Name ClassDate
Pathways Chapter 21 – Civil Rights Movement (1950 – 1968)
Section 1 - Demands for Civil Rights
Chapter Introduction
The 1950s and 1960s were a time of great progress and great frustration for
African Americans. Through nonviolent protests and an extremely focused civil rights struggle. African Americans ended institutional segregation and secured voting rights in the South.
The Rise of African American Influence
Migration and the New Deal / World War II and the NAACPIn the years between the ______
and the 1940s, many African Americans______to large ______..
During the ______, Roosevelt and others ______to support New Deal initiatives.
Under ______, the number of ______working for the ______rose significantly. / A ______during World War ___ led many more African Americans to the ______.
As Americans ______discrimination in Europe, many began
to think about the ______
______at home.
The ______(NAACP) worked hard ______to challenge ______..
Brown v. Boardof Education
In 1951, ______wanted his 8-year-old ______to attend a ______,______school, which only ______children were permitted to attend.
Brown sued the ______, and his case reached the U.S. ______. ______of the ______argued Brown’s case.
On ______, the Supreme Court issued its ______in the Brown v. Board of Education of Topeka, Kansas case.
In this ruling, ______Brown’s case for ______, stating that, “Separate educational facilities are inherently unequal.”
A year later, the Court ruled that ______should move to ______“with all deliberate speed.”
Reaction to Brown v. Board of Education
Many ______, both ______, rejoiced at the Brown ruling.Others ______although they did not agree with it, hoping that desegregation could take place peacefully.
Many ______whites, especially in the ______, vehemently ______the ruling. Congressional representatives of states in the Deep South joined together to protest the decision, claiming that it violated ______.
The Montgomery Bus Boycott
Background of the Boycott — In______1955, an African American ______named ______was seized by the police in ______, Alabama when she refused to give up her seat on a ______to a ______man.
Organization of the Boycott — In response, ______, including ______, organized a boycott of the Montgomery bus system.
The ______Boycott — Over the next year, ______African Americans boycotted the city ______, choosing to walk, ride bicycles, or carpool instead.
Results of the Bus Boycott — Despite losing money, the______refused to change its policies. Finally, in 1956, the ______ruled that bus segregation was ______.
Resistance in Little Rock
Opposition to Integration
/Government Response
In the fall of 1957, ______Governor ______felt that enforcing ______, or the bringing together of different races, would create ______.
Faubus therefore posted ______National Guard troops at ______in Little Rock, instructing them to turn away the nine African American ______who were supposed to attend that school.
Mobs of ______joined the National Guard in ______the African American students.
/Faubus’s actions defied the Brown decision. President Eisenhower viewed these actions as a challenge to the Constitution and to ______
Eisenhower placed the ______under federal command and sent ______to Arkansas to protect the nine students.
Other Voices of Protest
Like African Americans, other minority groups demanded equal rights after World War II.
Mexican Americans found that peaceful protest could slowly bring about some of their goals. Groups such as the Community Service Organization and the AsociaciónNacional México-Americana worked toward these goals.
Native Americans faced problems of poverty, discrimination, and little real political representation. The 1953 government policy of termination, or elimination of reservations, met with resistance and was eventually discarded.