crm

Question 1

what was the lotfilm method

Answer 1

L - Leadership
O - Organisation
T - Targeted campaign
FI - Federal Intervention
L - Legislation
M - Media attention/Public attention

Question 2

what are the steps to the popcvl source checking method

Answer 2

Perspective, Origin, Purpose, Content, Values and Limitations.

Question 3

What did the Supreme Court rule in the Brown v Board of Education case?

Answer 3

The Supreme Court ruled that state laws establishing separate public schools for black and white students were unconstitutional, thus overturning the “separate but equal” doctrine established in Plessy v. Ferguson (1896).

Question 4

If Brown v Board was successful why did the Supreme Court need to follow up with the case Brown II case?

Answer 4

Brown II was necessary because it addressed the implementation of the initial Brown ruling. It mandated that schools be desegregated “with all deliberate speed,” leading to considerable resistance and delays in integration.

Question 5

Who were the organizers of the Montgomery Bus Boycott and what actions did they take in the MBB?

Answer 5

The boycott was organized by the Montgomery Improvement Association, led by Martin Luther King Jr. and other local civil rights activists. They organized a year-long boycott of the city’s segregated bus system, urging African Americans to refuse to use the buses.

Question 6

What was the Supreme Court case that ended the MBB and decided the issue of the constitutionality of the laws requiring segregation on the buses?

Answer 6

The Supreme Court case that ended the Montgomery Bus Boycott was Browder v. Gayle (1956), which declared segregated buses unconstitutional.

Question 7

What did the MBB teach the activists? (in terms of how to manage future events)

Answer 7

The Montgomery Bus Boycott taught activists the power of nonviolent protest and civil disobedience as effective tools for challenging segregation and injustice.

Question 8

What was the role of Governor Faubus in the Little Rock 9 Crisis?

Answer 8

Governor Faubus initially ordered the Arkansas National Guard to prevent the Little Rock Nine, a group of African American students, from entering Little Rock Central High School, thus resisting desegregation.

Question 9

What resistance and opposition did the LR9 face?

Answer 9

The Little Rock Nine faced significant resistance from both the Governor, who tried to block their entry, and from white segregationists and mobs who protested their attendance at the previously all-white school.

Question 10

What were the sit-ins? What were they trying to achieve?

Answer 10

Sit-ins were nonviolent protests in which black and white activists sat at segregated lunch counters, demanding equal service. They aimed to end segregation and racial discrimination in public places, particularly restaurants and other establishments.

Question 11

What was the aim of the Freedom Riders?

Answer 11

The aim of the Freedom Riders was to test the enforcement of the Supreme Court decisions that banned segregation in interstate bus travel and terminals, as well as to challenge segregationist policies in the South.

Question 12

Who were the Freedom Riders?

Answer 12

The Freedom Riders were civil rights activists, both black and white, who rode interstate buses into the segregated southern United States to challenge the non-enforcement of the Supreme Court rulings.

Question 13

Why was it necessary for President Kennedy to have to intervene during the Freedom Rides?

Answer 13

President Kennedy intervened during the Freedom Rides to ensure the protection and safe passage of the activists, as they faced violent opposition and resistance, particularly in Alabama and Mississippi.

Question 14

Explain why Albany is remembered as a failure for the Civil Rights movement. What lessons were learned from Albany?

Answer 14

Albany is remembered as a failure for the Civil Rights movement because despite extensive protests and demonstrations, little tangible progress was made in desegregating the city. The movement learned the importance of strategic planning, unified leadership, and the need to create clear and achievable goals for protests.

Question 15

What does ‘non-violent law enforcement was used to overcome non-violent protests’ in the context of Albany? (i.e., specifically what did the police do and what did MLK/activists do?)

Answer 15

In Albany, law enforcement officials in the city responded to the nonviolent protests by using legal means, such as mass arrests, rather than resorting to the violent tactics seen in other cities. Martin Luther King Jr. and other activists continued their nonviolent protests but were unable to provoke the authorities into violent responses, thus limiting the effectiveness of their demonstrations.

Question 16

Why did MLK and the SCLC join the Alabama movement for Human Rights in Birmingham? (what was to be gained from going to Birmingham, Alabama specifically? What was Birmingham known for?)

Answer 16

MLK and the SCLC joined the Alabama movement for Human Rights in Birmingham due to the city’s reputation as one of the most segregated and racially oppressive cities in the South. By focusing on Birmingham, they sought to bring national attention to the brutality of segregation and the need for civil rights legislation.

Question 17

List the actions at Birmingham of the Police and segregationists.

Answer 17

The Civil Rights Activists in Birmingham organized nonviolent protests, including sit-ins, marches, and boycotts targeting segregated establishments. They also faced arrests, police brutality, and imprisonment.

Question 18

List the actions at Birmingham of the Police and segregationists.

Answer 18

The police and segregationists in Birmingham responded with violent measures, including the use of police dogs, high-pressure water hoses, and mass arrests, to suppress the demonstrations and maintain the segregationist status quo.

Question 19

What was the outcome in Birmingham?

Answer 19

The outcome in Birmingham was a significant victory for the Civil Rights movement. The intense media coverage of the brutal suppression of nonviolent protests stirred national outrage, leading to increased support for civil rights legislation and eventually forcing the desegregation of public facilities in the city.

Question 20

What were the Louisiana literacy tests?

Answer 20

The Louisiana literacy tests were a series of discriminatory examinations administered in the state of Louisiana, USA, primarily during the Jim Crow era, as a means to prevent African Americans from voting. These tests were deliberately made extremely difficult, with questions often irrelevant to voting qualifications.

Question 21

What were some examples of the questions in the Louisiana literacy tests?

Answer 21

Examples of questions included complex interpretations of convoluted legal jargon, requiring an understanding beyond what an average person, regardless of race, might possess. These questions were designed to disqualify African American voters from participating in the electoral process.

Question 22

How did the Louisiana literacy tests impact the civil rights movement?

Answer 22

The Louisiana literacy tests, along with similar tactics used in other states, were part of a broader strategy of voter suppression that limited the political participation of African Americans. These discriminatory practices became a focal point in the Civil Rights Movement, prompting activists to advocate for the Voting Rights Act of 1965, which aimed to abolish such barriers to voting.

Question 23

What was the role of the Supreme Court in the Little Rock Nine crisis?

Answer 23

The Supreme Court played a significant role by issuing the landmark decision in Brown v. Board of Education (1954), which declared racial segregation in public schools unconstitutional. This decision set the legal precedent that formed the basis for desegregation efforts across the United States, including the integration of Little Rock Central High School.

Question 24

What was the role of Governor Faubus in the Little Rock Nine crisis?

Answer 24

Governor Orval Faubus initially opposed the integration of Little Rock Central High School and ordered the Arkansas National Guard to prevent the Little Rock Nine from entering the school, causing a significant delay in the enforcement of the Supreme Court’s ruling.

Question 25

What was the role of President Eisenhower in the Little Rock Nine crisis?

Answer 25

President Dwight D. Eisenhower played a crucial role by federalizing the Arkansas National Guard and deploying the 101st Airborne Division to ensure the protection and safe entry of the Little Rock Nine into the school, thereby enforcing the Supreme Court’s desegregation ruling.

Question 26

What was the role of the Arkansas National Guard in the Little Rock Nine crisis?

Answer 26

Initially, the Arkansas National Guard was under the command of Governor Faubus and was used to prevent the Little Rock Nine from entering the school. However, after being federalized by President Eisenhower, they were utilized to ensure the protection and safety of the students during their integration into the school.

Question 27

What was the role of the NAACP in the Little Rock Nine crisis?

Answer 27

The National Association for the Advancement of Colored People (NAACP) provided legal assistance and support to the Little Rock Nine and their families, advocating for their right to equal education and challenging the segregationist policies in Arkansas and across the nation.

Question 28

What was the role of the Arkansas State Troops in the Little Rock Nine crisis?

Answer 28

The Arkansas State Troops were initially used to support the efforts of Governor Faubus in preventing the integration of Little Rock Central High School. However, after the intervention of President Eisenhower and the federalization of the Arkansas National Guard, their role shifted to supporting the federal enforcement of the Supreme Court’s desegregation ruling.

Question 29

What was the role of the 101st Airborne Division Paratroopers in the Little Rock Nine crisis?

Answer 29

The 101st Airborne Division was deployed by President Eisenhower to enforce the integration of Little Rock Central High School and ensure the protection of the Little Rock Nine. Their presence was crucial in upholding the rule of law and safeguarding the rights of the African American students to receive an equal education.

Question 30

What was President Eisenhower’s opinion of Governor Faubus during the Civil Rights Movement?

Answer 30

President Eisenhower held a critical view of Governor Faubus’s actions during the Civil Rights Movement, particularly in the context of the Little Rock Nine crisis. He saw Faubus’s resistance to the desegregation of Little Rock Central High School as a direct challenge to federal authority and the rule of law.

Question 31

How did President Eisenhower respond to Governor Faubus’s actions during the Little Rock Nine crisis?

Answer 31

President Eisenhower responded by federalizing the Arkansas National Guard and deploying the 101st Airborne Division to ensure the protection and safe entry of the Little Rock Nine into the school. This action demonstrated his commitment to upholding the rule of law and enforcing the Supreme Court’s desegregation ruling.

Question 32

What was the significance of President Eisenhower’s response to Governor Faubus’s actions?

Answer 32

President Eisenhower’s firm response to Governor Faubus’s resistance highlighted the federal government’s commitment to enforcing desegregation and civil rights laws. It also underscored the federal government’s willingness to intervene in state matters to protect the constitutional rights of all citizens.

Question 33

How did they intend to put pressure on the new Kennedy administration?

Answer 33

The Freedom Riders intended to put pressure on the new Kennedy administration by engaging in nonviolent protests and civil disobedience, which would draw media attention and public outcry, thereby compelling the administration to take a more active stance against segregation and enforce civil rights legislation.

Question 34

What were the tactics of the Freedom Riders?

Answer 34

The Freedom Riders employed nonviolent tactics, such as integrated bus rides through the South, where black and white activists would sit together in direct violation of local segregation laws. They willingly faced violent opposition and arrests, emphasizing the need for desegregation and highlighting the brutality of Southern resistance to civil rights.

Question 35

What organizations were involved in the Freedom Rides?

Answer 35

The Freedom Rides were organized and conducted by various civil rights groups, including the Congress of Racial Equality (CORE) and the Student Nonviolent Coordinating Committee (SNCC), along with the active participation of individual civil rights activists dedicated to challenging segregation and racial injustice.

Question 36

What was Plessy v. Ferguson?

Answer 36

Plessy v. Ferguson was a landmark 1896 United States Supreme Court decision that upheld the constitutionality of racial segregation under the “separate but equal” doctrine. This ruling allowed for state-sponsored segregation in public facilities such as schools and transportation, providing legal justification for racial segregation and discrimination for several decades.