Unit 10: 1960s Review US History

How did the Civil Rights Act of 1964 impact education in the United States?

• The act defunded public schools that refused to hire African-American teachers

• The act mandated the use of affirmative action policies at universities

• The act prohibited race from being considered in the college admissions process

• The act forced the desegregation of all public facilities including schools who failed to desegregate after Brown v. Board of Education

What was the overall impact of the Voting Rights Act of 1965?

• Overall, it increased African-American voter registration in the south

• Overall, it decreased African-American voter registration in the South

• The legislation had little to no effect on African-American voter registration

• The African-American voter registration of Florida increased dramatically

Which of the following BEST describes the Voting Rights Act of 1965?

• States cannot deny citizens the right to vote on account of race

• States cannot deny citizens the right to vote on the basis of gender

• States cannot deny citizens over 18 the right to vote on account of age

• States cannot deny the right to vote to American Indians on federal reservations

Use the quote to answer the following question

“It is obvious today that America has defaulted on this promissory note¹

insofar as her citizens of color are concerned. Instead of honoring this

sacred obligation, America has given the Negro people a bad check; a

check with has come back marked “insufficient funds.”

¹ document with a promise to pay someone back by a specific date

—Dr. Martin Luther King, Jr., “I Have a Dream.” Washington, DC. August 28, 1963 

What was Dr. King referring to when he stated that America defaulted on this promissory note?

• That the government had defaulted on its promise to pay reparations to enslaved people

• That the government had defaulted on its promise to promote and ensure the equality of all people

• That the government had defaulted on its promise to provide land grants to former enslaved people

• That the government had defaulted on its promise to fund social programs created to help poor people

Use the passage to answer the following question

“How does one determine whether a law is just or unjust? A just law is a

man made code that squares with the moral law or the law of God. An

unjust law is a code that is out of harmony with the moral law. Thus it is

that I can urge men to obey the 1954 decision of the Supreme Court, for

it is morally right; and I can urge them to disobey segregation

ordinances, for they are morally wrong.”

—Martin Luther King, Jr. “Letter from a Birmingham Jail”, 1963

Based on the passage, what did Martin Luther King, Jr. admit to doing freely?

• Breaking the law through his peaceful actions

• Committing violent criminal acts to effect change

• Attempting to gain fame and fortune for his actions

• Focusing his efforts solely on poor African-Americans

How were Cesar Chavez and Martin Luther King Jr. similar?

• They were influential in securing passage of the Voting Rights Act of 1965

• They were appointed to President Kennedy's "New Frontier" task force in 1962

• They used civil disobedience in the struggle for increased rights for minorities

• They were high ranking leaders in the Southern Christian Leadership Conference

Which of the following options was used by Cesar Chavez to further the goals of the United Farm Workers (UFW)?

• Civil disobedience by lying down in fields

• Armed violence against rich farm owners

• Consumer boycotts of agricultural products

• Voting for new laws that would protect rich farm owners

During the Civil Rights Movement, activities of the Southern Christian Leadership Conference (SCLC), the Student Nonviolent Coordinating Committee (SNCC), and the National Association for the Advancement of Colored People (NAACP) demonstrated which of the following?

• All civil rights groups used the same tactics

• Organizational differences usually led to failure

• Violence is necessary for achieving social change

• Different methods can be used to achieve a common goal

Use the quote to answer the following question.

“…In 1961, James Farmer orchestrated and led the famous Freedom

Rides through the South, which are renown for forcing Americans to

confront segregation in bus terminals and on interstate buses. In the

spring of that year, James Farmer trained a small group of freedom

riders, teaching them to deal with the hostility they were likely to

encounter using nonviolent resistance. This training would serve them

well….”

—Senator Charles Robb, “A Tribute to an American Freedom Fighter,” U.S. Senate, 1998

What was the principal goal of the activity described in this statement?

• Encourage change through violent means

• Expand voting rights for African-Americans

• Achieve racial integration of public transportation

• Force the president to send military troops into the South

How did the assassination of Martin Luther King Jr. affect the Civil Rights Movement?

• The assassination weakened the movement as supporters were divided over the direction it should take

• The assassination strengthened the movement as supporters were determined to help realize King's dream

• The assassination caused supporters of the movement to become more violent and aggressive due to concerns that peaceful protest was ineffective

• The assassination led supporters of the movement to abandon efforts to pass civil rights legislation due to the belief that the battle was unwinnable