Ch. 16 Section 3 Segregation and Discrimination

Ch. 16 Section 3 Segregation and Discrimination

Section 3
Overview
Objectives
To trace the development of legal discrimination against African Americans in the South and their struggle against it.
To summarize turn-of-the-century race relations in the North as well as in the South.
To identify discrimination against Mexican-Americans, Chinese Americans, and others in the American West.

Skillbuilder
Interpreting Charts
Possible Answer:
Brown meant the laws would not make people equal. Harlan wrote a dissenting opinion and argued that it was wrong to have laws that distinguished people solely on the basis of race.

Summarizing
Answer: The Supreme Court decision opened the door for the legal segregation of almost all public facilities.

Contrasting
Answer: African Americans faced segregation and lynchings. Mexicans faced debt peonage. Chinese faced segregation and obstacles to immigration.

Focus & Motivate
Starting With the Student
Have you ever been unfairly discriminated against?
How does such treatment affect both the victim and the perpetrator?

Objective 1 Instruct
African Americans Fight Legal Discrimination
Starting With the Student
Create a chart summarizing the types of laws that weakened African-American voting rights in the South.

Laws
Explanation







Discussing Key Ideas
White Southeners institute voting restrictions and segregation laws, reducing African Americans to second-class citizenship.
In Plessy v. Ferguson in 1896, the Supreme Court made “separate but equal” the law of the land. In practice, the separation was enforced, but the equality was not.

More About. . . .
Jim Crow
Thomas Dartmouth (“Daddy”) Rice was the father of American minstrel shows, musical entertainment in which blacks or whites in blackface, poked fun at the singing and dancing of African-American slaves. Winning fame as a “Negro impersonator,” Rice created the character of Jim Crow in an 1828 minstrel routine that conveyed the stereotype of the simple, happy-go-lucky black man who loves to dance and sing for “de white folks.” Minstrel shows became hugely popular by mind-century when companies like the Virginia Minstrels and Bryant’s Minstrels went on tour and the most famous of all, the Christy Minstrels, performed Stephen Foster songs on Broadway in New York City.

Objective 2 Instruct
Turn-of-the-Century Race Relations
Starting With the Student
How would you have reacted to the Jim Crow Laws described in the text?
How could such laws could have been fought?

Discussing Key Ideas
African Americans face segregation, especially in the South, and discrimination everywhere.
In the struggle for equality, Booker T. Washington urges a gradual approach, while W.E.B. Du Bois demands full equality immediately.
Crusaders like Ida Wells fight against the violence that confronts African Americans accused of violating the racial etiquette.

Historical Spotlight
Washington and Du Bois Debate
Critical Thinking: Interpreting
Why did Du Bois use the phrase “Atlanta Compromise?” Possible Responses: To convey his view that Washington merely accommodated the white status quo; to remind people of the inadequacies of the Missouri Compromise decades earlier.

More About . . . .
Segregated Neighborhoods
The most famous African-American neighborhood was probably Harlem in New York City. Even before the subway line opened along Harlem’s Lenox Avenue in 1901, real-estate speculators began building fine apartment houses there, anticipating a middle-class influx. When the middle class did not arrive, African-American developer Philip A. Payton stepped in, promising high rents to landlords who would allow African-American tenants. Soon, despite inflated costs, African Americans from all over began moving to Harlem, which offered far better accommodations than most other areas where blacks were permitted to live.

Objective 3 Instruct
Discrimination in the West
Discussing Key Ideas
In the West, nonwhite immigrants such as the Mexicans and Chinese fall victim to discrimination.
Mexican workers are sometimes forced into debt peonage, or involuntary servitude, until the Supreme Court declared it unconstitutional in 1911.
Prejudice against the Chinese is so great that in 1882 Congress passed the Chinese Exclusion Act, which restricted Chinese immigration and suspended naturalization for those already present.

More About . . .
The Chinese Exclusion Act of 1882
The Chinese Exclusion Act of 1882 emerged not simply as an example of American racism. The act was part of a broader social concern over class tensions in an industrial society. At first, the act only restricted the immigration of Chinese laborers for ten years, in order to protect the jobs of white workers and reduce the kinds of tensions that led to events like the Railroad Strike of 1877. Nevertheless, the act expanded to include “all persons of the Chinese race” in 1888. It was then extended another ten years in 1892 and made indefinite in 1902.

Close
African Americans faced legal segregation in the South and de facto segregation in the North, while Mexican Americans and Chinese Americans, mostly in the West, also faced severe discrimination.

Skillbuilder
Answer: Brown meant the laws would not make people equal. Harlan wrote a dissenting opinion and argued that it was wrong to have laws that distinguished people solely on the basis of race.

Summarizing
Answer: The Supreme Court decision opened the door for the legal segregation of almost all public facilities.

Constrasting
Answer: African Americans faced segregation and lynchings. Mexicans faced debt peonage. Chinese faced segregation and obstacles to immigration.

Section 3 Assessment
Wells, p. 473
Literacy test, p. 474
Poll tax, p. 474
Grandfather clause, p. 474
Jim Crow laws, p. 474
segregation, p. 474
Plessy v. Ferguson, p. 475
Debt peonage, p. 477

2. Summarizing
People: Ida B. Wells, Booker T. Washington, W.E.B. Du Bois.

Places: The Southwest (Mexican peonage); California (the Chinese).

Legal Issues: Literacy tests, poll tax; Jim Crow laws; segregated schools; Plessy v. Ferguson.

Events: Lynchings; Well’s anti-lynching campaign.

3. Possible Answer: African Americans were the victims of voting restrictions and Jim Crow laws, and were forced to adhere to a racial etiquette. They faced discrimination in jobs and housing, and were forced to accept separate schools and other facilities.

Constrasting
Possible Answer: Both faced discrimination in employment. While both were not treated as well as white workers, African Americans had more conflicts with whites. The Newlands Reclamation Acts created work for Mexicans, while Jim Crow laws harmed African Americans.