Chapter 21 Page Civil Rights: Equal Civil Rights: Justice ...

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Chapter 21

Civil Rights: Equal

Justice Under Law

Introducing the Chapter

In this chapter, students will learn

about American citizenship¡ªhow

it is acquired, how the Constitution

guarantees equality for all citizens,

and how all citizens are protected

against discrimination.

CHAPTER 21

Civil Rights:

Equal Justice Under Law

Our Constitution is color-blind, and

¡°

neither knows nor tolerates classes

among citizens. In respect of civil rights,

all citizens are equal before the law.

¡±

¡ªJustice John Marshall Harlan,

dissenting in Plessy v. Ferguson, 1896

Make It Relevant

Justice Harlan objected to the High Court's decision

in the case that laid the foundation for some 60

years of legal race-based discrimination in this

country. His dissenting view became the majority

position when, in 1954, the Court finally, and unanimously, outlawed segregation in public schools.

You Can Make a Difference

Guide a group of students as

they conceive and execute a

mentoring program for younger,

at-risk students in your school

district or community. Students

will work to tutor their younger

peers and teach them academic

and life skills that will enable

them to succeed. Student-mentors

should begin by creating a list of

needed skills and the techniques

they can use to teach them.

Service Learning

Constitutional

Principles

Emphasize the following basic principles as students read Chapter 21.

Have the class respond to the questions, and then ask volunteers to

explain which principle has the

biggest impact on civil rights.

Popular Sovereignty How has civilrights legislation passed since 1957

reflected the principle of popular

sovereignty?

Judicial Review What was the significance of the Supreme Court¡¯s

decision in the case of Brown v.

Board of Education of Topeka?

Federalism In what ways did

State laws undermine the 14th

Amendment, which guaranteed

¡°equal protection under the laws¡±

to all Americans?

592

¡ô Demonstrators protest discrimination against

African Americans at Woolworth¡¯s lunch counters, 1960

¡ï¡ï¡ï 592

Corner

The following resources are available only from

the Close Up Foundation to support the concepts

discussed in Chapter 21 ¡°Civil Rights: Equal

Justice Under Law¡±:

¡ô Perspectives: Readings on Contemporary

American Government

¡ô Democracy and Rights: One Citizen¡¯s Challenge

¡ô Exploring Race and Affirmative Action

¡ô Words of Ages: Witnessing U.S. History

Through Literature

To keep up-to-date on Close Up news

and activities, visit Close Up Online at



Close Up Foundation

44 Canal Center Plaza

Alexandria, VA 22314-1592

800-765-3131

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Chapter 21 in Brief

You Can Make a Difference

CIVIL RIGHTS INEQUALITIES still persist. In Boston, Kedesha

Malcolm attended Boston Latin School, one of the city¡¯s prestigious

¡°exam schools¡±¡ªpublic high schools whose students must pass an

entrance exam. Kedesha, then 18, realized that there were not

SECTION 1

Diversity and Discrimination

in American Society (pp. 594¨C599)

¡ï The United States is a diverse nation made up of people from

many different backgrounds and communities.

many students of color in her school, even though a large

¡ï African Americans, Native Americans, Hispanic Americans, Asian

percentage of the city¡¯s overall student population is African

Americans, and other minority groups have suffered from discrimination at the hands of government and private individuals.

¡ï Women of all backgrounds experience discrimination in much

the same way as members of racial and ethnic minorities.

American or Hispanic. ¡°So I decided to do something to improve the

school¡¯s diversity,¡± Kedesha said. In response, she started Young

Leaders of Color. Its members work with minority middle school

students to help them pass the exams, and then offer mentoring to

help them keep up with the challenging courses.

SECTION 2

Pressed for Time?

To Omit the Chapter

If you wish to skip Chapter 21, ask

students to read the Chapter in Brief

and assign the Guide to the Essentials

before continuing to another chapter.

You may also want to assign the

Chapter 21 Test in the Chapter Test

booklet. Then specific portions of

Chapter 21 may be assigned to students needing reinforcement of key

terms and concepts.

Equality Before the Law (pp. 601¨C606)

To Preview the Chapter

¡ï The 14th Amendment guaranteed ¡°equal protection of the law¡±

To introduce students to key terms

and concepts in each section, have

them read the Chapter in Brief. You

may also assign the Reading Strategy

activities on pp. 595, 602, 609, and

614 of this book.

to all Americans in 1868, yet most States adopted laws allowing

race- and gender-based discrimination.

¡ï The Supreme Court overturned many of these laws¡ªand its

own past decisions¡ªduring the 1950s and 1960s.

¡ï De facto segregation persists in public schools and housing.

¡ï Since 1971, most laws that treat women differently from men

have been successfully challenged in court.

SECTION 3

Federal Civil Rights Laws (pp. 608¨C612)

¡ï Congress passed several acts in the 1960s to guarantee the

civil rights of African Americans, other minorities, and women.

¡ï Affirmative action policies require the Federal Government and

those who do business with the Federal Government to take

positive steps to remedy past discrimination and prevent its

recurrence.

¡ï Supporters and critics of affirmative action have taken their

debate to the Supreme Court, Congress, State legislatures, and

the voting booth.

To Review the Chapter

When students have completed

Chapter 21, you might want to assign

the Guide to the Essentials or the

Guided Reading and Review worksheets on pp. 26, 28, 30, and 32 of

the Unit 5 booklet.

To Cover the Chapter Quickly

To cover the material in Chapter 21

quickly, use the following activity.

Focus Write the word diversity on

SECTION 4

the chalkboard and ask students to

explain what it means. Have students

American Citizenship (pp. 613¨C618)

provide examples of diversity in the

¡ï The vast majority of people living in the United States are

United States. Then ask them to

American citizens who were born in this country or born abroad

consider how diversity has brought

to parents with citizenship.

challenges to government in terms of

¡ï Several million Americans have become citizens through a difficult process called naturalization.

protecting individual rights.

¡ï Americans can lose their citizenship by choice or, in rare cases,

Instruct Have students read the text of

through a court order.

the 14th Amendment. Then describe

¡ï Most immigrants to the United States have come through official

the pieces of legislation¡ªboth State

channels, but many arrive illegally and face special challenges

to stay in this country.

and federal¡ªthat challenged or



expanded the 14th Amendment. End

For: Current Data

Web Code: mqg-5216

the discussion on civil and equal

rights by debating the topic of affirmFor: Close Up Foundation debates

ative action. Encourage students to

Web Code: mqh-5219

593 ¡ï¡ï¡ï¡ï support their stances with specific historical examples.

Close/Reteach Describe the process of

Keep It Current

naturalization to students, or encourage students with family members

Internet Update

who have been naturalized to offer

their experiences. Ask students if

Keep It Current CD-ROM includes governmentthey think the naturalization process

Use the Prentice Hall School Web site

related projects by unit. Students complete

is appropriate for immigrants. How

and the Keep It Current CD-ROM to

each project using current information that they

might they change it?

find quick data updates.

obtain by linking to the Prentice Hall School

Web site from the CD-ROM.

Have students access Web



Code mqg-5216 to access

this chapter¡¯s updated data.

593

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Page 594

Diversity and

Discrimination in

American Society

Objectives You may wish to call

students¡¯ attention to the objectives

in the Section Preview. The objectives

are reflected in the main headings of

the section.

Bellringer Ask students to consider

a group of 100 people who represent the population of the United

States. Have them estimate how

many African Americans, Hispanic

Americans, Native Americans, and

Asian Americans, as well as males

and females, are in the group. Explain

that in this section, they will learn

about diversity in the United States.

Vocabulary Builder Tell students that

the root word of one of the terms in

the Political Dictionary means ¡°to

flee.¡± Ask them which word that

might be. (refugee, from the Latin

fugere) Then have students suggest

the meanings of the other terms.

Lesson Plan

Teaching the Main Ideas

L3

1. Focus Tell students that the United

States has a history of discrimination

against its ethnic minorities and

women. Ask students to name some

forms that this discrimination has

taken.

2. Instruct Ask students how the ethnic composition of the United States

is changing. Discuss the increasing

heterogeneity of the American population and the history of discrimination

that nonwhite Americans have faced.

Conclude by discussing discrimination

against women.

3. Close/Reteach Remind students

that for most of our history, the percentage of whites steadily rose. Ask

students to make a time line of

diversity and discrimination, with

notes describing the details.

Diversity and Discrimination

in American Society

Objectives

Why It Matters

1. Understand what it means to live in a

heterogeneous society.

2. Summarize the history of race-based

discrimination in the United States.

3. Examine discrimination against women

in the past and present.

The Declaration of Independence declares

that ¡°all men are created equal,¡± but this

nation still struggles to meet that ideal.

Race-based and gender-based discrimination have declined in this country, but they

certainly have not disappeared.

H

ave you read George Orwell¡¯s classic,

Animal Farm? Even if you have not, you

may have heard its most oft-quoted line: ¡°All

animals are created equal, but some animals are

more equal than others.¡± You might keep

Orwell¡¯s words in mind as you read the pages in

this chapter.

A Heterogeneous Society

The term heterogeneous is a compound of two

Greek words: hetero, meaning ¡°other or different,¡± and genos, meaning ¡°race, family, or

kind.¡± Something that is heterogeneous is composed of a mix of ingredients. ¡°We the People of

! A Diverse Nation

Individuals like this attorney

(right) have enjoyed great

success, despite the fact

that women and Native

Americans have often been

targets of discrimination.

Political

Dictionary

¡ï

¡ï

¡ï

¡ï

¡ï

heterogeneous

immigrant

reservation

refugee

assimilation

the United States¡± are a heterogeneous lot, and

we are becoming more so, year to year.

The population of the United States is predominantly white. It is today and, as you can

see in the table on page 595, it has been historically. The first census in 1790 reported

that there were 3,929,214 people living in this

country. Four out of every five of them were

white. African Americans made up the

remaining 20 percent of the population

counted in the census. As the nation¡¯s population grew over the decades, so, too, did the

proportion of the American people who were

white¡ªuntil recently.

Today, the ethnic composition of the population is strikingly different from what it was

only a generation ago. Immigrants¡ªthat is,

those aliens legally admitted as permanent

residents¡ªhave arrived in near-record numbers every year since the mid-1960s. Over that

period, the nation¡¯s African American,

Hispanic American, and Asian American populations have grown at rates several times that

of the white population.

A look at gender balance in the population

reveals that females are more numerous than

males. This has been the case for more than half

a century now.

As a result of these changes in the American

population, the United States is more heterogeneous today than ever before in its history. That

fact is certain to have a profound effect on the

American social, political, and economic landscape on through the twenty-first century.

Block Scheduling Strategies

Point-of-Use Resources

Block Scheduling with Lesson

Strategies Activities for Chapter 21 are

presented on p. 29.

594

Consider these for

suggestions to manage extended

Customize

class time:

More

Advanced

¡ö Have

students Students

explore the State-profiles link

at the

Statistical

Abstract

of the

Census Bureau

Have

students

conduct

research

to investigate

the

(links are

provided

at ).

changing

role

of the Speaker

of the House. (You

Askwish

students

to find

State aand

county

they

may

to assign

eachthe

student

specific

speaker.)

livestudents

in and report

on its population

andinethnic

Ask

to summarize

their research

brief

composition.

compare

reports

and thenHave

lead athem

discussion

on the

the ethnic

changing

composition of their State and county with that

role.

of the nation as a whole, and present their findings in a table or series of pie charts.

¡ö Describe the history of the attempt to pass

the Equal Rights Amendment. Ask students to

decide whether they support or oppose such an

amendment. Then have them write letters to

their congressperson in which they urge appropriate action. Letters should cite some of the

historical precedents and economic statistics

discussed in this section.

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Chapter 21 ? Section 1

Ethnic Composition of the United States

Ethnic Composition of the Population, 1790 ¨C 2050 *

Rate of Growth of Ethnic Populations

70

1790 ¨C 2000

%

19.3

19.0

15.7

11.6

9.9

10.5

11.1

11.8

12.1

12.3

2000

White

nonHispanic

69.1%

Native American

1.1%

Asian American

9.3%

White

nonHispanic

52.8%

African American

14.7%

Hispanic Origin

12.5%

50

40.8%

40

30

20

10

**Not available

not available. Totals may not add up to 100% due to rounding

and overlap among groups. In thousands unless otherwise indicated.

15.5%

9.4%

1 Persons of Hispanic origin 2 Includes Alaska Natives,

may be of any race.

1960 and later.

***White=white nonHispanic

3 Includes Pacific

Islanders.

SOURCE: U.S. Census Bureau

Interpreting Charts Although the population of the United States remains predominantly

white, minority populations are growing at a faster rate than the majority population. The 2000

census showed that more and more Americans trace their heritage to multiple groups or

choose not to identify themselves by race. According to the data, which group will be the largest

minority group in 2050?

Race-Based Discrimination

White Americans have been historically

reluctant to yield to nonwhite Americans a

full and equal place in the social, economic,

and political life of this nation. Over time, the

principal targets of that ethnic prejudice have

been African Americans, Native Americans,

Asian Americans, and Hispanic Americans.

The white-male-dominated power structure

has also been slow to recognize the claims

of women to a full and equal place in

American society.

1. African Americans constitute the second

largest minority group in the United States. They

number more than 40 million today, over 13

percent of all the American people.

2. African Americans have been the victims

of consistent and deliberate unjust treatment

for a longer time than perhaps any other

group of Americans.1 The ancestors of most

African Americans came to this country in

chains. Tens of thousands of Africans were

kidnapped, crammed aboard sailing vessels,

brought to America, and then sold in slave

markets. As slaves, they could be bought and

African Americans

Much of what you will read in these pages focuses

on discrimination against African Americans.

There are three reasons for this focus:

1Slavery first came to what was to become the United States in

1619; in August of that year, 20 Africans were sold to white settlers

at Jamestown in colonial Virginia.

Organizing Information

To make sure students understand the main

points of this section, you may wish to use the

tree map graphic organizer to the right.

Tell students that a tree map can be used to record

a topic, its main ideas, and supporting details.

Have students use a tree map to record information about how African Americans, Native

Americans, Hispanic Americans, and Asian

Americans have been discriminated against.

Ask students to copy down the main

headings and subheadings in outline

form, leaving space for details. Have

them fill in the details as they read

the section.

Point-of-Use Resources

Guided Reading and Review Unit 5

booklet, p. 26 provides students with

practice identifying the main ideas and

key terms of this section.

Lesson Planner For complete

lesson planning suggestions, see the

Lesson Planner booklet, section 1.

0

Hispanic Origin

24.3%

*Data for 2050 projected. Projections for multiracial

26.4%

W

hit

e

Am

er

Na

ica

tiv

n

eA

m

er

Hi

ica

sp

n

an

ic

Or

As

igi

ian

n

Am

er

ica

n

Multiracial 2.4%

Native American

0.9%

Asian American

3.6%

African American

12.3%

2050*

57.9%

60

ca

n

%

80.7

81.0

84.3

87.9

89.3

88.6

87.6

79.9

75.7

69.1

Asian

Native

% American2 American3

**

**

**

**

**

**

**

**

**

**

237

114

**

343

259

**

702

524

**

793

1,026

6.4

3,729

1,420

9.0

7,274

1,959

12.5

2,476

10,243

Af

ri

White

3,172

4,306

19,553

66,809

135,150

158,832

178,098

180,906

188,306

194,552

Hispanic

Origin1

**

**

**

**

**

**

**

14,609

22,354

35,306

Percentage increase from 1990 to 2000*

1790

1800

1850

1900

1950

1960

1970

1980***

1990***

2000***

African

American

757

1,002

3,639

8,834

15,045

18,872

22,581

26,683

29,986

34,658

Reading Strategy

Organizing Information/Outline

Teaching Tip A template for this graphic organizer

can be found in the Section Support

Transparencies, Transparency 3.

Political Cartoons See p. 82 of

the Political Cartoons booklet for a

cartoon relevant to this section.

Section Support Transparencies

Transparency 85, Visual Learning;

Transparency 184, Political Cartoon

Background Note

Learning from History

Immigrants have long been vulnerable

to attacks on their civil liberties. During

the Red Scare that began in the late

1910s, U.S. Attorney General A.

Mitchell Palmer relentlessly pursued

¡°subversives.¡± Thousands of people¡ª

mainly immigrants¡ªwere arrested and

held without trial. In the aftermath of

the September 11, 2001, terrorist

attacks, Congress quickly acted in an

attempt to lead the nation away from

the mistakes of the past. Its members

swiftly passed House Concurrent

Resolution 227, declaring ¡°that in the

quest to identify, bring to justice and

punish the perpetrators and sponsors

of the terrorist attacks. . .the civil rights

and civil liberties of all Americans,

including Arab Americans, American

Muslims, and Americans from South

Asia, should be protected¡­.¡±

Answer to . . .

Interpreting Charts Hispanic

Americans.

595

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Page 596

Chapter 21 ? Section 1

L3

Have students use the graphs on

p. 595 to make an illustrated time

line of the ethnic breakdown of the

U.S. population. Time lines should

include all of the groups that appear

in the graphs and should begin with

the year 1790. Have students end

their time lines in a year of their

choice, but the end year should be

no earlier than 2100. Students

should make predictions for their end

year, and support their predictions

with valid reasoning based on the

preceding information. Find space

in the classroom to display students¡¯

work.

Point-of-Use Resources

Simulations and Debates

Discrimination, pp. 44¨C45 provides

students with a simulation of a class

run according to random rules of

discrimination.

Close Up on Primary Sources

Petition by Free Negroes for Equality

Under the Law (1791), p. 32

ABC News Civics and

Government Videotape Library

Mentor on the Court (time: about

4 minutes)

! Before beginning the voyage to the Americas, many African men and women were imprisoned

in European slave forts like San Sebastian in modern-day Ghana. Untold numbers of people died in

terrible conditions in slave forts and slave ships. Critical Thinking How did the experiences of

African men and women in slave forts typify the injustices of slavery?

sold and forced to do their masters¡¯ bidding,

however harsh the circumstances.

It took a civil war to end more than 200

years of slavery in this country. The 13th

Amendment finally abolished slavery in 1865.

Still, the Civil War and the ratification of that

amendment did not end widespread racial discrimination in the United States.

3. Most of the gains the nation has made in

translating the Constitution¡¯s guarantees of

equality into a reality for all persons have come

out of efforts made by and on behalf of African

Americans. For example, the struggles of

Martin Luther King, Jr., and others resulted in

the Civil Rights Act of 1964 and then the

Voting Rights Act of 1965; see pages 159¨C163.

America is now an inescapably multiracial

society. Still, unlike whites, African Americans

live with the consequences of America¡¯s history

of racial discrimination every day of their lives.

Of course, this is not to say that other groups

of Americans have not also suffered the effects

of discrimination. Clearly, many have.

Native Americans

White settlers first began to arrive in America in

relatively large numbers in the early middle years

of the 17th century. At the time, some one million

Native Americans were living in territory that was

to become the United States.2 By 1900, however,

their number had fallen to less than 250,000.

Answer to . . .

Critical Thinking They were kidnapped and imprisoned under

horrible conditions; they were

treated like animals.

596

Diseases brought by white settlers had decimated those first Americans. So, too, did the

succession of military campaigns that accompanied the westward expansion of the United

States. To quote one leading commentator:

only good Indian is a

¡°dead¡®TheIndian¡¯

is not simply a

hackneyed expression from cowboy movies.

It was part of the strategy of westward

expansion, as settlers and U.S. troops

mercilessly drove the eastern Indians from

their ancestral lands to the Great Plains and

then took those lands too.

¡±

¡ªThomas E. Patterson, The American Democracy

Today, more than 2.8 million Native

Americans live in this country. More than a

third of them live on or near reservations, which

are public lands set aside by a government for

use by Native American tribes.

Like African Americans, Native Americans

have been the victims of overwhelming discrimination. The consequences of that bias have been

truly appalling, and they remain all too evident

today. Poverty, joblessness, and alcoholism

plague many reservations. The life expectancy of

Native Americans living on reservations today is

2An estimated 8 to 10 million Native Americans lived in all of

North and South America in the mid-1600s.

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