CHAPTER 29 GUIDED READING Taking On Segregation
NameDateCHAPTER29GUIDED READINGTaking on SegregationSection 1A. As you read, answer questions about important events in the civil rights movement.Civil RightsAct is passed.1883Supreme Court rules1875 Civil Rights Actunconstitutional.1896Plessy v. Ferguson1945World War II ends.1946Morgan v. Virginiaoutlaws mandatorysegregation oninterstate buses.1950Sweat v. Painterdeclares that state lawschools must admitblack applicants.1954Brown v. Board ofEducation1955Supreme Court ordersschool desegregation.1. What did the Civil Rights Act of 1875 do?2. How did the Court rule in Plessy?3. In what three ways did World War II help set the stage for themodern civil rights movement?a.b.c.4. Who argued Brown’s case?5. What did the Brown rulingdeclare?6. Why did the Court rule as it did in Brown?Emmett Till ismurdered.Rosa Parks isarrested.7. What organization was formedto support Rosa Parks?8. What did it do?1956Supreme Court outlaws bus segregation.1957Little Rock facesschool desegregationcrisis.9. How did President Eisenhower respond to the Little Rock crisis?Southern ChristianLeadership Conference(SCLC) is formed.10. Who was the presidentof SCLC?Student NonviolentCoordinationCommittee (SNCC) isformed.12. What did SNCC accomplish, and how?196018 Unit 8, Chapter 2911. What was SCLC’s purpose?The Americans 1998 McDougal Littell Inc. All rights reserved.1875
NameDateCHAPTER29GUIDED READINGThe Triumphs of a CrusadeSection 2A. As you read this section, take notes to answer the questions about the time line.1961Freedom riders travelthrough the South.1962James Meredith integrates Ole Miss.1963Birmingham and theUniversity of Alabamaare integrated.1. What was the goal of thefreedom riders?2. What was the Kennedyadministration’s response?3. What was the goal of themarch on Washington?4. Who attended the march?5. What was the goal of theFreedom Summer project?6. Who led the project? Whovolunteered for it?7. What role did the violenceshown on television play inthis march?8. What did the marchencourage President Johnsonto do?Kennedy sends civilrights bill to Congress.Medgar Evers ismurdered.March onWashingtonBirmingham churchbombing killsfour girls.The Americans 1998 McDougal Littell Inc. All rights reserved.1964Kennedy isassassinated.Freedom SummerThree civil rightsworkers are murdered.Civil Rights Act ispassed.1965March from Selmato MontgomeryVoting Rights Actis passed.9. What did the Voting RightsAct outlaw?10. What did the lawaccomplish?B. On the back of this paper, explain Fannie Lou Hamer’s role in the civil rights movement.Civil Rights 19
NameDateCHAPTER29GUIDED READINGSection 3Challenges and Changesin the MovementA. As you read this section, make notes to answer the questions.1. What is the main difference between de facto and de jure segregation?2. How did the ideas of SNCC differ from those of the Nation of Islam?3. How did the early views of Malcolm X differ from his later ideas?5. How did the ideas of SNCC differ from those of the Black Panthers?6. What gains were made by the civil rights and Black Power movements? Identify four.a.b.c.d.B. On the back of this paper, briefly explain what changes or reforms each of the followingcalled for: Black Power, the Kerner Commission, and the Civil Rights Act of 1968.20 Unit 8, Chapter 29The Americans 1998 McDougal Littell Inc. All rights reserved.4. What changes took place in Stokely Carmichael’s membership in civil rights organizations?
NameDateCHAPTER29Section 1SKILLBUILDER PRACTICEMany stories about Rosa Parks refusing to give up her seat on a bus in Montgomery,Alabama, suggest that her main motive was fatigue—that she was simply tired aftera long day. However, her motives were much more complex and had little to do withphysical fatigue. For a more thorough analysis of Rosa Parks’ motives, read the passage, then complete the cluster diagram. (See Skillbuilder Handbook, p. 1039.)IThe Americans 1998 McDougal Littell Inc. All rights reserved.Analyzing Motivesn her autobiography, Rosa Parks: My Story(1992), Parks describes her role as an activist inthe civil rights movement. She recounts howAfrican Americans rejoiced during the early 1950sas Supreme Court decisions came out in support ofdesegregation of schools, and how they hoped thatruling would affect other segregated areas of life.During the summer of 1955, Parks attended aworkshop on desegregation at Highlander FolkSchool in Tennessee. There she “experienced people of different races and backgrounds meetingtogether in workshops and living together in peaceand harmony.”Parks describes the anger of the black community over the Montgomery bus segregation laws.“[T]here were 50,000 African Americans inMontgomery. More of us rode the buses thanCaucasians did, because more whites could affordcars. It was very humiliating to suffer the indignityof riding segregated buses twice a day, five days aweek, to go downtown and work for white people.”The Montgomery NAACP wanted to sue the cityover bus segregation, but needed a plaintiff in thecase. Mrs. Parks remembers: “I knew they needed aplaintiff that was beyond reproach, because I was inon the discussions about the possible court case. Butthat was not why I refused to give up my bus seat toa white man on Thursday, December 1, 1955. I didnot intend to get arrested.”Parks describes how she got on her regular busafter work and sat in the section designated forblack people. At the next stop, several white peoplegot on, and one was left standing. The driver toldsome black people to move so the white man couldsit. Mrs. Parks explains, “Didn’t anybody move. . . .Then he spoke a second time: ‘Y’all better make itlight on yourselves and let me have those seats.’“I could not see how standing up was going to‘make it light’ for me. The more we gave in andcomplied, the worse they treated us. . . . I was nottired physically . . . . I was not old, . . . I was fortytwo. No, the only tired I was, was tired of giving in.”Prior Experience:Goals:Needs:Rosa ParksAction: Refusing to give upher seat on the bus to awhite personEmotions:Civil Rights 21
NameDateGEOGRAPHY APPLICATION: REGIONCHAPTERThe Brown Decision, Ten Years Later29Section 1Directions: Read the paragraphs below and study the map carefully. Then answerthe questions that follow.In 1954, the Supreme Court ruled in Brown v.Board of Education that to separate publicschool students “solely on the basis of race” wasunconstitutional. The Court had established a “separate but equal” doctrine in 1896, in its Plessy v.Ferguson ruling, but the 1954 decision reversedthat ruling. Now, the court declared that “‘separatebut equal’ has no place” in public education.The Brown decision, however, did not bringpublic-school segregation to an immediate end.The responsibility for implementing desegregationfell to local governments—to school officials whohad to keep in mind state laws and regional customs. Thus, at times, the move toward statewidecompliance took place slowly, almost one school ata time. When desegregation efforts lagged, theSupreme Court issued a second Brown decision in1955, directing lower courts to admit AfricanAmerican students to public schools “with all deliberate speed.” Eventually, in some areas of theSouth, the federal government had to step in andenforce desegregation.Still, even ten years after Brown, only about380,000 African-American elementary and secondary students in 17 Southern states and theDistrict of Columbia—less than 11 percent of the3.5 million students in the region—were going toschools with white students. In Alabama only 94out of 89,000 African-American students, and inMississippi only 58 out of 22,000 African-Americanstudents, attended integrated schools. ,,, ,,, ,, , ,,, ,,, , ,,, School Desegregation in the South, 1964MO(1954)Dates indicate years desegregation beganVA(1959)NC(1957)AR(1954) SC(1963)MS(1964)AL(1963)GA(1961)LA(1960)Percentage of African-American students attending integrated schoolsLess than 1 percent30 – 60 percent1 – 4 percentMore than 60 percent5 – 8 percent(No state fell between 8 and 30 percent.)FL(1959),,,,,,,,,,,,, , ,,,, , , , , ,,,,,,, , ,,,,,,,,,,,,,,,,,,,, , ,,,,,,,,,,,,,,,,, ,,,, ,,,,,,, , ,,, , ,,, ,,,,,,,,,,,,, ,,,,,,, ,, ,,,,,,,,,,, , , ,,,,,, ,, ,, , ,,, ,,TN(1955)OK(1955)22 Unit 8, Chapter 29DE(1954)WV(1954)KY(1955)TX(1954)MD(1954)The Americans 1998 McDougal Littell Inc. All rights reserved.DC(1954)
NameThe Brown Decision, Ten Years Later continuedInterpreting Text and Visuals1. Which states in the region shown on the map began to integrate their publicschools in the year of the Brown v. Board of Education decision? (Do not countthe District of Columbia.)2. In which states did school desegregation not begin until the 1960s?3. What generalization can you make about the relationship between the time astate began the desegregation process and the degree of integration of itsschools in 1964?Which state is a glaring exception to that trend?4. In which states were 30 to 60 percent of African-American students inThe Americans 1998 McDougal Littell Inc. All rights reserved.integrated schools?5. In which states was the percentage of African-American students in integratedschools less than the region’s average?6. Which five of the states you listed for question 5 had percentages the farthestbelow the regional average?How might the economic and social history of those five states have led to a resistance todesegregation?Civil Rights Geography Application 23
Name29Section 1PRIMARY SOURCECrisis in Little RockWhen 16-year-old Elizabeth Eckford left for Little Rock’s Central High School inSeptember 1957, she did not know that the governor had ordered the NationalGuard to keep her and eight other black students from entering the all-whiteschool. This is Eckford’s account of her first day at an integrated school.Before I left home Mother called us into the living room. She said we should have a word ofprayer. Then I caught the bus and got off a blockfrom the school. I saw a large crowd of people standing across the street from the soldiers guardingCentral. As I walked on, the crowd suddenly gotvery quiet. Superintendent Blossom had told us toenter by the front door. I looked at all the peopleand thought, “Maybe I will be safer if I walk downthe block to the front entrance behind the guards.”At the corner I tried to pass through the longline of guards around the school so as to enter thegrounds behind them. One of the guards pointedacross the street. So I pointed in the same directionand asked whether he meant for me to cross thestreet and walk down. He nodded “yes.” So, Iwalked across the street conscious of the crowd thatstood there, but they moved away from me.For a moment all I could hear was the shufflingof their feet. Then someone shouted, “Here shecomes, get ready!” I moved away from the crowd onthe sidewalk and into the street. . . .The crowd moved in closer and then began tofollow me, calling me names. I still wasn’t afraid. Justa little bit nervous. Then my knees started to shakeall of a sudden and I wondered whether I couldmake it to the center entrance a block away. It wasthe longest block I ever walked in my whole life.Even so, I still wasn’t too scared because all thetime I kept thinking that the guards would protect me.When I got right in front of the school, I went upto a guard again. But this time he just looked straightahead and didn’t move to let me pass him. I didn’tknow what to do. Then I looked and saw that thepath leading to the front entrance was a little furtherahead. So I walked until I was right in front of thepath to the front door.I stood looking at the school—it looked so big!Just then the guards let some white students gothrough.The crowd was quiet. I guess they were waitingto see what was going to happen. When I was able tosteady my knees, I walked up to the guard who had24 Unit 8, Chapter 29let the white students in. He too didn’t move. WhenI tried to squeeze past him, he raised his bayonetand then the other guards closed in and they raisedtheir bayonets.They glared at me with a mean look and I wasvery frightened and didn’t know what to do. I turnedaround and the crowd came toward me.They moved closer and closer. Somebody startedyelling, “Lynch her! Lynch her!”I tried to see a friendly face somewhere in themob—someone who maybe would help. I lookedinto the face of an old woman and it seemed a kindface, but when I looked at her again, she spat on me.They came closer, shouting, “No nigger bitch isgoing to get in our school. Get out of here!”I turned back to the guards but their faces toldme I wouldn’t get help from them. Then I lookeddown the block and saw a bench at the bus stop. Ithought, “If I can only get there I will be safe.” Idon’t know why the bench seemed a safe place. . . .When I finally got there, I don’t think I couldhave gone another step. I sat down and the mobcrowded up and began shouting all over again.Someone hollered, “Drag her over to this tree! Let’stake care of the nigger.” Just then a white man satdown beside me, put his arm around me and pattedmy shoulder. He raised my chin and said, “Don’t letthem see you cry.”Then, a white lady—she was very nice—shecame over to me on the bench. She spoke to me butI don’t remember now what she said. She put me onthe bus and sat next to me. . . . [T]he next thing Iremember I was standing in front of the School forthe Blind, where Mother works.from William Loren Katz, Eyewitness: The Negro inAmerican History (New York: Pitman, 1967), 492–494.Discussion QuestionWhy do you think Elizabeth Eckford encounteredsuch a hostile reaction when she arrived at CentralHigh School? Cite evidence from your textbook tosupport your opinion.The Americans 1998 McDougal Littell Inc. All rights reserved.CHAPTERDate
NameDateCHAPTER29Section 2PRIMARY SOURCECivil Rights Song“We Shall Overcome,” the anthem of the civil rights movement, derives from anAfrican-American hymn that was written in the early 1900s by Reverend C. A.Tindley. Later brought by South Carolina tobacco workers to Highlander FolkSchool in the Tennessee mountains, the hymn was first adapted for protest andsung in support of the 1930s labor movement.The Americans 1998 McDougal Littell Inc. All rights reserved.We Shall OvercomeWe shall overcome,we shall overcome,We shall overcome some day.Oh, deep in my heart, I do believe,We shall overcome some day.The truth will make us free,the truth will make us free.The truth will make us free some day.Oh, deep in my heart, I do believe,We shall overcome some day.We are not afraid,we are not afraid,We are not afraid today.Oh, deep in my heart, I do believe,We shall overcome some day.We’ll walk hand in hand,we’ll walk hand in hand,We’ll walk hand in hand some day.Oh, deep in my heart, I do believe,We shall overcome some day.We are not alone,we are not alone,We are not alone today.Oh, deep in my heart, I do believe,We shall overcome some day.The Lord will see us through,the Lord will see us through,The Lord will see us through today.Oh, deep in my heart, I do believe,We shall overcome some day.from We Shall Overcome! Songs of the Southern FreedomMovement compiled by Guy and Candie Carawan for TheStudent Nonviolent Coordinating Committee, Oak Publications.Activity Options1. Listen to a recording of this song or perform thesong with classmates. If possible, have classmates who play musical instruments accompanyyou as you sing. Then discuss your response tothe song and why you think it became the bestknown protest song of the civil rights movement.2. Listen to recordings of other civil rights songssuch as “Keep Your Eyes on the Prize,” “ThisLittle Light of Mine,” “Ain’t Gonna Let NobodyTurn Me Round,” “We Shall Not Be Moved,”and “I’m Gonna Sit at the Welcome Table.”Then compare and contrast these songs with“We Shall Overcome” in terms of lyrics, tempo,melody, and rhythm.Civil Rights 25
Name29Section 2PRIMARY SOURCEfrom “I Have a Dream”by Martin Luther King, Jr.On August 28, 1963, more than 250,000 people took part in a march onWashington, D.C., in support of the civil rights bill. As you read this part of thespeech that Dr. King delivered that day, think about his dream and whether ithas come true.Isay to you today, my friends, even though weface the difficulties of today and tomorrow, I stillhave a dream. It is a dream deeply rooted in theAmerican dream. I have a dream that one day thisnation will rise up and live out the true meaning ofits creed,“We hold these truths to be self-evident;that all men are created equal.” I have a dream thatone day on the red hills of Georgia, sons of formerslaves and the sons of former slave owners will beable to sit down together at the table of brotherhood. I have a dream that one day even the state ofMississippi, a state sweltering with the heat ofinjustice, sweltering with the heat of oppression,will be transformed into an oasis of freedom andjustice. I have a dream that my four little childrenwill one day live in a nation where they will not bejudged by the color of their skin, but by the contentof their character.I have a dream today!I have a dream that one day down inAlabama—with its vicious racists, with its Governorhaving his lips dripping with the words of interposition and nullification—one day right there inAlabama, little black boys and black girls will beable to join hands with little white boys and whitegirls as sisters and brothers.I have a dream today!I have a dream that one day every valley shallbe exalted, and every hill and mountain shall bemade low. The rough places will be plain and thecrooked places will be made straight, “and the gloryof the Lord shall be revealed, and all flesh shall seeit together.”This is our hope. This is the faith that I go backto the South with. With this faith we will be able tohew out of the mountain of despair a stone of hope.With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will beable to work together, to pray together, to struggletogether, to go to jail together, to stand up for free-26 Unit 8, Chapter 29dom together, knowing that we will be free oneday. And this will be the day. This will be the daywhen all of God’s children will be able to sing withnew meaning, “My country ’tis of thee, sweet landof liberty, of thee I sing. Land where my fathersdied, land of the pilgrims’ pride, from every mountainside, let freedom ring.” And if America is to bea great nation, this must become true.So let freedom ring from the prodigious hilltopsof New Hampshire, let freedom ring from themighty mountains of New York; let freedom ringfrom the heightening Alleghenies of Pennsylvania;let freedom ring from the snow-capped Rockies ofColorado; let freedom ring from the curvaceousslopes of California. But not only that. Let freedomring from Stone Mountain of Georgia; let freedomring from Lookout Mountain of Tennessee; letfreedom ring from every hill and molehill ofMississippi. “From every mountainside, let freedomring.”And when this happens, and when we allowfreedom to ring, when we let it ring from every village and every hamlet, from every state and everycity, we will be able to speed up that day when allof God’s children—black men and white men, Jewsand Gentiles, Protestants and Catholics—will beable to join hands and sing in the words of the oldNegro spiritual, “Free at last. Free at last. ThankGod Almighty, we are free at last.”Discussion Questions1. What does Dr. King mean when he says he has adream that the nation “will live out the truemeaning of its creed”?2. What criticisms does King level at Americansociety?3. Do you think that King’s dream has been fulfilled? Explain your response.The Americans 1998 McDougal Littell Inc. All rights reserved.CHAPTERDate
NameCHAPTER29The Americans 1998 McDougal Littell Inc. All rights reserved.Section 2DatePRIMARY SOURCEPolitical PosterD
The Americans 1998 McDougal Littell Inc. All rights reserved. 18 Unit 8, Chapter 29 Name Date GUIDED READING Taking on Segregation Section 1 A. As you read, answer .
Part One: Heir of Ash Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26 Chapter 27 Chapter 28 Chapter 29 Chapter 30 .
TO KILL A MOCKINGBIRD. Contents Dedication Epigraph Part One Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Part Two Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18. Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26
DEDICATION PART ONE Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 PART TWO Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 .
All About the Alphabet Reading Alphabet Fun: A Reading Alphabet Fun: B Reading Alphabet Fun: C Reading Alphabet Fun: D Reading Alphabet Fun: E Reading Alphabet Fun: F Reading Alphabet Fun: G Reading Alphabet Fun: H Reading Alphabet Fun: I Reading Alphabet Fun: J Reading Alphabet Fun: K Reading Alphabet Fu
article—the exciting romance with guided reading is well underway, and the reality is that continuous professional learning is needed to ensure that this instructional approach is powerful. There is an important difference between implementing parts of a guided reading lesson and using guided reading to bring readers from where
About the husband’s secret. Dedication Epigraph Pandora Monday Chapter One Chapter Two Chapter Three Chapter Four Chapter Five Tuesday Chapter Six Chapter Seven. Chapter Eight Chapter Nine Chapter Ten Chapter Eleven Chapter Twelve Chapter Thirteen Chapter Fourteen Chapter Fifteen Chapter Sixteen Chapter Seventeen Chapter Eighteen
18.4 35 18.5 35 I Solutions to Applying the Concepts Questions II Answers to End-of-chapter Conceptual Questions Chapter 1 37 Chapter 2 38 Chapter 3 39 Chapter 4 40 Chapter 5 43 Chapter 6 45 Chapter 7 46 Chapter 8 47 Chapter 9 50 Chapter 10 52 Chapter 11 55 Chapter 12 56 Chapter 13 57 Chapter 14 61 Chapter 15 62 Chapter 16 63 Chapter 17 65 .
HUNTER. Special thanks to Kate Cary. Contents Cover Title Page Prologue Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter
