The Emergence of the Civil Rights MovementThe United States in the 1950s and '60s witnessed the dramatic development of the Civil Rights Movement, which at the time accomplished a series of its goals through acts of civil disobedience, legal battles, and promoting the notion of Black Power. Show
Learning Objectives Summarize the U.S. African American Civil Rights Movement of the 1950s and '60s Key TakeawaysKey Points
Key Terms
BackgroundThe Civil Rights Movement or 1960s Civil Rights Movement (sometimes referred to as the African-American Civil Rights Movement, though the term "African American" was not widely used in the 1950s and '60s) encompasses social movements in the United States aimed at ending racial segregation and discrimination against African Americans and securing legal recognition and federal protection of the citizenship rights enumerated in the Constitution and federal law. While black Americans had been fighting for their rights and liberties since the time of slavery, the 1950s and '60s witnessed critical accomplishments in their civil rights struggle. Civil Resistance The movement was characterized by major campaigns of civil resistance. Between 1955 and 1968, acts of nonviolent protest and civil disobedience produced crisis situations between activists and government authorities. Federal, state, and local governments, businesses, and communities often had to respond immediately to these situations that highlighted the discrimination African Americans faced. Actions included boycotts such as the successful Montgomery Bus Boycott
in Alabama, sit-ins such as the influential Greensboro sit-ins, marches such as the Selma to Montgomery marches in Alabama and the march on Washington, as well as a wide range of other nonviolent activities. March on Washington: This United States Information Agency photograph of the March on Washington, August 28, 1963, shows civil rights and union leaders, including Martin Luther King Jr., Joseph L. Rauh Jr., Whitney Young, Roy Wilkins, A. Philip Randolph, and Walter Reuther. Legislation A critical Supreme Court decision of this phase of the Civil Rights Movement was the 1954 ruling, Brown v. Board of Education. In the spring of 1951, black students in Virginia protested their unequal status in the state's segregated educational system. Students at Moton High School protested the overcrowded conditions and failing
facilities. Some local leaders of the National Association for the Advancement of Colored People (NAACP) had tried to persuade the students to back down from their protest against the Jim Crow laws of school segregation. When the students did not budge, the NAACP joined their battle against school segregation. The NAACP proceeded with five cases challenging the school systems; these were later combined under what is known today as Brown v. Board of Education.
Black Power Movement During the Freedom Summer campaign of 1964, numerous tensions within the Civil Rights Movement came to the forefront. Many
black Americans in the Student Nonviolent Coordinating Committee (SNCC; one of the major organizations of the movement) developed concerns that white activists from the north were taking over the movement. The massive presence of white students was also not reducing the amount of violence that the SNCC suffered; instead it seemed to be increasing it. Additionally, there was profound disillusionment with Lyndon Johnson's denial of voting status for the Mississippi Freedom Democratic Party.
Meanwhile, during the work of the Congress of Racial Equality (CORE) in Louisiana that summer, that group found the federal government would not respond to requests to enforce the provisions of the Civil Rights Act of 1964, or to protect the lives of activists who challenged segregation. For the Louisiana campaign to survive it had to rely on a local African American militia called the Deacons for Defense and Justice, who used arms to repel white supremacist violence and police repression.
CORE's collaboration with the Deacons was effective against breaking Jim Crow in numerous Louisiana areas. Civil Rights Leaders Meet with President Johnson: President Lyndon Johnson meets with Civil Rights leaders Martin Luther King, Jr., Whitney Young, and James Farmer on January 18, 1964. The March on Washington: Scenes from Civil Rights March in Washington, D.C., in August 1963. The Brown DecisionIn 1954, the U.S. Supreme Court ruled in Brown v. Board of Education that separate public schools for black and white students were unconstitutional. Learning Objectives Explain the background, ruling, and effects of Brown v. Board of Education on the practice of racial segregation in schools Key TakeawaysKey Points
Key Terms
BackgroundBrown v. Board of Education, 347 U.S. 483 (1954), was a landmark U.S. Supreme Court case in which the court declared
state laws establishing separate public schools for black and white students were unconstitutional. During the decades preceding Brown, segregation had dominated race relations in the United States. This policy had been endorsed in 1896 by the Supreme Court case of Plessy v. Ferguson, which held that as long as the separate facilities for the separate races were equal, segregation did not violate the Fourteenth Amendment. Plessy confirmed a legal doctrine in U.S.
constitutional law known as "separate but equal." According to this, racial segregation did not violate the Fourteenth Amendment, adopted in 1868, which guaranteed equal protection under law to all citizens. Under the doctrine, as long as facilities provided to each race were equal, state and local governments could require that services, facilities, public accommodations, housing, medical care, education, employment, and transportation be segregated by race. The Case In 1951, a class action suit was filed against the Board of Education of the City of Topeka, Kansas in the U.S. District Court for the District of Kansas. The plaintiffs were 13 Topeka parents on behalf of their 20 children.
The suit called for the school district to reverse its policy of racial segregation. Separate elementary schools were operated by the Topeka Board of Education under an 1879 Kansas law, which permitted, but did not require. districts to maintain separate elementary school facilities for black and white students in 12 communities with populations over 15,000. The plaintiffs had been recruited by the leadership of the Topeka National Association for the Advancement of Colored People (NAACP).
Notable among the Topeka NAACP leaders were Chairman McKinley Burnett, Charles Scott, one of three serving as legal counsel for the chapter, and Lucinda Todd. The named plaintiff, Oliver L. Brown, was an African American parent, a welder for the Santa Fe Railroad, and an assistant pastor at his local church. Brown's daughter Linda, a third grader, had to walk six blocks to her school bus stop to ride to Monroe Elementary, her segregated black school 1 mile (1.6 km) away, while Sumner
Elementary, a white school, was seven blocks from her house. The Supreme CourtBrown v. Board of Education, as heard before the Supreme Court, combined five cases: Brown itself, Briggs v. Elliott (filed in South Carolina), Davis v. School Board of Prince Edward County (filed in Virginia), Gebhart v. Belton (filed in Delaware), and Bolling v.
Sharpe (filed in Washington D.C.). All were NAACP-sponsored cases. The Kansas case was unique among the group in that there was no contention of gross inferiority of the segregated schools' physical plant, curriculum, or staff. Conversely, in the Delaware case, the district court judge in Gebhart ordered that the black students be admitted to the white high school because of the substantial harm of segregation and the differences that made the separate schools unequal. William Frantz Elementary School, New Orleans, 1960: U.S. marshals escorting a young black girl, Ruby Bridges, to school. Bridges was the first black child to desegregate the all-white William Frantz Elementary School in Louisiana, and was escorted both to and from the school while segregationist protests continued.: Many resisted the 1954 Brown v. Board of Education decision. In 1960, the New Orleans school desegregation crisis ensued. As soon as Bridges entered the school, some white parents pulled their own children out. All the teachers refused to teach while a black child was enrolled. Only one person agreed to teach Ruby, Barbara Henry from Boston, who for over a year taught her alone. The AftermathThe decision's 14 pages did not spell out any sort of method for ending racial segregation in schools, which offered room to those who resisted the decision. In 1955, the Supreme Court considered arguments by the schools requesting relief concerning the task of desegregation. In their decision, which became known as "Brown II," the court delegated the task of carrying out school desegregation to District Courts with orders that desegregation occur "with all deliberate speed." "All deliberate speed" was seen by critics as too ambiguous to ensure reasonable haste for compliance with the court's instruction. Many southern states and school districts interpreted Brown II as legal justification for resisting, delaying, and avoiding significant integration. Little Rock NineAs late as 1957, which was 3 years after the decision, a crisis erupted in Little Rock, Arkansas, when Arkansas Governor Orval Faubus called out the National Guard on September 4 to prevent entry to the nine African American students, known as the Little Rock Nine, who had sued for the right to attend the integrated Little Rock Central High School. The nine students had been chosen to attend Central High because of their excellent grades. Faubus' resistance received the attention of President Dwight Eisenhower. Little Rock Mayor Woodrow Wilson Mann asked the president to send federal troops to enforce integration and protect the nine students. Critics had charged Eisenhower was lukewarm, at best, on the goal of desegregation of public schools. However, he federalized the National Guard in Arkansas and ordered them to return to their barracks. He also deployed elements of the 101st Airborne Division to Little Rock to protect the students. Soldiers from the 101st Airborne Division escort the Little Rock Nine students into the all-white Central High School in Little Rock, Arkansas, 1957, National Archives.:The Little Rock Nine was a group of nine African American students enrolled in Little Rock Central High School in 1957. Their enrollment was followed by the Little Rock Crisis, in which the students were initially prevented from entering the racially segregated school by Arkansas Governor Orval Faubus. They then attended after the intervention of President Dwight Eisenhower. Montgomery and ProtestsThe Montgomery bus boycott was a protest campaign against the policy of racial segregation on the public transit system of Montgomery, Alabama. Learning Objectives
Describe the roles of Rosa Parks, Martin Luther King, Jr., and other protesters in the Montgomery bus boycott Key TakeawaysKey Points
Key Terms
Background: Claudette Colvin The Montgomery bus boycott, a seminal episode in the U.S. Civil Rights Movement, was a political and social protest campaign against the policy of racial segregation on the public transit system of Montgomery, Alabama. The campaign officially started on December 1, 1955, when Rosa Parks, an African American woman, was arrested for refusing to surrender her seat to a white person. However, Parks was not
the first person to do so. Black activists had begun to build a case to challenge state bus segregation laws around the arrest of a 15-year-old girl, Claudette Colvin, a student at Booker T. Washington High School in Montgomery. Rosa Parks Rosa Parks (February 4, 1913 to October 24, 2005) was a seamstress by profession and also the secretary for the Montgomery chapter of the NAACP. Twelve years before her history-making arrest, Parks was stopped from boarding a city bus by driver James F. Blake, who ordered her to board at the back door and then drove off without her. Parks vowed never again
to ride a bus driven by Blake. As a member of the NAACP, Parks was an investigator assigned to cases of sexual assault. In 1945, she was sent to Abbeville, Alabama, to investigate the gang rape of Recy Taylor. The protest that arose around the Taylor case was the first instance of a nationwide civil rights protest, and it laid the groundwork for the Montgomery bus boycott. Rosa Parks being fingerprinted by Deputy Sheriff D.H. Lackey after being arrested for boycotting public transportation, Montgomery, Alabama, February, 1956.: Although Parks was not the first woman who refused to give up her seat to a white person on a public bus in Montgomery, she became the symbol of the boycott. E. D. Nixon One of the figures who had a critical impact on the boycott was Edgar Daniel Nixon (July 12, 1899 to February 25, 1987), known as E. D. Nixon, an African American civil rights leader and union organizer in Alabama. Before the activists could mount the court challenge, they needed someone to voluntarily violate the bus seating law and be arrested for it. Nixon carefully searched for a suitable
plaintiff. He rejected Colvin, whose protest was spontaneous, because she became an unwed mother; another woman who was arrested because he did not believe she had the fortitude to see the case through; and a third woman, Mary Louise Smith, because her father was allegedly an alcoholic. The final choice was Rosa Parks, the elected secretary of the Montgomery NAACP and someone for whom Nixon had been a boss. BoycottOn the night of Parks' arrest, Jo Ann Robinson, head of the Women's Political Council, printed and circulated a flyer throughout Montgomery's black community which read as follows:
On Saturday, December 3, it was evident that the black community would support the
boycott, and very few African Americans rode the buses that day. That night a mass meeting was held to determine if the protest would continue, and attendees enthusiastically agreed. The boycott proved extremely effective, with enough riders lost to the city transit system to cause serious economic distress. Instead of riding buses, boycotters organized a system of carpools, with car owners volunteering their vehicles or themselves, driving people to various destinations. When the city pressured
local insurance companies to stop insuring cars used in the carpools, the boycott leaders arranged policies with Lloyd's of London. Victory: Browder v. Gayle Pressure increased across the country as the federal
district court ruled that Alabama's racial segregation laws for buses were unconstitutional, in Browder v. Gayle—a case heard before a three-judge panel of the U.S. District Court for the Middle District of Alabama. The panel consisted of three judges and ruled 2–1 on June 5, 1956, that bus segregation was unconstitutional under the Fourteenth Amendment protections for equal treatment. The state and city appealed and the the United States Supreme Court on November 13, 1956, summarily
affirmed the decision. Together with Aurelia S. Browder, Susie McDonald, Mary Louise Smith, and Jeanette Reese, Colvin was one of the five plaintiffs in the case. The bus Rosa Parks rode before being arrested: The National City Lines bus, No. 2857, on which Rosa Parks was riding before she was arrested (a GM "old-look" transit bus, serial number 1132), is now a museum exhibit at the Henry Ford Museum. Martin Luther King, Jr.Martin Luther King, Jr. was a U.S. clergyman, activist, and prominent leader in the African American Civil Rights Movement. Learning Objectives Summarize the life, ideologies, activist strategies, and legacy of Martin Luther King, Jr. Key TakeawaysKey Points
Key Terms
OverviewMartin Luther King, Jr. (January 15, 1929 to April 4, 1968) was a U.S. clergyman, activist, and prominent leader in the African American Civil Rights Movement. He is best known for his practice of nonviolent civil disobedience based on his Christian beliefs. Later in his career, King's message highlighted more radical social justice questions, which alienated many of his liberal allies. Martin Luther King, Jr. and Lyndon Johnson: President Lyndon Johnson and Martin Luther King, Jr. meet at the White House, 1966. Early Life King was born on January
15, 1929, in Atlanta, Georgia, to Reverend Martin Luther King, Sr., and Alberta Williams King. Growing up in Atlanta, he attended Booker T. Washington High School. As a teenager, he was already known for his public speaking ability, joined the school's debate team, and became the youngest assistant manager of a newspaper delivery station for the Atlanta Journal at age 13. A precocious student, he skipped both the ninth and the twelfth grades of high school. It was during King's junior
year that Morehouse College announced it would accept any high school juniors who could pass its entrance exam. At that time, most of the students had abandoned their studies to participate in World War II. Because of this, the school became desperate to fill in classrooms. At age 15, King passed the exam and entered Morehouse. The summer before his last year at Morehouse, in 1947, an eighteen-year-old King made the choice to enter the ministry. National Prominence King's first involvement in the Civil Rights Movement that attracted national attention was his leadership over the 1955 Montgomery bus boycott. In 1957, King, Ralph Abernathy, Fred Shuttlesworth, Joseph Lowery, and other civil
rights activists founded the Southern Christian Leadership Conference (SCLC). The group was created to harness the moral authority and organizing power of black churches to conduct non-violent protests in pursuit of civil rights reform. King led the SCLC until his death. In December 1961, King and the SCLC became involved in the Albany Movement—a desegregation coalition formed in Albany, Georgia. The movement mobilized thousands of citizens for a broad-front nonviolent attack on every aspect of
segregation within the city, and attracted nationwide attention. Assassination and Legacy On March 29, 1968, King went to Memphis, Tennessee in support of black sanitary public works employees, who had been on strike for 17 days, in an effort to attain higher wages and ensure fairer treatment. While standing on the second floor balcony of a motel, King was shot by escaped convict James Earl Ray. One hour later, King was pronounced dead at St Joseph's hospital. Martin Luther King, Jr. at the March on Washington: Dr. Martin Luther King giving his "I Have a Dream" speech during the March on Washington on August 28, 1963. Influences and Political Stances As a Christian minister, King's main influence was the Christian gospels, which he would almost always quote in his religious meetings, speeches at church, and in public discourses. Veteran African American civil rights activist Bayard Rustin was King's first regular adviser on nonviolence. King was also advised by white activists Harris Wofford and Glenn Smiley. Rustin and Smiley came from the Christian pacifist tradition, and Wofford and
Rustin both studied Gandhi's teachings. In 1959, King, inspired by Gandhi's success with non-violent activism, visited Gandhi's birthplace in India. This trip profoundly affected King, deepening his understanding of non-violent resistance and reinforcing his commitment to the U.S. struggle for civil rights. Dr. Martin Luther King (1964): King giving a lecture on March 26, 1964. The Role of Religion in the Civil Rights MovementIn the Civil Rights Movement, religious leaders, thousands of black churches, and anonymous members, as well as religious rhetoric, played major roles. Learning Objectives Describe the role of religious institutions in the Civil Rights Movement Key TakeawaysKey Points
Key Terms
OverviewReligion and religious institutions had a huge impact on the Civil Rights Movement. On the one hand, major denominations financially and intellectually supported the movement, and its many leaders were passionate ministers with superb oratory skills and who were critical to conveying the inspiring message of the civil rights struggle. On the other hand, black churches served as sites of organization, education, and community engagement for the movement's hundreds of thousands of anonymous supporters. Historians also note that churches were places where many anonymous black women, so often excluded from the narratives of the Civil Rights Movement, organized and supported the civil rights struggle. Southern Christian Leadership Conference The Southern Christian Leadership Conference (SCLC) is an African American civil rights organization that was central to the Civil Rights Movement. The group was established in 1957 to harness the moral authority and organizing power of black churches to conduct non-violent protest in pursuit of civil rights reform. During its early years, the SCLC struggled to gain footholds in black churches and communities across the south. Social activism faced fierce
repression from police, the White Citizens ' Council, and theKu Klux Klan (KKK). Only a few churches defied the white-dominated status quo by affiliating with the SCLC, and those that did risked economic retaliation, arson, and bombings. Birmingham Campaign The 1963 SCLC campaign was a movement to bring attention to the integration efforts of African Americans in Birmingham, Alabama. Led by figures such as King, James Bevel, and Fred Shuttlesworth, the campaign of nonviolent direct
action culminated
in widely publicized confrontations between young black students and white civic authorities, and eventually led the municipal government to change the city's discrimination laws. Unlike the earlier efforts on Albany, which focused on desegregation of the entire city, the campaign focused on more narrowly defined goals: desegregation of Birmingham's downtown stores, fair hiring practices in stores and city employment, reopening of public parks, and creation of a biracial committee to oversee the
desegregation of Birmingham's public schools. The brutal response of local police, led by Public Safety Commissioner "Bull" Connor, stood in stark contrast to the nonviolent civil disobedience of the activists. After weeks of various forms of nonviolent disobedience, the campaign produced the desired results. In June 1963, the Jim Crow signs regulating segregated public places in Birmingham were taken down. March on WashingtonAfter the Birmingham campaign, the SCLC called for massive protests in Washington, D.C., aiming for new civil rights legislation that would outlaw segregation nationwide. Although the march originated in earlier ideas and efforts of secular black leaders A. Philip Randolph and Bayard Rustin, the overall presence of religious values that shaped the Civil Rights Movement also marked the 1963 march. Its crowning moment was King's famous "I Have a Dream" speech in which he articulated the hopes and aspirations of the Civil Rights Movement rooted in two cherished gospels—the Old Testament and the unfulfilled promise of the American creed. It is estimated that between 200,000 and 300,000 participated in the march. St. Augustine Protests When civil rights activists protesting segregation in St. Augustine, Florida, were met with arrests and KKK violence, the local SCLC affiliate
appealed to King for assistance in the spring of 1964. The SCLC sent staff to help organize and lead demonstrations, and mobilized support for St. Augustine in the north. Hundreds were arrested during sit-ins and marches opposing segregation—so many that the jails were filled and the overflow prisoners had to be held in outdoor stockades. Selma Voting Rights Campaign and March to Montgomery When an illegal injunction blocked voter registration and civil rights activity in Selma, Alabama, the Dallas County Voters League (DCVL) asked the SCLC for assistance. King, the SCLC, and the DCVL chose Selma
as the site for a major campaign that would demand national voting rights legislation in the same way that the Birmingham and St. Augustine campaigns won passage of the Civil Rights Act of 1964. SCLC Fundraising Poster Depicting Martin Luther King, Jr.: Shortly after King's death, the Southern Christian Leadership Conference used this poster—issued in an edition of 100—for a fundraising drive. The portrait was based on a drawing by Ben Shahn, commissioned for Time magazine's March 19, 1965 cover. Time's publisher noted that Shahn, "as famed in his own medium of protest as King is in his," greatly admired the civil rights leader and felt that King had "moved more people by his oratory" than anyone else. After the artist's friend Stefan Martin made a wood engraving based on the drawing, Shahn authorized its use in support of various causes. This 1968 poster included two additions to the portrait: the orange seal or artist's "chop" that Shahn had made in Japan, incorporating the letters of the Hebrew alphabet and an excerpt from King's famous "mountaintop" speech in the artist's own distinctive lettering. Ku Klux Klan's Use of Religion Similarly to the arguments used by earlier proponents of slavery, many segregationists used Christianity to justify racism and racial violence. The KKK remains the most illustrative example of this trend. A religious tone was present in the KKK's activities from the beginning. Historian Brian
Farmer estimates that during the period of the Second Klan (1915–1944), two-thirds of the national KKK lecturers were Protestant ministers. Religion was a major selling point for the organization. Klansmen embraced Protestantism as an essential component of their white supremacist, anti-Catholic, and paternalistic formulation of U.S. democracy and national culture. Their cross was a religious symbol, and their ritual honored Bibles and local ministers. The 1950s–'60s KKK drew on those earlier
symbols and ideologies. Legislative ChangeThe consistent struggle of the Civil Rights Movement and efforts of hundreds of thousands anonymous African Americans forced legislators to enact a slate of civil rights legislation in the 1950s and 1960s. Learning Objectives Analyze the gains and limitations of the Civil Rights Acts of 1957, 1960, and 1964, and the Voting Rights Act of 1965 Key TakeawaysKey Points
Key Terms
Civil Rights Act of 1957 The Civil Rights Act of 1957, primarily a voting rights bill, was the first civil rights
legislation enacted by Congress in the United States since the Reconstruction Era following the American Civil War. It was also Congress's show of support for the Supreme Court's decision on Brown v. Board of Education (1954), which declared segregation in public schools unconstitutional. Following that ruling, white southerners in Virginia began "Massive Resistance"—a strategy declared by Senator Harry F. Byrd, Sr., of Virginia, along with his brother-in-law as the
leader in the Virginia General Assembly, Democratic delegate James M. Thomson of Alexandria, to unite white politicians and leaders in Virginia in a campaign of new state laws and policies to prevent public school desegregation. Violence against African Americans increased. For example, in 1957 President Dwight Eisenhower had ordered in federal troops to protect nine students integrating into a public school in Little Rock, Arkansas; the first time the federal government had
sent troops to the south since the Reconstruction era. There had been continued physical assaults against suspected activists, and bombings of schools and churches in the south. Civil Rights Act of 1960The Civil Rights Act of 1960 addressed some of the shortcomings of the 1957 act. It expanded the authority of federal judges to protect voting rights. It required local authorities to maintain comprehensive voting records for review so that the government could determine if there were patterns of discrimination against certain populations. The act was later deemed ineffective for firm establishment of civil rights. The later legislation had firmer ground for enforcement and protection of a variety of civil rights, where the acts of 1957 and 1960 were largely limited to voting rights. The 1960 law dealt with race and color but omitted coverage of those discriminated against for national origin, although Eisenhower had called for it in his message to Congress. Civil Rights Act of 1964 The Civil Rights Movement continued to expand, with protesters leading nonviolent demonstrations to mark their cause. President John F. Kennedy called for a new bill in his civil rights speech on June 11, 1963, in which he asked for legislation "giving all Americans the right to be served in facilities which are open to the public—hotels, restaurants, theaters, retail stores, and similar establishments," as well as "greater protection for the right to vote. " Kennedy delivered
this speech following a series of protests from the African American community, the most concurrent being the Birmingham campaign, which concluded in May 1963. Martin Luther King, Jr. and Malcolm X at the United States Capitol on March 26, 1964.: Both men came to the Capitol to hear the Senate debate on the Civil Rights Act of 1964. That was the only time the two ever met. Their meeting lasted only 1 minute. Voting Rights Act of 1965 In January 1965, civil rights leaders organized several demonstrations in Selma that led to violent clashes with police. These marches received national media coverage and drew attention to the issue of voting rights. With the nation paying increasing attention to Selma and voting rights, Johnson reversed his decision to delay voting rights legislation, and on February 6, he announced he would send a proposal to Congress. Alabama police in 1965 attack voting rights marchers participating in the first of the Selma to Montgomery marches, which became known as "Bloody Sunday.": With the nation paying increasing attention to Selma and voting rights, President Lyndon Johnson reversed his position and announced he would send a proposal of voting rights legislation to Congress. Licenses and AttributionsCC licensed content, Shared previously
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What did the civil rights movement do quizlet?Social movement to demand equal rights for African Americans and other minorities. People worked together to change unfair laws. They gave speeches, marched in the streets, and participated in boycotts.
Why were segregation laws popular in the late 19th century quizlet?Why were segregation laws popular in the late 19th century? They maintained the racist social order of the pre-Civil War era. What did Alabama Governor George Wallace reveal about southern attitudes toward segregation laws? Many white Southerners supported segregation laws.
How did King try to end segregation and other unjust policies in the United States quizlet?How did King try to end segregation and other unjust policies in the United States? By organizing peaceful protests.
Why were civil rights activists suspicious of the blossom plan quizlet?Why were civil rights activists suspicious of the Blossom Plan? It minimized the effect of desegregation.
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