Civil Rights Part 2: Montgomery Bus Boycott and Political Characteristics

1. Warm Up We will work on the first set of word on the common word list for this unit.

2. Today’s Tasks: Warm Up 2. Groups will read through a copy of the PowerPoint Slides together and begin completing their personal set of notes. 3. Teacher will quickly go over the slides…clarify any content that is not easily understandable. We will also answer a few questions together as a class. 4. The groups will work on the read-along question together in their new roles. Member #1: Slide Reader #1 Member #2: Slide Reader #2 Member #3: Slide Reader #3 Member #4: Slide Reader #4 Member #1: Encourager…keep everyone on track Member #2: Questioner ….devil’s advocate Member #3: Group Writer Member #4: Presenter Group Roles Group Roles

3. Civil Rights Part 2

4. Economic Characteristics Rosa Parks – African American civil rights activist; in Montgomery, Alabama (1955), refused to give up her seat on the city bus for a white man; led to the Montgomery Bus Boycott

5. Warm Up We will work on the first set of word on the common word list for this unit. Watch the following video: http://www.youtube.com/watch?v=15p5HB-FpjI

6. Answer the following questions with your partner: What happens if more white people got on the bus than white seats were available? How long was the bus boycott supposed to last and how was it organized?

7. Montgomery Bus Boycott - was a political and social protest campaign against the policy of racial segregation on the public transit system of Montgomery, Alabama. The campaign lasted from December 1, 1955, when Rosa Parks, an African American woman, was arrested for refusing to surrender her seat to a white person, to December 20, 1956, when a federal ruling, Browder v. Gayle, took effect, and led to a United States Supreme Court decision that declared the Alabama and Montgomery laws requiring segregated buses to be unconstitutional.

8. Class Discussion What kinds of people generally use public transportation? 2. What is a boycott? 3. Who might have been affected by the Montgomery Bus Boycott?

9. Political CharacteristicsLeaders who wanted to keep the status quo or keep things the same… • George Wallace – governor of Alabama, ran for U.S. president 4 times, fierce pro-segregationist, quote from his inaugural address, “I say segregation today, segregation tomorrow, and segregation forever”. • Orval Faubus – governor of Arkansas, best known for his stand in the desegregation of Little Rock High School where he ordered Arkansas National Guard to stop African American students from entering the school, (President Eisenhower sent the U.S. Army to escort the students to school). • Lester Maddox – governor of Georgia, former restaurant owner who refused to serve African Americans ran for governor though he had not held a public office before.

10. Political Groups that wanted to keep the status quo • The Congressional bloc of southern Democrats – group of 18 southern Democrats and one Republican, worked to block the Civil Rights Act of 1964 by relying on a filibuster in the Senate to postpone the legislation as long as possible, hoping that support for the legislation throughout the country would falter. A filibuster is when a representative talks about a bill until time runs out and the bill is killed.

11. Go to your read-a-long page. Discuss with your partner the following question: When a problem lasts for a very long time how does public opinion about it change? Why did the Southern Democrats want to postpone the Civil Rights Act of 1964?

12. Methods and Ways to Participate in the Democratic Process • Lobbying – the act of persuading legislators to vote for legislation that favors an advocacy group • Petitioning – the act of collecting signature of support for a cause. • Speaking to lawmakers - Making sure lawmakers know your position on a certain issue. • Writing to senators – Informing your representative of your position on certain issues. • Suggesting Legislation – Proposing a law that you would like to see discussed in the legislature.

13. Non-violent protesting – strategy that refuses to use violence. The strength of nonviolence lies in its ability to dramatically reduce the moral legitimacy of those who persist in using violent strategies against non-violent opposition (e.g., Martin Luther King’s march to Montgomery, Alabama).

14. Court decisions – court decisions can declare discriminatory laws as unconstitutional, hence promoting equal participation (e.g., White v. Regester). • Litigation – laws are the legal method of changing discriminatory practices; however, they must be enforced for change to occur (e.g., Voting Rights Act 1965). • Amendments to the U.S. Constitution –amending the constitution can drastically change opportunities for participation in government (e.g., 15th Amendment, 19th Amendment).

15. Nonviolent • Those who participated in sit-ins, by provoking segregationists into angry responses, succeeded in winning sympathy from others. • Best known for sit-ins and marches • Men, women, and children participated in peaceful protests. • Groups – SCLC, NAACP, SNCC, and CORE • Leader – Martin Luther King Jr.

16. Militant • Willingness to use violence • Known for being openly armed in uniforms of black berets and leather jackets • Predominately males • Group(s) – Black Panthers Malcolm X born Malcolm Little and also known as El-Hajj Malik El-Shabazz, was an African-American Muslim minister and human rights activist. To his admirers, he was a courageous advocate for the rights of blacks, a man who indicted white America in the harshest terms for its crimes against black Americans. Detractors accused him of preaching racism, black supremacy, and violence.

17. Important Amendments that Achieved Equality in Political Rights • 19th Amendment – Gave women the right to vote (1920) • 24th – eliminates poll tax • 26th – right to vote to age 18

18. Go to your read-a-long page. Discuss with your partner the following question: How did the 19th, 24th and 26th amendments increase the political power of the American public?

19. Other Noteworthy Civil Rights Activists Betty Friedan – wrote The Feminine Mystic, co–founded NOW (National Organization of Women)

20. Civil Rights Organizations • African American – NAACP, Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Congress on Racial Equality (CORE) • Chicano- League of United Latin American Citizens (LULAC), United Farm Workers Organizing Committee (UFWOC), La Raza Unida (Mexican-Americans United) • American Indian – American Indian Movement (AIM) • Women's civil rights movements – National Organization for Women (NOW)

21. Presidential and Congressional Actions to Address Civil Rights Issues • Desegregation of the armed forces – in 1948, by Executive Order, President Truman ended segregation in the armed forces, "It is hereby declared to be the policy of the President that there shall be equality of treatment and opportunity for all persons in the armed services without regard to race, color, religion, or national origin.”

22. Civil Rights Act 1957 – first civil rights legislation since Reconstruction; it was primarily protection of voting rights; established a federal Civil Rights Commission with authority to investigate discriminatory conditions; empowered federal prosecutors to obtain court injunctions against interference with the right to vote. (signed into law by President Eisenhower)

23. Civil Rights Act 1964 – abolished racial, religious, and sex discrimination by employers (unlawful for an employer to “fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges or employment, because of such individual’s race, color, religion, sex, or national origin.” (signed into law by President Lyndon Johnson)

24. Voting Rights Act 1965 – outlawed the requirement to pay a poll tax or take a literacy test in order to be eligible to vote

25. Effects of Landmark Supreme Court Cases • Effect – Courts took far-reaching actions that allowed them more power than at any other time in history. • Landmark Cases in Texas • Hernandez v. Texas (1954) – The U.S. Supreme Court ruled that Mexican Americans and all other racial groups in the U.S. have equal protection under the 14th Amendment. The systematic exclusion of persons of Mexican ancestry from juries violated the Constitution. Example of Effects (Mexican Americans could not be excluded from participating in juries) • White v. Regester (1973) – case in which a District Court challenged the 1970 Texas reapportionment of legislative districts; Court decided that the restructuring discriminated against different groups in various districts

26. Class Discussion Look at the following voting district map, besides of ethnicity how else do you think this map up?

27. Actions to Expand Economic Opportunities • Great Society – set of domestic programs designed to eliminate poverty and racial injustice • Programs under Great Society • Medicare • Head Start • Upward Bound

28. Affirmative Action – means positive steps taken to increase the representation of women and minorities in areas of employment, education, and business from which they have been historically excluded.

29. Class Discussion In what areas have affirmative action helped women and minorities? How do some people justify calling affirmative action reverse discrimination?

30. Federal Housing Authority – improve housing standards and conditions; insurance of mortgages

31. Groups That Wanted to Expand Political and Economic Rights • Several advocacy groups have expanded economic opportunities and political rights. • Examples of groups include: • NAACP – National Association for the Advancement of Colored People • The Black Panthers • LULAC – League of United Latin American Citizens • American Indian Movement • NAWSA – National Ame31rican Woman Suffrage Association • NOW – National Organization for Women • United Farm Workers

32. Contributions of Women to Civil Rights and American Society • Eleanor Roosevelt- First Lady, appointed by President Truman as a delegate to the United Nations General Assembly and became the first chairperson of the preliminary United Nations Commission on Human Rights, fought for women’s equality and minority groups such as African Americans

33. QUALITIES OF EFFECTIVE LEADERSHIP • Honesty • Fairness • A sense of justice • Responsibility • Willingness to confer with subject matter experts • Decision-making skills

34. Civil Rights Events of the late 20th Century Hate Crime Statistics Act of 1990 • The Hate Crime Statistics Act of 1990 requires the Attorney General to collect data on crimes committed because of the victim's race, religion, disability, sexual orientation, or ethnicity. The bill was signed into law in 1990 by George H. W. Bush." Since 1992, the Department of Justice and the FBI have jointly published an annual report on hate crime statistics.

35. Violent Crime Control and Law Enforcement Act of 1994 • In 1994, the Violent Crime Control and Law Enforcement Act expanded the scope to include crimes based on disability, and the FBI began collecting data on disability bias crimes on January 1, 1997.In 1996, Congress permanently reauthorized the Act.

36. Campus Hate Crimes Right to Know Act of 1997 • The Campus Hate Crimes Right to Know Act of 1997 enacted 20 U.S.C. § 1092(f)(1)(F)(ii), which requires campus security authorities to collect and report data on hate crimes committed on the basis of race, gender, religion, sexual orientation, ethnicity, or disability. This bill was brought to the forefront by Senator Robert Terricelli.

37. Pass Out Read Along

38. Which one of the pictures would people like Dr. Martin Luther King, Jr. and Rosa Parks use to make a case for granting African Americans civil rights?