Why do you think the
Birmingham church bombing
Why It Matters took place less than three weeks
The March on Washington was one of the largest political demonstrations in after the March on Washington?
U.S. history. Widely covered in the media, the march increased awareness of the (Racists saw the power of the civil
movement and built momentum for the passage of civil rights legislation.  Button from the march urging
interracial cooperation rights movement and tried to weaken
Despite the huge numbers and the emotional intensity of the day, the march it and instill terror with a violent
remained orderly and is considered a model for peaceful protest. The March on attack.) Who pushed through the
Washington has come to symbolize the Civil Rights Act of 1964? (Presi-
civil rights movement itself. Thinking Critically dent Lyndon B. Johnson) Have stu-
Why was the March on
dents discuss the effectiveness of the
Washington a symbolic and
 The crowd erupts in Civil Rights Act of 1964 in ending
appropriate choice for a civil
cheers after hearing discrimination and segregation in
rights demonstration?
King’s speech. the United States.

For: More on the March on Washington

Web Code: nep-1405 Independent Practice
To help students better understand the
Civil Rights Act of 1964, have them list
the actions that the act banned and the
actions that the act supported. Then,
ask students to use their lists to write
brief summaries of the Civil Rights Act
of 1964.

Monitor Progress
To review student understanding, ask
them to explain why Congress finally
passed a strong civil rights bill in 1964.
Ask What events that came before
the act was passed might have
influenced Congress? (the March
on Washington, the bombing of the
Sixteenth Street Baptist Church in
Birmingham)

L2 English Language Learners L2 Less Proficient Readers

To help students understand the results of actions laws. In the second column have students list the
that were taken during the civil rights movement, ask changes in law the resulted from the actions of the Answers
them to create a two-column chart. In the first col- movement. Students can use this chart to summarize
umn, have them list the legal conditions that African the events of this section. Martin Luther King, Jr.’s, “I Have A
Americans endured under southern segregation Dream” speech
Thinking Critically
It was symbolic and appropriate because
Washington, D.C., is the site of the U.S. gov-
ernment, which had the power to pass new
laws to protect the rights of all Americans.
Chapter 14 Section 2 483
hsus_te_ch14_s02_s.fm Page 484 Wednesday, January 14, 2009 10:29 AM

Congress Passes the Civil Rights Act of 1964

Assess and Reteach On September 15, 1963, less than three weeks after the march, a bomb
exploded in the Sixteenth Street Baptist Church in Birmingham. The church
had been the SCLC’s headquarters earlier that spring. Four young African
Assess Progress L3
American girls, all dressed in their Sunday best, were killed in the bombing.
쐍 Have students complete the Section Two months later, on November 22, 1963, President John F. Kennedy was
Assessment. assassinated in Dallas, Texas. Vice President Lyndon B. Johnson assumed the
쐍 Administer the Section Quiz. presidency.
Johnson was a southerner with an undistinguished record on racial matters.
Teaching Resources, p. 25
However, he surprised many Americans by immediately throwing his support
쐍 To further assess student under- behind the cause of civil rights. “No eulogy could more eloquently honor Presi-
standing, use Progress Monitoring dent Kennedy’s memory,” Johnson told Congress and the nation, “[than the]
Transparencies, 124. earliest passage of the civil rights bill for which he fought so long.”
The civil rights bill faced strong opposition in Congress, but Johnson put his
considerable political skills to work for its passage. The bill passed in the House
Reteach of Representatives, but it faced a more difficult fight in the Senate, where a
If students need more instruction, group of southern senators attempted to block it by means of a filibuster. This is
have them read the section summary. a tactic by which senators give long speeches to hold up legislative business. The
Reading and Note Taking L3 filibuster went on for more than 80 days until supporters finally put together
Study Guide enough votes to overcome it. In the end, the measure passed in the Senate, and
President Johnson signed the Civil Rights Act of 1964 into law in July.
Adapted Reading and L1 L2 The act banned segregation in public accommodations and gave the federal
Note Taking Study Guide government the ability to compel state and local school boards to desegregate
Spanish Reading and L2 their schools. The act also allowed the Justice Department to prosecute individ-
uals who violated people’s civil rights and outlawed discrimination in employ-
Note Taking Study Guide
ment on account of race, color, sex, or national origin. It also established the
Equal Employment Opportunity Commission (EEOC), which is responsible for
Extend L4 enforcing these provisions and investigating charges of job discrimination.
See this chapter’s Professional Devel-
How did the Civil Rights Act of 1964 try to end
opment pages for the Extend Online
discrimination?
activity on SNCC.

2
Answer
SECTION
The Civil Rights Act of 1964 outlawed Assessment Progress Monitoring Online
For: Self-test with vocabulary practice
segregation in public places and in the Web Code: nea-1406
workplace and gave the federal govern-
ment power to require that state and Comprehension 2. Reading Skill: ber, your statement is not a fact but a
local school boards desegregate their 1. Terms and People For each item Summarize Use your concept web theory that might or might not be
schools. The act also gave the Justice below, write a sentence explaining its to answer the Section Focus Question: supported by further research. The
significance: How did the civil rights movement gain sentence you write could later become
Department power to prosecute people the thesis statement for a research
• sit-in ground in the 1960s?
who violated the civil rights of others. paper.
• SNCC
Writing About History
• freedom ride Critical Thinking
• James Meredith 3. Quick Write: Construct a
Hypothesis After identifying an 4. Draw Conclusions Why were sit-ins
• Medgar Evers
unanswered question, a historian often a successful tactic?
• March on Washington
• filibuster might form a hypothesis, an unproven 5. Analyze Information Why did the
• Civil Rights Act of 1964 answer to that question. Write a one- freedom rides lead to violence?
sentence hypothesis to answer the 6. Recognize Cause and Effect What
following question: Why was Johnson events led to passage of the Civil
more successful than Truman in getting Rights Act of 1964?
civil rights legislation passed? Remem-

Section 2 Assessment to Congress, and the March on Washing- 6. the March on Washington, reaction to
ton contributed to its passage. the bombing of the Sixteenth Street Bap-
1. Sentences should reflect an understand- tist Church, Kennedy’s assassination,
3. Sample answer: Johnson was more suc-
ing of each term or person listed. and the intervention against the filibuster
cessful than Truman partly because by
2. Student sit-ins gained public attention. the time Johnson was President, televi-
CORE organized freedom rides. The sion allowed people across the country to
media coverage of the violence against the see the brutality of racism.
riders inspired President Kennedy to act
4. Sit-ins called the public’s attention to
to protect them. James Meredith attended
discrimination and hurt businesses
the University of Mississippi. Martin
economically.
Luther King, Jr., increased white under-
standing of the need for civil rights with 5. Riders did not observe the rules at segre- For additional assessment, have students access
his “Letter From Birmingham Jail.” gated facilities. Such actions infuriated Progress Monitoring Online at Web
President Kennedy sent a civil rights bill racists, who often reacted with violence. Code nea-1406.

484 The Civil Rights Movement

hsus_te_ch14_ps_s.fm Page 485 Wednesday, January 14, 2009 10:35 AM

Martin Luther King, Jr.: Objectives

I Have a Dream • Identify the major themes of Martin
Martin Luther King, Jr., delivered the closing address Luther King, Jr.’s, I Have a Dream Speech.
at the March on Washington. For approximately 20 • Understand the significance of Martin
minutes, he mesmerized the crowd with one of the Luther King, Jr.’s, I Have a Dream Speech
most powerful speeches ever delivered. In this as a defining moment in American history.
excerpt, King speaks of his dream for America:

Background Knowledge L3

I say to you today, my friends, that in spite of the difficulties and

frustrations of the moment I still have a dream. It is a dream
deeply rooted in the American dream.
Remind students that the March on
Washington inspired hundreds of thou-
I have a dream that one day this nation will rise up and live out
sands of people to commit themselves to
the true meaning of its creed1: “We hold these truths to be self- making civil rights a reality for every-
evident; that all men are created equal.” one. Review the civil rights legislation
I have a dream that one day on the red hills of Georgia the sons that was pending in Congress at the
of former slaves and the sons of former slaveowners will be able to time and how the marchers—and
sit down together at the table of brotherhood. speakers—hoped to affect it.
I have a dream that one day even the state of Mississippi . . . will
be transformed into an oasis of freedom and justice. Instruct L3
I have a dream that my four little children will one day live in a After students read the speech, con-
nation where they will not be judged by the color of their skin but by duct a class discussion on these ques-
the content of their character.
tions: What do the many aspects of
I have a dream today.
King’s dream have in common?
I have a dream that one day the state of Alabama . . . will be
(people of all races living in peace with
transformed into a situation where little black boys and black girls
one another) Why might he have
will be able to join hands with little white boys and girls and walk
focused on that theme on the day
together as sisters and brothers. . . .
This is our hope. This is the faith with which I return to the South. With this
he spoke? (King may have wished to
faith we will be able to hew2 out of the mountain of despair a stone of hope. With remind people that nonviolent protest
this faith we will be able to transform the jangling discords of our nation into a had brought them to this point and held
䊱 Martin Luther King, Jr., at the
beautiful symphony of brotherhood. . . . further promise for progress toward jus-
March on Washington
This will be the day when all of God’s children will be able to sing with new tice. He may also have intended to cau-
meaning, “My country ’tis of thee, sweet land of liberty, of thee I sing. Land where tion against divisiveness in the civil
my father died, land of the Pilgrims’ pride, from every mountainside, let freedom rights movement.) What makes this
ring.” . . . speech so powerful? (the rhythm,
When we let freedom ring, when we let it ring from every village and every use of repetition, and the strong
hamlet, from every state and every city, we will be able to speed up that day when imagery)
all of God’s children, black men and white men, Jews and Gentiles3, Protestants
Thinking Critically
and Catholics, will be able to join hands and sing in the words of the old Negro
1. Identify Central Issues
Monitor Progress
spiritual, “Free at last! Free at last! Thank God Almighty, we are free at last!”
What is the “American Have students work in pairs to choose
dream” to which King refers? what they consider to be the most
moving or powerful part of the speech.
2. Draw Inferences How well
1. creed (kreed) n. beliefs or principles
does King think the nation has
Invite volunteers to deliver those
2. hew (hyoo) v. carve
lived up to its promises? parts of the speech in class. Students
3. Gentiles (JEHN tìlz) n. non-Jews should be prepared to explain why
their chosen section of the speech is
so important to them.

Asa Philip Randolph The director of the 1963 being kept out of jobs in the all-important defense
March on Washington was Asa Philip Randolph. This industries. To stop the march, Roosevelt created the
was Randolph’s first march on Washington, but it was Fair Employment Practices Committee, which made
not the first time Randolph had made an impact. discrimination in the defense industries illegal. Ran- Answers
In 1925, Randolph founded the Brotherhood of dolph also encouraged President Truman to desegre-
Sleeping Car Porters, a union that organized African gate the U.S. military, and Truman did so in 1948. Thinking Critically
American railroad porters. Randolph had to fight to When leaders of the civil rights movement were 1. that every American be treated equally
get railroad companies to recognize this union, but looking for someone to organize a new march on and have the opportunity to be successful
he succeeded. Washington, they asked Randolph for help. Randolph 2. King does not believe that the nation has
In 1941, Randolph told President Franklin D. oversaw the march. He died in 1979. lived up to its promises very well. He gives
Roosevelt of his intention to lead a mass march on many examples of the pain of racism in
Washington to protest that African Americans were America, but he concludes with a state-
ment of hope for the future.
Chapter 14 485
hsus_te_ch14_amex_s.fm Page 486 Wednesday, January 14, 2009 9:36 AM

Objectives
• View and interpret photographs of non-
violent protest by students and other
civil rights activists.
• Identify the symbolic, economic, and
social effects of nonviolent direct action
during the civil rights movement. College students held sit-ins at lunch counters. African Americans
boycotted buses. Groups of demonstrators knelt in prayer. Protesters
in the civil rights movement used many different nonviolent methods
to make it clear that they would no longer tolerate segregation and
voter discrimination. These protests eventually led to the passage of
the Civil Rights Act and the Voting Rights Act.
Since the 1960s, America has made great strides in truly embodying
the Declaration of Independence statement that “All men are created
equal.” However, certain groups still struggle to have their rights
Background Knowledge L3 recognized. For example, individuals with disabilities worked to gain
Public protests against segregation passage of the landmark Americans With Disabilities Act. This law
became more frequent in the 1960s, requires that people with disabilities have equal access to public
especially as SNCC organized sit-ins, facilities and equal employment opportunities.
wade-ins, and other events at which
African Americans tried to use “whites
only” facilities. Have students offer
specific examples from their reading of
nonviolent protests.

Instruct L3
쐍 Have students read the introduction
and review the photographs and cap-
tions in the feature. Ask What does
the young woman’s sign mean?
(Like whites, African Americans
should be allowed equal access to
services in public places, such as in
restaurants and on buses.) Explain
that the African American civil rights
movement encouraged other groups,
such as people who have physical dis-
abilities, to work for their own civil Pickets 䉱
rights. What might keep people A woman carries a picket
with physical disabilities out of sign outside a segregated
lunch counter. Picketers
public buildings? (stairs, narrow tried to discourage people
doorways, curbs, doors that open out- from patronizing businesses
ward) that did not treat black and
쐍 Using the Idea Wave strategy (TE, white customers equally.
p. T22), have students discuss the
types of non-violent protests they see
on this spread and describe the emo-
tions the protesters in each photo-
graph might have felt.

486 The Civil Rights Movement

hsus_te_ch14_amex_s.fm Page 487 Thursday, December 4, 2008 11:51 AM

Independent Practice
To enrich and extend the lesson,
have students access the History
Interactive at Web Code nep-1407.
After students experience the History
Interactive, ask them to share their
reactions by posing questions such as:
How would you have felt if you
were walking past the kneeling
and praying protesters? If you
believed in a particular cause
today, would you demonstrate on a
public street? Have you ever pro-
tested something publicly or seen
someone protesting publicly?
Prayerful Protests 䉱 Boycotts 䉱 What reactions did you experi-
A group of demonstrators kneel in African American students at ence? Do you believe that nonvio-
prayer during a hearing for arrested Florida A&M College jeer at a lent protest is a useful way to
freedom riders in Albany, Georgia, nearly empty city bus as it effect change? What are other
in 1961. Nonviolent protests often passes through the campus. peaceful ways to effect change?
took the form of prayer vigils like this. Protesters in Tallahassee were
boycotting the buses to protest
segregation on the bus lines. Monitor Progress
Wade-ins 䉲 Have students complete the Thinking
Black protesters march onto a “whites only”
Critically questions, and share their
public beach, ready to swim. Whites who did
not want the beach desegregated face off answers with the class.
against them as police stand guard.

Thinking Critically
1. Analyze Visuals How did whites support
or oppose black protesters?
Answers
2. Draw Conclusions Do you think the civil
rights movement would have been as
Thinking Critically
effective if protesters had not used peaceful
protest methods? 1. Some whites supported African Americans
by joining in protests. Others opposed
Connect to Today Do research to learn about them by confronting protesters with taunts
the passage of the Americans With Disabilities
and threats, by violently attacking them,
Act. How were the methods and goals of that
and by arresting and jailing them.
movement similar to and different from the
movement for racial equality in the 1960s? Did 2. Sample answer: The movement might
the bill succeed in gaining equal rights and have accomplished less if it had been vio-
opportunities for people with disabilities? lent. If civil rights protesters had attacked
racists, then racists would have been able
to justify violence against protesters. Also,
For: Learn more about civil rights tactics the cause itself would have seemed less
Web Code: nep-1407 moral or righteous if protesters had used
violence.
Connect to Today Possible findings:
The differences include that those working
for the passage of the ADA did not get as
much media attention and there was no vio-
lence against them. Similarities include that
both groups focused attention on problems
most other Americans had not considered
and that each group used public protests to
effect change. The bill was mostly successful;
all public buildings today must be wheelchair
accessible.

Chapter 14 487
hsus_te_ch14_s03_s.fm Page 488 Wednesday, January 14, 2009 11:22 AM

3
䊴 Malcolm X

3
SECTION

Step-by-Step WITNESS HISTORY AUDIO

Instruction

SECTION
Entering a New Era
Although the Civil Rights movement was making
headway, many black activists were impatient with
King’s nonviolent methods and his emphasis on
Objectives integration. Some believed that integration was not
As you teach this section, keep students the solution. Others felt that more needed to be
done to remove what they saw as oppression by
focused on the following objectives to help white society.
them answer the Section Focus Question and Malcolm X (also known by his religious name, el-
master core content. Hajj Malik el-Shabazz) became one of the most promi-
• Explain the significance of Freedom Sum- nent voices for this faction. As a minister of the
Nation of Islam, he preached a message of self-reli-
mer, the march on Selma, and why vio- ance and self-protection. He called for black pride
lence erupted in some American cities in and spread the idea of black nationalism, a belief in
the 1960s. the separate identity and racial unity of the African
American community. Malcolm was a “charismatic
• Compare the goals and methods of African
speaker who could play an audience as great musi-
American leaders. cians play instruments.” His dynamic speeches won
• Describe the social and economic situa- many adherents to his cause. The Civil Rights Move-
tion of African Americans by 1975. ment had entered a new era.
䊱 Button honoring Malcolm X

New Successes and Challenges

Prepare to Read
Objectives Why It Matters During the 1950s and 1960s, the civil rights move-
Background Knowledge L3 • Explain the significance of Freedom Summer, ment made great strides forward. Yet racial injustice was not fully erad-
the march on Selma, and why violence erupted icated. Frustration with this situation led some African Americans to
Explain to students that although the
in some American cities in the 1960s. turn to more radical and sometimes violent methods. African Americans
Civil Rights Act of 1964 was an impor-
achieved further successes, but for some the radicalism of the times left
tant piece of legislation, African Amer- • Compare the goals and methods of African
a bitter legacy. Section Focus Question: What successes and challenges
icans still faced racial injustice. Ask American leaders.
faced the civil rights movement after 1964?
students to read the section title and • Describe the social and economic situation of
predict what successes and challenges African Americans by 1975.
might lie ahead. The Push for Voting Rights
Terms and People None of the federal court decisions or civil rights measures passed
Set a Purpose L3 Freedom Summer Kerner Commission through 1964 fundamentally affected the right to vote. The problem
Fannie Lou Hamer Malcolm X was a southern political system that used literacy tests, poll taxes, and
쐍 WITNESS HISTORY Read the selec-
Voting Rights Act Nation of Islam intimidation to keep blacks from voting. In Mississippi, in 1964, for
tion aloud, or play the audio. Twenty-fourth black power instance, not a single African American person was registered to vote
Amendment Black Panthers
Witness History Audio CD, in five counties that had African American majorities. All of the major
Entering a New Era civil rights organizations sought to overcome these political injustices.

Ask How do you think other SNCC Stages Freedom Summer SNCC had spent several years
Reading Skill: Summarize Complete an
African Americans felt about organizing voter education projects in Mississippi. It met with
outline to summarize the contents of this section.
Malcolm X’s message? (Possible little success and a great deal of violent opposition. But in 1964, it
answer: Some may have preferred to I. Push for Voting Rights
called for a major campaign, known as Freedom Summer. About
remain nonviolent, but others proba- A. Freedom Summer 1,000 volunteers, mostly black and white students, were to flood
1. Mississippi. They would focus on registering African Americans to
bly shared Malcolm X’s frustration 2.
and advocated using self-defense.)
쐍 Focus Point out the Section Focus
Question, and write it on the board.
Tell students to refer to this ques-
tion as they read. (Answer appears
with Section 3 Assessment answers.) Use the information below and the following resource to teach students the high-use word
from this section. Teaching Resources, Vocabulary Builder, p. 10
쐍 Preview Have students preview
the Section Objectives and the list of High-Use Word Definition and Sample Sentence
Terms and People. confrontation n. situation in which there is angry disagreement between opposing people
쐍 Using the Structured or groups
Read Aloud strategy (TE, p. T20), Different opinions about civil rights led to a violent confrontation.
have students read this section. As
they read, have students complete
an outline summarizing the section.
Reading and Note Taking Study Guide

488 The Civil Rights Movement

hsus_te_ch14_s03_s.fm Page 489 Thursday, December 4, 2008 11:32 AM

vote. They would also form the Mississippi Freedom Democratic Party (MFDP),
an alternative to the state’s all-white regular Democratic Party.
Even before most of the volunteers had arrived, three civil rights workers—
Teach
Michael Schwerner, James Chaney, and Andrew Goodman—disappeared.
SNCC claimed that they had been murdered; state authorities denied these The Push for Voting
charges. President Johnson ordered a massive search for the three, which ended
when their bodies were found buried in an earthen dam. All had been shot at Rights L3
point-blank range. Yet, despite the obvious dangers, almost all of the other vol-
unteers remained in the state. Instruct
After Freedom Summer ended in August 1964, an MFDP delegation traveled to 쐍 Introduce: Vocabulary Builder
the Democratic Convention in New Jersey, seeking to be recognized as Mississippi’s
Have students locate the vocabulary
only Democratic Party. At the convention, Fannie Lou Hamer, one of the MFDP’s
term confrontation and its
leaders, gave powerful testimony. She described how she and other activists had been
definition in the text. Tell students
beaten, fired from their jobs, and displaced from their homes all because, as she put
that they will learn about the types
it, they wanted “to register” and “live as decent human beings.”
Despite Hamer’s testimony, the Democrats refused to seat the MFDP.
of confrontation that occurred dur-
Instead, party officials offered a compromise: They would seat two MFDP mem-
ing protests for voting rights.
bers as “at-large delegates” and reform the nomination rules to guarantee 쐍 Teach Ask What was the goal of
greater minority representation in the future. The MFDP rejected this offer. Freedom Summer? (to register
Ironically, Mississippi’s regular Democratic delegation left the convention in African Americans in Mississippi to
protest because the national party had made the offer to the MFDP. vote) What happened on “Bloody
Marching on Selma Early in 1965, Martin Luther King, Jr., and the SCLC Sunday”? (Heavily armed state
organized a major campaign in Selma, Alabama, to pressure the federal gov- troopers and other authorities
ernment to enact voting rights legislation. The protests climaxed in a series of Vocabulary Builder
attacked protest marchers as they
confrontations on the Edmund Pettus Bridge, on the main route from Selma to confrontation –(kahn fruhn TAY tried to cross a bridge in Selma, Ala-
Montgomery. The first of these confrontations took place on March 7, 1965, a shuhn) n. situation in which there bama.) What was the result of
day that became known as “Bloody Sunday.” Heavily armed state troopers and is angry disagreement between “Bloody Sunday”? (The nation was
opposing people or groups
other authorities attacked the marchers as they tried to cross the bridge. Sheyann outraged; President Johnson called
Webb, a six-year-old girl at the time, recalled the scene: for a strong federal voting rights
law.) How did the Voting Rights
“ I heard all of this screaming and . . . somebody yelled, Act of 1965 protect voting
‘Oh God, they’re killing us!’ . . . And I looked and I saw the troopers charging us . . . rights? (It banned literacy tests for
swinging their arms and throwing canisters of tear gas. . . . Some of them had clubs Standoff in Selma voter registration and gave the fed-
and others had ropes and whips. . . . It was like a nightmare. . . . I just knew then that I Police officers block the path of eral government power to oversee
was going to die. ” protesters attempting to march to state voting registration and elec-
—Sheyann Webb, Selma, Lord, Selma Selma, Alabama. tions in states that had discrimi-
nated against minorities). Using the
graph on the next page, discuss the
impact of voting rights legislation.
쐍 Analyzing the Visuals Direct
students’ attention to the image of
the march on Selma, Alabama. Ask
students to contrast the marchers
and the police officers. (Sample
answer: Unlike the police officers, the
marchers are diverse in race and
gender. They are also peacefully
resisting the police actions.)

Independent Practice
Organize students into four groups.
Assign one of the following topics to
each group: Freedom Summer, the
March on Selma, the Voting Rights Act,
and the Twenty-fourth Amendment.
Then, have each group create a poster
L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers illustrating the importance of their
assigned event or legislation.
Ask students to read aloud the red headings under to the board and list supporting details under each
“The Push for Voting Rights.” As students read, write main idea. When the activity is complete, there Monitor Progress
each red heading on the board. Explain that these red should be from two to five supporting details under
As students fill in their outlines, circu-
headings are main ideas. Then, have volunteers come each red heading.
late to make sure that they understand
the successes and challenges that faced
the civil rights movement after 1964.
For a completed version of the outline,
see Note Taking Transparencies, B-129.

Chapter 14 Section 3 489

hsus_te_ch14_s03_s.fm Page 490 Thursday, December 4, 2008 11:32 AM

Webb survived, but the rampage continued. Tele-

Frustration Explodes vision coverage of the violence outraged the nation.
On March 15, President Johnson went on national
Into Violence L3
television and called for a strong federal voting
rights law. Historically, regulation of voting rights
Instruct had been left to the states, but Johnson argued that
쐍 Introduce: Key Term Ask stu- “it is wrong to deny any of your fellow citizens the
dents to find the key term Kerner right to vote.” He added, “Their cause is our cause
Commission in the text. Explain too, because it is not just Negroes, but really it is all
that the Kerner Commission of us, who must overcome the crippling legacy of
determined the causes of riots in bigotry and injustice. And, we shall overcome.”
American cities during the 1960s. New Legislation Guarantees Voting
Have students predict what the Rights Spurred by the actions of protesters and
Kerner Commission concluded, then the words of the President, Congress passed the
African American Voter Registration
read to find out if their predictions Voting Rights Act of 1965. The act banned liter-
are accurate. (Percentage of voting-age African Americans) acy tests and empowered the federal government
쐍 Teach Ask In which two cities State 1964 1968 to oversee voting registration and elections in states that had dis-
Alabama 23.0 56.7 criminated against minorities. In 1975, Congress extended coverage
did the worst violence occur in
Louisiana 32.0 59.3 to Hispanic voters in the Southwest.
the summer of 1967? (Newark, New
Mississippi 6.7 59.4
Another legal landmark was the Twenty-fourth Amendment to the
Jersey, and Detroit, Michigan) What Constitution, ratified in 1964. It banned the poll tax, which had been
did the Kerner Commission Texas 57.7 83.1
used to keep poor African Americans from voting. In addition, the fed-
conclude? (that long-standing racial Virginia 45.7 58.4
eral courts handed down several important decisions. Baker v. Carr and
discrimination was the single most SOURCE: Stanley, Harold W. Voter Mobilization and the
Reynolds v. Simms limited racial gerrymandering, the practice of
Politics of Race: The South and Universal Suffrage,
important cause of the violence) Why 1952–1984 drawing election districts in such a way as to dilute the African Ameri-
were the Kerner Commission’s can vote, and established the legal principle of “one man, one vote.”
findings controversial? (The com- Voting Rights Legislation These laws and decisions had a profound impact. Particularly in the Deep
mission recommended giving money Takes Effect South, African American participation in politics skyrocketed. In Mississippi,
to federal programs to help urban The table shows voter registration the percentage of African Americans registered to vote jumped from just under
African Americans, and some people rates in some southern states before 7 percent in 1964 to about 70 percent in 1986. Nationwide, the number of Afri-
believed that doing so meant reward- and after the Voting Rights Act of can American elected officials rose from fewer than 100 to more than 6,000 by
ing the rioters.) 1965. The women shown above are the mid-1980s.
learning how to mark the ballot at a
voter education class in Alabama in What impact did the protests in Selma, Alabama, have
Independent Practice 1966. Which state listed in the table on the nation?
Display Color Transparency: Urban had the greatest increase in voter
Riots. Lead a discussion about the riots registration between 1964 and 1968?
that took place in American cities in Frustration Explodes Into Violence
the mid-1960s. Color Transparencies Many celebrated the passage of the Voting Rights Act of 1965. Yet for some
A-119 African Americans, things had not changed much. In many urban areas, there
was anger and frustration over continuing discrimination and poverty. That
anger exploded into violence in several cities.
Monitor Progress
Reread the red heading “Racial Vio- Racial Violence Plagues Cities Less than a week after Johnson signed the
lence Plagues Cities.” Ask students to Voting Rights Act, one of the worst race riots in American history erupted in
summarize the events related to the the predominantly African American neighborhood of Watts in Los Angeles.
race riots. Violence, looting, and arson spread for several days before National Guard
troops restored order.
Watts was one of many race riots that erupted in the 1960s. The worst violence
occurred in Newark, New Jersey, and Detroit, Michigan, in the summer of 1967.
In Detroit, 43 people died, and property damage reached $50 million. The out-
bursts frightened many white Americans. In most previous race riots, whites had
used violence to keep African Americans “in their place.” But now, blacks were
using violence against police and white business owners in black neighborhoods.

The Kerner Commission The Kerner Commis- In 1992, rioting broke out in Los Angeles, California,
sion’s 1968 report concluded that racial discrimina- after police officers were videotaped brutally beating an
tion was deeply rooted in cities and that addressing African American named Rodney King. The 1992 Los
it effectively would be a long and complex process. Angeles riot was among the worst in U.S. history. Con-
The Kerner Commission Report stated that poverty gressional representative Maxine Waters of California
among African Americans had resulted in isolation concluded that the Kerner Commission’s prediction had
Answers from the mainstream of American society. The report come true: that failure to act to help urban African
urged Congress to create jobs, job training programs, Americans would result in continued violence. The prob-
Caption Mississippi, at 52.7 percent and housing programs for African Americans in cities. lems of poverty, inadequate social services, and poorly
President Johnson did not attempt to implement the funded public schools that the Kerner Report had said
The nation was outraged at the violence commission’s findings. made conditions in American cities “separate and
against peaceful protesters. Congress unequal” in 1968 remained unsolved in 1992.
acted to ensure voting rights.
490 The Civil Rights Movement
hsus_te_ch14_s03_s.fm Page 491 Wednesday, January 14, 2009 11:23 AM

Voting Rights

Objectives
What should the • Explain how the right to vote in the United
government do to States was extended to more people over
promote voting rights? time.
Although the right to vote is a corner- • Understand that the issue of voting rights
stone of American democracy, many in the United States continues to be
restrictions have been placed on voting debated today.
rights over the years. As the history of
the civil rights movement shows, gaining
full electoral rights has been a struggle.
How can the government ensure fair and Background Knowledge L3
free suffrage in America? Use the timeline Ask students to think about the right
below to explore this enduring question. to vote. Why is voting a critically
important right? (Voting is one of the
1820s–1830s Age of Jackson main ways people can effect change. If
States move toward universal white A voter regis- a group cannot vote, government may
male suffrage. tration drive not address its interests.)
for ex-felons
1870 Fifteenth Amendment
Vote is extended to African American Instruct L3
men, but this right is often violated. Point out that the timeline shows that
Voting Rights for Convicted Felons Most states do not allow felons the U.S. government has changed vot-
1920 Nineteenth Amendment to vote while they are in prison. In some states, this ban continues even after ing restrictions several times to widen
Women’s suffrage becomes law. they are released. Should ex-convicts have their voting rights restored? the definition of eligibility. Ask When
were African Americans given the
1965 Voting Rights Act “ About 4.7 million Americans, “ Individuals who have shown they
right to vote? (African American men
Law strengthens African American more than 2 percent of the adult are unwilling to follow the law
voting rights. cannot claim the right to make laws were given the right to vote in 1870,
population, are barred from voting
for the rest of us. We don’t let and African American women were
because of a felony conviction.
1971 Twenty-sixth Amendment everyone vote—not children, for given the right to vote in 1920. However,
Denying the vote to ex-offenders is
Voting age is lowered from 21 to 18. antidemocratic and undermines instance, or noncitizens. . . . We have many states prevented African Ameri-
the nation’s commitment to rehabili- . . . standards of trustworthiness cans from voting until passage
2000 Presidential Election tating people who have paid their before we let people participate in the of the Voting Rights Act of 1965.)
Polling-place irregularities lead some
states to reform voting process.
”
debt to society. serious business of self-government,
—The New York Times, editorial and people who commit serious Monitor Progress
crimes don’t meet those standards. ” 쐍 Have students complete the Ameri-
—Roger Clegg, General Counsel,
can Issues Journal worksheet, Voting
Center for Economic Opportunity
Rights. Check their work for accu-
racy. Teaching Resources, pp. 14–17
TRANSFER Activities 쐍 Remind students to complete their
1. Compare How do these two views of felon voting rights differ? American Issues Journal work-
2. Contrast How does the issue of voting rights for felons differ from sheets. Review their work for accu-
African Americans
the issue of voting rights in the 1960s? racy. Reading and Note Taking
in Alabama voting
for the first time 3. Transfer Use the following Web site to see a video, try a WebQuest, Study Guide
after passage of and write in your journal. Web Code: neh-8702 Answers
the Voting Rights
Act
Transfer Activities
1. The New York Times editorial states that
people convicted of felonies should be
allowed to vote because they have been
The Fight for the Fifteenth Amendment In cans had been registered to vote in 1867, so these rehabilitated and have paid their debt to
1870, the Reconstruction Congress passed the “grandfather” laws kept most African Americans society. Roger Clegg says that voting is a
Fifteenth Amendment, which guaranteed voting away from the polls. However, illiterate white people privilege for the law-abiding, not a right
rights to African American men. However, starting in were allowed to vote without taking a literacy test for criminals.
1895, states that resisted allowing African American because they had “grandfathers” who had voted in 2. One could argue that people convicted of
men to vote created temporary laws that permitted 1867. felonies are not trustworthy enough to
anyone who had been registered to vote by It wasn’t until the passage of the Voting Rights Act vote, or have forfeited the privilege. How-
January 1, 1867, or that person’s descendents, to reg- of 1965, which strengthened African American voting ever, African Americans as a group were
ister without taking a literacy test. All others had to rights by abolishing literacy tests, that the Fifteenth being denied the vote because of race, not
be able to pass a test. Of course, few African Ameri- Amendment finally went into full effect. because of any wrongdoing. There was no
valid reason to keep them from voting.
3. For more information, have students
access Web Code neh-8702.
Chapter 14 Section 3 491
hsus_te_ch14_s03_s.fm Page 492 Thursday, December 4, 2008 11:32 AM

New Voices for African

Americans L3

Instruct
쐍 Introduce: Key Term Ask stu-
dents to find the key term black
power in the text and provide the
definition. Have students use the
Numbered Heads strategy (TE,
p. T23) to discuss the different
approaches that might be advocated
by the new voices in the African
American community.
쐍 Teach Ask Why did Malcolm X
call for an end to integration?
(He was a member of the Nation of
The Kerner Commission Seeks the Cause To determine the causes of the
Islam, which demanded a separation
riots, President Johnson established the National Advisory Commission on
of the races.) How did the concept
Civil Disorders, known as the Kerner Commission. It concluded that long-term
of black power differ from Mar-
racial discrimination stood as the single most important cause of violence. The
tin Luther King, Jr.’s, approach
commission also recommended establishing and expanding federal programs
to civil rights? (Black power aimed at overcoming the problems of America’s urban ghettos.
advocates believed that African
Americans should use their economic “ Our nation is moving toward two societies, one black,
and political resources collectively to one white, separate and unequal. . . . Segregation and poverty have created the racial
become self-reliant and independent ghetto and a destructive environment totally unknown to most Americans. ”
of white influence, instead of trying to —National Advisory Commission on Civil Disorders, Report, 1967
gain acceptance from whites.) Why The Kerner Commission’s findings proved highly controversial. A number of
were many Americans afraid of conservative commentators argued against expanding federal spending. They
black power? (They thought it was said that this amounted to rewarding the rioters. Others noted that the black-
a call for violence.) How did the white split that the report described ignored other minorities.
Black Panthers influence Afri- President Johnson did not follow up on the commission’s recommendations,
can American culture? (They Increasing Militancy largely because the Vietnam War was consuming enormous sums of federal money.
changed hairstyles, language, cloth- Black Panthers (above) demonstrated The riots also fueled a white backlash. Many whites opposed further reforms.
outside the courthouse where Huey
ing styles, attitudes, and the ways in Newton was on trial, charged with Why was the Kerner Commission formed?
which black people celebrated their killing a police officer.
African heritage.)
쐍 Analyzing the Visuals Draw stu- New Voices for African Americans
dents’ attention to the photograph The racial rioting of the mid-1960s coincided with the radicalization of many
on this page. Ask them to contrast African Americans, particularly young urban African Americans. Rather than
the stance and attitude of the pro- advocating nonviolence and integration, they called for another approach.
testers in this image with that of Malcolm X Offers a Different Vision The most well-known African Amer-
the protesters in the images in ican radical was Malcolm X, who was born Malcolm Little in Omaha, Nebraska,
Section 2. in 1925. He adopted the X to represent his lost African name. Little, he argued,
was his slave name. Malcolm had a difficult childhood. In his teens, Malcolm
moved to Boston and then to New York City, where he became involved in drugs
and crime and landed in prison on burglary charges at age 21.
While in prison, Malcolm became a convert to the Nation of Islam, a religious
sect headed by Elijah Muhammad. The group prescribed strict rules of behavior,
including no drugs or alcohol, and demanded a separation of the races.

L4 Advanced Readers L4 Gifted and Talented Students

Ask students to conduct research about the life and collage, or electronic multimedia presentation. Ask
influence of one of the African American leaders they students to read their biographies to the class.
have learned about in this section. Ask them to write Remind them to use their visuals to enrich their
a short but thorough biography and create an presentations.
accompanying illustration such as a poster, photo

Answer
The Kerner Commission was formed to
determine the causes of the riots in
American cities.
492 The Civil Rights Movement
hsus_te_ch14_s03_s.fm Page 493 Thursday, December 4, 2008 11:32 AM

Independent Practice
Have students read the Primary
Source quotation and complete the
worksheet Viewpoints: Carmichael and
M. L. King, Jr. Teaching Resources, p. 23

Monitor Progress
Reread the information below the red
heading “Militants Form the Black Pan-
thers,” and ask students to compare the
militant approach with the nonviolent
approach of Martin Luther King, Jr.

After his release from prison, Malcolm became the Nation of Islam’s most
prominent minister. In 1964, however, he broke away from the Nation of Islam
and formed his own organization. He then made a pilgrimage to Mecca, the holy
city of Islam. Returning to the United States, he seemed willing to consider lim-
ited acceptance of whites. In February 1965, however, Malcolm X was shot and
killed. Three members of the Nation of Islam were convicted of the murder.

Young Leaders Call for Black Power Many young African Americans saw
themselves as heirs of the radical Malcolm X. They began to move away from
the principle of nonviolence. They also began to question the goal of integration.
As SNCC leader Stokely Carmichael put it:

“ Integration . . . has been based on complete acceptance

of the fact that in order to have a decent house or education, blacks must move into a Olympic Protest
white neighborhood or send their children to a white school. This reinforces the At the 1968 Summer Olympics, U.S.
”
notion . . . that ‘white’ is automatically better and ‘black’ is by definition inferior. athletes Tommie Smith and John Car-
—“What We Want,” 1966 los raised gloved fists in protest
against discrimination.
Carmichael first used the term “black power” in 1966. In that year, James
Meredith had set off on a “March Against Fear” across the state of Mississippi
to encourage African Americans to register and vote. Meredith traveled only
20 miles before he was shot and left for dead by a white supremacist. SNCC,
CORE, and SCLC members vowed to continue the march.
When they reached Greenwood, Mississippi, Carmichael and some other
marchers were arrested. After his release, Carmichael told a crowd that African
Americans needed “black power!” He later said that black power meant African
Americans should collectively use their economic and political muscle to gain
equality. Yet, many white Americans felt threatened. They believed that black
power meant black violence.

Militants Form the Black Panthers Not long after Carmichael’s “black
power” speech, Huey Newton and Bobby Seale formed the Black Panther Party in
Oakland, California. Almost overnight, the Black Panthers became the symbol of
young militant African Americans. The Black Panthers organized armed patrols
of urban neighborhoods to protect people from police abuse. They also created
antipoverty programs, such as free breakfasts for poor African American chil-
dren. The Black Panthers gained national attention when they entered the state

L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers

Have students make definition flashcards for any To help students understand unfamiliar words such
unfamiliar words they find in the section. Such words as supremacist, militant, and collective, model the
may include pilgrimage, convert, supremacist, mili- process of identifying word families, prefixes, suffixes,
tant, and collective. Have students work in pairs and and roots. When students understand the words, ask
use the flashcards to quiz each other. them to find a synonym and antonym for each one.

Chapter 14 Section 3 493

hsus_te_ch14_s03_s.fm Page 494 Thursday, December 4, 2008 11:32 AM

Martin Luther King’s

Final Days L3

Instruct
쐍 Introduce Have students locate
the timeline “Long, Hot Summers” in
the Infographic. Ask students to pre-
dict the focus of Martin Luther King,
Jr.’s, work in the last part of his life.
쐍 Teach Tell students that the
progress against segregation in the
south had been dramatic, but it had
not changed the economic conditions INFOGRAPHIC
that African Americans in northern
cities experienced. Martin Luther
King, Jr., began to address the social
and economic issues of the urban King’s funeral procession
poor and northern African Ameri- The civil rights movement reached its peak in the 1960s but at a in Atlanta (above).
terrible cost. During the “long, hot summers” of 1965 to 1968, A woman weeps as she
cans during the last years of his life. pays her final respects. 䉴
Ask What was the goal of the pent-up anger and frustration exploded into riots in African American
communities across the nation. By the time the violence had subsided,
Poor People’s Campaign? (The Long, Hot Summers
hundreds of people had been killed, thousands were wounded, and
goal was to pressure the government
neighborhoods lay in rubble. In addition to this heavy toll, assassins’ Six days of arson, looting,
to do more to help the poor.) What and rioting rock the Watts 1965
bullets claimed the lives of key figures in the civil rights movement.
was King’s response to the black section of Los Angeles.
Malcolm X was slain in 1965. Three years later, the assassination of
power movement? (He sympa-
Martin Luther King, Jr., shocked and grieved the nation.
thized with the anger of its members, Riots break out in Chicago,
but disagreed with their call for vio- San Fransisco, and other cities. 1966
lent protest.)
Unrest continues. Riots occur
쐍 Analyzing the Visuals Draw stu-
dents’ attention to the Infographic
in Detroit and Newark within
a week of each other in July.
1967
“Turbulent Times.” Ask students to
write a paragraph contrasting King’s, King’s assassination triggers
funeral with the riots that had riots in more than 100 cities, 1968
the worst in Washington, D.C.
occurred before and after his death.

Independent Practice
Have students view Civil Rights Mar-
tyrs from the Witness History DVD.
Then, discuss the history of martyr-
dom, the impact of martyrs in general, Thinking Critically
and specifically of the individuals dis- A pall of smoke 䉱 1. Recognize Cause and
cussed in the video on the civil rights envelops a city Effect What factors contrib-
street during riots uted to the outbreak of riots in
movement.
in Detroit in 1967. the 1960s?
Monitor Progress 2. Predict Consequences
How do you think the events
To review understanding, ask students
depicted here affected the
to explain the ways in which King civil rights movement?
expanded the scope of his civil rights
work toward the end of his life.

Answers
L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers
Thinking Critically
1. Long-term poverty and racism, along with Lead students through the Infographic, dividing it meaning of the word turbulent. Ask students to
impatience at the slow pace of change and into its component parts (narrative and timeline) and explain each image in the photo collage. Invite stu-
anger at racist violence contributed to the asking comprehension questions about its images. dents to choose the image they think is most impor-
riots. For example, be sure that students understand the tant and to give a short explanation of that choice.
2. Sample response: The violence probably
weakened the civil rights movement
because the movement had gained sympa-
thy and respect by adhering to a nonvio-
lent strategy. In addition, with King’s
death, the civil rights movement lost one
of its main leaders.
494 The Civil Rights Movement
hsus_te_ch14_s03_s.fm Page 495 Thursday, December 4, 2008 11:32 AM

capitol in Sacramento carrying shotguns and wearing black leather jackets and
berets to protest attempts to restrict their right to bear arms. Significant Gains and
The Panthers’ style appealed to many young African Americans, who began to
wear their hair in “Afros” and to refer to themselves as “black” rather than
Controversial Issues L3
“Negro” or “colored.” Some, following the lead of Malcolm X, changed their name
and celebrated their African heritage. At the same time, the Panthers’ militancy Instruct
often led to violent confrontations with police. Each side accused the other of 쐍 Introduce: Draw students’ atten-
instigating the violence. tion to the red headings “Civil Rights
What impact did Malcolm X have on the civil rights Are Advanced” and “Controversial
movement? Issues Remain.” Ask students to pre-
dict what advances will be made and
what issues will remain unresolved.
Martin Luther King’s Final Days
Martin Luther King understood the anger and frustration of many urban 쐍 Teach: Ask What was the Fair
African Americans whose lives had changed little despite the civil rights Housing Act of 1965? (It was a law
reforms of the 1960s. However, he disagreed with the call for “black power” and that banned discrimination in hous-
sought a nonviolent alternative to combat economic injustice. After spending ing.) What did the Nixon admin-
about a year in Chicago’s slums to protest conditions there, King made plans for istration do to advance civil
a massive “Poor People’s Campaign.” The campaign’s goal was to pressure the rights? (It created the affirmative
nation to do more to address the needs of the poor. action plan.) Why was affirmative
As part of this effort, King journeyed to Memphis, Tennessee, in early April action controversial? (Supporters
1968. There, he offered his assistance to sanitation workers who were striking believed that it addressed unequal
for better wages and working conditions. conditions caused by centuries of
On April 3, King addressed his followers. He referred to threats that had been oppression, but opponents believed
made against his life. “Like anybody, I would like to live a long life,” King that it was another kind of unfair-
declared. “But I’m not concerned about that now. I just want to do God’s will.” ness and racism, and that it pre-
The following day, as King stood on the balcony outside his motel room, he was
WITNESS HISTORY DVD vented the development of a society
struck by a shot from a high-powered rifle. He died at a hospital shortly after-
that does not use race to evaluate
ward, at the age of 39. James Earl Ray, a white ex-convict, was later charged Watch Civil Rights Martyrs on the
people.)
with King’s murder. United States Witness History DVD
Robert F. Kennedy was campaigning for the presidency in Indianapolis when to learn more about some of those 쐍 Quick Activity Display Color
he heard of King’s death. RFK stopped his campaign speech to give the audience who lost their lives in the struggle for
equal rights. Transparency: The Lamp. Use the
the sad news. He reminded them that he had lost his own brother to an assas- lesson suggested in the transpar-
sin’s bullet. Kennedy asked those assembled to honor King’s memory by replac- ency book to guide a discussion of
ing their anger and desire for revenge “with an effort to understand with the artwork. Color Transparencies
compassion and love.” Despite Kennedy’s plea, riots broke out in hundreds of A-120
cities after King’s assassination. Two months later, Robert Kennedy’s life, too,
was cut short by an assassin.
Independent Practice
Why did King go to Memphis in 1968? Have students use the Quick Study
chart on the next page and work in
Significant Gains and Controversial Issues groups to create a list of the achieve-
King’s assassination marked an important turning point. The protests for ments of the civil rights movement in
black freedom and racial equality that began in the mid-1950s crested in the the 1960s. Then have each group choose
late 1960s around the time of King’s death. By then, the civil rights movement one or two achievements that have the
had made significant gains. Yet, white racism and the social and economic gap greatest effect on their own lives.
between many blacks and whites remained. New measures aimed at closing
this gap tended to provoke more controversy than consensus in America.
Monitor Progress
Civil Rights Are Advanced The civil rights movement of the 1950s and As students create their lists, circulate
1960s succeeded in eliminating legal, or de jure, segregation and knocking down through the room to make sure they
barriers to African American voting and political participation. During the include all the important achievements
same period, African American poverty rates fell and the median income of studied in this chapter.
African American men and women rose rapidly, as did the number of African

Violent Protests After King’s Death Martin Americans to honor King’s non-violent legacy. But
Luther King, Jr.’s, assassination on April 4, 1968, set Lincoln Lynch, the head of the United Black Front, a Answers
off a wave of riots in dozens of American cities. militant organization, stated that “It is imperative to
Washington, D.C., where King had delivered the “I abandon the unconditional non-violent concept Malcolm X proposed that African Ameri-
Have a Dream” speech, experienced some of the expounded by Dr. King. . . .” cans abandon the goal of integration
worst rioting. Three thousand people were arrested King was buried on April 9, 1968, and after his and instead create an independent Afri-
and 12,000 National Guard soldiers were brought in funeral, most of the rioting ended. On April 11, Presi- can American community within the
to help keep order in the city and protect fire fighters dent Johnson signed the Civil Rights Bill to protect United States. He also advocated self-
battling fires that rioters had set. the rights for which King had worked so tirelessly. defense.
King’s friend and the new leader of the SCLC, the
Reverend Ralph Abernathy, appealed for calm, urging He went to Memphis to support a strike
by sanitation workers seeking better
wages and working conditions.
Chapter 14 Section 3 495
hsus_te_ch14_s03_s.fm Page 496 Tuesday, January 27, 2009 5:11 PM

Americans who graduated from high school. One symbol of the

Effects of the Civil
progress that had been made was the appointment of Thurgood Mar-
Assess and Reteach Rights Movement
shall as the first African American Supreme Court Justice in 1967. The
• End of legal segregation
following year, in the wake of King’s murder, Congress passed one final
• Passage of federal laws to protect civil rights
Assess Progress L3 civil rights measure, the Fair Housing Act, which banned discrimina-
• End of legal barriers to African American
쐍 Have students complete the Section tion in housing.
voting and political participation
Assessment. • Creation of affirmative action programs Controversial Issues Remain Attempts to increase the economic
쐍 Administer the Section Quiz. opportunities for African Americans and to integrate neighborhoods
Teaching Resources, p. 26 and schools encountered more difficulties. To achieve desegregated schools, the
federal courts had ordered the use of forced busing. Richard Nixon, who suc-
쐍 To further assess student under- ceeded Lyndon Johnson, criticized busing as a means of attaining racial bal-
standing, use Progress Monitoring ance.
Transparencies, 125. At the same time, the Nixon administration formally established affirmative
action as a means of closing the economic gap between blacks and whites. In a
Reteach short period of time, colleges and universities, businesses, and local and state
governments followed the federal government’s lead and implemented their
If students need more instruction,
own affirmative action plans to increase African American representation in
have them read the section summary. schools and the workforce.
Reading and Note Taking L3 Affirmative action proved controversial almost from the start. Some whites
Study Guide argued that it constituted reverse discrimination and violated the goal of creat-
ing a colorblind society. Justice Thurgood Marshall disagreed. “Three hundred
Adapted Reading and L1 L2 and fifty years ago, the Negro was dragged to this country in chains to be sold
Note Taking Study Guide into slavery,” Marshall wrote. “The position of the Negro today in America is the
Spanish Reading and L2 tragic but inevitable consequence of centuries of unequal treatment.”
Note Taking Study Guide Until the nation addressed the legacy of this unequal treatment, Marshall
asserted, it would not fulfill its promise of providing equal rights and opportu-
nities to all. This debate or controversy, as you will see in future chapters,
Extend L4 remained unresolved.
Assign students the Enrichment Work-
What gains did the civil rights movement make by the
sheet, Debate: Active vs. Passive Resis-
early 1970s?
tance. Teaching Resources, pp. 12–13

Answer
By the 1970s, segregation had been
banned, African American voting rights
SECTION

3 Assessment Progress Monitoring Online

For: Self-test with vocabulary practice
Web Code: nea-1409

had been reestablished and protected, Comprehension 2. Reading Skill: Critical Thinking
African American poverty rates had 1. Terms and People For each of Summarize Use your outline to 4. Recognize Cause and Effect How
fallen, an African American had joined the items below, write a sentence answer the Section Focus Question: did the Selma march help lead to the
the Supreme Court, and affirmative explaining its significance: What successes and challenges faced passage of civil rights legislation?
action programs had been established. • Freedom Summer the civil rights movement after 1964? 5. Make Comparisons How did
• Fannie Lou Hamer Malcolm X’s views differ from Martin
Writing About History
• Voting Rights Act Luther King, Jr.’s views?
• Twenty-fourth Amendment 3. Quick Write: Identify Sources
After constructing a hypothesis, 6. Identify Points of View Why did
• Kerner Commission Justice Thurgood Marshall support
• Malcolm X historians look for evidence that might
either prove or disprove the hypothesis. affirmative action?
• Nation of Islam
• black power List three sources of information that
• Black Panthers you might use to test the following
hypothesis: The drive for voting rights
in the South could have succeeded
without the involvement of the federal
government.

Section 3 Assessment 3. Sample answer: interviews with voting ination. King advocated nonviolent pro-
rights activists; journal articles on the test and believed that the United States
1. Sentences should reflect an understand- voting rights campaign; newspaper had to be fully integrated.
ing of each term or person listed. accounts of the role of the federal 6. because he did not believe that it was
2. successes: the Voting Rights Act of 1964; government reverse discrimination; He knew that
school desegregation; desegregation of 4. The television coverage of shocking African Americans continued to confront
public services and facilities; the Fair police violence outraged the nation, and racism in the present as well as endure
Housing Act of 1965; affirmative action. President Johnson spoke on national the effects of centuries of injustice.
challenges: Malcolm X and Martin television, calling for a strong federal
Luther King, Jr., were killed, many voting rights law.
people rejected nonviolent protest, riots
5. Until near the end of his life, Malcolm X
tore apart cities; affirmative action was For additional assessment, have students access
consistently called for separation of the
controversial. Progress Monitoring Online at Web
races and violent defense against discrim-
Code nea-1409.

496 The Civil Rights Movement

hsus_te_ch14_amlit_s.fm Page 497 Wednesday, January 14, 2009 9:43 AM

American
A Raisin in the Sun Literature
by Lorraine Hansberry
The 1940s and 1950s brought an explosion of literature
that exposed the harsh discrimination African Americans
A Raisin in the Sun
faced. One of the most powerful writers of the period was
the playwright Lorraine Hansberry. Her most famous Objectives
work, A Raisin in the Sun, focuses on the struggles of a 쐍 Identify the historical context of
black family living in the South Side of Chicago. Lorraine Hansberry’s play, A Raisin
in the Sun.
In this excerpt, Lindner—a white man—tries to dissuade the family from moving
into his neighborhood. 쐍 Analyze connections between litera-
ture and social issues.
LINDNER: I am sure you people must be aware of some of the incidents which have 䊱 Scene from a production of A Raisin
happened in various parts of the city when colored people have moved in the Sun 쐍 Discuss themes explored in A Raisin
into certain areas—Well—because we have what I think is going to be a in the Sun.
unique type of organization in American community life—not only do
we deplore that kind of thing—but we are trying to do something about
it. We feel—we feel that most of the trouble in this world, . . . exists
because people just don’t sit down and talk to each other. Background Knowledge L3
RUTH: You can say that again, mister. Ask students to recall the anger of
LINDNER: That we don’t try hard enough in this world to understand the African Americans who suffered from
other fellow’s problems. The other guy’s point of view. discrimination. Tell students that Afri-
RUTH: Now that’s right. can American literature eloquently
LINDNER: Yes—that’s the way we feel out in Clybourne Park. And that’s why I expressed the desperation and frustra-
was elected to come here this afternoon and talk to you people. Friendly tion that pervaded segregated America.
like, you know, the way people should talk to each other. . . . As I say, the
whole business is a matter of caring about the other fellow. Anybody can
see that you are a nice family of folks, hard working and honest I’m sure. Instruct L3
Today everybody knows what it means to be on the outside of some- Explain to students that the title of
thing. And of course, there is always somebody who is out to take the this play is from a poem by Langston
advantage of people who don’t always understand.” Hughes, which begins with the lines:
WALTER: What do you mean? “What happens to a dream deferred/
LINDNER: Well—you see our community is made up of people who’ve worked Does it dry up like a raisin in the sun?”
hard as the dickens for years to build up that little community. Ask For whom is Lindner speak-
They’re not rich and fancy people; just hard-working, honest people ing? (the white people who live in the
who don’t really have much but those little homes and a dream of the
neighborhood) What strategy does
kind of community they want to raise their children in. Now I don’t
say we are perfect and there is a lot wrong in some of the things they
Lindner use in his attempt to per-
want. But you’ve got to admit that a man, right or wrong, has the suade the African American family
right to want to have the neighborhood he lives in a certain kind of Thinking Critically not to move to the neighborhood?
way. And at the moment the overwhelming majority of our people 1. Synthesize Information What (At first, Lindner says things that are
out there feel that people get along better, take more of a common reasons did Lindner give for not agreeable, but he says what he really
interest in the life of the community, when they share a common wanting the family to move into thinks when he believes that he has
background. I want you to believe me when I tell you that race his neighborhood? won the family’s confidence.) What is
prejudice simply doesn’t enter into it. It is a matter of the people
2. Make Inferences What the reaction of the family to Lind-
of Clybourne Park believing, rightly or wrongly, as I say, that for
the happiness of all concerned that our Negro families are happier obstacles did African Americans ner’s speech? (sarcasm, anger)
when they live in their own communities. face in gaining social equality in
BENETHEA: This, friends, is the Welcoming Committee! the 1950s? Monitor Progress
To confirm students’ understanding,
ask them to summarize the emotions
portrayed in the dialogue.

Lorraine Hansberry When A Raisin in the Sun overturn laws that banned African Americans from
opened on Broadway in 1959, Hansberry was only white neighborhoods in Chicago, where Hansberry Answers
29 years old. The play’s honest treatment of the dif- grew up. Her father, Carl Hansberry, won his case
ferent ways that racism can dash the hopes of African before the Supreme Court in 1940. Thinking Critically
Americans won the New York Drama Critics’ Circle Lorraine Hansberry died of cancer in 1965 at the age 1. He claimed that neighborhoods are better
Award. Hansberry was the youngest American and of 34. Her writings were collected and published in when they are made up of people who
the first African American to win this award. 1969 with the title To Be Young, Gifted, and Black. have a common background. He claimed
Hansberry was inspired to deal with racism by her that everyone (including the African Amer-
father, who filed suit against the U.S government to ican family) would be happier if they did
not move into the neighborhood.
2. They faced racist attitudes, discriminatory
laws, lack of recognition of their civil
rights, and economic discrimination.
Chapter 14 497
hsus_te_ch14_rev_s.fm Page 498 Tuesday, January 13, 2009 6:21 PM

14 14 Quick Study Guide

CHAPTER
CHAPTER

Progress Monitoring Online

For: Self-test with vocabulary practice
Web Code: nea-1410

Quick Study Guide 䡲 Struggle for Equality 䡲 Civil Rights Organizations

쐍 Have students use the Quick Study Little Rock Integration of Brown v. Organization Key People Key Features
Central High public schools Board of and Date Founded
Guide to prepare for the chapter Education
National Association Thurgood Marshall Focused on legal cases to
test. Students may wish to refer to for the Advancement end segregation and gain
the following sections as they Struggle Montgomery of Colored People legal equality
for Equality bus boycott (NAACP)
review: 1909
Voter Equal
Voting access to public Sit-ins Nation of Islam Elijah Muhammad; Advocated separation of
Struggle for Equality registration rights
drives facilities 1930 Malcolm X the races
Section 1 Congress of Racial James Farmer Organized peaceful protests
Selma March Freedom Equality to gain civil rights
Section 2 rides (CORE)
Section 3 1942
Southern Christian Martin Luther Church-based group
Civil Rights Legislation Leadership King, Jr.; Ralph dedicated to nonviolent
Section 1 䡲 Civil Rights Legislation Conference
(SCLC)
Abernathy resistance; organized
demonstrations and protest
Section 2 1957 campaigns
Civil Rights Act • Banned segregation in public accommodations
Section 3 of 1964 • Increased federal authority to enforce Student Nonviolent James Lawson; Grass-roots movement of
school desegregation Coordinating Ella Baker; young activists; organized
Committee Stokely Carmichael voter education projects in
Civil Rights Organizations • Outlawed discrimination in employment on basis
(SNCC) the South
of race, color, and sex
Section 1 1960
Twenty-fourth • Eliminated poll tax as voting requirement
Section 2 Amendment (1964) Black Panther Party Huey Newton; Militant group advocating
1966 Bobby Seale armed confrontation;
Section 3 Voting Rights Act • Banned literacy tests as voting requirement
organized antipoverty
of 1965 • Empowered the federal government to supervise
programs
Key Events in the Civil Rights Movement voter registration and elections
Fair Housing Act • Banned discrimination in housing
Section 1 of 1968
Section 2
Section 3
쐍 For additional review, remind
students to refer to the Reading and
Note Taking Study Guide.
Section Note Taking Quick Study Timeline
Section Summaries
쐍 Have students access Web Code 1954 1955 1957
nep-1412 for this chapter’s Supreme Court Bus boycott Desegregation
History Interactive timeline, rules school begins in of Central High
which includes expanded entries segregation Montgomery, in Little Rock,
unconstitutional Alabama Arkansas
and additional events. In America
쐍 If students need more instruction on
analyzing graphic data, have them Presidential Terms Harry S. Truman 1945–1953 Dwight D. Eisenhower 1953–1961
read the Skills Handbook,
1953 1956 1959
p. SH21.
Around the World 1956 1959
Crisis over Castro comes to
Suez Canal power in Cuba

L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers

Use the following study guide resources to help stu- Use the following study guide resources to help
dents acquiring basic skills: Spanish-speaking students:
Adapted Reading and Note Taking Study Guide Spanish Reading and Note Taking Study Guide
• Section Note Taking • Section Note Taking
• Section Summaries • Section Summaries

For Progress Monitoring Online,

refer students to the Self-test
with vocabulary practice at
Web Code nea-1410.

498 The Civil Rights Movement

hsus_te_ch14_rev_s.fm Page 499 Tuesday, January 27, 2009 1:46 PM

American Issues
Connector
By connecting prior knowledge with what you have learned in this chapter, you can
gradually build your understanding of enduring questions that still affect America
today. Answer the questions below. Then, use your American Issues Connector study Tell students that the main issues for this
guide (or go online: www.PHSchool.com Web Code: neh-8703). chapter are Voting Rights, Federal Power and
States’ Rights, and Sectionalism and National
Issues You Learned About Politics, and then ask them to answer the
Issues You Learned About questions on this
• Voting Rights Minority groups in America sometimes have • Sectionalism and National Politics Different regions of page. Discuss the Connect to Your World
had to fight for their political rights. the country often respond to events in contradictory ways.
topic, and ask students to complete the
1. Do you think the Voting Rights Act of 1965 did enough to ensure 4. Why was the civil rights movement centered in the South? project that follows.
that African Americans would be allowed to exercise their
5. How do you think the South and the North responded to the
voting rights? Consider the following:
Voting Rights Act of 1965? Explain.
• the results of Freedom Summer
• the number of African American elected officials before and
after 1965 Connect to Your World Activity
• the percentage of southern African Americans registered to
Expanding and Protecting Civil Rights As you have read,
vote before and after 1965
many people were injured or even lost their lives during the civil
• the black power movement
rights era, including some who were the victims of violent crimes.
During the times these crimes were committed, few people were
American Issues Connector
• Federal Power and States’ Rights The national brought to justice for their actions. However, as the political
government and the state governments sometimes disagree climate changed over the decades, more people have been made to 1. Sample answer: No; it did erase bar-
over the delegation of power. stand at a fair, unbiased trial. Go online or to your local library and riers to voting, and the percentage of
find out about the efforts to convict those responsible for the southern African Americans who
2. Brown v. Board of Education sparked a clash between the
murders of Medgar Evers, the three freedom riders, and the four registered to vote after 1965 rose,
federal government and several southern state governments.
young girls killed in the Birmingham Church bombing. Create a and more African Americans were
Describe an earlier incident in which the federal government and
chart that contrasts the original law enforcement efforts with more elected. However, the level of vio-
state government disagreed over the authority of the federal
recent ones. lence against African Americans
government.
during Freedom Summer showed
3. How did Arkansas governor Orval Faubus attempt to assert his that many white officials, especially
authority over that of the Supreme Court? How did President in the South, would not protect Afri-
Eisenhower respond on behalf of the federal government? can Americans.
2. Sample answer: In 1950, the
For: Interactive timeline NAACP won the case of Sweatt v.
Web Code: nep-1412 Painter. The Supreme Court ruled
1960 1963 1965 1968
that the state of Texas violated the
Greensboro King speaks Riots break out Martin Luther Fourteenth Amendment by estab-
sit-ins at March on in Watts section King, Jr., is lishing an all-black law school.
Washington of Los Angeles assassinated 3. Faubus tried to stop the desegrega-
tion of Central High School. Eisen-
hower sent federal soldiers to Little
Rock to make sure that the African
John F. Kennedy 1961–1963 Lyndon B. Johnson 1963–1969
American students were allowed to
1962 1965 1968 attend the school.
1961 1962 1966 4. The South had the most de jure seg-
East Germany Mandela is jailed Cultural
regation laws and the largest Afri-
builds the in South Africa Revolution in China
Berlin Wall can American population.
5. The North probably had less violence,
because it had a lower African Ameri-
can population and no Jim Crow laws.
The South, with its large African
L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers American population and de jure seg-
regation, experienced more violence.
Use the following study guide resource to help stu- Use the following study guide resource to help
dents acquiring basic skills: Spanish-speaking students: Connect to Your World
Adapted Reading and Note Taking Study Guide Spanish Reading and Note Taking Study Guide Students’ charts should examine the
• American Issues Journal • American Issues Journal reasons that these crimes were not
adequately investigated or prose-
cuted and why that systemic injus-
tice changed in later years.
For additional review of this chapter’s
enduring issues, remind students to
refer to the Reading and Note Taking
Study Guide American Issues Journal.
Chapter 14 499
hsus_te_ch14_rev_s.fm Page 500 Thursday, December 4, 2008 11:43 AM

Chapter Assessment
Chapter
Terms and People Critical Thinking
Assessment 1. Who was Martin Luther King, Jr.? What did he achieve in 9. Decision Making What reasoning did the Supreme Court
his lifetime? apply in the Brown v. Board of Education ruling?
Terms and People 2. Define sit-ins. What response did the first sit-in of the civil 10. Analyze Maps Study the map below. What civil rights cam-
rights movement—at a Woolworth’s lunch counter in paign does this map show? Was this campaign successful?
1. the most visible major civil rights 1960—provoke throughout the South?
leader from 1955 to 1968; King led 3. What did the Civil Rights Act of 1964 accomplish? Who
the Montgomery bus boycott in worked to push this bill through Congress? May 14, 1961
Washington, D.C.
VA
Buses attacked;
1955, helped found the SCLC, led 4. What did the Twenty-fourth Amendment do? How did it
one firebombed
NC
marches for equality, and gave the help African Americans? May 24, 1961
TN

SC
“I Have A Dream” speech at the 5. What was the Kerner Commission? What recommenda-
Mass arrests in
bus terminal
MS
GA
March on Washington. King made tions did it make? LA AL
May 20, 1961
More violence;
New Orleans
the idea of nonviolent protest the FL
Federal marshals
arrive
key to the civil rights movement. Focus Questions
2. a form of protest in which protest- The focus question for this chapter is What were the causes,
ers sat at restaurant tables or main events, and effects of the civil rights movement? Build
an answer to this big question by answering the focus questions 11. Categorize In what general areas did civil rights activists
counters reserved for whites; The focus their efforts? List at least three general categories along
for Sections 1 through 3 and the Critical Thinking questions
first sit-in provoked an angry with their key victories.
that follow.
response from racists, but inspired 12. Analyze Information What role did television play in the
others. Section 1 civil rights movement of the 1950s and early 1960s? Do you
6. How did African Americans challenge segregation after think television contributed to the success of the movement?
3. It banned segregation in public
World War II? Explain.
accommodations; gave the federal
Section 2 13. Comparing Points of View How did Stokely Carmichael’s
government authority to compel
7. How did the civil rights movement gain ground in the 1960s? and Martin Luther King, Jr.’s attitudes toward the civil rights
state and local school boards to movement differ?
desegregate their schools; allowed Section 3
8. What successes and challenges faced the civil rights 14. Express Problems Clearly Why was affirmative action
the Justice Department to prose- begun? Explain the controversy surrounding it.
cute individuals who violated peo- movement after 1964?
ple’s civil rights; outlawed
discrimination in employment;
Lyndon B. Johnson
4. banned the poll tax; It kept states
Writing About History
Writing a Research Paper Write a hypothesis about one of Drafting
from using the tax to prevent poor
the following aspects of the civil rights movement: the growth of • Write an introductory paragraph in
African Americans from voting. de facto segregation in the North; the Montgomery bus boycott; which you identify the question you
5. Created by President Johnson to the role of northern volunteers in the southern civil rights are trying to answer and propose one
find the causes of African Ameri- movement; the urban riots of the 1960s; the conflict between hypothesis. Use your hypothesis as a
can rioting in American cities, it Malcolm X and Martin Luther King, Jr. Use your hypothesis as the thesis statement for the paragraph.
basis of an essay that tests the hypothesis. • In separate paragraphs, explain how
recommended establishing and
expanding federal programs to Prewriting each piece of evidence you have found
• Identify an unanswered question about the topic you have either supports or disproves your
address the poverty that perpetu-
chosen. hypothesis.
ated racial injustice.
• Write a one-sentence hypothesis that provides a possible • Write a concluding paragraph in which
answer to the question. you restate, modify, or reject your orig-
Focus Questions • Use the library or Internet to find three different sources of inal hypothesis.
6. They tried to end discrimination, information that can be used to support or disprove your Revising
founded CORE, and organized pro- hypothesis. • Use the guidelines on page SH14 of
the Writing Handbook to revise your
tests against segregation in north-
writing.
ern cities. The NAACP successfully
argued in Brown that school segre-
gation was unconstitutional.
7. Sit-ins, Freedom Rides, and other workers in the South led some African 11. Students’ answers should include at least
nonviolent protests received press Americans to believe that nonviolence was three areas of civil rights activities and
attention, which caused Americans not working. Riots took place in many the main victories in each.
to favor the movement. Martin American cities, and the Black Panthers, 12. It showed Americans the brutality of the
Luther King, Jr., led the movement Malcolm X, and the Nation of Islam advo- racist attacks on young, peaceful protest-
in a nonviolent strategy that cated violent tactics. When King was ers. Many came to believe that the pro-
showed the morality of its position assassinated in 1968, the movement lost testers were right and that their racist
and pressured the President to some momentum. attackers were wrong. Television contrib-
introduce civil rights legislation. uted to the success of the movement by
The March on Washington in 1963 Critical Thinking showing people the reality of racism in the
was a turning point. 9. that separate was inherently unequal United States.
8. Legislation continued to be passed, 10. the Freedom Ride campaign; yes
but violence against civil rights

500 The Civil Rights Movement

hsus_te_ch14_rev_s.fm Page 501 Tuesday, January 13, 2009 6:23 PM

Document-Based Assessment
Document-Based
Civil Disobedience Document C Assessment
During the 1960s, Martin Luther King, Jr., advocated the use of Birmingham, 1963
civil disobedience to end segregation in the South. What forms
of civil disobedience were effective tools in ending segregation?
Was nonviolence more effective than violence in achieving civil
rights for African Americans? Use your knowledge of the civil
rights movement and Documents A, B, C, and D to answer
questions 1 through 4.

Document A
“. . . Unjust laws exist; shall we be content to obey them, or
shall we endeavor to amend them, and obey them until we
have succeeded, or shall we transgress them at once? Men
generally, under such a government as this, think that they
ought to wait until they have persuaded the majority to alter
them. They think that, if they should resist, the remedy would
be worse than the evil. But it is the fault of the government
itself that the remedy is worse than the evil. It makes it worse.
Why is it not more apt to anticipate and provide for reform?
Document D
Why does it not cherish its wise minority? Why does it cry and
“Oppressed people cannot remain oppressed forever. The yearn-
resist before it is hurt? Why does it not encourage its citizens
ing for freedom eventually manifests itself, and that is what
to be on the alert to point out its faults, and do better than it
has happened to the American Negro. . . . If one recognizes
would have them?”
this vital urge that has engulfed the Negro community, one
—Henry David Thoreau, Civil Disobedience, 1849
should readily understand why public demonstrations are tak-
ing place. The Negro has many pent-up resentments and latent
Document B
frustrations, and he must release them. So let him march; let 쐍 To help students understand the
“The only time I hear people talk about nonviolence is when
him make prayer pilgrimages to the city hall; let him go on
black people move to defend themselves against white documents, give them the following
freedom rides—and try to understand why he must do so. If
people. . . . White people beat up black people every day— TIP Study each document to
his repressed emotions are not released in nonviolent ways,
Don’t nobody talk about nonviolence. But as soon as black assess its purpose. Look at the
they will seek expression through violence; this is not a threat
people start to move, the double standard comes into
but a fact of history. So I have not said to my people: ‘Get rid of attribution line to help deter-
being. . . . We are on the move for our liberation. . . . We are
your discontent.’ Rather, I have tried to say that this normal mine who created it, when,
concerned with getting the things we want, the things that we
and healthy discontent can be channeled into the creative out- and why.
have to have to be able to function. . . . The question is, Will
let of nonviolent direct action.”
white people overcome their racism and allow for that to 쐍 To provide students with further
—Martin Luther King, Jr., “Letter From Birmingham
happen in this country? If that does not happen, brothers, and
Jail,” 1963 practice in answering document-
sisters, we have no choice but to say very clearly, ‘Move over,
or we’re going to move on over you.’” based questions, go to Test Prep
—Stokely Carmichael speech, 1966 With Document-Based Assessment.
쐍 If students need more instruction
1. Which document advocates the use of violence if racism 3. According to Document A, what does Thoreau think about
against African Americans is not ended? the role of government in addressing unjust laws?
on analyzing primary sources,
A Document A A The government should listen only to the majority have them read the Skills
B Document B viewpoint. Handbook, p. SH24.
C Document C B The government should listen to the minority viewpoint.
D Document D C Violence should be used as an option to end oppression.
2. According to Document D, how does Martin Luther King, Jr.,
D The public should be content with the laws. Answers
describe demonstrations such as freedom rides? 4. Writing Task What do you think about the role of govern-
A unjust laws ment depicted in Document C? How does that image con- 1. B 2. C 3. B
B expression through violence trast with the ideas of King, Thoreau, and Carmichael? Use 4. Responses should point out that the
C nonviolent direct action your knowledge of the chapter content and evidence from photograph shows the government
D discrimination the primary sources above to support your opinion.
violently suppressing public protest and
examine how the opinions of King,
Thoreau, and Carmichael are similar and
13. Carmichael argued that advocates of inte- different.
gration assumed that the only good life
Writing About History
was in white neighborhoods and white
As students begin the assignment, refer them to
schools and that black meant inferior.
page SH12 of the Writing Handbook for help in
Conversely, King said that there could not
writing a research paper. Remind them of the steps
be two Americas, one white and one Afri-
they should take to complete their assignment,
can American.
including prewriting, drafting, and revising.
Students’ research papers should test a hypothesis
14. to close the economic and employment about one aspect of the civil rights movement and
gaps between blacks and whites; Affirma- explain its significance. They should each contain an
tive action was controversial because introduction, a body, and a conclusion. For scoring
some whites perceived it as reverse dis- rubrics, see Assessment Rubrics.
crimination and believed that it violated
the goal of creating a colorblind society.

Chapter 14 501