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Chapter Introduction

Section 1: The Civil Rights Movement

Section 2: Kennedy and Johnson

Section 3: The Struggle Continues

Section 4: Other Groups Seek Rights

Visual Summary

Chapter Intro

The Civil Rights Movement

Essential Question What were the legal and social challenges to racial segregation in the 1940s and 1950s?

Chapter Intro

Kennedy and Johnson

Essential Question How were Kennedy and Johnson alike and different as presidents of the United States?

Chapter Intro

The Struggle Continues

Essential Question What areas of civil rights did groups try to improve in the 1960s, and what methods did those groups use?

Chapter Intro

Other Groups Seek Rights

Essential Question How did the civil rights movement affect minorities other than African Americans?

Chapter Time Line

Chapter Preview-End

Section 1-Essential Question

What were the legal and social challenges to racial segregation in the 1940s and 1950s?

Section 1-Key Terms

Content Vocabulary

• segregation

• integrate

• boycott

• civil disobedience

Academic Vocabulary

• discriminate

• civil

Reading Guide

Section 1-Key Terms

Key People and Events

• NAACP

• Thurgood Marshall

• Brown v. Board of Education of Topeka, Kansas

• Rosa Parks

• Dr. Martin Luther King, Jr.

Reading Guide (cont.)

Section 1-Polling Question

When necessary, should the military be used to enforce Supreme Court decisions?

A. Yes

Section 1

Equality in Education

After World War II, African Americans and other supporters of civil rights challenged discrimination in the nation’s public schools.

Section 1

• African Americans had suffered from racism and discrimination since colonial times.

• They fought for equal opportunities in jobs, housing, and education and fought against segregation—the separation of people of different races.

Equality in Education (cont.)

School Segregation, 1950

Section 1

• When change did not come as quickly as desired, African Americans’ determination to end injustices in the United States led to the rise of the civil rights movement.

Section 1

• In the 1950s, lawyers for the NAACP (National Association for the Advancement of Colored People) searched for cases they could use to challenge the laws allowing the segregation of public schools.

• Thurgood Marshall, the chief lawyer for the NAACP, decided to challenge the idea of “separate but equal” established in 1896 in Plessy v. Ferguson.

Section 1

• On May 17, 1954, the Supreme Court unanimously ruled in Brown v. Board of Education of Topeka, Kansas, that it was unconstitutional to separate schoolchildren by race.

• The Court also called on school authorities to make plans for integrating—bringing races together—in public schools.

Section 1

• In 1957, Arkansas governor Orval Faubus called out the state’s National Guard to prevent African Americans from entering a Little Rock high school.

– For the first time since the Civil War, a Southern state defied the federal government.

Section 1

• President Eisenhower sent hundreds of federal soldiers to Little Rock to patrol the school and protect the students.

Section 1

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Who argued against “separate but equal” schools before the Supreme Court?

A. Earl Warren

B. James Farmer

C. George Houser

D. Thurgood Marshall

Section 1

Gains on Other Fronts

The success of the Montgomery bus boycott showed that nonviolent protest could help African Americans secure their rights.

Section 1

• On the evening of December 1, 1955, Rosa Parks, an African American, was told to move to the rear of the bus to make room for a white passenger.

– Parks refused, and at the next bus stop, she was taken off the bus by police, arrested for breaking the law, and fined $10.

Gains on Other Fronts (cont.)

Section 1

• Rosa Parks’s arrest led African Americans in Montgomery to organize a boycott of the city’s buses.

• At a boycott meeting, a relatively unknown Baptist minister, Dr. Martin Luther King, Jr., made an impact on the crowd with his passionate words.

Section 1

• The bus boycott lasted for more than a year, but eventually the Supreme Court ruled that the Montgomery bus segregation law was unconstitutional and the boycott ended.

• With the victory in Montgomery, Dr. King became a leader of the civil rights movement.

• Dr. King used protest methods based on civil disobedience, or the refusal to obey laws that are considered unjust.

Section 1

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What method did African Americans use to fight discrimination on Montgomery buses?

A. Violence

B. Civil disobedience

C. Boycott

D. Strike

Section 1-End

How were Kennedy and Johnson alike and different as presidents of the United States?

Section 2-Key Terms

Content Vocabulary

• poverty line

• Medicare

• Medicaid

Academic Vocabulary

• assign

• consist

Reading Guide

Section 2-Key Terms

• John F. Kennedy

• New Frontier

• Lyndon B. Johnson

• Great Society

• Job Corps

• Civil Rights Act of 1964

Rate your agreement with the following statement: The government should provide health care for American citizens.

A. Strongly agree

B. Somewhat agree

C. Somewhat disagree

D. Strongly disagree A B C D

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Section 2

Kennedy and the New Frontier

John F. Kennedy’s presidency appealed to many Americans who wanted change.

Section 2

• In the presidential election of 1960, Republican candidate Vice President Richard M. Nixon faced Democratic candidate John F. Kennedy.

• Kennedy joined the United States Navy during World War II and was assigned to active duty in the Pacific.

Kennedy and the New Frontier (cont.)

Election of 1960

Section 2

• Kennedy’s political career began in 1946 when he won a seat in Congress from Massachusetts.

– Six years later, he was elected to the United States Senate.

Election of 1960

Section 2

• The turning point in the 1960 election came when the candidates took part in the first televised presidential debates, during which Nixon looked tired and sick while Kennedy appeared handsome and youthful.

Election of 1960

• On January 20, 1961, Kennedy was sworn in as the 35th president of the United States.

Section 2

• Kennedy called for a New Frontier of social reforms.

– He backed federal aid for education and the poor.

– Kennedy also supported civil rights.

Election of 1960

Section 2

• On November 22, 1963, Kennedy was shot and killed as the presidential motorcade rode through the streets of Dallas.

– Vice President Lyndon B. Johnson became president.

Election of 1960

Section 2

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What was the name for John F. Kennedy’s social reform plan?

A. New Deal

B. New Frontier

C. Great Society

D. Civil Rights Movement

Section 2

The Great Society

The Johnson administration expanded Kennedy’s domestic plans with far-reaching programs in many areas.

Section 2

• President Lyndon B. Johnson outlined a set of programs known as the “Great Society.”

• In 1964 President Johnson declared a plan called the War on Poverty, which consisted of programs to help people who lived below the poverty line.

• The Job Corps trained young people seeking work.

The Great Society (cont.)

Section 2

• Among the most important laws passed under Johnson were Medicare—which established a health insurance program for all elderly people—and Medicaid—which provided health and medical assistance to low-income families.

• With Johnson’s backing, Congress passed the Civil Rights Act of 1964, which banned discrimination by race, gender, religion, and national origin in employment, voting, and public places.

The Great Society (cont.)

Section 2

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How did Johnson expand on Kennedy’s plans to help people with low incomes?

A. By establishing Medicare

B. By setting up Model Cities

C. By introducing the Job Corps

D. By pushing through the Civil Rights Act

Section 2-End

What areas of civil rights did groups try to improve in the 1960s, and what methods did those groups use?

Section 3-Key Terms

Content Vocabulary

• sit-in

• interstate

Academic Vocabulary

• register

• emerge

Reading Guide

Section 3-Key Terms

• Ella Baker

• Robert Kennedy

• James Meredith

• George Wallace

• Medgar Evers

• Voting Rights Act of 1965

• Malcolm X

Rate your agreement with the following statement: Racial discrimination still exists in the United States.

A. Strongly agree

B. Somewhat agree

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Section 3

The Movement Grows

New leaders and groups emerged as the civil rights movement took on new causes.

Section 3

• African Americans fought discrimination and racism in the North as well as in the South.

• High school and college students staged sit-ins throughout the nation against stores that practiced segregation.

• Civil rights activist Ella Baker—one of the organizers of the Student Nonviolent Coordinating Committee—was a key player in the civil rights cause.

The Movement Grows (cont.)

Section 3

• Members of the Congress of Racial Equality, known as Freedom Riders, took a bus trip from Washington, D.C., to New Orleans to see if the ruling against segregated bus facilities was being enforced.

• The trip went smoothly until it reached Alabama, where angry whites stoned and beat the Freedom Riders.

Section 3

• The president’s brother, Robert Kennedy, the United States attorney general, asked CORE to temporarily stop the Freedom Rides.

• The Freedom Riders met more violence in Birmingham and Montgomery, Alabama, and were arrested in Jackson, Mississippi.

Section 3

• In the fall of 1961, the Interstate Commerce Commission issued new regulations that banned segregation on interstate buses and in bus stations.

• In 1962, violence erupted when African American student James Meredith enrolled in the University of Mississippi.

– Two people were killed, and federal troops remained at the university to protect him until he graduated in 1963.

Section 3

• In 1963, Alabama governor George Wallace vowed to block the integration of the University of Alabama, but backed down when President Kennedy sent troops from the Alabama National Guard.

• In the spring of 1963, Dr. Martin Luther King, Jr., and the SCLC targeted Birmingham, Alabama, for a desegregation protest.

The Struggle for Civil Rights, 1954–1965

Section 3

• On June 11, 1963, Medgar Evers, the state field secretary for the NAACP, was murdered.

• Days later, the president introduced new legislation giving all Americans the right to be served in public places and barring discrimination in employment.

Section 3

– To rally support for the civil rights bill, Dr. King and the SCLC organized a massive march on Washington, D.C., on August 28, 1963.

– Congress did not pass Kennedy’s civil rights bill until after his death.

Section 3

• During the “Freedom Summer” of 1964, thousands of civil rights workers spread throughout the South to help African Americans register to vote.

• In August 1965, Johnson signed the Voting Rights Act of 1965—which gave the federal government the power to force local officials to allow African Americans to register to vote—into law.

Section 3

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What cause did civil rights workers take on during the Freedom Summer in 1964?

A. Voter registration in the South

B. Enforcement of bus desegregation

C. Integration of Southern universities

D. Discrimination in employment and housing

Section 3

Other Voices

Some African American leaders differed with Dr. King’s strategy of nonviolent protest.

Section 3

• Malcolm X, born Malcolm Little in Omaha, Nebraska, emerged as an important new voice for some African Americans.

– He criticized the civil rights goal of integration, declaring that the best way for African Americans to achieve justice was to separate themselves from whites.

Other Voices (cont.)

Section 3

• Stokely Carmichael advanced the idea of Black Power—a philosophy of racial pride that said African Americans should create their own culture and political institutions.

• The first major urban riots since the 1940s took place in the summer of 1965 in the Watts section of Los Angeles.

– The Watts riot was the first of a series of racial disorders that hit several cities in the summers of 1965, 1966, and 1967.

Section 3

• On April 4, 1968, an assassin shot and killed Dr. Martin Luther King, Jr., setting off riots in more than 100 cities.

Section 3

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Which of the following people was opposed to integration?

A. John F. Kennedy

B. Dr. Martin Luther King, Jr.

C. Medgar Evers

D. Stokely Carmichael

Section 3-End

How did the civil rights movement affect minorities other than African Americans?

Section 4-Key Terms

Content Vocabulary

• feminist

• Latino

Academic Vocabulary

• aspect

• diverse

Reading Guide

Section 4-Key Terms

• National Organization for Women

• Equal Rights Amendment

• Sandra Day O’Connor

• César Chávez

• American Indian Movement

Rate your agreement with the following statement: Women in America have equal rights with men.

A. Strongly agree

B. Somewhat agree

0% 0%0%0%

Section 4

Women’s Rights

The influence of the civil rights movement led many American women to organize and push for greater rights and opportunities.

Section 4

• In 1963 Congress passed the Equal Pay Act, which prohibited employers from paying women less than men for the same work.

• In 1966 feminists created the National Organization for Women (NOW) to fight for equal rights for women in all aspects of life—jobs, education, and marriage.

Women’s Rights (cont.)

Women’s Pay

Section 4

• In the early 1970s, NOW began a campaign for an Equal Rights Amendment to the Constitution; however, not enough states ratified the amendment to make it law.

• In 1981 President Ronald Reagan appointed Sandra Day O’Connor as the first female justice of the U.S. Supreme Court.

Women’s Rights (cont.)

Women’s Pay

Section 4

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Which president appointed the first female justice of the U.S. Supreme Court?

A. John F. Kennedy

B. Lyndon Johnson

C. Ronald Reagan

D. Bill Clinton

Section 4

Seeking Greater Opportunity

In the 1960s and 1970s, Hispanic Americans, Native Americans, and disabled Americans entered the struggle for equality.

Section 4

• In the 1960s, the Latino (often called Hispanic) population sought equal rights.

– Although they share the heritage of the Spanish culture and language, Latinos are a diverse group with different histories.

Seeking Greater Opportunity (cont.)

Section 4

• In the early 1960s, César Chávez organized thousands of farmworkers into the United Farm Workers, which won higher wages and shorter working hours for many farmworkers.

• Latinos formed La Raza Unida to fight discrimination and to elect Latinos to government posts.

• As with African Americans, many Puerto Rican immigrants have faced discrimination in the job market.

Section 4

• Cuban immigrants have settled all over the United States, but the largest number settled in southern Florida, where they have established a thriving community.

Section 4

• Congress passed the Indian Civil Rights Act of 1968, which protected the constitutional rights of all Native Americans.

– Supreme Court decisions in the 1970s reaffirmed the independence of tribal governments and also confirmed Native Americans’ rights to land granted in treaties.

Section 4

• In 1968 a group of Native Americans set up the American Indian Movement, which worked for equal rights and improved living conditions.

• People with physical disabilities also sought equal treatment in the 1960s and the 1970s.

– One law concerned the removal of barriers that prevented some people from gaining access to public facilities.

Section 4

– Another required employers to offer more opportunities for disabled people in the workplace.

– The Education for All Handicapped Children Act asserted the right of children with disabilities to equal educational opportunity.

Section 4

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Why was La Raza Unida formed?

A. To organize farmworkers

B. To demand equal pay for equal work

C. To elect Latinos to government office

D. To extend voting rights to Spanish speakers

Section 4-End

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Vocab1

segregation

the separation or isolation of a race, class, or group

Vocab2

integrate

to end separation of different races and bring them into equal membership in society

Vocab3

boycott

to refuse to use in order to show disapproval or force acceptance of one’s terms

Vocab4

civil disobedience

refusal to obey laws that are considered unjust as a nonviolent way to press for changes

Vocab5

discriminate

to treat unfairly

Vocab6

relating to citizens as individuals

Vocab7

poverty line

a level of personal or family income, below which one is classified as poor according to government standards

Vocab8

Medicare

a social program that helps pay for medical care for the elderly

Vocab9

Medicaid

a social program that gives states money to help those who cannot afford to pay for their hospital bills

Vocab10

assign

appoint

Vocab11

consist

make up of

Vocab12

sit-in

the act of occupying seats or sitting down on the floor of an establishment as a form of organized protest

Vocab13

interstate

across state lines; connecting or existing between two or more states

Vocab14

register

to enroll

Vocab15

emerge

to rise up

Vocab16

feminist

a person who advocates or is active in promoting women’s rights

Vocab17

Latino

American who has come to the United States from or is descended from people who came from Latin America or Spain

Vocab18

aspect

category, feature, or part

Vocab19

diverse

differing from one another

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