The Civil Rights Movement PART 1 OF 3 1945—1975 Chapters 31-33— The Civil Rights Movement PART 1 OF 3 1945—1975

Identify Jackie Robinson and the integration of baseball. SSUSH22— The student will identify dimensions of the Civil Rights Movement. Explain the importance of President Truman’s order to integrate the United States military and the federal government. Identify Jackie Robinson and the integration of baseball. Explain Brown v. Board of Education (1954) and efforts to resist the case. Describe the significance of Martin Luther King’s “Letter from a Birmingham Jail” and “I have a Dream” speech. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

Analyze the anti-Vietnam movement. SSUSH22— The student will analyze the impact of social change movements and organizations of the 1960s. Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics. Describe the National Organization of Women and the origins and goals of the modern women’s movement. Analyze the anti-Vietnam movement. Analyze Cesar Chavez and the United Farm Worker’s movement. Explain Rachel Carson’s Silent Spring and the environmentalist movement.

The Civil Rights Movement Early Demands for Equality Chapter 27 The Civil Rights Movement Main Idea: This Chapter describes the beginning of the civil rights movement during the 1950s and the 1960s, the challenges it faced, and the significant gains it made securing the rights of Blacks in the United States.

Issues Discussed in this Chapter Voting Rights Federal Power and States’ Rights Sectionalism and National Politics

Segregation Divides America

Segregation Divides America Following the end of World War II, the struggle for civil rights intensified as Blacks grew increasingly dissatisfied as second-class citizens. De jure segregation— Segregation that is imposed by law. De facto segregation— Segregation by unwritten law or custom. In the early 1940s, A. Phillip Randolph persuaded FDR to ban discrimination in the defense industries.

The Civil Rights Movement Grows Congress for Racial Equality (CORE)— Founded in Chicago in 1942 by James L. Farmer, Jr., George Houser, and Bernice Fisher who sought to apply the principles of nonviolence as a tactic against segregation. Members were motivated by the 19th-century writer Henry David Thoreau and Indian leader Mohandas Gandhi.

The Civil Rights Movement Grows Jackie Robinson— Baseball player who joined the Brooklyn Dodgers in 1947 and became the first to break the color-barrier in baseball.

The Civil Rights Movement Grows President Harry Truman appointed a Committee on Civil Rights to investigate lynchings in the South , but was unable to win Congressional support for other initiatives to help end discrimination. In 1948, Truman did end segregation in the military through executive order.

Brown v. Board of Education (1954) In the 1940s, the NAACP put together a team of lawyers to challenge the legality of segregation in the courts. Thurgood Marshall— A Black lawyer from Baltimore who headed the legal team to challenge the segregationist laws.

Brown v. Board of Education (1954) Brown v. Board of Education (1954)— The monumental civil rights case which challenged the legality of “separate, but equal” doctrine stated in the Plessy v. Ferguson (1896) case. The Supreme Court (led by Chief Justice Earl Warren) agreed with the NAACP and overturned to law banning segregation in schools.

Brown v. Board of Education (1954)

Brown v. Board of Education (1954) The reaction in the South was very controversial. Nearly 100 members of Congress endorsed “The Southern Manifesto” which opposed the Court’s decision and threatened to challenge the ruling legally. The Klan made a revival and many local governments intimidated anyone who supported the ruling.

“The Civil Rights Movement” (p. 1) 1. How did civil rights leaders challenge segregation after World War II? Blacks tried to end discrimination, founded CORE, and organized protests against segregation in northern cities. The NAACP successfully argued in Brown v. Board of Education (1954) that school segregation was unconstitutional.

“The Civil Rights Movement” (p. 2) 4. What reasoning did the Supreme Court apply to Brown v. Board of Education in 1954? The Supreme Court used the argument that the “separate, but Equal” doctrine of the Plessy v. Ferguson (1896) Case was inherently unequal.

The “Little Rock Nine” In 1957, the Little Rock School Board (Arkansas) established a plan in accordance to the Brown v. Board case. “Little Rock Nine”— Nine Black students volunteered to enroll in the all-White school. Governor Orval Faubus ordered the Arkansas National Guard to block entry of the students.

The “Little Rock Nine” In response to Governor Faubus calling in of the Arkansas National Guard, President Dwight D. Eisenhower ordered federal troops to intervene. Federal troops stayed in Little Rock the entire year to ensure compliance of the law. Despite gains in Little Rock, many states in the South opposed the Court’s ruling.

Civil Rights Legislation Civil Rights Act of 1957— Signed into law by President Eisenhower, it established the United States Civil Rights Commission. The new commission had the power to protect voting rights for Blacks, but lacked any real power to make changes in the South. Its main significance was that it was the first major legislation passed since the end of Reconstruction in 1877.

“The Civil Rights Movement” (p. 1) 5. What role did television play in the Civil Rights Movement of the 1950s and 1960s? Do you think television played a role in the changes toward civil rights? Explain. Television showed the brutality of the racist attacks on young, peaceful protesters. Many came to believe that the protesters had a right to protest and that their racist attackers were wrong. Television brought live the issue of racism in the United States throughout the 1950s and 1960s.