Right now Illinois Public Students Population consists of: White, Non-Hispanic 54%

1. Illinois 2007 Ethnic/Racial Diversity2.1 million students in Illinois 45% minority Growing Diversity in Illinois and the Nation Right now Illinois Public Students Population consists of: White, Non-Hispanic 54% Total Minority Population 45% LEP students statewide 190,000

2. Unit 2 Diversity covers a wide range of differences among students. • Low Income Students • Minority Students • Students with Disabilities • Gender and Sexuality • Limited English Proficiency Students

3. Reflect for a moment.Give your honest opinion. Do you support collective bargaining for public employees?

4. Reflect for a moment.Give your honest opinion. Do you support teachers being unionized?

5. Brown v. Board of Education (1954) • Why did Oliver Brown sue on behalf of his daughter Linda for admission to her neighborhood school if as a moderate state (Kansas) Topeka schools both Black and white students were equal in teachers’ salaries, curriculum, and the most basic facilities?

6. PARENTS OF STUDENTS EXCLUDED FROM SCHOOLS TRIED TO CLAIM THEIR RIGHTS In 1885 and 1948 California Courts ruled that minority children cannot be barred from attending public schools • 1885 Chinese Students The California Supreme Court ruled that it was unconstitutional to deny “a child of Chinese parents entrance to public schools” based on the 14th Amendment, but it stays silent on “separate but equal”. San Francisco builds separate schools for Chinese students. • 1948 Latino Students Mendez family sues regarding segregated schools. The court ruled that separate but equal violated the equal protection clauses of the 14th amendment and orders California public schools to desegregate.

7. Practices of School Segregation Based on EthnicityTape v. Hurley (1885)See information sheet on EPS 201/202 Homepage for Summaries of Tape v. Hurley and Mendez v. Westminster • In 1884, Chinese immigrants try to enroll their seven year old daughter Mamie Tape at the Spring Valley School, a San Francisco public school. • San Francisco Board of Education policy prohibited Chinese children from attending the city’s public schools. • The California Supreme Court ruled that it was unconstitutional to deny “a child of Chinese parents entrance to public schools”

8. Practices of School Segregation Based on EthnicityTape v. Hurley (1885)See information sheet on EPS 201/202 Homepage for Summaries of Tape v. Hurley and Mendez v. Westminster • While the court affirms the right of Chinese children to a public education based on the 14th Amendment, it stays silent on “separate but equal”. • The San Francisco Board of Education in response builds a public Chinese school which Mamie Tape is forced to attend.

9. What is the significance of Mendez vs. Westminster (1948)?Segregation for Latino Students in CaliforniaSee Court Case Information Sheet on our homepage • Mendez family in Westminster in Orange County California in the 1940’s.. • Two schools in Westminster, Hoover Elementary is designated for Latinos and 17th Street Elementary for Whites. • California Federal court rules in favor of Mendez setting the precedent for the ruling in Brown v. Board nine years later.

10. What is the significance of Mendez vs. Westminster (1948)?Segregation for Latino Students in CaliforniaSee Court Case Information Sheet on our homepage • The court ruled that separate but equal violated the equal protection clauses of the 14th amendment and order California public schools to desegregate. • The ruling is limited only to California. Judge McCormick the presiding judge argues that social equality must be a paramount requisite of American education.

11. 1948 Mendez v. Westminster2011 Medal of Freedom • http://www.youtube.com/watch?v=eMoAXggpj_0 • Sylvia Mendez 2011 Recipient of Medal of Freedom

12. ANALYTIC FRAMEWORK(Tozer)PE & Ideology explains why, what, how. IDEOLOGY IDEAS (See Tozer, Chapter 1) Explain and Justify how things work, the social arrangements. Shared beliefs Shared values Groups differ- dominant POLITICAL ECONOMY Institutions and practices in daily life Social (family, religion, organizations, ethnicity/race, customs, etc.) Economic Political (Laws, Local, State, Federal) Schools **Demographics SCHOOLS Policies Administration School Design Community Facilities Safety Curriculum Resources Extra-curricular School culture Funding Teacher Training

13. IDEOLOGY of 19th & 20th Centuries 1850-1950 Shared beliefs and values of the white majority • Genetic Inferiority Social Darwinism • IQ Testing-Inherited Intelligence, Social Darwinism • Traditions of Racism • White Supremacy • Separate but “equal” • Meritocracy

14. 14th Amendment All persons born or naturalized in the United States are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Answer these questions on the handout. 2 minutes, collaborate • Why did the 14th amendment fail to protect rights of African Americans prior to Brown? • Is it legal for a school district to close its schools and deny students access to public education? Yes No • If the public schools were closed, who do you think would be responsible for getting them reopened (list several responsible stakeholders)?

15. Why did the 14th amendment fail to protect the rights of African Americans and other minorities? The 14th Amendment interpreted by GOVERNMENT Congress, Federal Courts, States, and localities. States continued to set laws, and the Federal government did not interfere. The 14th amendment was defined narrowly by the courts. Plessy virtually nullified the 14th amendment. The law did not impact social customs. What role did courts play? Supported states until late 1930s. Teachers’ pay, graduate schools (law, education)

16. After the Civil War14th Amendment andReconstruction Would states continue protection of freed Blacks after the end of Reconstruction? After Reconstruction ended, States curtailed the rights of free blacks. How did the Federal government act? Thomas Nast (1868) cartoon “This is a white man’s government”

17. Right after the end of the Civil WarFormer slave holding states instituted black codesMississippi Black Codes: "Negroes must make annual contracts for their labor in writing; if they should run away from their tasks, they forfeited their wages for the year. Whenever it was required of them they must present licenses (in a town from the mayor; elsewhere from a member of the board of police of the beat) citing their places of residence and authorizing them to work. Fugitives from labor were to be arrested and carried back to their employers. Five dollars a head and mileage would be allowed such negro catchers. It was made a misdemeanor, punishable with fine or imprisonment, to persuade a freedman to leave his employer, or to feed the runaway. Minors were to be apprenticed, if males until they were twenty-one, if females until eighteen years of age. Such corporal punishment as a father would administer to a child might be inflicted upon apprentices by their masters. Vagrants were to be fined heavily, and if they could not pay the sum, they were to be hired out to service until the claim was satisfied. Negroes might not carry knives or firearms unless they were licensed so to do. It was an offence, to be punished by a fine of $50 and imprisonment for thirty days, to give or sell intoxicating liquors to a negro. When negroes could not pay the fines and costs after legal proceedings, they were to be hired at public outcry by the sheriff to the lowest bidder...."

18. Social History of Jim Crow Laws Laws and customs of oppression. Anderson, p. 15

19. Political Economy (Institutions and Practices) What forces most affected African Americans in daily life 1865-1954? • LEGAL CONSTITUTION ADVANCES EQUAL RIGHTS 13th, 14th, 15th Amendments Anderson shows that equality of individuals was not protected by the Constitution prior to 14th Amendment. • LEGAL FEDERAL LAW FREE BLACKS TARGETED BY Reconstruction Act of 1867 BUT PROTECTION ended in 1877 with withdrawal of Federal troops. • LEGAL SUPREME COURT 1896 Plessy v. Ferguson “Separate and Unequal” • ORGANIZATIONS KKK (fear) both in the North and South • ACADEMY Science of Social Darwinism, IQ Testing Movement • LEGAL STATE LAWS Jim Crow State and Local Governments (laws and regulations that limited rights, and voting [used literacy tests and poll taxes] for free Black males) • SOCIAL PRACTICES Jim Crow Customs • ECONOMY Limited Economic Power for Blacks Employment Structure: share cropping, low wage jobs, restrictions on work based on race • CLASS High Levels of Poverty among former slaves • SCHOOLS:Poorly funded, limited number of High Schools, 17 states plus D.C. had some form of forced legal segregation

20. IDEOLOGY of 19th & 20th Centuries 1850-1950 Shared beliefs and values of the white majority • Genetic Inferiority Social Darwinism • IQ Testing-Inherited Intelligence, Social Darwinism • Traditions of Racism • White Supremacy • Separate but “equal” • Meritocracy

21. NATIONAL PROBLEMLEGAL SCHOOL SEGREGATION in 1950Prohibited (light mix, dots) No legislation (white) Required (dark) Local option (dark mix, slants)

22. CONSTITUTIONAL EQUALITYEqual access to schools today is based on the 14th Amendment. But why did it fail to protect people prior to Brown? 14th Amendment passed in 1868 Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. WHY?

23. Question: Why did the 14th amendment fail to protect the rights of African Americans and other minorities? How was the 14th Amendment interpreted by states and localities? States continued to set laws, and the Federal government did not interfere. The 14th amendment was defined narrowly by the courts. Plessy v. Ferguson virtually nullified the 14th amendment. Examples of court cases and laws that affirm it was weak. The law did not impact social customs. How did the court play a role? Supported states until the 1940s.

24. Supreme Court Plessy v. FergusonAnderson, p. 22 • 1896 Plessy boarded a train and sat the in car designated for whites only. The court found that as long as he could ride the train, the state had the right to tell him where to sit, even though accommodations for African American passengers were inferior to the cars for white passengers. The picture is a caricature of African Americans, but not a likeness of Plessy, who was 1/8 African American and light skinned. SUPREME COURT DECISION (5 TO 4) NULLIFIED THE EQUAL PROTECTION CLAUSE of the 14th Amendment ALLOWED SEPARATE AND UNEQUAL

25. What were the consequences of Plessy for schools? 1898 STATE COURT OF GEORGIA COMPLICIT in discrimination (Anderson, p. 26) EDUCATIONAL REGRESS Separate and Unequal Courts would not uphold equal schools Cumming v. Richmond (1899) • In 1898, Richmond County closed its only High School in the state for Black students, and used the funds for elementary schools • SUPPORTED HIGH SCHOOLS FOR WHITE STUDENTS Court ruled the closing was not discrimination, but based on trying to best serve the African American community. 1945 first public high school funded in this county in Georgia for African American students since 1898.

26. The legacy of Plessy v. Ferguson touches several generations of African Americans who do not have access to a high school education. In 1916, Mississippi, South Carolina, Louisiana, and North Carolina had no public high schools for African Americans. True or False? 1945 in the South, 77% African Americans of high school age were not enrolled in high school.

27. EDUCATIONAL OPPORTUNITIESWERE LIMITED, CONTROLLED BY THE STATES (See Anderson pp. 23, 26, 28-29) In Mississippi: • 1890s To prevent Blacks from voting--poll taxes and literacy tests for voting POLITICAL • 189035% state school funds spent on black students who represented 60% of the school aged population • 1940 REDUCED TO 13% state funds spent on black students who represented 57% of the school aged population • 1940 half of the public schools for black children met in privately owned structures (double taxation) ECONOMIC • 1960 80% of Mississippi’s black population had completed less than 9 years of school (Anderson)

28. WORLD EVENTS THAT MOVEAMERICAN SOCIETY TOWARD CHANGE JUST PRIOR TO BROWN V. BOARD OF EDUCATION World War II A segregated Army After the War, Truman Desegregated Armed Forces. • Black veterans’ held high expectations of freedom after fighting to defend freedom in the world. Integration in Major League Baseball 1947 Cold War with Soviet Union—accused US of hypocrisy

30. What effect did World War II have on the attitude of the country and the world about US practices of segregation? 1 million African Americans served in World War II. Over 500,000 of these served overseas in a segregated armed forces. Medgar Evers World War II Veteran Returned to Mississippi and wanted to Vote.

31. After returning home from World War II, veteran Medgar Evers decided to vote in a Mississippi election. • But when he and some other black ex-servicemen attempted to vote, a white mob stopped them. • "All we wanted to be was ordinary citizens,“ • Evers later related. "We fought during the war for America, Mississippi included. Now, after the Germans and Japanese hadn't killed us, it looked as though the white Mississippians would. . . ."

32. Professor Anderson regards Brown as a WATERSHED moment. The Supreme Court committed to equality. But he also addresses other failures of the Brown decision. Eyes on the Prize Awakenings in 1954-1956 http://www.youtube.com/watch?v=2sy2r3q7ZfE 8:40 minutes

33. Brown v. Board of Education (1954) • Why did Oliver Brown sue on behalf of his daughter Linda for admission to her neighborhood school if as a moderate state (Kansas) Topeka schools were equal in teachers’ salaries, curriculum, and the most basic facilities?

34. BROWN CASEOrganized by NAACPOliver Brown filed suit on behalf of his daughter Linda (3rd Grade) What did segregation mean? Forced busing, forced separation Who were the plaintiffs? Linda Brown and 12 others in Topeka, and similar cases in Delaware, Virginia, South Carolina, Kansas, and District of Columbia. http://www.youtube.com/watch?v=TTGHLdr-iak 5 minutes PBS

35. How did the Cold War rhetoric impact the Federal perspective about urging a positive decision in the Brown Case? • Discuss and come up with some ideas to share.

36. CHANGE World War II raised concerns about race relations in US, the meaning of freedom and equality. During the Cold War, USSR points to our hypocrisy—what does freedom mean in a country that segregates by law?

37. KANSAS WAS A MODERATE STATE Topeka schools were equal in teachers’ salaries, curriculum, and the most basic facilities. OTHER STATES Poorly funded schools in Delaware, Virginia, South Carolina, Kansas, and District of Columbia. NOT SEEKING JUST EQULAIZATION, STRIKE DOWN FORCED SEGREGATION BROWN CASE Linda Brown

38. Education is perhaps the most important function of state and local governments.“—Chief Justice Earl Warren, May 1954http://www.youtube.com/watch?v=TTGHLdr-iak 5 minutes PBS What is the ESSENCE OF THE BROWN DECISION? “We conclude that, in the field of public education, the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal.” Separation is a mark of inferiority

40. NAACP and Families INTENT was TO END “JIM CROW” custom and laws of segregation and discrimination. Brown overturned Plessy v. Ferguson “separate but equal” law of 1896 Brown ended segregation laws in 17 states and established CONSTITUTIONAL EQUALITY

41. “AWE andRESPECT”High hopes Write for 1 minute. Assess the meaning of this picture. How was Brown viewed in this Chicago Defender political cartoon in 1954?

42. Those who opposedBrown advocatedGradualism Claim is: The court is moving too fast. SO: “No job for a race horse” BUT: Had there been steady progress in race relations?

43. Plessy v. Ferguson Separate and “equal” 1896 until 1954 1860--? Jim Crow Laws and customs of second class citizenship Brown 1954 http://www.youtube.com/watch?v=3LKlvW2LD3s Edith Gee 2004 Today Resegregation & Achievement and Opportunity Gaps Improved Graduation Rates But Still Disparities Massive Resistance 1957 – 1970s

44. “No good old days.”

45. Forced BusingForced Separation • Linda Brown, 3rd grade, was refused admission to a school 6 blocks from her home. • She makes the walk to the bus stop to attend the segregated Monroe school.

47. Forced segregation in elementary schools, local option in upper grades. FIRST TIME In local court, a social psychologist argued that forced separation implies inferiority of the segregated group, this can impact ego identity and motivation to learn. Topeka, KansasKansas was a moderate state in the 1950s Linda and Cheryl Brown 1953

48. Did school segregation cause black children to prefer a white doll over a black doll? Interview with Kenneth Clark 1988 WGBH http://www.youtube.com/watch?v=64rSgf0iOhQ&playnext=1&list=PL43D9C89B6A0A3A61 “

49. Urban Academy, New York A student made film. “Black Like Me” by high school student Kiri Davis Reproduces the doll study used in Brown v. Board of Education with kids today. • http://www.youtube.com/watch?v=rjy9q8VekmE • 15 out of 21

50. http://www.youtube.com/watch?v=rjy9q8VekmE 3:20