The Rise and Fall of Jim Crow

http://www.pbs.org/wnet/jimcrow/

The Purpose of education is….
To allow people to acquire
skills to get a job.

To become “productive
members of society”

To become good citizens
(social skills, etc.)

To learn certain moral
and social values

1. What is the purpose of education, in your opinion? Give at least 2 purposes.
- Opportunity and career
- Jobs for future
- Life skills (respect, cooperation)
- Sports
- Reading/academic skills
- Try/learn new things
- Help your own kids
2. Now, share with the class and copy the list:

 http://www.pbs.org/wnet/jimcrow/segregation.html
 What was going on at the time?

 Most African Americans were excluded from
“white” colleges
 African American colleges founded:
 Howard
 Atlanta
 Fisk
Very few African Americans actually attended
colleges

 Booker T Washington- stressed vocational over
cultural education
 Stated that "there is as much dignity in tilling a
field as in writing a poem.”
 Believed racism would end if African Americans
acquired labor skills
 Founded Tuskegee University in Alabama-
vocational school
https://www.youtube.com/watch?annotation_id=annotation_12656774
05&feature=iv&index=13&list=PLRlmwKnv77Ho_g50XMlhP8snKk4A4
QPSw&src_vid=TGOEED_MexI&v=07cispyOhWQ

 Disagreed with Washington- focus of education
should be reading, writing, liberal arts
 Stated “the object of all true education is not to
make men carpenters, it is to make carpenters
men”.
 Founded Niagra Movement- goal was for African
Americans to seek college education
https://www.youtube.com/watch?v=TGOEED_MexI

 Later founded the NAACP (National Association
for the Advancement of Colored People)
 Aimed at full equality for the races
 Had little support at the time since most focus was
on Middle Class and whites
 Presidents such as Teddy Roosevelt also did not
support Civil Rights
 Today it is a strong organization

 DuBois- higher education – well –rounded,
blacks can better themselves through
education in all areas, against blacks doing
manual labor
 Washington-believed education should just
prepare you for a specific skilled job- “tech
school”- not necc. Well-rouned education,
wanted blacks to accept their place in society as
manual laborers

BOOKER T. WA
SHINGTON
- Industrial
education
- Urged blacks
to accept
their place in
society
- Urged blacks
to get
education
and a job to
combat
racism
SIMILARITIES WEB DUBOIS
- Urged protests
and four year
colleges for
African
Americans
- Wanted blacks
to know their
history

With whose theory on education do
you agree with more? (Booker T. who
said blacks should have a vocational
education, or WEB who said blacks
should have a 4-year degree). Why?
Support your answer with at least two
pieces of evidence.
I agree with Booker T/WEB on his
theory on education because…

 https://www.youtube.com/watch?v=-NJAKDVfWxs
 Rise and Fall of Jim Crow, Episode 1- start at 17 minutes

 https://www.youtube.com/watch?v=c-7eNRB2_0Q

https://www.youtube.com/watch?v=3mF718GsrOI

Ch. 16 Section 3
Segregation and Discrimination

Segregation
in the Southern states
(1896-1968)

The segregated South
• https://www.youtube.com/watch?v=ZSYNh
FyEHoo

The Black Codes
 laws put in place in the United States after the
Civil War
 Limited the basic human rights and civil
liberties of black citizens living in the South
 varied from state to state
 they each attempted to secure a steady supply
of cheap labor and continued to assume the
inferiority of the freed slaves

Extra Info: Black Codes
 The black codes had their roots in the slave
codes that had formerly been in effect
 The Black Codes granted African Americans
certain rights, such as legalized marriage,
ownership of property, and limited access to the
courts.
 But the Black Codes denied them the rights to
testify against whites, to serve on juries or in
state militias, or to vote, and express legal
concern publicly

Voting Restrictions
 Poll tax- many sharecroppers were too poor
to pay the tax
 Grandfather clause- said if their grandfather
was eligible to vote before 1867 they could
vote- restricted blacks from voting since freed
slaves at that time could not vote
 Literacy test- had to pass a test before voting

Why would people in the South not
want African Americans voting?

https://www.youtube.com/watch?v=ALTam2L9
NhE

Jim Crow etiquette norms:
 A black male could not offer his hand (to shake hands) with a
white male because it implied being socially equal.
 Blacks and whites were not supposed to eat together. If they
did eat together, whites were to be served first, and some sort
of partition was to be placed between them.
 Under no circumstance was a black male to offer to light the
cigarette of a white female--that gesture implied intimacy.

 Blacks were not allowed to show public affection toward one
another in public, especially kissing, because it offended
whites.
 Jim Crow etiquette required that blacks were introduced to
whites, never whites to blacks. For example: "Mr. Peters (the
white person), this is Charlie (the black person), that I spoke
to you about."
 Whites did not use courtesy titles of respect when referring to
blacks, for example, Mr., Mrs., Miss., Sir, or Ma'am. Instead,
blacks were called by their first names.
 If a black person rode in a car driven by a white person, the
black person sat in the back seat or the back of a truck.

Stetson Kennedy, the author of Jim Crow Guide,
offered these simple rules that blacks were supposed to
observe in conversing with whites:
 Never claim that a white person is lying.
 Never allege dishonorable intentions to a white person.
 Never suggest that a white person is from an inferior class.
 Never lay claim to, or overly demonstrate, superior knowledge or intelligence.
 Never curse a white person.
 Never laugh derisively at a white person.
 Never comment upon the appearance of a white female.

Quick-write: Which Jim Crow law
shocks you the most and why?

1. Read/analyze the Plessy
v. Ferguson case
2. Finish 16-3 guided
reading
3. 16-3 Ppt. notes

Plessy v. Ferguson (1896)
pp. 496- 97
Can the state of
Louisiana
mandate
separate railroad
cars for Blacks
and Whites?

Plessy v. Ferguson – p. 496
• Who- Homer Plessy
• What- tried to take a seat in the “whites only”
car of the train
• Arrested for breaking the law in Louisiana
• Plessy appealed under the 14th Amendment
• When- 1896
• Why- Court ruled that “separate but equal
facilities” did not violate 14th Amendment

Importance
• How/effects: Legalized segregated
facilities and public places
• Most southern states kept their
segregation laws until the 1960s

Plessy v. Ferguson (1896)
"The object of the [Fourteenth] Amendment was
undoubtedly to enforce the absolute equality of the
two races before the law, but in the nature of things
it could not have been intended to abolish
distinctions based upon color, or to enforce social, as
distinguished from political, equality, or a
commingling of the two races upon terms
unsatisfactory to either. . .
“We consider the underlying fallacy of the plaintiff's
argument to consist in the assumption that the
enforced separation of the two races stamps the
colored race with a badge of inferiority. If this be so,
it is not by reason of any-thing found in the act, but
solely because the colored race chooses to put that
construction upon it. "
“In my opinion, the judgment this day
rendered will, in time, prove to be quite as
pernicious as the decision made by this
tribunal in the Dred Scott case.”
—Justice Harlan, dissenting

“Separate but equal . . .”
• Schools
• Churches
• Restaurants
• Movies
• Hotels
• Libraries
• Housing
• ...you name it

“Separate but equal . . .”
• Schools
• Churches
• Restaurants
• Movies
• Hotels
• Libraries
• Housing
• ...you name it
No Social Interactions Allowed
Especiallyno intermarriage

The one significant institution
under the control of Black
citizens:
Their churches.

1. What is the purpose of education, in
your opinion? Give at least 2 purposes.
2. Now, share with the class and copy the list:

 With whom do you agree (on
education)- Booker T. Washington or
W.E.B. DuBois? Why?
 In a paragraph, please support your
opinion with 2 pieces of evidence from
the notes/text (pg. 491)

Central relationship between
Whites and Blacks:
Dominance
(tinged with paternalism)
• Blacks restricted to menial jobs
• Blacks supervised by whites, never
the other way around
• Whites control wealth and political
institutions
• Blacks denied even the right to vote

Frederickson’s Criteria for an
Overtly Racist Regime
1. Ideology: The differences
between us and them are
permanent and unbridgable.
2. Intermarriage is forbidden by
law.
3. Segregation mandated by law,
not merely by custom or private
acts.
4. Disenfranchisement of vote and
public office-holding.
5. Economic opportunities are so
limitated that members of
outgroup kept in poverty or
deliberately impoverished.

Marcus Garvey
(1887-1940)
Back to Africa!

W. E. B. DuBois (1868-1963)
• Sociologist
• Journalist
• Pan-Africanist
• Socialist/Communist
• Ghanian

The Civil Rights Movement
1954-1968

Three notable events near the
beginning of the movement:
• Brown v. Board of Education
• The Murder of Emmitt Till
• The Montgomery Bus Boycott

Brown v. Board of Education
of Topeka (1954)
“We conclude that, in
the field of public
education, ‘separate but
equal’ has no place.
Separate educational
facilities are inherently
unequal.
“Any language in Plessy
v. Ferguson contrary to
this finding is rejected.”

The Murder of Emmitt Till
(1955)

“Thar he.”
Moses Wright,
Sumner, Mississippi,
September 22, 1955

Rosa Parks and the Montgomery
Bus Boycott (1955)

The Organizations
NAACP National Association for the
Advancement of Colored People
SCLC Southern Christian Leadership
Conference
CORE Congress of Racial Equality
The Brotherhood of Sleeping Car
Porters
SNCC Student Nonviolent Coordinating
Committee

The Objectives
• Overthrow the Jim Crow
Laws
• Integrate Public Facilities
• Eliminate Racial
Discrimination Generally

The Method
Nonviolent Civil Disobedience

Why nonviolence?
• Ethical view: Pacifism
• Violence does not work
• Violence is incompatible
with the appeal to
conscience

Do ethical arguments make any difference?
How moral argument might lead to social
change:
The people making the argument keep things
stirred up, so that . . .
The only way to settle things down--and keep
society running peacefully--is to grant the point
and make the required changes; and . . .
The majority are willing to concede the ethical
point, however, grudgingly. Then,
The change is made.

• Nonviolent
• Public
• Aimed at specific laws, not at law itself
• Willing to accept punishment
• Addresses to conscience of the majority
• Last resort
Characteristics of Civil
Disobedience

• Boycotts
• Marches and Public Demonstrations
• Sit-ins
• Freedom Ride
• Voter Registration Drives
• Law Suits
• Speeches, newspaper articles,
publicity, publicity, publicity
Tactics

Were the civil rights demonstrators
really breaking the law?
Was “civil disobedience” really
disobedience to the law?
Ronald Dworkin

The White Resistance
Strom Thurmond
Dixiecrat Candidate
for President 1948

Jesse Helms
Senator from North
Carolina

“Massive Resistance”
• Refusal to obey court orders,
citing doctine of States’ Rights
• Integration of schools did not
really become effective until
1960s
• Notable battles over school
integration in Alabama,
Mississippi, and Arkansas

In 1963, Birmingham’s
First High School
Integration
• Richard Walker
• From Ullman to Ransom
• Later graduated from
UAB Medical School
• Now a local physician
Odessa Woolfolk

1964 Civil Rights Act
• Voting rights
• Public accommodations
• Equal opportunity in employment
• Desegregation of public facilities
• Nondiscrimination in federally
funded programs
• Establishes Civil Rights Commission
• Affirmative action training programs

The Original Arguments for
Affirmative Action
• Lyndon Johnson’s argument: the
analogy of the foot race

The Original Arguments for
Affirmative Action
• Lyndon Johnson’s argument: the
analogy of the foot race
• Role models and the vicious circle
• Necessary for combatting racism
• Compensation

1968: The Assassination
of Martin Luther King, Jr.

Three features of our current
situation that resulted from
the policy of massive
resistance:
• Multiple school systems
• The private Christian
Academies
• Republicans as the
conservative party

The Civil Rights Movement
The Women’s Movement
The Gay Rights Movement
The Rights of the Handicapped
The Animal Rights Movement

Where do we stand now on
the question of race?
• Jim Crow laws are gone
• Public facilities and schools (mostly)
integrated
• Housing and social life (mostly) segregated
• African-Americans hold many local political
positions
• The economy, wealth, and national political
power still (mostly) in the hands of Whites
• Affirmative action restricted and
controversial

Median Income (Men), 1960-2000
Whites Afr-Amer Percentage*
2000 29,696 21,662 73%
1990 27,182 16,522 61%
1980 26,519 15,936 60%
1970 27,088 16,069 59%
1960 21,294 11,202 53%
*Income of African-American men expressed as a
percentage of the income of White men

What ideal should we embrace?
Two competing ideas:
1. The Color-Blind Society

2. Black Pride and Heritage

2. Black Pride and Heritage
A model that might combine
these two: The position of
American Jews within the
larger society

The Rise and Fall of Jim Crow

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The Rise and Fall of Jim Crow