hsus_te_ch14_s02_s.fm Page 589 Page589 hsus_te_ch14_s02_s.fm Reading Skill:Summarize freedom ride SNCC sit-in Term Summarize theprovisionsofCivilRights • Explain howtheprotestsatBirminghamand • Describe thesit-ins, freedomrides, andthe • Obje about theprotestsof civilrights 1960s. web like information theonebelowtorecord ᮡ Act of1964. Civil RightsActof1964. the MarchonWashington werelinked tothe actions ofJames Meredithintheearly1960s. 2 tolerate ihUeWr Definition and Sample Sentence High-Use Word section. this from word high-use the resourcetoteachstudents following the and below information the Use GeorgeWallace (right)takes SECTION a stand against integration. a standagainst c segregation s restaurant Protested tive an d s The Movement GainsGround People Sit-ins Civil Rights Teaching Resources, Wednesday, January 14, 2009 3:15 PM 3:15 14,2009 January Wednesday, Protests Civil RightsActof1964 filibuster Washington on Evers Medgar Use aconcept The to refused Allies v. to allow or put up with up orput toallow Vcblr ule,p 10 Vocabulary Builder, p. instance, students led b similar the p the earl movement gain ground in the 1960s? movement gainground inthe sta at thelunch counter,where the p icans. Nonetheless, acti S Why ItMatter S h lack of the se follow. Chan schools would inte schools would nearl ex Woolworth’s lunchcounterinGreensboro, NorthCarolina. Asthe can Americancolle v ictories, little chan rotest thisdiscrimination,thefourstudentssatdownonstools ort. Thissur it-in tu g Word of theGreensboro After the p g re ected, thewhitewaitressrefused toser p e for futurereforms.e assa y g d s all restaurants that ser that allrestaurants tolerate ation with new withnew ation Challenge ent A y p 1 ᮤ g rotests across thenation.InNash rotests e oflandmark ci Vivian Malone 96 p Bro ro g 0s,mo the e was quicktocome, not howe g g e Hitler’s aggression. w ress, s p n c roduced a dramatic shift in shift roduced adramatic g WITNESS HISTORY decision, man decision, WITNESS HISTORY “ schools. recalled: Oneofthestudentslater therightofstatesto proclaimed regulate theirown WallaceAlabama, stoodonthestepsofschool.He Americanst African he gothischance. two escorted Asfederalmarshals 11, 1963, schools. OnJune attempt tointegrateAlabama personallyblockany “in theschoolhousedoor”and Segregationforever!”Wallacetomorrow! vowedtostand now!Segregation oncivilrights:“Isaysegregation stood governorGeorgeWallaceAlabama madeitclearwherehe Blocking theSchoolhouseDoor school. door, Ihadeveryrightinthewo around thebackdoor. If[Wallace] werestandinginthe Des tivi g rate quickl g I didn’tfeel I shouldsneakin.didn’tfeelgo e students ordered dou e students S ed in thee y egregation v oun p i y v g ite the ite the v s ” the Re ists continued to stru or and determination. and or ement ex eto ou usin Howdidthecivilrights Question: Focus Section t g s v s AfricanAmericansbe it-in il ri MakeaDifferen v y y Bro ed whitesrefused to ser andthatotherracialreformswould v v g sta s er erend sta hts le y p black w y p read ra udents toregisterattheUniversityof y da erienced a On Februar n ed untilclosin decisionandotherci y g li islation in1 islation y v ouths ex p es ofmostAfricanAmer- —Vivian MaloneJones, 2003 —Vivian idl AUDIO v g rld tofacehim andto go to e them. In the South, e them.Inthe hnuts and coffee ata gg v y v race relations,led to , s er. Disa g ille, Tennessee,for y le for ci roundswell ofsu p 1, 1 g p g arkin 96 time. an to challen ected thattheir 96 4, andsetthe v v pp 0, four Afri- e blacks. To g il ri awa g ointed b c ed sit-ins v e il ri g hts. In v g e of

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p y y e - • Summarize the provisions of the Civil ofthe provisions the Summarize • at Birmingham protests the how Explain •

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Chapter 18Section2 Instruction Step-by-Step Using theGuided (Answer appears eedom rides, eedom the and it onthe board. Read theselec- Reading and 589 L3 L3 hsus_te_ch14_s02_s.fm Page 590 Friday, December 5, 2008 6:47 PM

Teach

Student Activists Make aDifference L3 Instruct ½ 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. ½ 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 protes- SNCC Promotes Nonviolent Protest The sit-ins marked the birth of a new tors at sit-ins rely? (the power of militancy, especially among young . To build on the momen- tum they had gained, about 175 students from 30 states met at Shaw University, nonviolent civil disobedience to Protesting Segregation in Raleigh, North Carolina. There, on Easter weekend in 1960, they listened reveal the injustice of segregation) Protesters challenged segregation at to James Lawson deliver an inspiring address: What was the goal of the SNCC? lunch counters by picketing (above, (to unite all African Americans in left). Later activists held sit-ins, like “We who are demonstrators are trying to raise what we the fight against racial discrimina- the one (above, right) in Jackson, call the ‘moral issue.’ That is, we are pointing to the viciousness of racial segregation Mississippi. Sit-in participants were tion) Discuss how the goals of sit-ins 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 ½ 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 , 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 Independent Practice Americans in the struggle to defeat white and to obtain equality. 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 As students fill in their concept webs, rather than state regulation. In fact, the Supreme Court had recently ruled in circulate to make sure that they accu- Boynton v. Virginia (1960) that segregation on interstate buses and in waiting rately connect information about the rooms was illegal. Civil rights activists were now going to test the federal gov- 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 “” 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. 590 The Civil Rights Movement hsus_te_ch14_s02_s.fm Page 591 Friday, December 5, 2008 6:47 PM

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” Instruct restrooms in bus stations. ½ In , the trip took a dangerous turn. After departing from Anniston, Introduce: Key Term Ask stu- 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. ½ Teach On the board, draw a four- Troops stand column chart with the following guard on the bus labels: , 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 in two groups through Alabama. Outside of Anniston, state transportation. Then, discuss 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 transportation in South. Tennessee Carolina C May 20: Federal marshals arrive. Riders meet more violence when they reach Montgomery. U.S. ½ 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 Montgomery map and in the text. Then, have Jackson New volunteers kept the freedom 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 Florida overcome the challenges to desegre- New Orleans gating public transportation in the Freedom rider 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. Thinking Critically the freedom ride. 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 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 18 Section 2 591 hsus_te_ch14_s02_s.fm Page 592 Friday, December 5, 2008 6:47 PM

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. ½ 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. ½ 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 to the University of Mississippi? University of Mississippi in 1962. He In the fall of 1962 and spring of 1963, protests against racial discrimination went on to graduate from the intensified. The protesters put pressure on the federal government to help (They were assigned to protect Mere- university in 1963. dith from white protestors.) How break down legal, or de jure, segregation. did President Kennedy respond Meredith Integrates the University of Mississippi to the University of Mississippi One struggle that gained international attention involved rioters? (In a televised address to James Meredith. Meredith was an Air Force veteran who the nation, he said that the rioters sought to enroll at the all-white University of Mississippi, were free to disagree with desegrega- known as “Ole Miss.” In September 1962, with the support tion laws, but not to disobey them.) of the NAACP, Meredith won a federal court case that To help students understand the dif- ordered the university to desegregate. Civil rights activist ferences of opinion between Presi- was instrumental in this effort. dent Kennedy and Governor Wallace Mississippi governor Ross Barnett was determined to pre- over segregation, have students read vent the integration of the university. The issue became a and complete Viewpoints: Kennedy standoff between the governor and the federal government. and Wallace. Then, have students On September 30, rumors of Meredith’s arrival on the read the Primary Source quotation university’s campus began to spread. Federal marshals on the next page. Ask Why did had been assigned to protect him. Over the course of the Martin Luther King, Jr., say that night, a full-scale riot erupted, with federal marshals bat- African Americans could no lon- tling white protestors intent on scaring Meredith away. ger wait for reform? (He believed As the rioting took place, President Kennedy addressed that the longer African Americans the nation on television. “Americans are free . . . to dis- waited for reform, the longer the agree with the law but not to disobey it,” he declared. “For national and state governments any government of laws . . . , no man, however prominent would procrastinate in enacting it.) and powerful . . . is entitled to defy a court of law.” The riot- Teaching Resources, p. 20 ing went on throughout the night. By the time it ended, 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. 592 The Civil Rights Movement hsus_te_ch14_s02_s.fm Page 593 Friday, December 5, 2008 6:47 PM

sinated, on his front doorstep, in . ½ Three years later, Meredith himself was shot 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 the civil rights movement? King Campaigns in Birmingham In the (Many Americans were shocked spring of 1963, Martin Luther King, Jr., and when they saw photographs and the SCLC targeted Birmingham, Alabama, news covering the violence against for a major civil rights campaign. They chose peaceful protesters and called on Birmingham because of its reputation as the President Kennedy to act in favor of most segregated city in the South. the protestors.) The campaign began nonviolently at first 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 Clash in Birmingham the federal government’s actions in waiting for reform: “For years now I have heard the word ‘wait!’ It rings in the response to those events. ear of every Negro with piercing familiarity. This ‘Wait!’ has almost always Police in Birmingham, Alabama, used 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 Monitor Progress Americans reacted when they saw As students write their paragraphs, about the impact of discrimination on his children: images like these on television and in circulate to make sure that they under- newspapers? “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 Also, make sure that students know why she can’t go to the public amusement park that has just been advertised on how to organize the information in television, and see tears welling up in her eyes when she is told that Funtown is closed 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 , 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? 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 18 Section 2 593 hsus_te_ch14_s02_s.fm Page 594 Friday, December 5, 2008 6:47 PM

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 Instruct SNCC—as well as labor unions and religious groups. ½ The March on Washington took place on August 28, 1963. Organizers had 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 ½ 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, “.” ½ 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 To enrich and extend the lesson, have the Lincoln Memorial and 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

594 The Civil Rights Movement hsus_te_ch14_s02_s.fm Page 595 Friday, December 5, 2008 6:47 PM

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- L3 vision. This powerful and eloquent speech has come to be known as the “I Have Rights Act of 1964 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 ½ 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 might guar- antee to African Americans. ½ 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 Civil Rights Act of 1964 in ending The crowd erupts in appropriate choice for a civil discrimination and segregation in cheers after hearing 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 18 Section 2 595 hsus_te_ch14_s02_s.fm Page 596 Wednesday, January 14, 2009 3:16 PM

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 L3 Assess Progress American girls, all dressed in their Sunday best, were killed in the bombing. ½ 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 ½ Administer the Section Quiz. presidency. Teaching Resources, p. 25 Johnson was a southerner with an undistinguished record on racial matters. However, he surprised many Americans by immediately throwing his support ½ 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 Reteach considerable political skills to work for its passage. The bill passed in the House 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- Note Taking Study Guide uals who violated people’s civil rights and outlawed discrimination in employ- 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.

Answer SECTION The Civil Rights Act of 1964 outlawed Progress Monitoring Online 2 segregation in public places and in the Assessment For: Self-test with vocabulary practice 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 who violated the civil rights of others. • sit-in ground in the 1960s? • SNCC paper. Writing About History • freedom ride Critical Thinking • James Meredith 3. Quick Write: Construct a 4. Draw Conclusions Why were sit-ins • Medgar Evers Hypothesis After identifying an often a successful tactic? • March on Washington unanswered question, a historian • 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- 3. Sample answer: Johnson was more suc- tist Church, Kennedy’s assassination, ing of each term or person listed. cessful than Truman partly because by and the intervention against the filibuster 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.

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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 say to you today, my friends, that in spite of the difficulties and Remind students that the March on frustrations of the moment I still have a dream. It is a dream I Washington inspired hundreds of thou- deeply rooted in the American dream. sands of people to commit themselves to I have a dream that one day this nation will rise up and live out 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. . . . he spoke? (King may have wished to This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew2 out of the mountain of despair a stone of hope. With remind people that nonviolent protest had brought them to this point and held this faith we will be able to transform the jangling discords of our nation into a ᮡ Martin Luther King, Jr., at the further promise for progress toward jus- beautiful symphony of brotherhood. . . . 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 Monitor Progress spiritual, “Free at last! Free at last! Thank God Almighty, we are free at last!” 1. Identify Central Issues 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 Invite volunteers to deliver those does King think the nation has 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 18 597 hsus_te_ch14_amex_s.fm Page 598 Wednesday, January 14, 2009 3:43 PM

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 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 ½ 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 ᭡ 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 white customers equally. ½ Using the Idea Wave strategy (TE, 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.

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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 ᭡ Boycotts ᭡ 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 in 1961. Nonviolent protests often passes through the campus. effect change? What are other took the form of prayer vigils like this. Protesters in Tallahassee were peaceful ways to effect change? boycotting the buses to protest segregation on the bus lines. Monitor Progress Wade-ins ᭢ Black protesters march onto a “whites only” Have students complete the Thinking public beach, ready to swim. Whites who did Critically questions, and share their 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? 2. Draw Conclusions Do you think the civil Answers rights movement would have been as effective if protesters had not used peaceful Thinking Critically protest methods? 1. Some whites supported African Americans Connect to Today Do research to learn about by joining in protests. Others opposed the passage of the Americans With Disabilities them by confronting protesters with taunts Act. How were the methods and goals of that and threats, by violently attacking them, movement similar to and different from the and by arresting and jailing them. 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 599 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.

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