Civil Rights Movement Portfolio

CIVIL RIGHTS MOVEMENT QUIZ

____ 51. helped found the Congress of Racial Equality

____ 52. led workshops on nonviolent protest

____ 53. NAACP attorney who argued Brown v. Board of Education

____ 54. NAACP leader murdered in 1963

a.	Congress of Racial Equality
b.	Southern Christian Leadership Conference
c.	Student Nonviolent Coordinating Committee
d.	Little Rock Nine
e.	Freedom Rides

____ 55. first black students to attend an integrated Arkansas high school in 1957

____ 56. sponsored the Freedom Rides

____ 57. organized by sit-in leaders to train people in nonviolent protest techniques

____ 58. founded by Martin Luther King Jr. and other religious leaders

a.	Ralph Abernathy
b.	Fannie Lou Hamer
c.	Stokely Carmichael
d.	Wilma Rudolph
e.	Amiri Bakara

____ 59. track and field star who won three Gold medals in the 1960 Olympics

____ 60. minister who accompanied Martin Luther King Jr. on the Chicago campaign

____ 61. poet, essayist, and playwright who created the Black Arts movement

____ 62. chief spokesperson of the Black Power movement

a.	Civil Rights Act of 1964
b.	Black Power
c.	Nation of Islam
d.	Black Panther Party
e.	Motown Records

____ 63. banned racial segregation

____ 64. black nationalist movement that called for economic and political empowerment

____ 65. activist group taken down by the FBI’s COINTELPRO

____ 66. group led by Elijah Muhammad until his death in 1975

True/False: Indicate whether the statement is true or false.

____ 67. The call for civil rights increased after World War II.

____ 68. By the 1950s no states had laws requiring racial segregation in public schools.

____ 69. Mohandas Gandhi served as the model for nonviolent protest.

____ 70. Jackie Robinson was the first black player in Major League Baseball.

____ 71. The sit-in protests failed to achieve their goal of desegregating lunch counters.

____ 72. All the Freedom Riders were African American.

____ 73. The Albany Movement quickly turned violent.

____ 74. Martin Luther King, Jr. won the Nobel Peace Prize for his efforts in the civil rights movement.

____ 75. The number of black voters declined after passage of the Voting Rights Act of 1965.

____ 76. Fannie Lou Hamer supported voting rights.

____ 77. Stokely Carmichael founded the Black Panther Party.

____ 78. The Nation of Islam split after a conflict over philosophies.

____ 79. Malcolm X was assassinated by a group of white southerners who opposed school integration.

____ 80. Kwanzaa is an ancient West African holiday.

____ 81. Muhammad Ali became famous in part because he refused to fight in Vietnam after he was drafted.

____ 82. Soul music is a blend of blues and gospel that often included social messages.


Short Answer

83. What strategy did the NAACP use to bring about an end to segregation in public schools?

84. What was the importance of Jackie Robinson’s baseball career?

85. How did Martin Luther King Jr. become a leader in the civil rights movement?

86. Why did most early civil rights leaders favor nonviolent protests?

87. What were the Freedom Rides and what were they meant to accomplish?

88. What was the March on Washington?

89. How did de facto discrimination affect the lives of African Americans?

90. What happened as a result of the assassination of Martin Luther King Jr.?

91. What were the goals of the Black Panther Party?

92. What message did Malcolm X offer to African Americans?

93. How did some African Americans express their pride in their heritage?

94. How did black athletes use their fame to draw attention to civil rights issues?

Essay

95. Describe how tactics such as boycotts and sit-ins used economic power to bring about change in the segregated South.

96. Identify the leading civil rights organizations of the early civil rights period and compare and contrast their strategies in the civil rights movement.

97. Evaluate the effects of the U.S. Supreme Court’s ruling in the 1954 case of Brown v. Board of Education.

98. How did civil rights legislation affect the lives of African Americans?

99. 
    Discuss the role of violence in the civil rights movement, both as it was used against civil rights activists and its use in urban riots and by some groups.
    
100. 
     Examine the ways in which the civil rights movement changed American society and culture.
     

51. ANS: A PTS: 1 DIF: 1 REF: 269

52. ANS: E PTS: 1 DIF: 1 REF: 264

53. ANS: C PTS: 1 DIF: 1 REF: 254

54. ANS: B PTS: 1 DIF: 1 REF: 273

55. ANS: D PTS: 1 DIF: 1 REF: 256

56. ANS: A PTS: 1 DIF: 1 REF: 269

STA: 8.04

57. ANS: C PTS: 1 DIF: 1 REF: 266

STA: 8.04

58. ANS: B PTS: 1 DIF: 1 REF: 264

STA: 8.04

59. ANS: D PTS: 1 DIF: 1 REF: 297

60. ANS: A PTS: 1 DIF: 1 REF: 281

61. ANS: E PTS: 1 DIF: 1 REF: 298

62. ANS: C PTS: 1 DIF: 1 REF: 287

63. ANS: A PTS: 1 DIF: 1 REF: 279

64. ANS: B PTS: 1 DIF: 1 REF: 287

STA: 8.03

65. ANS: D PTS: 1 DIF: 1 REF: 288

66. ANS: C PTS: 1 DIF: 1 REF: 289

TRUE/FALSE

67. ANS: T PTS: 1 DIF: 1 REF: 253

68. ANS: F PTS: 1 DIF: 1 REF: 256

69. ANS: T PTS: 1 DIF: 1 REF: 264

70. ANS: T PTS: 1 DIF: 1 REF: 257

71. ANS: F PTS: 1 DIF: 1 REF: 266

STA: 8.03

72. ANS: F PTS: 1 DIF: 1 REF: 270

STA: 8.03

73. ANS: F PTS: 1 DIF: 1 REF: 273

STA: 8.03

74. ANS: T PTS: 1 DIF: 1 REF: 274

75. ANS: F PTS: 1 DIF: 1 REF: 280

76. ANS: T PTS: 1 DIF: 1 REF: 281

STA: 8.03

77. ANS: F PTS: 1 DIF: 1 REF: 287

78. ANS: T PTS: 1 DIF: 1 REF: 289

STA: 8.04

79. ANS: F PTS: 1 DIF: 1 REF: 290

80. ANS: F PTS: 1 DIF: 1 REF: 295

81. ANS: T PTS: 1 DIF: 1 REF: 296

82. ANS: T PTS: 1 DIF: 1 REF: 299

83. ANS:

PTS: 1 DIF: 3 REF: 254

84. ANS:

His performance as a baseball player contributed to the decline of segregation as many Americans learned that African Americans could excel at sports and other activities.

PTS: 1 DIF: 3 REF: 257

85. ANS:

King was highly educated, a gifted speaker, and a church leader, a position that gave him authority and influence in black communities.

PTS: 1 DIF: 3 REF: 263| 264

86. ANS:

They thought it would be the most effective way to bring about change and win sympathy for their cause.

PTS: 1 DIF: 3 REF: 264 STA: 8.03

87. ANS:

They were peaceful protests in which black and white civil rights activists traveled across the South on public buses and ignored segregation rules. They were intended to challenge segregation in public transportation.

PTS: 1 DIF: 2 REF: 270

88. ANS:

It was a massive, peaceful rally in Washington, D.C., intended to create support for new civil rights legislation.

PTS: 1 DIF: 1 REF: 273 STA: 8.03

89. ANS:

Though it was not legal, African Americans often faced discrimination when purchasing real estate, attending school, and so on.

PTS: 1 DIF: 2 REF: 280

90. ANS:

Race riots broke out in cities across the United States.

PTS: 1 DIF: 2 REF: 282

91. ANS:

PTS: 1 DIF: 1 REF: 288 STA: 8.03

92. ANS:
Arguing that nonviolence and integration had proven ineffective, Malcolm X called for separatism and the achievement of black goals by “any means necessary.”

PTS: 1 DIF: 2 REF: 290 STA: 8.03

93. ANS:

Some African Americans styled their hair in Afros, wore African fabric and clothes, studied African American history, and celebrated Kwanzaa.

PTS: 1 DIF: 2 REF: 295

94. ANS:

PTS: 1 DIF: 2 REF: 296| 297

95. ANS:

Students’ essays should note that bus boycotts and lunch counter sit-ins cost segregated businesses money, and that lost income encouraged some business owners to integrate.

PTS: 1 DIF: 2 REF: 262| 263| 265| 266

96. ANS:

Students’ essays should compare and contrast the legal strategy of the NAACP with the nonviolent protests of the SCLC, SNCC, and CORE.

PTS: 1 DIF: 2 REF: 254| 266| 269| 272| 273

STA: 8.04

97. ANS:

Students’ essays should discuss the ruling, southern opposition to integration in places such as Little Rock, and the continued struggle to integrate higher education.

PTS: 1 DIF: 3 REF: 255| 256| 257| 271| 272

STA: 8.02

98. ANS:

Students’ essays should discuss the benefits of the Civil Rights Acts of 1964 and the Voting Rights Act of 1965, but note that African Americans still faced many challenges after these laws were passed.

PTS: 1 DIF: 3 REF: 279| 280

99. ANS:

Students’ essays should note that violence against civil rights activists often led to increased commitment to the cause, but also promoted new attitudes such as black nationalism. Violence in urban areas reflected dissatisfaction with the slow pace of change and contributed to black nationalism. However, the use of violence contributed to the decline of the Black Panthers.

PTS: 1 DIF: 3 STA: 8.03

100. ANS:

Students’ essays should assess the role of African culture, black sports figures, the Black Arts movement, and soul music in transforming American culture in the 1960s.

PTS: 1 DIF: 2 REF: 295| 296| 297| 298| 299

STA: 8.05

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The Civil Rights Era (1865–1970)

 

 

Nonviolent Protest: 1960–1963

 

Events

 

1960 Greensboro sit-in occurs Student Nonviolent Coordinating Committee (SNCC) forms

 

1961 Freedom Rides begin Albany movement

 

1962 Kennedy integrates University of Mississippi

 

1963 Birmingham campaign turns violent March on Washington draws more than 200,000

 

Key People

 

Martin Luther King Jr. -  Baptist preacher from Georgia who became most famous civil rights leader; helped organize peaceful protests and gave keynote “I have a dream” speech at 1963 March on Washington

 

John F. Kennedy -  35th U.S. president; gave increasing support to civil rights movement throughout his term; had plans to push stronger civil rights bill through Congress but was assassinated in 1963

 

Robert Kennedy - Brother of John F. Kennedy and U.S. attorney general; assisted civil rights cause in the South

 

“Bull” Connor - Birmingham, Alabama, city commissioner who ordered police violence against peaceful civil rights protesters in 1963

 

The Greensboro Sit-In

 

On Monday, February 1, 1960, four black students from the North Carolina Agricultural and Technical College in Greensboro sat down at the whites-only counter at a local Woolworth's and ordered lunch. The clerk refused to serve them, but the four men remained sitting at the counter until the store closed. The men returned the following day with more than a dozen fellow black students and again remained quietly at the counter until the store closed.

 

By the end of the week, hundreds of black students and even several white students were waiting patiently for service in Woolworth's, with several hundred more at other restaurants in Greensboro. Although the students temporarily disbanded to negotiate a settlement, the Greensboro sit-in resumed the following spring when local business leaders refused to cave in to the protesters' demands. Blacks continued to boycott segregationist stores such as Woolworth's until the desperate merchants finally conceded that summer.

 

Nonviolent Campaigns

 

The success of the Greensboro sit-in prompted thousands of blacks to launch similar campaigns in other cities throughout the South. Although police arrested thousands of protesters, most sit-ins succeeded. In 1960, for example, police arrested nearly a hundred peaceful student protesters at Atlanta University. In addition to demanding equality at city lunch counters, the students called for better jobs, better education, and social services for Atlanta's black community. Despite the arrest, other Atlanta students pledged their commitment to nonviolence, conducted sit-ins at restaurants all over the city, and organized a massive boycott of segregated businesses around Atlanta. Martin Luther King Jr. joined the students and was even among those arrested. Just as in Greensboro, hurting local businessmen eventually gave in and desegregated their stores.

 

The Student Nonviolent Coordinating Committee

 

The students who participated in these sit-ins, by provoking segregationists into angry responses, succeeded in winning sympathy from whites—a tactic that Martin Luther King had wanted to employ with the SCLC. Therefore, King dispatched SCLC director Ella Baker to Raleigh, North Carolina, to help organize students and encourage younger blacks to join the nonviolent civil rights struggle.

 

With Baker's help, the students formed the Student Nonviolent Coordinating Committee (SNCC) in 1960. The SNCC's greatest advantage was its youthful membership—students were always willing to pack up and move to fight the next fight. The SNCC members organized hundreds of protests throughout the South in the 1960s and participated in every major campaign.

 

A Rift Within the Movement

 

Not all civil rights activists supported the SNCC, however. Many black leaders believed the student movement was too radical and provocative. They feared that the sit-ins would destroy the small concessions that had taken them years to win from white segregationists. As a result, many all-black schools in the South punished and even expelled student protesters. The sheer success of student-led sit-ins, though, won blacks sympathy from many whites, an accomplishment that leaders such as King knew would be necessary in order to change the status quo.

 

The Election of 1960

 

Not surprisingly, civil rights became a major issue in the 1960 presidential campaign. Although Republican candidate Richard M. Nixon would not admit his support publicly for fear of alienating southern conservatives, Democrat John F. Kennedy embraced the student-led sit-ins, mentioning them in his campaign speeches. Kennedy's support of the movement won him the vast majority of black votes in the North, contributing significantly to his victory over Nixon that year.

 

Kennedy and Civil Rights

 

Kennedy's victory was bittersweet: even though he won the presidency, Republicans and southern conservative Democrats triumphed in Congress, severely limiting Kennedy's ability to pass civil rights legislation. Nonetheless, Kennedy was able to create the Committee on Equal Employment Opportunity to help end racial discrimination in the federal government and strengthened the civil rights division at the Justice Department. He also ordered his brother, Attorney General Robert F. Kennedy, to support civil rights activism as much as he could.

 

Freedom Rides

 

Kennedy's opportunity to demonstrate presidential support for the civil rights movement came the following year. In 1961, the Congress of Racial Equality organized a biracial Freedom Ride on interstate buses traveling through the South. CORE hoped that the Freedom Ride would provoke a reaction from segregationists just as the student-led sit-ins had, with public harassment, arrests, and widespread media attention. However, CORE also hoped that the publicity and arrests would force the Kennedys to intervene.

 

Black and white Freedom Riders left Washington, D.C., in May 1961 and faced only mild opposition until they met a mob of white supremacists ten days later in Alabama. The mob torched the bus and assaulted the Freedom Riders on board, nearly killing two of them. Another segregationist mob attacked them again in Birmingham as police looked on. Wounded and unsuccessful, the riders returned to the North and let the SNCC Freedom Riders take over. These new riders encountered severe opposition in Montgomery, Alabama, where yet another mob attacked the students. Police eventually arrested the SNCC Freedom Riders on charges of disturbing the peace.

 

Just as the protesters had hoped, the mob violence and police inaction in Birmingham and Montgomery outraged President Kennedy and were a major embarrassment for the U.S. government. In response, Kennedy sent 400 federal agents to prevent further violence in Montgomery and pushed the Interstate Commerce Commission to clarify its regulations regarding segregation on interstate buses. The success of the CORE and SNCC Freedom Rides prompted chapter organizations to sponsor their own rides in the Deep South throughout the 1960s.

 

The University of Mississippi

 

A year after the Freedom Rides, yet another segregation crisis occurred at the University of Mississippi, prompting the president once again to act on behalf of civil rights activists. A federal court ordered the university to admit James Meredith, the university's first black transfer student. As Arkansas governor Orval Faubus had refused to allow black students to attend an all-white high school in 1957, Mississippi governor Ross Barnett and state officials refused to let Meredith enter the university.

 

Kennedy dispatched hundreds of U.S. marshals to protect Meredith and forcibly integrate the university. Barnett continued to resist even after the marshals arrived, organizing several thousand whites to attack them. The riot left two people dead and hundreds wounded. Kennedy then ordered 5,000 U.S. Army soldiers to secure the university and escort Meredith to class. The president also used federal troops to integrate the University of Alabama the following year.

 

The Albany Movement

 

Hoping to continue the attention-getting campaign, SNCC and NAACP activists in the small town of Albany, Georgia, launched a massive boycott of and sit-in at local restaurants and department stores from 1961 to 1962. Martin Luther King Jr. and the SCLC eventually joined the movement to make Albany the new focus of the civil rights cause. Local police, however, refused to let the Albany movement turn into a national fiasco, instead protecting protesters from angry white mobs and treating the activists with civility. Even King's two arrests in Albany failed to garner national media attention, and the movement eventually collapsed. Paradoxically, Albany demonstrated the necessity for violent white reactions to civil rights protests in order to make the “love and nonviolence” philosophy work.

 

The Birmingham Campaign

 

The failure in Albany spurred the SCLC to redouble its efforts. In 1963, King and his fellow activists organized a massive rally in Birmingham, Alabama, arguably the most segregated city in America. Once again, the activists organized boycotts and sit-ins to goad white residents and city officials into reacting. In an unprecedented move, King organized hundreds of Birmingham high school students to protest segregation in a “children's crusade,” hoping that images of persecuted youngsters would horrify moderate Americans.

 

This time, the tactic worked. City commissioner “Bull” Connor ordered police and firemen to use attack dogs and water cannons to subdue the peaceful protesters. Unexpectedly, many of Birmingham's black residents began to fight back, defending the activists by attacking police. Northerners were shocked as they watched the violence unfold on television. King himself was arrested again, and in jail he took the opportunity to write his influential “Letter from Birmingham Jail,” in which he explained the civil rights movement to his many critics. The letter was published and circulated throughout the country.

 

The violence in Birmingham prompted Robert Kennedy and the Justice Department to negotiate a settlement between the SCLC and city officials. The SCLC eventually agreed to end the boycotts and protests, but only after local merchants promised to hire more blacks and the city promised to enforce desegregation. Segregationists, however, protested the agreement and initiated a new wave of violence, forcing Kennedy to send 3,000 army troops to restore order in the city.

 

The events that took place in Birmingham and the resulting agreements changed the civil rights movement in two major ways. First, they mobilized the moderate majority of northern and southern whites against segregation. Second, the Birmingham campaign marked the first time poorer southern blacks began demanding equality alongside the lawyers, ministers, and students. The majority of blacks wanted immediate access to better jobs, housing, and education and wanted the country in general to be desegregated.

 

Kennedy's Endorsement

 

The growing public support for King and his fellow protesters convinced President Kennedy to fully endorse the movement and push for more civil rights legislation, regardless of the political fallout from southern conservatives. International embarrassment and accusations of hypocrisy from the Soviet Union also contributed to his decision to support the movement. In the summer of 1963, Kennedy appeared on national television and personally asked Congress to help safeguard blacks' rights. He argued that the United States could not effectively fight oppression abroad if so many Americans lacked basic freedoms at home. He specifically wanted Congress to ban segregation and protect blacks' voting rights.

 

The March on Washington

 

Later that summer, the SCLC, NAACP, SNCC, and CORE worked together to organize the largest political rally in American history to help convince Congress to pass the president's new civil rights bill. On August 28, 1963, more than 200,000 blacks and whites gathered peacefully in front of the Lincoln Memorial for the March on Washington. There, Martin Luther King Jr. delivered his famous “I have a dream” speech, which with surging, sermonic declarations outlined the visions of the civil rights movement and called for racial equality.

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