Civil Rights MovementPortfolio

  1. Chapter 10 Key Terms
  2. As You Read: Battling Segregation 252
  3. VIP Profile: Thurgood Marshall
  4. School Desegregation ANNOTATED WEBCHART
  5. Pros & Cons: School Integration
  6. The Jackie Robinson Story 257
  7. News Article: The Murder of Emmett Till (One Pager) 258
  8. Interpreting Political Cartoons 259
  9. As You Read: The Civil Rights Movement Takes Shape 260
  10. Civil Rights Movement Timeline-ANNOTATED (20-25 entries)
  11. Creating a Problem-Solution Chart 267
  12. Realizing the Dream or Nightmare Editorial
  13. PowerPoint (Outline/Reaction/Analysis)

Civil Rights MovementPortfolio

  1. Chapter 10 Key Terms
  2. As You Read: Battling Segregation 252
  3. VIP Profile: Thurgood Marshall
  4. School Desegregation ANNOTATED WEBCHART
  5. Pros & Cons: School Integration
  6. The Jackie Robinson Story 257
  7. News Article: The Murder of Emmett Till (One Pager) 258
  8. Interpreting Political Cartoons 259
  9. As You Read: The Civil Rights Movement Takes Shape 260
  10. Civil Rights Movement Timeline-ANNOTATED (20-25 entries)
  11. Creating a Problem-Solution Chart 267
  12. Realizing the Dream or Nightmare Editorial
  13. PowerPoint (Outline/Reaction/Analysis)

Civil Rights MovementPortfolio

1. Chapter 10 Key Terms

  1. As You Read: Battling Segregation 252
  2. VIP Profile: Thurgood Marshall
  3. School Desegregation ANNOTATED WEBCHART
  4. Pros & Cons: School Integration
  5. The Jackie Robinson Story 257
  6. News Article: The Murder of Emmett Till (One Pager) 258
  7. Interpreting Political Cartoons 259
  8. As You Read: The Civil Rights Movement Takes Shape 260
  9. Civil Rights Movement Timeline-ANNOTATED (20-25 entries)
  10. Creating a Problem-Solution Chart 267
  11. Realizing the Dream or Nightmare Editorial
  12. PowerPoint (Outline/Reaction/Analysis)

CIVIL RIGHTS TIMELINE

Instructions: Create an annotated timeline of the Civil Rights Movement. Each of the following events/activities and people should be place on the timeline with a detailed description.

Sit-ins

Civil Rights Act of 1964

Montgomery Improvement Association

SNCC

Civil Rights Act of 1957

Mississippi Freedom Summer

Little Rock, Arkansas

James Meredith

Claudette Colvin

Rosa Parks

Emmett Till

Freedom Rides

The Albany Movement

Brown Decision

Montgomery Bus Boycott

March on Washington

Martin Luther King, Jr.

Selma

Birmingham Confrontation

CIVIL RIGHTS MOVEMENT QUIZ

Matching: Match each item with the correct statement below.

a. / James Farmer
b. / Medgar Evers
c. / Thurgood Marshall
d. / Emmett Till
e. / James Lawson

____51.helped found the Congress of Racial Equality

____52.led workshops on nonviolent protest

____53.NAACP attorney who argued Brown v. Board of Education

____54.NAACP leader murdered in 1963

a. / Congress of Racial Equality
b. / Southern Christian Leadership Conference
c. / Student Nonviolent Coordinating Committee
d. / Little Rock Nine
e. / Freedom Rides

____55.first black students to attend an integrated Arkansas high school in 1957

____56.sponsored the Freedom Rides

____57.organized by sit-in leaders to train people in nonviolent protest techniques

____58.founded by Martin Luther King Jr. and other religious leaders

a. / Ralph Abernathy
b. / Fannie Lou Hamer
c. / Stokely Carmichael
d. / Wilma Rudolph
e. / Amiri Bakara

____59.track and field star who won three Gold medals in the 1960 Olympics

____60.minister who accompanied Martin Luther King Jr. on the Chicago campaign

____61.poet, essayist, and playwright who created the Black Arts movement

____62.chief spokesperson of the Black Power movement

a. / Civil Rights Act of 1964
b. / Black Power
c. / Nation of Islam
d. / Black Panther Party
e. / Motown Records

____63.banned racial segregation

____64.black nationalist movement that called for economic and political empowerment

____65.activist group taken down by the FBI’s COINTELPRO

____66.group led by Elijah Muhammad until his death in 1975

True/False: Indicate whether the statement is true or false.

____67.The call for civil rights increased after World War II.

____68.By the 1950s no states had laws requiring racial segregation in public schools.

____69.Mohandas Gandhi served as the model for nonviolent protest.

____70.Jackie Robinson was the first black player in Major League Baseball.

____71.The sit-in protests failed to achieve their goal of desegregating lunch counters.

____72.All the Freedom Riders were African American.

____73.The Albany Movement quickly turned violent.

____74.Martin Luther King, Jr. won the Nobel Peace Prize for his efforts in the civil rights movement.

____75.The number of black voters declined after passage of the Voting Rights Act of 1965.

____76.Fannie Lou Hamer supported voting rights.

____77.Stokely Carmichael founded the Black Panther Party.

____78.The Nation of Islam split after a conflict over philosophies.

____79.Malcolm X was assassinated by a group of white southerners who opposed school integration.

____80.Kwanzaa is an ancient West African holiday.

____81.Muhammad Ali became famous in part because he refused to fight in Vietnam after he was drafted.

____82.Soul music is a blend of blues and gospel that often included social messages.

Short Answer

83.What strategy did the NAACP use to bring about an end to segregation in public schools?

84.What was the importance of Jackie Robinson’s baseball career?

85.How did Martin Luther King Jr. become a leader in the civil rights movement?

86.Why did most early civil rights leaders favor nonviolent protests?

87.What were the Freedom Rides and what were they meant to accomplish?

88.What was the March on Washington?

89.How did de facto discrimination affect the lives of African Americans?

90.What happened as a result of the assassination of Martin Luther King Jr.?

91.What were the goals of the Black Panther Party?

92.What message did Malcolm X offer to African Americans?

93.How did some African Americans express their pride in their heritage?

94.How did black athletes use their fame to draw attention to civil rights issues?

Essay

95.Describe how tactics such as boycotts and sit-ins used economic power to bring about change in the segregated South.

96.Identify the leading civil rights organizations of the early civil rights period and compare and contrast their strategies in the civil rights movement.

97.Evaluate the effects of the U.S. Supreme Court’s ruling in the 1954 case of Brown v. Board of Education.

98.How did civil rights legislation affect the lives of African Americans?

  1. Discuss the role of violence in the civil rights movement, both as it was used against civil rights activists and its use in urban riots and by some groups.
  2. Examine the ways in which the civil rights movement changed American society and culture.

MATCHING

51.ANS:APTS:1DIF:1REF:269

52.ANS:EPTS:1DIF:1REF:264

53.ANS:CPTS:1DIF:1REF:254

54.ANS:BPTS:1DIF:1REF:273

55.ANS:DPTS:1DIF:1REF:256

56.ANS:APTS:1DIF:1REF:269

STA:8.04

57.ANS:CPTS:1DIF:1REF:266

STA:8.04

58.ANS:BPTS:1DIF:1REF:264

STA:8.04

59.ANS:DPTS:1DIF:1REF:297

60.ANS:APTS:1DIF:1REF:281

61.ANS:EPTS:1DIF:1REF:298

62.ANS:CPTS:1DIF:1REF:287

63.ANS:APTS:1DIF:1REF:279

64.ANS:BPTS:1DIF:1REF:287

STA:8.03

65.ANS:DPTS:1DIF:1REF:288

66.ANS:CPTS:1DIF:1REF:289

TRUE/FALSE

67.ANS:TPTS:1DIF:1REF:253

68.ANS:FPTS:1DIF:1REF:256

69.ANS:TPTS:1DIF:1REF:264

70.ANS:TPTS:1DIF:1REF:257

71.ANS:FPTS:1DIF:1REF:266

STA:8.03

72.ANS:FPTS:1DIF:1REF:270

STA:8.03

73.ANS:FPTS:1DIF:1REF:273

STA:8.03

74.ANS:TPTS:1DIF:1REF:274

75.ANS:FPTS:1DIF:1REF:280

76.ANS:TPTS:1DIF:1REF:281

STA:8.03

77.ANS:FPTS:1DIF:1REF:287

78.ANS:TPTS:1DIF:1REF:289

STA:8.04

79.ANS:FPTS:1DIF:1REF:290

80.ANS:FPTS:1DIF:1REF:295

81.ANS:TPTS:1DIF:1REF:296

82.ANS:TPTS:1DIF:1REF:299

SHORT ANSWER

83.ANS:

They filed a series of court cases that led to the end of school segregation.

PTS:1DIF:3REF:254

84.ANS:

His performance as a baseball player contributed to the decline of segregation as many Americans learned that African Americans could excel at sports and other activities.

PTS:1DIF:3REF:257

85.ANS:

King was highly educated, a gifted speaker, and a church leader, a position that gave him authority and influence in black communities.

PTS:1DIF:3REF:263| 264

86.ANS:

They thought it would be the most effective way to bring about change and win sympathy for their cause.

PTS:1DIF:3REF:264STA:8.03

87.ANS:

They were peaceful protests in which black and white civil rights activists traveled across the South on public buses and ignored segregation rules. They were intended to challenge segregation in public transportation.

PTS:1DIF:2REF:270

88.ANS:

It was a massive, peaceful rally in Washington, D.C., intended to create support for new civil rights legislation.

PTS:1DIF:1REF:273STA:8.03

89.ANS:

Though it was not legal, African Americans often faced discrimination when purchasing real estate, attending school, and so on.

PTS:1DIF:2REF:280

90.ANS:

Race riots broke out in cities across the United States.

PTS:1DIF:2REF:282

91.ANS:

Black Panther Party goals included full black employment, housing, an exemption for blacks from military service, and reparations to the descendants of slaves.

PTS:1DIF:1REF:288STA:8.03

92.ANS:

Arguing that nonviolence and integration had proven ineffective, Malcolm X called for separatism and the achievement of black goals by “any means necessary.”

PTS:1DIF:2REF:290STA:8.03

93.ANS:

Some African Americans styled their hair in Afros, wore African fabric and clothes, studied African American history, and celebrated Kwanzaa.

PTS:1DIF:2REF:295

94.ANS:

Muhammad Ali joined the Nation of Islam and protested involvement in Vietnam, Arthur Ashe spoke out against racial prejudice, and Tommie Smith and John Carlos displayed the symbol of black power at the 1968 Olympics.

PTS:1DIF:2REF:296| 297

ESSAY

95.ANS:

Students’ essays should note that bus boycotts and lunch counter sit-ins cost segregated businesses money, and that lost income encouraged some business owners to integrate.

PTS:1DIF:2REF:262| 263| 265| 266

96.ANS:

Students’ essays should compare and contrast the legal strategy of the NAACP with the nonviolent protests of the SCLC, SNCC, and CORE.

PTS:1DIF:2REF:254| 266| 269| 272| 273

STA:8.04

97.ANS:

Students’ essays should discuss the ruling, southern opposition to integration in places such as Little Rock, and the continued struggle to integrate higher education.

PTS:1DIF:3REF:255| 256| 257| 271| 272

STA:8.02

98.ANS:

Students’ essays should discuss the benefits of the Civil Rights Acts of 1964 and the Voting Rights Act of 1965, but note that African Americans still faced many challenges after these laws were passed.

PTS:1DIF:3REF:279| 280

99.ANS:

Students’ essays should note that violence against civil rights activists often led to increased commitment to the cause, but also promoted new attitudes such as black nationalism. Violence in urban areas reflected dissatisfaction with the slow pace of change and contributed to black nationalism. However, the use of violence contributed to the decline of the Black Panthers.

PTS:1DIF:3STA:8.03

100.ANS:

Students’ essays should assess the role of African culture, black sports figures, the Black Arts movement, and soul music in transforming American culture in the 1960s.

PTS:1DIF:2REF:295| 296| 297| 298| 299

STA:8.05

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2.

3.

4.

5.

6.

7.

8.

9.

10.

The Civil Rights Era (1865–1970)

Nonviolent Protest: 1960–1963

Events

1960Greensboro sit-in occurs Student Nonviolent Coordinating Committee (SNCC) forms

1961 Freedom Rides begin Albany movement

1962 Kennedy integrates University of Mississippi

1963Birmingham campaign turns violent March on Washington draws more than 200,000

Key People

Martin Luther King Jr.- Baptist preacher from Georgia who became most famous civil rights leader; helped organize peaceful protests and gave keynote “I have a dream” speech at 1963 March on Washington

John F. Kennedy-35th U.S. president; gave increasing support to civil rights movement throughout his term; had plans to push stronger civil rights bill through Congress but was assassinated in 1963

Robert Kennedy-Brother of John F. Kennedy and U.S. attorney general; assisted civil rights cause in the South

“Bull” Connor-Birmingham, Alabama, city commissioner who ordered police violence against peaceful civil rights protesters in 1963

The Greensboro Sit-In

On Monday, February 1, 1960, four black students from the North Carolina Agricultural and TechnicalCollege in Greensboro sat down at the whites-only counter at a local Woolworth's and ordered lunch. The clerk refused to serve them, but the four men remained sitting at the counter until the store closed. The men returned the following day with more than a dozen fellow black students and again remained quietly at the counter until the store closed.

By the end of the week, hundreds of black students and even several white students were waiting patiently for service in Woolworth's, with several hundred more at other restaurants in Greensboro. Although the students temporarily disbanded to negotiate a settlement, the Greensboro sit-in resumed the following spring when local business leaders refused to cave in to the protesters' demands. Blacks continued to boycott segregationist stores such as Woolworth's until the desperate merchants finally conceded that summer.

Nonviolent Campaigns

The success of the Greensboro sit-in prompted thousands of blacks to launch similar campaigns in other cities throughout the South. Although police arrested thousands of protesters, most sit-ins succeeded. In 1960, for example, police arrested nearly a hundred peaceful student protesters at AtlantaUniversity. In addition to demanding equality at city lunch counters, the students called for better jobs, better education, and social services for Atlanta's black community. Despite the arrest, other Atlanta students pledged their commitment to nonviolence, conducted sit-ins at restaurants all over the city, and organized a massive boycott of segregated businesses around Atlanta. Martin Luther King Jr. joined the students and was even among those arrested. Just as in Greensboro, hurting local businessmen eventually gave in and desegregated their stores.

The Student Nonviolent Coordinating Committee

The students who participated in these sit-ins, by provoking segregationists into angry responses, succeeded in winning sympathy from whites—a tactic that Martin Luther King had wanted to employ with the SCLC. Therefore, King dispatched SCLC director Ella Baker to Raleigh, North Carolina, to help organize students and encourage younger blacks to join the nonviolent civil rights struggle.

With Baker's help, the students formed the Student Nonviolent Coordinating Committee (SNCC) in 1960. The SNCC's greatest advantage was its youthful membership—students were always willing to pack up and move to fight the next fight. The SNCC members organized hundreds of protests throughout the South in the 1960s and participated in every major campaign.

A Rift Within the Movement

Not all civil rights activists supported the SNCC, however. Many black leaders believed the student movement was too radical and provocative. They feared that the sit-ins would destroy the small concessions that had taken them years to win from white segregationists. As a result, many all-black schools in the South punished and even expelled student protesters. The sheer success of student-led sit-ins, though, won blacks sympathy from many whites, an accomplishment that leaders such as King knew would be necessary in order to change the status quo.

The Election of 1960

Not surprisingly, civil rights became a major issue in the 1960 presidential campaign. Although Republican candidate Richard M. Nixon would not admit his support publicly for fear of alienating southern conservatives, Democrat John F. Kennedy embraced the student-led sit-ins, mentioning them in his campaign speeches. Kennedy's support of the movement won him the vast majority of black votes in the North, contributing significantly to his victory over Nixon that year.

Kennedy and Civil Rights

Kennedy's victory was bittersweet: even though he won the presidency, Republicans and southern conservative Democrats triumphed in Congress, severely limiting Kennedy's ability to pass civil rights legislation. Nonetheless, Kennedy was able to create the Committee on Equal Employment Opportunity to help end racial discrimination in the federal government and strengthened the civil rights division at the Justice Department. He also ordered his brother, Attorney General Robert F. Kennedy, to support civil rights activism as much as he could.

Freedom Rides

Kennedy's opportunity to demonstrate presidential support for the civil rights movement came the following year. In 1961, the Congress of Racial Equality organized a biracial Freedom Ride on interstatebuses traveling through the South. CORE hoped that the Freedom Ride would provoke a reaction from segregationists just as the student-led sit-ins had, with public harassment, arrests, and widespread media attention. However, CORE also hoped that the publicity and arrests would force the Kennedys to intervene.

Black and white Freedom Riders left Washington, D.C., in May 1961 and faced only mild opposition until they met a mob of white supremacists ten days later in Alabama. The mob torched the bus and assaulted the Freedom Riders on board, nearly killing two of them. Another segregationist mob attacked them again in Birmingham as police looked on. Wounded and unsuccessful, the riders returned to the North and let the SNCC Freedom Riders take over. These new riders encountered severe opposition in Montgomery, Alabama, where yet another mob attacked the students. Police eventually arrested the SNCC Freedom Riders on charges of disturbing the peace.

Just as the protesters had hoped, the mob violence and police inaction in Birmingham and Montgomery outraged President Kennedy and were a major embarrassment for the U.S. government. In response, Kennedy sent 400 federal agents to prevent further violencein Montgomery and pushed the Interstate Commerce Commissionto clarify its regulations regarding segregation on interstate buses. The success of the CORE and SNCC Freedom Rides prompted chapter organizations to sponsor their own rides in the Deep South throughout the 1960s.

The University of Mississippi

A year after the Freedom Rides, yet another segregation crisis occurred at the University of Mississippi, prompting the president once again to act on behalf of civil rights activists. A federal court ordered the university to admit James Meredith, the university's first black transfer student. As Arkansas governor Orval Faubus had refused to allow black students to attend an all-white high school in 1957, Mississippi governor Ross Barnett and state officials refused to let Meredith enter the university.

Kennedy dispatched hundreds of U.S. marshals to protect Meredith and forcibly integrate the university. Barnett continued to resist even after the marshals arrived, organizing several thousand whites to attack them. The riot left two people dead and hundreds wounded. Kennedy then ordered 5,000 U.S. Army soldiers to secure the university and escort Meredith to class. The president also used federal troops to integrate the University of Alabama the following year.