Civil Rights Movement

McGuire HUSH

Assessment for this unit

• Timed Write • Notes can be used• Need to come to a clear answer (thesis)• Need at least 9 analytical statements

– star/underline/highlight them• 50 minutes of writing

TWE did the CRM of the 1950s and 60s expand democracy for all Americans?

What do you need to know to answer this question?

1. Def of democracy2. Actions taken during the CRM

3. Impact of those actions

Democracy

• All eligible people within a jurisdiction are equal in decision making

• All eligible people within a jurisdiction are equally valued under the law (think 14th amendment)

• One person, one vote

Poem by Claude McKay (1920s)

If we must die, let it not be like hogsHunted and penned in an inglorious spot…Like men we’ll face the murderous cowardly packPressed to the wall, dying, but fighting back!

Mentality of African Americans

“Lenox Avenue Mural” by Langston Hughes (1930s)

What happens to a dream deferred?Does it dry upLike a raisin in the sun?Or fester like a sore—And then run?Does it stink like rotten meat?Or crust and sugar over—Like a syrupy sweet?

Maybe it just sags like a heavy load.

Or does it explode?

World War II

• The nation on one hand was denouncing racism (think Jews/Hitler/the Holocaust) but on the other hand had segregated armed forces and kept Af. Ams. in low-paying positions

• President Harry Truman had to figure out how to deal with increasing pressure on him and the U.S. gov’t from Civil Rights groups and other nations

Truman’s reaction

• Late 1946—appointed a Committee on Civil Rights

• Recommended that Congress pass laws – against lynching– against voting discrimination– to end racial discrimination in jobs

Brown v. Board of Education• Brown went to court on behalf of his child to advocate

for her rights to go to Sumner Elementary instead of Monroe Elementary which was much further away

• Slowly ended racial segregation in schools• 1954: the court decided to put to an end the doctrine

of “separate but equal” that had been around since the 1890s

Brown v Board• The Supreme Court said that the segregation of

schoolchildren “generates a feeling of inferiority…that may affect their hearts and minds in a way unlikely to ever be undone.”

• But it was sloooooww…by 1965, more than 75% of the schools in the South were still segregated

Rosa Parks

1955, Montgomery, Alabama

Rosa Parks• “Well, I was quite tired after spending a full

day working. I handle and work on clothing that white people wear…That didn’t come in my mind but this is what I wanted to know: when and how would we ever determine our rights as human beings?”

• Arrested for sitting in the “white” section of the bus and not getting up for a white passenger

Impact of Rosa Parks’ Decision

• Montgomery blacks called a bus boycott for all city buses (significant because this was a main way of transportation for them)

• Most walked, some car pools were organized

• City of Montgomery retaliated by sending many Black organizers to jail

• White citizens turned to violence– Four Black churches bombed– Dr MLK Jr’s home shot at, then bombed

• Black Montgomery citizens persisted and in November of 1956, the Supreme Court outlawed segregation on bus lines in Montgomery (Browder v. Gayle)

• Over the next 10 years, the protest movement was formatted much like the Montgomery bus boycotts– Church meetings – Hymns adapted to current civil rights battles– Commitment to non-violence (for the most part)– Willingness to struggle and sacrifice

1960

•Black Americans weren’t the only ones boycotting things

•White citizens in Louisiana started a campaign to not buy Ford products

Martin Luther King Jr“We have known humiliation, we have

known abusive language, we have been plunged into the abyss of oppression. And we decided to raise up only with the weapon of protest…We must use the weapon of love. We must have compassion and understanding for those who hate us.”

What is valuable about having a commitment to non-violence?

Robert Williams• Ex-marine, president of his local NAACP (Monroe,

NC)

Robert Williams• Became known for his view that Blacks should

defend themselves against violence, with guns when necessary

• Community was characterized by violence against Blacks

• Witnessed woman being beaten and dragged by police officers

• Thought King’s message was naïve– Yes, there might be people who could be won over by love– But there were others who would have to be bitterly

foughtWhat valid points does Robert Williams make?

1st example of Non-violent Protesting• Sit-ins

– Af. Ams. (often students) would sit in areas of restaurants marked as “White Only”

– Led to over 3,600 people being put in jail– Brought attention to the CRM – What’s their goal?

2nd example of non-violent protesting• March on Washington

– Summer of 1963. Goal was to protest the failure of the nation to address the race problem

– Friendly protest, embraced by Pres JFK– “I have a dream” inspired many but didn’t include the

anger that many Blacks felt

Civil Rights Act of 1964• JFK asked for legislation (laws) "giving all

Americans the right to be served in facilities which are open to the public—hotels, restaurants, theaters, retail stores, and similar establishments," as well as "greater protection for the right to vote."

• The result was the CRA of 1964

Civil Rights Act of 1964

1.Made illegal the unequal application of voter requirements

2.Couldn’t discriminate on public grounds; exempted “private” clubs and didn’t define private

3.Couldn’t deny anyone access to public facilities

4.Encouraged the desegregation of schools

1963-1965

• Unemployment– White unemployment was 4.8%– Non-whites 12.1%

• Living below the poverty line– 1/5 of Whites– ½ of Blacks

• Public Office– 72 Blacks elected to public office

1977

• Public Office– More than 2,000 Blacks held office in 11 Southern

states– 3% of elected offices held by Blacks– 20% of the South’s population was Af. Am.

• Unemployment– 34.8% among Black youths

Housing Discrimination

To what extent did the CRM of the 1950s and 60s expand democracy for

all Americans?• (20 points)

– Each sentence of analysis is worth 1.5 points (13.5 total)

• Make sure each is starred, underlined, or highlighted– 2 points possible for a clear answer to the question

(thesis)– 3 points possible for all the evidence being relevant to

your argument– 1.5 points possible for it being well-organized