Applied English for American History I
Professor Jopp's lecture on June 22, 2003: The Background to the Civil Rights Movement

Name _________________________________________

Prepare to discuss this question.

What forms of de jure segregation exist in Japan? What forms of de facto segregation exist in Japan?

Fill in the blanks with these words to review the lecture. Try to understand everything!

Background to the Civil Rights Movement

• Before the Civil War work in the north was done by "free labor" (workers paid wages).
• In the South, work was done by slaves.

As the "the west" was settled, there were lots of arguments bout whether the west would have slavery.

The U.S. Civil War between the North and the South was in 1861-1865. At the end of the __________________________ , slavery was __________________________= there was no more slavery.

However, the North and the South could not agree on other things, such as what would happen to former slaves.

By 1877, Reconstruction was over and U.S. soldiers leave the South. ( __________________________ = the period after the Civil Was when the U.S. tried to bring a normal life to the south and protect blacks.)

__________________________ laws became common in the South after 1877: laws that white people and black people had to have segregated schools, bathrooms, train cars, etc.

• Blacks were at the bottom of society and did not have equal opportunity.
• In __________________________, there were laws that segregated all public facilities ( __________________________ = by law)
• In __________________________, there was still segregation by practice but not by law ( __________________________ = by custom)

There were two time periods before the Civil Rights Movement that influenced the Civil Rights Movement.

World War I ("World War One") and World War II

• the economy expanded and industry increased, so there was a __________________________
• factories need workers, so there was a mass migration of blacks from the south to the north during the wars (especially during WW II)
• many black men become __________________________

Blacks

• ____________________________________
• blacks had had the experience of working at good jobs in factories and didn't want to go back to poorly-paid farm work
• black soldiers had had the experience of living in other countries where blacks were treated better (for example, in __________________________), so now they didn't want to go back to living with segregation and discrimination in the U.S.

The position in the world of the U.S. at the end of WW II:

• the U.S. was the only __________________________ in the world whose industrial base had not been destroyed (whose factories, railroads, etc had not been bombed) so it was affluent
• the U.S. expanded it's __________________________ and paid men returning from the war to go to college
• at the end of the war, the middle class in the U.S. grew tremendously; there was less of a gap between the rich and the poor
• "modern America" developed: __________________________ and automobile ownership, suburbs, McDonald's, etc.

Vision: U.S. as a "model of democracy"

Reality:

• segregation throughout the South
• blacks lived in the cities and whites in the suburbs
• barriers to __________________________ ("poll taxes" = paying to vote; reading tests)
• blacks and whites were going to separate schools, especially in the South