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Civil Rights

GOSPEL SINGER MAHALIA JACKSON PERFORMS AT THE PRAYER PILGRIMAGE FOR FREEDOM IN WASHINGTON, D.C., 1957

ROSA PARKSTAKES A STAND AND SITSWHO WERE THE FREEDOM RIDERS?A KING WITHA DREAMLITTLE ROCK ROCKS A NATION!NONVIOLENCE

WORKS!

Civil_Rights_FC.indd 1 3/15/17 6:11 PM

2r SEGREGATION created shameful situations. In the 1940s, the U.S. was at war with Germany. German prisoners of war were sometimes taken from one prison to another in the South. Often during these trips, they stopped for lunch at a roadside

café. Because the enemy prisoners were white, they were served inside the restaurant. But the African American soldiers who were guarding them were not. They were told to pick up their food at the back door of the café and eat it outside.

Slavery in the United States officially ended in 1865 with the end of the Civil War. But that was not the end of the mis-treatment of African Americans. By the turn of the century, a system had been developed to discriminate against African Americans. This system kept them in a lower social status, or rank, than the status of Americans who had European origins. The system was called segregation, or the separation of people by race.

In the South, laws kept African Americans in segregated schools, restau-rants, and restrooms. They had to use separate drinking fountains and sit in the backs of buses. In the North, there were unwritten rules about where African Americans could live, work, and play. Two things kept segregation in place. One was the constant threat of violence against African Americans. The other, in the southern states, was denying African Americans the right to vote.

From the start of segregation, African Americans fought hard for their rights as U.S. citizens. But until the 1950s, they didn’t get very far. That was when a series of nonviolent protests began. African Americans started to right some of the wrongs done to them. The wrongs went all the way back to the enslavement of their ancestors.These protests came to be known as the civil rights movement.

Defining Civil Rights

u FREEDOM SONGS

became part of the civil rights movement in the

1950s and 1960s. Participants in civil rights marches sang together to

show unity. The songs also let them express feelings, such as sadness, joy, and determination. Most freedom songs were inspired by reli-gious hymns, but others had roots in blues and jazz.

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33r WHAT ARE CIVIL

rights? They are the protections and privileges (or rights) guaranteed by law to citizens of a country. In the United States, they include the right to vote and the right to equal treatment in the eyes of the law. In 1920, after a

u THE EARLY LEADERS

of the U.S. civil rights movement were committed to using only nonvi-olent protest. That meant marches, big demonstrations, and sit-ins to point out injustices. Another type of protest was civil disobedience. That meant breaking a law thought to be unfair, and being willing to go to jail. Mohandas K. Gandhi (above) was an inspiration for the U.S. civil rights movement. He led a nonviolent move-ment that freed India from British rule in 1947.

long fight, women won the right to vote. Famous African Americans, including Frederick Douglass and Sojourner Truth – both born into slavery – were part of the woman suf-frage (voting rights) movement.

Who w

as Henry David Thoreau? How

did he influence the U.S. civil rights movem

ent?

IN THE SUMMER OF 1964,

volunteers went to Mississippi to help register voters. These civil rights workers are singing before boarding a bus.


4

In 1863, during the Civil War, President Abraham Lincoln signed the Emancipation Proclamation. This document freed enslaved peo-ple in the southern states still at war. In 1865, the 13th Amendment to the U.S. Constitution ended slavery in the rest of the country. The 14th Amendment, passed in 1868, gave citizenship to

l HOW DID SLAVE-holders excuse the cruelty of slavery? They convinced themselves thatwhite people were superior to, or bet-ter than, enslaved Africans. This idea, called “white supremacy,” has no basis in reality. Yet it was the force behind segregation after the Civil War.

u THE PERIOD AFTER

the Civil War is called Reconstruction. Federal troops took over the South to protect the rights of people newly freed from slavery. Schools were set up, like this one in

u BY 1877, THE

U.S. government had taken its troops out of the South. This left freed African Americans to be governed by for-mer slaveholders. Southern states passed what became known as Jim Crow laws. These laws sup-ported segregation and took away African Americans’ right to vote.

d AFTER THE CIVIL

War, white suprem-acists formed groups that used mob violence. Members of these groups lied about African Americans committing crimes. African American

African Americans. And the 15th Amendment, in 1870, gave African American men the right to vote. The Civil Rights Act of 1875 said African Americans could not be kept out of public places like hotels and theaters. For a while, these laws helped African Americans. But the laws were ignored more and more. Segregation became the unwritten law of the land.

Charleston, South Carolina. From Reconstruction until 1901, voters sent 22 African American repre-sentatives to the U.S. Congress. Some African Americans started successful busi-

nesses and farms. But the government did not give former-ly enslaved people financial help or land that had been promised to them. Most had little hope of making more money and making their lives better.

people were lynched, or illegally put to death, usually by hanging. Racist terrorist groups, such as the Ku Klux Klan (below), were behind killings and bombings during the civil rights era.

The Rise of Segregation


55

u TWO FAMOUS

African American leaders had very different ideas about segre-gation. Booker T. Washington (1856–1915), above left, was born into slavery. He founded Tuskegee University in Alabama. He thought African Americans should accept segregation and work to make the best of their place in society.

l OVER THE YEARS,many African Americans went north to find work. Most ended up living in crowded inner-city neigh-borhoods. They worked at low-pay-ing jobs and didn’t have many chances to get ahead. Segregation wasn’t the law in the North, but it still existed there. White home buyers were sometimes asked to sign agreements that said they would not resell their homes to African Americans. Segregated hous-ing meant that churches, schools, and other local institutions were also separated by race. Where African Americans were not segregated, they were often simply refused certain jobs. They weren’t allowed to enter some restau-rants and other public buildings.

d IN 1892, HOMER

Plessy got on a train in New Orleans and sat in a whites-only car. Because he was of mixed race, Plessy was arrested. His case went all the way to the U.S. Supreme

W. E. B. Du Bois (1868–1963), above right, was born in the North. He believed that African Americans should demand equality in all parts of life. In 1909, Du Bois helped form the National Association for the Advancement of Colored People. The NAACP was one of the first civil rights organizations.

Court. The court ruled, in 1896, that segregation didn’t violate the 14th Amendment to the Constitution. It said that separate facili-ties – from schools to restrooms to bus station wait-ing rooms – for

African Americans had to be equal to the whites-only ones. “Separate but equal” became the law. But the sep-arate facilities for African Americans were almost always much worse.


6d THE U.S. GOVERN-ment was slow to end segregation. President Harry Truman was embarrassed by criticism from around the world. People asked how

r IN 1954, THE

U.S. Supreme Court ruled against seg-regation in schools. The court case was called Brown v. the Board of Education of Topeka. “Brown” was the family of Linda Brown, shown here in her segre-gated classroom in Kansas. The court ruled that separate schools for African Americans were by their nature unequal. To separate African American students from white students, the court said, “gen-erates a feeling of inferiority . . . that may affect their hearts and minds in a way unlikely ever to be undone.”* But it would take years for this ruling to be put into practice.

l AFTER THE

Brown case, White Citizens’ Councils formed to fight desegregation. Senator Harry Byrd of Virginia (left)

play major league baseball. Robinson was no stranger to civil rights protests. As a soldier during World War II, he refused to accept the segregated seating on a mil-itary bus. He was court-martialed (put on trial) for disobedience. The charges were dismissed, and Robinson got an honorable discharge from the army.

u IN 1947, THE

the Brooklyn Dodgers signed Jackie Robinson to play for them. He was the first African American since 1889 to

the U.S. could call itself a democracy if African Americans were treated as second-class citizens. In 1948, Truman ordered an end to segregation in the military.

called for “massive resistance” to the Brown ruling. Some school sys-tems even closed so they wouldn’t have to integrate.

Birth of the Civil Rights Movement

Protests against segregation spread during World War II (1939–1945). African Americans fought bravely in segregated military units. Yet they came home to find that only the lowest-paying jobs were offered to them. Membership in the NAACP went way up. And labor leader A. Philip Randolph threatened to lead a march in Washington, D.C., to protest discrimination in the military and in jobs. After the war, African Americans kept ask-ing the government to ensure their constitutional rights. The civil rights movement was born.

*From Brown v. the Board of Education at Fifty: A Rhetorical Perspective by Clarke Rountree. Lexington Books, 2004.


77

l ROSA PARKS WAS

a devoted member of the NAACP chapter in Mont-gomery, Alabama. First, she chal-lenged the public library’s segrega-tion rule. Then, on December 1, 1955, tired after a long day of work, she got on a crowded city bus and sat down. When the driver told her to give her seat to a white man, Parks refused. She was arrested. Within a few days, the African Americans

d THE HEAD OF THE

Montgomery NAACP chapter needed someone to organize the bus boycott. A new minister in town agreed to do it. His name was Dr. Martin Luther

l ON SEPTEMBER 4, 1957, nine African American teenag-ers tried to enter all-white Central High School in Little Rock, Arkansas. They were stopped at the door by Arkansas National Guard troops. The troops had been called by Governor Orval Faubus. The teens tried again, without success, on September 23. The next day, President Dwight Eisenhower sent U.S. Army troops to take the Little Rock Nine to school. The students were allowed in. But they were physically and verbally abused through the entire school year. The next year, Little Rock closed its public schools to avoid integrating them.

d IN 1939, MARIAN

Anderson, a famous singer, was not allowed to perform at Constitution Hall in Washington, D.C., because of her race. First Lady Eleanor Roosevelt protested. And she helped arrange for Anderson to sing on the steps of the Lincoln Memorial instead.

of Montgomery came to her sup-port. They refused to ride the buses. For over a year, young and old walked or car-pooled to and from their jobs. In November 1956, the U.S. Supreme Court ruled that the Montgomery buses had to desegregate. In December, African Americans went back to riding the buses. Their year of protest had shown that they were well orga-

King Jr. It was his first civil rights protest but far from his last. African American churches quickly became the backbone of the movement. In 1957, King and others formed the Southern Christian Leadership Conference (SCLC) to fight segregation.

nized and willing to face hardships to fight segrega-tion. Parks died in October 2005.She was the first woman to have her casket placed in the U.S. Capitol before burial.


8

The movement had a saying: “Free in ’63.” It meant that African Americans might finally have true freedom in 1963, 100 years after the Emancipation Proclamation. That didn’t happen. Still, in the early 1960s, the civil rights movement won big victories in the face of bitter and often violent opposition.

u EZELL BLAIR JR., David Richmond, Joseph McNeil, and Franklin McCain (above) were col-lege students. On February 1, 1960, they sat at a store lunch counter that served white people only in Greensboro, North Carolina. They knew they wouldn’t be served. But they came back day after day. Others, black and white, joined them. In the

u THE SUPREME

Court had outlawed segregated seat-ing on buses and trains that traveled between states. It also banned segregation in waiting rooms at stations. One civil rights group,

next two months, protests like theirs spread to over 100 cities in at least nine states. These events were called sit-ins. The students’ actions gave birth to a new group. It was the Student Nonviolent Coordinating Committee (SNCC, pronounced “snick”). By May 1960, some lunch counters began serving African Americans.

the Congress of Racial Equality, or CORE, decided to test the law. On May 4, 1961, 13 volunteers – black and white – set out on a “Freedom Ride” through the South. In Alabama, their bus was

bombed. Mobs attacked them. But the group accom-plished its goals: It made the U.S. government sup-port the Supreme Court’s ruling. And it called attention to segregation.

The Movement in the Early 1960s


99

l IN 1963, THE

Southern Christian Leadership Conference joined a nonviolent pro-test in Birmingham, Alabama. Martin Luther King Jr. and others were arrested. The schoolchildren of Birmingham joined the protest, and they were taken to jail too. More protesters filled the streets. The police turned powerful hoses on the pro-testers. Then they brought out attack dogs. People all over the country saw photographs like this one (left)and could no longer ignore the horror of segregation.

d THE CIVIL RIGHTS

movement was making gains. But it was also making segrega-tionists angry. In 1963, Alabama governor George Wallace pledged to keep African

l BEFORE 1963, U.S. presi-dents Truman, Eisenhower, and Kennedy did not handle segregation in any organized way. On June 11, 1963, President

u SADLY, MANY

Americans were not ready for King’s dream. On September 15, 1963, a bomb ripped through a church in Birmingham. Denise McNair, who was 11, and 14-year-olds Addie Mae Collins, Carole Robertson, and

Americans out of the University of Alabama. He said he would “stand in the schoolhouse door”* to block them. And he did. But President John F. Kennedy took a firm stand to pro-tect the two African American students who wanted to register. Wallace backed down. He later apologized to civil rights leaders and called segre-gation wrong.

Kennedy spoke on television about segregation as a moral issue. He said he would soon ask Congress to ban it. Less than six months later, Kennedy

was assassinat-ed. (Assassinatemeans to murder someone for polit-ical reasons.) But the laws he want-ed were passed, as the Civil Rights Act of 1964.

d ON AUGUST 28,1963, about 250,000 Americans took part in the March on Washington for Jobs and Freedom. There were dozens of speakers. But

Cynthia Wesley were killed. Four suspects were soon found. All were members of the Ku Klux Klan. The first suspect wasn’t tried until 1977. Two more were found guilty in 2001 and 2002. The fourth died without ever being charged.

the last speech of the day was the one that went down in history. Martin Luther King Jr. gave his “I Have a Dream” speech. He spoke of his hope for freedom and equality for all people. He dreamed of an America, he said, where children of all races joined hands without paying attention to skin color. Americans, he hoped, would one day see each other for their deeds and actions rather than their outer appear-ance.

*From George Wallace: American Populist by Stephan Lesher. Perseus Publishing, 1994.


10


1111

ON MAY 3, 1963,in Birmingham, Alabama, firefight-ers tried to remove demonstrators with powerful water hoses. The water pressure was strong enough to skin the bark from trees! Many of the

demonstrators were young stu-dents, peacefully protesting the city’s segregation laws. They hoped that their non-violent approach would serve as a model for other protesters.

The Birmingham Campaign


12

In 1964, Martin Luther King Jr. was awarded the Nobel Peace Prize. From 1964 to 1968, both triumph and tragedy were part of the civil rights movement.

r WHEN AFRICAN

Americans in the South tried to reg-ister to vote, they were often threat-ened by white officials. They had to take “citizen-ship tests,” but whites didn’t. The SNCC and CORE began helping African Americans

register to vote in Mississippi. In 1964, these orga-nizations brought in students from the North to help. That summer, Andrew Goodman went south. He joined longtime civil rights workers Michael Schwerner and James Chaney. All three were beaten and shot to death by Ku Klux Klan members. State and local officials did not

show interest in charging the murderers. Since the murders were a state crime, the U.S. government could only charge the killers with violating the three men’s civil rights. Several men were found guilty and jailed. The state of Mississippi did not put the ringleader on trial until 2005. He was sentenced to 60 years in prison.

PROTESTERS fought segregation in many forms. These demon-strators are being attacked during a “wade-in” at a segregated beach in St. Augustine, Florida.

MICHAEL SCHWERNER JAMES CHANEY ANDREW GOODMAN

Triumph and Tragedyin the Mid-1960s


1313d PRESIDENT LYNDON

B. Johnson pushed hard to pass the Civil Rights Act of 1964. He signed it into law on July 2 of that year. It outlawed segregation in public places like restaurants, hotels, and sports arenas. It also banned job discrimination due

u EARLY IN 1965, the Southern Christian Leadership Conference joined a voter registration drive in Selma, Alabama. On February 1, the Reverend Martin Luther King Jr. and 250 other adults were arrested for

r MALCOLM Xwas born Malcolm Little. He was a member of the Nation of Islam. This group mixes the teachings of Islam and ideas of black unity. It saw no point in fighting for civil rights. Instead, it urged African Americans to keep to themselves and work for their own

l BY LATE 1967, Martin Luther King Jr. realized that true freedom could come only with economic equality. He began the Poor People’s Campaign. He went to Memphis, Tennessee, to support striking garbage collectors. While there, he was assassinated on the balcony of his motel.

d THE CIVIL RIGHTS

movement gave many African Americans hope of finally being treated fairly in the United States. But some people were very angry about the centuries of racism they had experienced. They couldn’t be nonviolent. From 1964 to 1968, riots broke out in African American neighbor-hoods in many cit-ies. These included Harlem in New York and Watts in Los Angeles. This period of unrest became known as the “long, hot summers.”

to gender, race, religion, or national origin. A year later, Johnson got the Voting Rights Act of 1965 passed. It guaranteed African Americans the right to vote.

marching. When 500 children pro-tested the arrest, they were arrest-ed too. Several weeks later, a group tried to march from Selma to Montgomery, the state capital, 54 miles away. State troopers on horseback broke

up the march. They used billy clubs, bullwhips, tear gas, and cattle prods on the protesters. Photos of the attack were shown on television. And then Americans from all over the country flocked to Selma. On March 21, about

4,000 protesters started a march to Montgomery. This time they were protected by the U.S. military. They reached the city four days later, on March 25. By then the number of march-ers had grown to 25,000.

benefit. But then Malcolm X went to the Muslim holy city of Mecca, in Saudi Arabia. He met Muslims of different races, and he changed his anti-white position. He even went to Selma while King was jailed. Three weeks later, on February 21, 1965, Malcolm X was assassinated by

Nation of Islam members who disagreed with him. Even after his death, Malcolm X inspired millions to think positively about their African backgrounds and African American culture.

HOSEA WILLIAMS, JESSE JACKSON, MARTIN LUTHER KING JR., RALPH ABERNATHY


14

During the civil rights movement, leaders and ordinary people all showed great cour-age. Some have been mentioned on the previous pages. Here are just a few of the many, many more. Learn more about them in books or online.

l IDA B. WELLS-BARNETT (1862– 1931) Born into slavery, she became a teacher, a writer, and a crusader against lynching. She also supported women’s right to vote.

l THURGOOD MARSHALL(1908–1993) He was one of the NAACP lawyers who argued the case of Brown v. Board of Education. That case went before the U.S. Supreme Court in 1954. President Lyndon Johnson made him the first African American Supreme Court justice in 1967.

l EMMETT TILL(1941–1955)While visiting rela-tives in Mississippi in 1955, this 14-year-old was murdered. His accused killers said he had talked to a white woman in a way that was not respectful. They were found not guilty at trial. Later, they admitted to killing him.

u REVEREND RALPH ABERNATHY(1926–1990)He was a close friend of Martin Luther King Jr. A leader in the SCLC, he went to jail with King many times.

d REVEREND FREDSHUTTLESWORTH(1922–2011) He was a cofounder of the Southern Christian Leadership Con-ference, or SCLC. He went to jail fighting for freedom more than 20 times.

u ROY WILKINS(1901–1981)During the civil rights movement, he was execu-tive director of the NAACP. He strongly supported nonviolent protest and trying to right wrongs legally.

l WHITNEY YOUNG (1921–1971) He was executive director of the National Urban League. He pushed business-

d RUBY BRIDGES(1954– ) She was six years old in 1960. That’s when she became one of the first African American children to integrate a white elementary school in the Deep South. Escorted by federal marshals, she walked past screaming mobs.

d A. PHILIP RANDOLPH(1889–1979) A labor leader, he was the guiding spirit behind the 1963 March on Washington.

l MEDGAR EVERS(1925–1963) The first full-time staff member of the Mississippi chapter of the NAACP, he was shot to death in 1963. His mur-derer was found guilty in 1994.

u STOKELY CARMICHAEL(1941–1998)While chairman of the Student Nonviolent Coor-dinating Committee (SNCC), he was arrested many times. He came up with the slogan “Black Power.” He believed African Americans must organize their political, social, and economic power to win freedom.

es and government for equal opportu-nities for African Americans in jobs, education, and health care.

Heroes of the Movement


1515

l E. D. NIXON(1899–1987)He was the head of the Montgomery chapter of the NAACP. In 1955, he came up with the idea for the Montgomery bus boycott.

u ELLA BAKER(1903–1986)She was an official with the NAACP and SCLC. She spoke up for grass-roots (local) orga-nizing and inspired the students who founded the SNCC.

l AUTHERINE LUCY (1929– )She tried to attend the University of Alabama in February 1956. After being met by an armed mob, she was kicked out of school. The school said this was for her own protection. u JAMES

MEREDITH (1933– ) He was the first African American student to enter the University of Mississippi, in 1962. Riots broke out when he got there and ended only when President Kennedy sent the U.S. Army to protect him.

u MUHAMMAD ALI (1942–2016)He became heavy-weight boxing champion of the world in 1964.

u VIOLA LIUZZO(1925–1965) A white mother of five from Detroit, she went to Selma as a volunteer. She drove an African American protester back to Selma from Montgomery after the march there. Members of the Ku Klux Klan followed her car and killed her.

l FANNIE LOUHAMER (1917– 1977) She was fired from her job and kicked out of her home for trying to vote. In 1964, Hamer went

u STOKELY CARMICHAEL(1941–1998)While chairman of the Student Nonviolent Coor-dinating Committee (SNCC), he was arrested many times. He came up with the slogan “Black Power.” He believed African Americans must organize their political, social, and economic power to win freedom.

l VERNON JORDAN (1935– )A lawyer, he sued the University of Georgia for failing to admit African American students. Later, he accompa-nied one of the first students admitted, Charlayne Hunter, through mobs to class.

l JOHN LEWIS(1940– )A founder of the SNCC, he took part in most of the big civil rights protests. In 1986, he was elected to Congress as a representative from Georgia.

to the Democratic National Con-vention, where the Democratic Party chooses someone to run for presi-dent. There, she and her racially

integrated group tried – unsuccess-fully – to sit in as the representatives of Mississippi.

He refused to fight in the Vietnam War, and his title was taken away. But the U.S. Supreme Court ruled in

1971 that the government had been wrong to do that. Ali got his title back.


16

To some, the passing of civil rights laws and the death of Martin Luther King Jr. meant the end of the movement. But in many ways the struggle for fair and equal treatment for all Americans continues. Civil rights movements show that when enough people with the same goal gather together, change is possible.

d MIGRANT FARM-workers move from place to place, following harvests of different types of fruits and veg-etables. Many are Hispanic Americans or immigrants (some undocu-

d HUNDREDS OF

years of discrim-ination have left African Americans – as well as other

u WHEN KATHRINE

Switzer was in col-lege, there was no women’s running team. So she trained with the men. In 1967, she became the first woman to run in the Boston Marathon. She snuck in by signing up with her initials instead of her first name. A 1972 law known as Title IX outlawed dis-

d DISCRIMINATION

against people from Asia used to be part of U.S. law. The Chinese Exclusion Act of 1882 prevent-ed immigration from China. Immigration laws of 1917 and 1924

mented) from south of the U.S.–Mexico border. They work hard for low pay. They often do not have community ties or support. In 1962, farmworker Cesar Chavez and former schoolteach-

minority groups and women – at a disadvantage. Historically, all these groups

er Dolores Huerta (below) founded a union, now called the United Farm Workers of America. Their work led to new laws that improved migrant workers’ pay and treatment.

u THE 19TH Amendment to the U.S. Constitution granted women the right to vote. But women still don’t enjoy equality with men in all parts of their lives. Women earn less money for the same jobs. Men make most of the laws that affect women and their families. Most representatives in local, state, or national govern-ments are men. All 45 U.S. presidents have been men.

crimination based on gender in edu-cational programs. This meant that boys’ and girls’ sports teams had to be equally fund-ed. Since its pas-sage, opportunities for female athletes have grown. Title IX shows that laws can result in big changes.

Equality for All Americans

have had fewer educational and economic oppor-tunities than white men. Affirmative action is a pol-icy designed to change that. It calls for colleges and employers to make special efforts to bring in quali-fied people from minority groups. Some opponents of this policy call it reverse discrimi-nation.

stopped almost all immigration from Asia, includ-ing India. During World War II, the U.S. government forced Japanese immigrants and Japanese Americans to give up their homes and

move to camps (below). People of Asian descent were not allowed to become U.S. citizens until 1952. Even today, Asian Americans report being told to “go back” to where they came from.


1717

d NATIVE

Americans have battled for their rights since Europeans first stepped onto their continent. They weren’t even con-sidered U.S. citi-zens until 1924. In

u PREJUDICE

against Muslims and people from Arab countries has been on the rise in the United States since the attacks of September 11, 2001. Those attackers were

THE AMERICANS

with Disabilities Act passed in 1990. This law protects people with mental or physical disabil-ities from dis-crimination. They must be given equal opportu-nities for jobs. Public places and public trans-portation must be accessible to them. An example of accessibility is a wheelchair lift on a bus.

1978, the American Indian Religious Freedom Act said native peoples had the right to practice their own religious and cul-tural rituals. This is a right non-native Americans have

Arab Muslims. Many Americans fear terrorist attacks, and some want to turn away all Arab and Muslim immigrants. The terms Arab and Muslim do not cover the same

groups of people. Many Arab people are Muslims. But millions of Arabs are Christians. And most Muslims in the world do not come from Arab countries.

had since the birth of the United States. Native Americans have had to demand the right to self-gov-ern. They fight for rights to their native lands and their hunting and fishing grounds.


18

Martin Luther King Jr. expressed his dream for the future of our country in a speech at the March on Washington in 1963. Reread the part of this magazine that describes his dream. What is your dream for the future of our country? How would our country be different from the way it is today? What would it to be like to live there? Spend some time making notes about your ideas. Then imagine you are going to give a short speech about your dream. Use your notes to write the speech.

YOU HAVE A DREAM

CONDUCT AN INTERVIEW

Activities

Work with a partner to review information about the people mentioned in this magazine. Together, choose two people to interview – one person for your partner to interview and one person for you. Prepare five questions to ask about the person’s life and achievements. Draft an answer to each question based on your knowl-edge of the person, from this magazine and addi-tional research. Trade papers with your partner and take turns interviewing each other.

G4_Civil_Rights_18-19.indd 18 3/15/17 6:00 PM

19

• Martin Luther King Jr. was born in Atlanta, Georgia, in 1929, into a middle-class family. As a teenager, King took a trip to the North. Learn about his trip, and the impact it made on his life.

• Like African Americans, other minority groups have fought discrimination in the courts. Before Brown v. Board of Education of Topeka, a similar school segregation case was tried in California in 1947. The court ruled that having separate schools for Mexican Americans was unconstitutional.

• By the mid-1960s, some African Americans thought the civil rights movement had done all it could with Dr. Martin Luther King Jr.’s methods. They thought nonviolence could go only so far. They took up the slogan “Black Power.”

• In the 1960s, the Black Arts Movement explored the ideas of power and pride in plays, poetry, essays, and fiction. Poet and playwright Amiri Baraka and poets Nikki Giovanni (right) and Sonia Sanchez were part of this movement.

MAKE CONNECTIONS WITH THESE RELATED TITLES

Cultural Development and DiversityCalifornia is one of the most diverse states in our country. This is your chance to explore how and why it hap-pened – why immigration and migra-tion to California exploded between 1840 and 1900 and how cultural influ-ences from the world over play out in Califor nia.

A Plan for GovernmentImagine if the U.S. had no national laws and no president, and every state had a different kind of money. This is what life was life for Americans after the Revolution. The Constitution changed all of that. Learn about the Constitutional Convention, the key figures behind the document, and the specific articles, sections, and clauses that make up the Constitution of the United States.

American Government: Federal, State, and LocalWe know that our government collects taxes and creates laws. But did you know about all the other things it does, like cleaning the streets, promoting the arts, and overseeing public transportation? Learn about the executive, legal, and judicial branches of the American gov-ernment, and about the important role the Supreme Court and Congress play in making our country run.

LEARN MORE ONLINE!

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EDITOR: Jennifer DixonART DIRECTION: Hopkins/Baumann, Brobel DesignDESIGNERS: Ian Brown, Ed Gabel, David Ricculli, Jeremy RechPHOTO RESEARCH: Ted Levine, Elisabeth Morgan, Sheila SarmientoACTIVITIES WRITER: Marjorie Frank

PROOFREADER: Paula GlatzerFACT-CHECKER: Amy McIlwaine

AUTHOR: Lois Markham, Amy K. HughesAUTHOR TEAM LEAD: Amy K. Hughes

PRESIDENT AND CEO: Ted LevineCHAIRMAN AND FOUNDER: Mark Levine

ON THE COVER: Gospel singer Mahalia Jackson singing at the Prayer Pilgrimage for Freedom, Washington, D.C., 1957. Getty Images: Paul Schutzer.

PICTURE CREDITS: AP Wide World Photos: p.13 center middle (Hosea Williams, Jesse Jackson, and MLK Jr.). U.S. National Archives: p.19 top left (Constitution). Black Star Picture Collection: Charles Moore: pp.8-9 bottom center (Police attack dog), pp.10-11 (firemen hose students); Steve Schapiro: pp.2-3 center (marchers signing “We Shall Overcome Anthem”). Bob Adelman: Frank Robinson: p.12 top right (SNCC). Getty Images: Afro American Newspapers: p.15 middle right (Miss Ella Baker); Alex Wong: p.16 middle left (affirmative action); Bettmann: p.4 bottom right (Klansmen in Stone Mountain, Georgia), p.5 middle left (Booker T. Washington), p.6 middle left (Jackie Robinson), p.6 bottom right (Rosa Parks), pp.6-7 top (Elizabeth Eckford), p.9 bottom right (16th Street Church Bomb), p.12 center middle (Goodman, Chaney, and Schwerner), p.12 bottom (Integrationists at beach), p.13 middle left (Johnson signs Civil Rights Bill), p.13 top right (John Lewis), p.14 center middle (Emmett Till), pp.14-15 center middle (Stokely Carmichael), pp.14-15 bottom center (Ed Nixon), p.15 center middle (Viola Liuzzo), p.15 bottom right (John Lewis), p.19 bottom (Nikki Giovanni);

Burt Shavitz: p.13 bottom right (Malcolm X); Carl Iwasaki: p.6 middle right (Monroe School); Carl Mydans: p.16 bottom right (Japanese internment camp); Cathy Murphy: p.15 bottom left (Dolores Huerta); Corbis Historical: p.6 top center (black soldiers); David McNew: p.17 bottom right (Chief Phil Lane); Don Cravens: p.7 bottom center (Dr. Martin Luther King Jr.); Don Hogan Charles: p.14 middle left (Rev. David Abernathy); Hulton Archive: pp.8-9 center middle (George Wallace), p.13 bottom left (National Guard patrolman), p.3 top right (suffragists); Jamal A. Wilson: p.15 top center (Vernon E. Jordan); Joel Sheakoski: p.16 top right (Women’s March); John Dominis: p.15 bottom left (Fannie Lou Hamer); Joseph Schwartz: p.2 top right (Maryland restaurant sign); Keystone: p.15 top right (James H. Meredith); Kurt Severin: p.2 bottom left (Civil rights protestors marching, singing); London Express: p.7 bottom right (Marian Anderson); Marvin Lichtner: p.14 bottom left (Whitney M. Young); MPI: pp.14-15 top center (Autherine Lucy); National Archives: pp.8-9 top center (President John F. Kennedy); NBCUniversal: p.9 center middle (March on Washington, 1963), p.14 bottom left (Rev. Fred Shuttlesworth); Omikron Omikron: p.3 middle right (Mohandas Gandhi); Popperfoto: p.15 middle left (Muhammad Ali); Rene Johnston: p.14 center middle (Ruby Bridges); Spencer Platt: p.17 bottom left (American Flag head scarfs); Stock Montage: p.14 top center (Thurgood Marshall); Thomas D. Mcavoy: p.6 bottom left (Harry F. Byrd); Underwood Archives: p.8 top right (Freedom Riders bus fire); Wally McNamee: p.17 top (disabled people protesting); Walter Iooss Jr.: p.16 center middle (Kathrine Switzer). Granger Collection: p.5 top (Harlem Street Scene, New York, 1948), p.5 center middle (William E.B. DuBois), p.8 middle left (Greensboro Sit-in, 1960), p.14 top left (Ida Wells), p.14 center middle (Roy Wilkins), p.14 bottom center (Medgar Evers), p.14 bottom right (Asa Philip Randolph); Sarin Images: p.4 middle left (Sugar Plantation), p.4 bottom left (Freedman’s School). Library of Congress: p.4 middle right (Rex Theatre in Leland, Mississippi); Jack Delano: p.5 bottom right (bus station in Durham, North Carolina). Magnum Photos: Bruce Davidson: p.13 top center (The Great Freedom March). Shutterstock: EgudinKa: p.18 bottom (voice recorder); Everett Historical: p.19 top left (Japanese-Americans); Orhan Cam: p.19 top right (U.S. Capitol Building); Tharun 15: p.18 top (Martin Luther King, Jr. illustration).

ORIGINAL ILLUSTRATIONS:Acme Design Company: Civil Rights Dictionary, pp.2–3.

California: Places and RegionsPre-Columbian People of CaliforniaSpanish Exploration and ColonizationMexican Settlement and RuleBear Flag Republic: Road to StatehoodGold RushCivil Rights

Cultural Development and DiversityCalifornia: Becoming an Economic PowerA Plan for GovernmentAmerican Government: Federal, State, and Local

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