Civil Rights in the USA 1945-1968

Question 1

• The impact of World War II on the circumstances of African Americans in the United States

Survey

Answer 1

• Experience of AA’s in the Military:
   In Europe, blacks were welcomed
   The outbreak of WWII US military was segregated
   Navy accepted limited numbers is non- combat positions such as cooks, US Marine and Army Air Corps barred enlistment of blacks
   Early 1941: President Roosevelt banned racial discrimination in defence industries to ensure production needed for WWII.
   African Americans gained more jobs, more access to education, and witnessed how minorities were treated in Europe = better pay, literacy, economic independence, higher expectations
   Serving in the armed forces, many blacks noticed a huge gap in pay and working conditions.
   WWII = inspiration for black people to fight for equality and justice = groups such as CORE and NAACP.

Question 2

• The impact of World War II on the circumstances of African Americans in the United States

Answer 2

• Experiences of AA’s on the Homefront:
   Blacks left the South in search of work and opportunities in North
   1940- half a million AA’s were in search of a job
   African Americans serving in the war served to heighten the awareness of civilian blacks of the gap between their reality and a typical USA
   African Americans found work in the years of WWII, however, employment preference was given to whites
   1940- 100,000 workers employed in aircraft industry, 240 were black (1% to 3%) - Pearl Harbour increased participation in the workforce
   Women- the war gave black people opportunities to work in jobs they never had before
   Although Jim Crow Laws were still existent in the underlying racism
   The integration of workers for the war effort increased tensions and therefore sparked rioting and violence
   For African American civilians, the impact saw economic progress and the first opportunity to vote

Question 3

• The impact of World War II on the circumstances of African Americans in the United States

Answer 3

• The end of the war
   Many African Americans returned from the war in the belief they would get paid for their duties
   One third of the civil rights leaders were veterans - who of which fought for a more inclusive constitution
   President Roosevelt- introduced the G.I BILL 1944 which provided the following benefits to veterans: job counselling, low- interest mortgages, and financial assistance, many blacks were excluded from this bill
   African American men returning to the South were assaulted and killed by white mobs

Question 4

• The extent of racial segregation and various forms of discrimination

Answer 4

• Racial segregation:
   Jim Crow laws were prominent in the state and was referred to as De jure segregation
   The Laws of Jim Crow segregated African Americans in all parts of society

Question 5

• The extent of racial segregation and various forms of discrimination

Answer 5

• JIM CROW LAW EXAMPLES
   Missouri, 1929: separate free schools shall be established for the education of children of African descent; it shall be unlawful for any coloured child to attend any white school or white to attend coloured.
   Alabama: All passenger stations in this state operated by any motor transportation company shall segregate white and coloured.

Question 6

• The extent of racial segregation and various forms of discrimination

Answer 6

• Voting Discrimination:
  15th Amendment of Us Constitution prohibited federal gov from denying a citizen he right to vote based on race or colour.
  Examples:
   Poll tax: African American citizens were taxed at the polls, most not being able to afford the tax, thus preventing them from being able to vote
   Literacy tests: states required citizens to pass literacy tests- this again had an unequal impact on AA’s due to their minimal education
   Violence: violence and intimidation were used to deter the black voters from registering to vote and attending poll booths.

Question 7

• The extent of racial segregation and various forms of discrimination

Answer 7

• Violence and Lynching’s:
   John Carter- 1927 was accused of striking two white women in Little Rock and was forced to jump from an automobile with a nose and was then shot 200 times.
   John Griggs- 1934 was accused with associating with a white woman, he was hanged, shot 17 times and his body was dragged behind a car through the town for hours.

Question 8

• The extent of racial segregation and various forms of discrimination

Answer 8

• Education:
   Southern schools were racially segregated
   Historian Davison Douglas- “between 1910 and 1940, the number of segregated schools in the North dramatically increased”
   Most Southern states excluded AA’s from public higher education institutions, they had to use separate libraries, café’s and sit in marked areas during lectures.

Question 9

• The extent of racial segregation and various forms of discrimination

Answer 9

Military:
AA’s that joined the US Army were segregated in all- black units commanded by white officers and assigned noncombat roles. US Navy AA’s made up less than 6% of navy personnel and were restricted to low level duties.

Question 10

• The extent of racial segregation and various forms of discrimination

Answer 10

• Housing/ jobs:
  Many left the Southern states in search of a better life. Many places started using ‘restrictive covenants’ where white property owners were not to sell to blacks. Cities and towns created ‘sundown towns’ which were white supremacist neighbourhoods that heavily intimidated non- white citizens through signs typically reading “Nigger, don’t let the sun go down on you in this town”.
   African Americans were overrepresented in low paying jobs and during the Great Depression 50% of AA’s were unemployed compared to the 25% of the general population.
   Black teachers earned 40 to 50% of white teacher’s salary.

Question 11

• The extent of racial segregation and various forms of discrimination

Answer 11

• The Green Book:
  When driving interstate in towns with unfamiliar locals, AA’s ran into institutionalised racism from locals, restaurants that refused to accommodate and serve, hostile sundown towns. These books were created to help black Americans travel safely through segregated areas during Jim Crow. The Green Book had 100 pages filled with restaurants, attractions, hotels, and homes these AA’s could visit.

Question 12

• Struggles for civil rights, including:

Focus

Answer 12

• Formation and role of groups supporting civil rights and their ideas for change

National Association for the Advancement of Coloured People (NAACP): Founded in 1909 in response to lynching’s and race riots in Illinois. Aimed to achieve equality through political agitation. Gained publicity after protesting against KKK film ‘the Birth of a Nation’. Focus: desegregation of schools, universities, and public spaces. Brown v. Board of Education decision.

Congress of Racial Equality (CORE): Chicago in 1942. Non-violent, civil disobedience, initially targeted segregated restaurants and businesses, instigated sit-ins. However, murder of CORE workers in Mississippi Freedom Summer and assassination of MLK led to militant approach, they were a part of the Freedom Riders.

Southern Christian Leadership Conference (SCLC): Atlanta, 1957 from Montgomery Bus Boycott. Focused on local, community level activism (grassroots activism). Led by MLK as president. Always emphasised non-violence and aimed to elevate black economic status, focusing on jobs, literacy, voting and community programs.

Student Nonviolent Coordinating Committee (SNCC): Emerged from Greensboro sit-ins (direct action) in 1960, key roles in the NAACP, SCLC and SNCC. Valued non-violence and challenged politicians and public (civil disobedience and political agitation). Gained support after Freedom Rides and played organisation of Mississippi Freedom Summer 1964 to campaign for. However eventually became more militant and ineffective by the 1970s.

Chicago Housing Activists: white racists who were actively against inclusion of blacks in homeownership. Violence and civil disobedience- bombed their homes on the wrong side of the racial boundaries. Intended to keep the Black Americans in Ghettos.

The Black Panthers and Black Power: Emerged in 1960s-70s due to increasing violence against blacks, had more militant and violent ideologies. Brought media attentions to their cause from across the nation.

The Nation of Islam: belief: whites were a race of devils, direct action, Malcom X was chief spokesmen.

Question 13

• Struggles for civil rights, including:

Answer 13

• The efforts of Marin Luther King to achieve change for African Americans

King sought equality and human rights for African Americans. His efforts included:

 Montgomery Bus Boycott, 1955-56. King led the boycott – this protest established King as a leader of the Civil Rights Movement. The boycott ended on 20 December 1956 with the U.S. Supreme Court ruling that segregation on public buses was unconstitutional.
 King formed the Southern Christian Leadership Conference (SCLC) in 1957, just after the Montgomery Bus Boycott ended. SCLC’s aim was to advance the cause of civil rights in the United States through non-violent means.
 Birmingham Campaign, 1963. King led the effort to end Birmingham, Alabama’s, segregated and discriminatory economic practices. The campaign pressured local businesses to desegregate through sit-ins and marches. The campaign was successful as businesses and restaurants were opened up to African Americans.
 March for Jobs and Freedom, Washington, 28 March 1963. The aim of the march was to gain civil and economic equality for African Americans. This march was important in the passage of the Civil Rights Act of 1964, which eliminated legal racial segregation in the United States.
 Selma to Montgomery (Alabama) March in 1965. This was a march for voting rights, led by King. The march contributed to the passage of the Voting Rights Act of 1965.

Question 14

• Struggles for civil rights, including:

Answer 14

• The methods employed by civil rights movements in the United States across the period: local and national boycotts, direct action, and political agitation

Direct Action:
 A form of activism in the 1950’s and 60’s
 Direct Action took the peoples discontent directly to the streets and instead of suing they protested ⇒ At the heart of non- violent movements
 Peaceful forms of Civil Disobedience, protestors could force government to hear their grievances
 Examples: protests, marches, rallies, boycotts, sit ins, freedom rides.
Legal and Political Agitation:
 Brown v. Board of Education (Charles Brown vs the Board of Education in the fight for desegregation of the school system)
 A demonstration (protest), political activities in which an agitator urges people to act- disruption to provoke government.
5 main strategies and examples:
Boycott: A peaceful protest where people refuse to buy or use certain goods
 Montgomery Bus Boycott- Rosa Parks 1955
Sit ins: sitting down in a public place and refusing to move
 Reverend Theodore Roosevelt Thompson went to Dallas lunch counter and refuse to move
Civil disobedience: non- violent refusal to obey law, most acts of Civil Rights is categorised under civil disobedience
 Freedom Rides 1961- travelled to South to break law
Marches: People march for a cause
 The March on Washington- MLK ‘I Have a Dream’ 1963
Violence: Violence to promote ‘black power’

Question 15

• Struggles for civil rights, including:

Answer 15

• Martin Luther King and Malcom X: beliefs, aims and methods

Martin Luther King
Wanted to empower African Americans through non-violent, peaceful methods- Marches (Washington), non- violent protest, speeches (I have a dream)
 MLK: ‘Love is the only force capable of transforming an enemy into a friend.’
 MLK: ‘We must love our white brothers no matter what they do to us.’
Triple evils (racism, poverty, militarism) could only be beaten by the principles of non-violence (e.g. non-violence is courageous, chooses lover over hate, etc.) and the steps of non-violent social change. Towards the late 60s, he wanted to expand the civil rights movement to broader social and economic issues, and other marginalised groups such as Hispanics (this caused controversy).
Martin Luther King was a Baptist Minister and a social/ civil rights activist in the United States in during the 1950’s-60’s. He was the leader of an American Civil Rights Movement including the March on Washington. He sought to equality and human rights for African Americans.

OUOTE: MLK- ‘Love is the only force capable of transforming an enemy into a friend.’ Historian quote: V Sanders- ‘[MLK] always gained national attention… his ability to inspire was peerless… made a massive contribution to the black cause…’

Beliefs:
 He believed in the empowerment of African Americans through non- violent methods.
 His Christian background led him to believe “everyone is equal”.
 He believed in the end of segregation and discrimination to overturn the systematic segregation and racism across Southern United States, through civil disobedience and direct non-violent action.
 God is on the side of civil rights.
 There should be equality between whites and blacks.

Aims:
 Towards the late 60s, he wanted to expand the civil rights movement to broader social and economic issues, and other marginalised groups such as Hispanics (this caused controversy).
 To raise awareness about racism, racial discrimination & segregation so that America could end it.
 He aimed to raise public awareness of these issues and aim for wider love and peace.

Methods: non- violent protest and mass action
 Speeches— ‘I have a dream’, 1963 = spread ideology of non-violence and inspired people
 Boycotts—Role in Montgomery Bus Boycott
 Marches = huge publicity = change
o Birmingham marches—1963
o Detroit Walk to Freedom—1963, 130,000 people
o March from Selma to Montgomery for voting rights—1965, state troopers attacked marchers in ‘bloody Sunday’. Sympathy marches followed, spurred passing of 1965 Voting Rights Act.
Criticisms
 Non-violence brought change too slowly (divided cause as they disagreed on strategy)
 Claimed prominence where he was unimportant
 Intolerant of views of others (e.g., Malcolm X, Stokely Carmichael)
Malcom X
Malcolm X was African American minister, human civil rights activist and prominent Black nationalist leader who served as a spokesman for the Nation of Islam during the 1950- 60s. Until his 1965 assassination, he vigorously supported Black nationalism.

QUOTE: Malcolm X- ‘Be peaceful, be courteous… but if someone puts his hand on you, send him to the cemetery.’
Beliefs:
 Whites are devils, segregation is natural, blacks are superior
 Advocated black nationalism, self-determination.
 Member of the Nation of Islam
 Non-violence was ridiculous, March on Washington is a ‘circus’

Aims:
 Empower blacks to defend themselves and control their own fate.
 Reconnect blacks with their heritage.
 Return blacks to African homeland.

Methods:
 Speeches and rallies (e.g., ‘Any Means Necessary’ speech)
 Violent self-defence.
 Pursuing freedom through action, violent revolution, and self-defence.
 Empowering black people (raised self-esteem and confidence)

Criticisms:
 Part of a sexist and anti-Semitic organisation.
 Too militarist, violent, hated white people.
 Become ‘soft’ after conversion.

Question 16

• Struggles for civil rights, including:

Answer 16

• The opposition to civil rights: the Ku Klux Klan, the White Citizens’ Council

Ku Klux Klan:
Who were they: The KKK (Ku Klux Klan) was a white supremacist hate (protestant nativists- Christian values) group which aimed to return to the notion of Americanism.
What: This group opposed: racial equality, integration, black voting, black people, Catholics, communists, foreigners. At its peak in the 1920’s the group exceeded 4 million people.
Why: The group is heavily driven by the strive for white racial superiority, they employed violence to rebel against the government’s progressive reconstruction of the African Americans in the South.
When:
 1920’s: peaks and becomes highly influential organisation- prohibition and anti- Semitism at the core
 1951: Members of the Ku Klux Klan firebomb the home of NAACP Florida executive director Harry Tyson Moore.
 1964: They firebomb the ‘black’ churches and then carry out two murders of civil rights activists
Where: Southern United States
Who: The group was founded by David Duke in 1865. Former Confederate General Nathan Bedford Forrest was the KKK’s first grand wizard. Opposed Blacks, Jews, Catholics, and southern European immigrants.
Methods (how): beatings (of blacks and black supporters), torture, lynching’s, threats (e.g. crosses on doors/burning crosses in yards). The group adopted heavy actions of violence and intimidation against African Americans.
Specific examples: Emmet Till: a 14-year-old boy who was lynched in Mississippi in 1955 who was accused of offending a White women’s family.

The White Citizens Council:
Who were they: In response to the 1954 Brown v. Board of Education (significant in the creation of this group and a monumental moment in American History) decision ending school segregation, white segregationists throughout the South created the White Citizens’ Councils (WCC). This group considered themselves above the KKK and other White supremacists (“Uptown clan”). Membership peaked at 250,000 in 1957.

Who: Leadership of Robert B. Patterson Membership of people was of educated, professional, religious, middle-class people. They viewed themselves as the ‘preservers’ of the region.

What: The organisation-maintained segregation and white supremacy in the South.
Why: The Citizens’ Council saw the ‘Brown’ decision as a direct threat to Southern white autonomy (sovereignty) and detrimental to the Southern moral culture.
When: first formed 11 July 1954.
Where: The Citizens’ Councils were an associated network of white supremacist organizations in the United States, concentrated in the South.
Specific examples: Brown vs Board of Education: a watershed decision and moment in American history. On May 17, 1954, in an unprecedented decision, the Supreme Court abolished legal school segregation. This decision set in motion the decades or organised, white opposition in the Southern states. (Often named ‘black Monday’ by southern whites)
Methods (how): Interrogation, violence, spying FBI (of black citizens), Targeted the NAACP, sacking/endangering members. Social, economic, and political pressures lead to the shift in election outcomes.

Question 17

• Key events of the civil rights movement, including:

Answer 17

• Montgomery Bus Boycott and the role of Rosa Parks

Who: African American activist – Rosa Parks
When: 5th December 1955 – 20th December 1956
Where: Montgomery, Alabama, United States
What: Respected African American women and activist, Rosa Parks was arrested and fined after the refusal to give up her seat to a white passenger on a racially segregated bus in Montgomery December 1st, 1955. Following this event civil activist called for a boycott of the discriminatory Bus system.
Why/Causes: Following this significant event, Rosa Parks called for a revolutionary boycott of segregated public transport, to intentionally protest racist views and advocate for the equal inclusion and treatment of the African American race. African Americans joined in protest and refused to ride public transport. First large- scale demonstration against segregation in the U.S.
How + Outcomes:
 The boycott was fuelled by over 40, 000 African Americans (three quarters of the cities bus riders) who walked, rode in taxis and carpooled in protest for 381 days- until December 21st, 1956, when buses were integrated
 Lead to the rise of charismatic, young civil rights figure Martin Luther King
 Parks was fired from her job, boycotters were arrested for conspiracy/speeding, faced violence, black churches and activist leader’s houses were bombed (MLK).
 Significance: Gained national/international attention, moral boost, justified NAACP courts strategy, justified non-violence, and organisation, boosted northern support.

Question 18

• Key events of the civil rights movement, including:

Answer 18

• The desegregation of the Little Rock High School

Who: African Americans students known as the ‘Little Rock Nine’ Minnijean Brown, Terrance Roberts, Elizabeth Eckford, Ernest Green, Thelma Mothershed, Melba Patillo, Gloria Ray, Jefferson Thomas, and Carlotta Walls.
When: September 1957
Where: Little Rock Central High School
What: Desegregation: the act of ending the policies of racial segregation.
 Segregation laws until 1954 restricted black students from attending as white students, however, in 1954, the United States Supreme Court outlawed segregation and began the desegregation of Little Rock High School with the first African American students known as ‘The Little Rock Nine’.
 All Nine students were protected and escorted by the 101 st Airborne Division of the national guard on their first day, September 1957.
Why/Causes: United States Supreme Court outlawed segregation and the increasing protest for rights and freedoms of African Americans, that including the access to education.
Brown vs Board of Education- Charles Brown wanted to send his daughter to a white- only school, Justice Warren argued that segregation was unconstitutional- schools were ordered to desegregate.
How + Outcomes:
 White only schools must now be open to African America students
 School board of Little Rock High accepted and allowed for the integration
 One particular student, Elizabeth Eckford attended alone and was faced with: an angry mob, harassment, spat on, threatened with weapons and shouted at- “Lynch her!”.
 Significance: Publicised extent of racism and violence in the South, gained the civil rights cause international and federal support and ultimately the Little Rock Nine succeeded in integrating into the high school and went on to graduate.

Question 19

• Key events of the civil rights movement, including:

Answer 19

• Freedom Rides

Who: 1000 bi-racial student activists from the Congress of Racial Equality (CORE)
John louis – one of the first thirteen
When: Left May 4th, 1961
Where: Left Washington D.C May 4th, 1961, headed for New Orleans, Virginia, Rock Hill, South Carolina (violence).
What: The Freedom Riders were a group of civil rights activist students both white and African American who participated in the Freedom Rides through American South 1961. Approximately 1000 students underwent bus trips around the deep south in protest. More specifically, the 1961 Freedom Riders included: 13 people7 black and 6 white.
Why/Causes: Freedom riders attempted to use ‘whites- only’ restrooms and lunch counters at bus stations in Alabama. The 1961 rides sought to reach New Orleans, Louisiana on May 17th to commemorate the seventh anniversary of the Supreme Courts Brown v. Board of Education decision. The Freedom Riders dramatically demonstrated that some Southern States were ignoring the U.S Supreme Courts mandate to desegregate the Bus terminals- trying to fight Jim Crow Laws.

How + Outcomes:
 May 14, they were faced with an angry mob of 200 white people- they threw a bomb into the bus; the riders escaped the bus as it burst into flames only to be brutally beaten by mob members.
 This civil rights movement was significantly instrumental and soon after Charles Perkins began the freedom rides in Australia
 Helped advertise the Voting of Black citizens
 Non- violent, intentions were written on the side of the ‘greyhound’ bus
 Significance: Drew international attention (effective) and hundreds of new supporters, forced government to act -> anti-segregation regulations issued in 1961, drew mixed racial support.

Question 20

• Key events of the civil rights movement, including:

Answer 20

• March on Washington

Who: organised by the “Big Six” leaders of the civil rights movement: A. Philip Randolph, Whitney M. Young Jr, Martin Luther King Jr, James Farmer, Roy Wilkins, and John Lewis. Bayard Rustin was chief organiser NAACP and SCLC
When: 28th August 1963
Where: Washington D.C, United States. In front of the Lincoln Memorial, in the national park
What: On August 28th, 1963, more than 250, 000 demonstrators took part in an interracial assembly for the march on Washington for jobs and freedoms in the nation’s capital. Martin Luther King delivered his 16 minute ‘I have a dream speech’- “children in the nation would not be judged by the colour of their skin but by the content of their character”. The crowd was uplifted by the emotional strength and prophetic quality of his deliverance as the face of the CRM.

Why/Causes: The event was driven to demand equal justice for all citizens under the law and large-scale march for political and economic justice for African Americans. Philip Randolph (elder civil rights statesman) and the SCLC merged their protest ideas into one mass protest to highlight the need for legislation banning segregation.
Lincoln memorial in May 1957, ironically, on the third anniversary of Brown v. Board of Education
How + Outcomes:
 3000 members of the press were present- His speech was recorded on television stations across the country and socially promoted by badges and flyers.
 Created a new national understanding of the problems of racial and economic injustice
 There were musical performances by Bob Dylan, Mahalia Jackson
 The march was successful in pressuring the administration of John F. Kennedy to initiate a strong federal civil rights bill in congress…. President Lyndon B. Johnson passed the Civil Rights Act of 1964- this act prohibited the discrimination in public places, provided for the integration of school and public facilities, made employment discrimination illegal and the Voting Rights Act 1965.
 Significance: United civil rights groups, brought huge publicity and attention, gained respect through organisation/unity, arguably helped pass 1964 Civil Rights Bill. However, a black church was bombed only a week later, and KKK membership and violence increased.

Question 21

• Key events of the civil rights movement, including:

Answer 21

• ‘Mississippi Freedom Summer’ of 1964

Who: Organised by the Council of Federated Organisation (COFO) and (SNCC, CORE, NAACP and SCLC) SNCC – Student non-violence coordination committee.
When: June 1964
Where: Mississippi, United States
What: The Mississippi Freedom Summer of 1964, or the Mississippi Summer Project, was a voter registration drive aimed at increasing the number of registered black voters in Mississippi. Over 700 mostly white volunteers join African Americans in Mississippi to fight against voter intimidation and discrimination at the polls. 50 Freedom schools were established for community organising but only 1600 African Americans were registered (fewer than 7%)- this even lasted approximately ten weeks and seeked support from the North.
Why/Causes:
 The Democratic National Convention refused seats to representatives through COFO (council of Federated organisations). State laws banned leafleting/picketing, KKK and police numbers were increased.
 When 3 activists went missing June 21, 1964, the police, FBI and Justice Department didn’t initially act. FBI eventually investigated and found the activists beaten and killed- their bodies were not discovered until 6 months later.
 White Citizen’s Councils foreclosed mortgages, fired blacks, stepped up segregation. Discriminatory tests at the voting polls- exclusion from education meant they could not pass

How + Outcomes:
 Raised the consciousness of millions of people to the light of African Americans and need for change
 Violence: over 1000 arrested, six murdered, dozens of black churches and homes destroyed.
 Public shame in newspapers, Intimidation, killing, terrorisation
 President Lyndon B. Johnson passed the Civil Rights Act of 1964 in congress and signed the Voting rights act in 1965- this banned discrimination in voter registration and prohibited segregation.
 Significance: Raised awareness/national attention, pushed many towards radical/Black Power movements passed Civil Rights Act and Voting Rights Act.

Plessy v. Ferguson Case (1896)
⇒ Plessy (black shoemaker) was arrested for boarding a ‘whites only’ train carriage.
⇒ He argued that segregation was unconstitutional, but Supreme Court ruled that segregation was not discriminatory because blacks were racially inferior (less than).
⇒ Segregation was made official and the ‘separate but equal’ doctrine became popular

Brown v. Board of Education (1954)
⇒ Charles Brown wanted to send his daughter to a whites-only school (closer to their home) but she was denied.
⇒ The NAACP (National Association for the Advancement of coloured people) and Chief Justice Warren argued that segregation was unconstitutional and that separation psychologically harmed black kids.
⇒ The Supreme Court agreed, destroying the constitutionality for segregation (no more separate but equal) and proving effectiveness of gradual legal approach.
⇒ Schools were ordered to desegregate.

Murder of Emmett Till (1955)
⇒ 14-year-old Emmett Till from the North while in Mississippi.
⇒ He was claimed to have catcalled a female shop clerk (who admitted in 2017 that he didn’t) was later kidnapped by the clerk’s husband Bryant, and his half-brother Milam.
⇒ They beat him with a pistol (he was disfigured beyond recognition), shot him, and threw his body in a river with a 32kg fan tied around his neck.
⇒ The following trial (in front of an all-white jury) found Milam and Bryant not guilty, and they even sold their confession story to Look Magazine.
⇒ Till’s mother had an open casket funeral to show the world what happened = international and national attention.

Question 22

• Key events of the civil rights movement, including:

Answer 22

• The assassination of Martin Luther King

Background (who)
Dr. King faced mounting criticism from young African American activists who favoured a more confrontational approach to seeking change. MLK is an African American civil rights activist who became the most visible spokesperson and leader in the civil rights movement from 1955.
When (when was it)
Martin Luther King, Jr. was assassinated in Memphis, Tennessee, on April 4, 1968, at 6:05 p.m.
Where (location and setting)
King was assassinated in Tennessee on the balcony outside room 306 at the Lorraine Motel in Memphis.
Why
He received death threats at his civil protest in support of the sanitation workers strike for the equal treatment of Black Americans. King was known for his outspoken persona for the rights and equality of African Americans, this sparked strong minded opposing opinions and violence/ hate against his views.
How (how did he die)
King was shot by a rifle in the lower side of his jaw whilst standing on his second-floor room by a sniper during his speech at the Mason Temple Church. James Earl Ray fired the shot from the second-floor bathroom of the boarding-house and then dumped the hidden weapon in front of another building.
Who (who killed him)
James earl ray, Ray pleaded guilty to the murder of King on March 10, 1969.
What (what was he known for and the methods he used)
King had led the civil rights movement since the mid-1950s, using a combination of impassioned speeches and nonviolent protests to fight segregation and achieve significant civil rights advances for African Americans, of which, King sought to widen his appeal beyond his own race. King worked to form a coalition of poor Americans—black and white alike—to address such issues as poverty and unemployment.
Impact (what was the initial impact upon hearing the news)
Following the news of Martin Luther King’s death people were initially shook from all walks of life. His death was felt across the nation and made racial events difficult and spike in the following years to uphold King’s legacy. Ultimately, the assassination led to an outpouring of anger among black Americans, as well as a period of national mourning, during this time there was a spark in rioting of more than 100 cities around the country.

Historical quote: Martin Luther King speech: “I’ve seen the promised land. I may not get there with you. But I want you to know tonight, that we, as a people, will get to the promised land”

Question 23

• Achievements of the civil right movement, including:

Answer 23

• The nature of social and political change

Goals of the Civil Rights Movement:
 Civil Rights Movement sought to restore for African American the rights of citizenship guaranteed by the 14th and 15th Amendments that had been eroded by Jim Crow Laws.
 The CRM was ultimately a struggle to achieve civil rights equal to those of whites, equal opportunity in:
- Employment
- Housing, and education
- Right to vote
- The right of equal access to public facilities
- The right to be free of racial discrimination
Social change
Education:
 1954 the Brown v Board of Education US Supreme Court (highest decision) denied the right of states to run separate but equal education systems
 Racial Integration within the Education system sparked strong resistance (rioting, protesting) - E.G., 1957 Little Rock Nine case
 In the 1960’s US Courts had struck down the last of Southern states’ resistance to racially integrated schools
Travel:
 Jim Crow states (not effective in every state) local laws segregated blacks and whites on public transport
 Trains- there was separate rail carriages, waiting rooms and ticket offices; on buses blacks sat at the back and gave up their seats to whites on demand.
 Segregated washrooms at gas stations; roadside rest areas
 E.G. Montgomery Bus Boycott 1955 and the Freedom Rides 1961 dramatically challenged these laws and under the Civil Rights Act 1964, Jim Crow Laws that enforced segregation were struck down.
 The final edition of the Green Book was published 1966- this outlined the ‘safe zones’ that African American families could visit and places that would accept this race.
The Military:
 African Americans who served in the US Army were segregated in all- black units commanded by white officers
 AA’s who served in the US Navy were assigned exclusively to low- level duties and AA’s could not enlist in the US Marines or US Air Force.
 1954 there were no segregated units in the US Armed forces and AA’s were allowed a promotion to all branches of the Military.
Restaurants/ theatres and accommodation:
 1945 Jim Crow Laws legalised segregation in public places seen on signs saying coloured only or white only
 Greensboro sit-ins initiated by 4 African Americans university students in 1960 challenged public segregation- they inspired protests where students across the South protested segregation in libraries, parks, beaches, theatres, restaurants and shops.
 The passing of the Civil Rights Act 1964 ended legally enforceable segregation when it forbade discrimination on the basis of race, colour, religion and national origin in public places
Violence/ Lynching’s:
 Ku Klux Klan- resistance to the dismantling of the Jim Crow Laws (E.G. The Freedom Rides, Freedom Summer, the assassination of MLK)
 The efforts of key civil activist figures saw a decline in lynching and growing outrage as race- based murders (Emmett Till and the Mississippi Three)
 KEY EXAMPLES: The change in authority action in race- based murders/ lynching’s 1934- lynching of Claude Neal when the Department of Justice refused to act (victim was kidnapped, transported across state and tortured to death 1959- lynching of Mack Parker when It prompted FBI investigation involving 60 agents
Marriage:
 Laws prohibited mixed- race marriages- mostly Southern states
 1948- the California Supreme Court ruled that the states ban in interracial marriage violated the 14th Amendment
Housing and employment:
 1945- Housing/ neighbourhood segregation was legal in Southern states under the Jim Crow Laws
 Northern Cities there was both institutional and de Facto segregation that excluded the home ownership of blacks
 Done through covenants, income differences, discriminatory practices by real- estate agents and banks
 Raced based housing patterns emerged in 60’s
 1970- one 5% of AA’s lived in suburbs
 MLK’s Chicago Campaign showed how resistant white neighbourhoods were to change
 AA’s were trapped in Ghettos, unable to break out of a cycle of low-income work and restricted education opportunities
 Lyndon Johnson’s War on Poverty addressed these issues
 April 1968 the Fair Housing Act was passes in congress – the act prohibited discrimination concerning the sale, rental and financing of housing based on race, religion, national origin and sex.
 1950- 1980, the total black population in America’s urban centres increased from 6.1 million to 15.3 million
Sport and Entertainment:
 De facto segregation that operated in major sports began to break down- 1947 the Boston Dodgers signed up Jackie Robinson who became the first black player in Major League Baseball
 1950- the NBA (National Basketball League) integrated with Chuck Cooper- first black player
 Alabama would not compete against teams with black athletes
 Muhammad Ali was stripped of his heavyweight championship title because he refused to fight in the Vietnam war (“ No Viet Cong ever called me ‘nigger’”)
 Entertainment: Roles in film production for AA’s were; butlers, bus drivers, labourers, maids and mammies.

Black Pride:
 Black pride was a key element in Black power ideology which is the pride in African identity and heritage.
 Black pride manifested in fashion, in music, in art, in education, in political involvement, they called for black studies and black history programs. Young African Americans stopped straightening their hair and whitening their skin and began wearing African inspired fashions (dashiki and buba)
 Aretha Franklin and James Brown expressed black pride in songs and literature

Political Change
 15th Amendment of the US Constitution prohibits the federal or any state government from denying a citizen the right to vote based on that person’s race, colour, or previous condition of servitude
 1940- only 3% of voting age African Americans living in Southern states were registered to vote
 Measures put in place to restrict them: Literacy tests, poll taxes, property tests, violence, and intimidation
 Freedom summer of 1964 and freedom votes of 1963 and 64 attempted to change
Civil Rights Act 1965 (known as the Voting Rights Act 1965)- increased voter registration
o Three- fifths of Southern Black adults had registered to vote
o Mississippi- black registration jumped 6.7% to 59.4%
o Alabama- 23% to 53%
o 1970- the number of black elected officials was over 700
o The Voting Right Act re- franchised black southerners and democratised the South- it ended the era of Jim Crow
o 1964- 1968: Southern African American voters tripled
o Combination of federal power and grassroots activism helped generate rise in black participation
o Laid the basis for progress by building solidarity among blacks- created strength to confront white segregationists

Question 24

• Achievements of the civil right movement, including:

Answer 24

• The significance of legislative change, the Civil Rights Act (1964) and the attitudes of US presidents

JIM CROW LAWS: Jim Crow Laws were state laws, and this meant that discrimination against African Americans in Jim Crow states was legal.

American government: 
o	Legislature (congress) 
o	Executive (president) 
o	Judiciary (Supreme Court) 
o	Roughly equal in power and can block each other’s

CIVIL RIGHTS ACT OF 1964

Who: President Lyndon Baines Johnson
What: The act forbade discrimination on the basis of colour, race, religion, and national origin: in public places; swimming pools, libraries, public schools, businesses, theatres, hotels and restaurants. It set up an Equal Employment Opportunity Commission.
When: 1964, July 2nd
Why: To end segregation and discrimination across the United States and provide equal opportunities to all citizens and minorities. The Civil Rights Act during this time was of significant importance in Americans Social and Political development.
How: Forbade discrimination, gave the Federal Government the power to initiate the desegregation of schools. (E.G. US supreme court 1954 Brown v. Board of Education)

The Civil Right act of 1964 was seen as a landmark decision in the struggle for civil rights focus study) and laid the groundwork in creating social change in later years. Eligible black population increased from under 7% in 1965 to more than 70% in 1967

HARRY S TRUMAN 1945-1953
Brief context:
o President after FDR- post WWII
o Authorized first use of nuclear war fare (Hiroshima)
o First president to support civil rights movement
o Could have been expected to do less- took political risks
o Supported early CRM because he felt it was the morally correct thing to do.

Achievements:
o Dropped the first atomic bomb on Japan, Hiroshima August 6th 1945.
o 1946- set up the Presidential Committee on Civil Rights
o Put a black judge on the Federal Court
o July 26, 1948 issued two executive orders:
- Outlawed segregation in the armed services
- Desegregation of federal work force

Evaluation:
o His measures took too long due to heavy opposition and lack of Congress support
o Somewhat significant- progressive for time period.

DWIGHT D EISENHOWER 1953-1961
Brief context:
o Little interest in Civil Rights- typical southerner
o Feared losing congress support
o Eisenhower worked to desegregate and outlaw discrimination in various public places
o Remained silent on the murder of Emmet till by the KKK and the Montgomery Bus Boycott
o Failed to demonstrate leadership on civil rights issues
o Gradualist- he firmly believed that changes in individual hearts and minds more than law
o Avoided changing contemporary thinking
o Unwilling use of authority
o didn’t support Brown v. Education
o deployed 1000 troops of the 101st Airborne division to Little Rock to protect the Little Rock Nine.

Achievements:
o Civil Rights Act of 1957- first piece of legislative change in 82 years to pass law
o Civil Rights Act of 1960- aimed to strengthen 1957 act and address the discriminatory practices in the South

Evaluation:
o	Less than enthusiastic
o	Remained silent on historical events
o	His attempted Civil Rights Acts had little impact on the movement 
o	Minimally significant

JOHN F KENNEDY 	1961-1963
Brief context:
o	Served in South WWII 
o	Assassinated November 22 nd , 1963
o	Reluctant to become involved in the 1961 Freedom rides- did not intervene when the riders were arrested and jailed on breach of the peace charges
o	Opposed direct and violent action
o	Avoided losing congress support

Achievements:
o Instructed the Department of Justice to enforce the Civil Rights Acts of 57 and 60 more vigorously than Eisenhower
o 1962- sent Federal Marshals to Ole Miss to ensure the enrolment of James Meredith
o 1963- forced the desegregation of the University of Alabama
o Created Committee on Equal Employment Opportunity
o Introduced the 1964 Civil Rights Bill- his assassination deprived him of the chance to sign this act

Evaluation:
o	Only acted in response to activists when disappointed by lack of action 
o	Slowed by Southern politicians 
o	Slow action – showed reluctancy 
o	Cut short by assassination 
o	Somewhat significant- made some change

LYNDON BAINES JOHNSON 1963-1968
Brief context:
o President following Kennedy’s assassination
o Passed the Civil Rights Act of 64 in memorial of JFK
o 1964 Act was of major importance to Americas Political and social development
o He opposed the immorality of the social structure within America
o Aim- to advance America’s society through the forward action of the Civil Rights Act (1964)
o Believed in the resolution of racial problems
o Genuine commitment
o More serious than any other president - Supported Brown v. Board of Education (54)

Achievements:
o 1964- signed the Civil Rights Act 1964 that was first introduced by JFK
o Civil Rights Act of 1965- (Voting Rights Act)- Ensured the equal political voice of African Americans and their ability to vote in elections and not be restricted according to race based discrimination.
o Civil Rights Act of 1968- (Fair housing Act)- Prohibited discrimination in housing and advertisement based in race, colour, religion and national origin by landlords, banks and real estate agents.
o Passed the Higher Education Act
o Introduced health insurance for black minorities

Evaluation:
o Slowed by black rioting
o Passed significant Acts in the Civil Rights movement
o Highly motivated and active
o Very Significant/ highly influential presidency

Question 25

• Achievements of the civil right movement, including: