Đề cương văn hóa Mỹ - American Culture - Part 1 AMERICAN CULTURE UNIT 1: Immigration and Diversity in the United States WHAT DID THE IMMIGRANTS CONTRIBUTE TO THE U. S. SOCIETY? THE ROLE OF IMMIGRANTS FOR THE US 1. Settle the West 2. Provide a source of fresh energy for the economic development 3. Supply new professionals and scientists 4. Enrich and diversify the American Culture 5. Contribute to the growth of the cities/urbanize CULTURAL ASSIMILATION: A MELTING POT OR A SALAD BOWL? According to this theory, peoples from various cultures come to America and contribute aspects of their culture to create a new, unique American culture . The result is that contributions from many cultures are indistinguishable from one another and are effectively "melted" together . According to this theory, there are times when newly arrived immigrants do not lose the unique aspects of their cultures like in the melting pot model, instead they retain them . The unique characteristics of each culture are still identifiable within the larger American society, much like the ingredients in a salad are still identifiable, yet contribute to the overall make up of the salad bowl. WHY IS THERE DISCRIMINATION? When there is a dominant culture, the people who are part of that culture determine what society approves and what society disapproves. When people ARE NOT a part of the dominant culture, they face the pressure to do the following: · assimilate – completely adapt to the dominant culture · integrate – unify with the dominant culture while retaining their individual identity · segregate – completely separate from the group (the dominant group usually segregates others from them). THE ESTABLISHMENT OF THE DOMINANT CULTURE The dominant culture: WASPs = White Anglo-Saxon Protestants, English-speaking, Western European, Protestant and middle class. HOW WERE NON-PROTESTANTS AND NON-WESTERN EUROPEANS ABLE TO ASSIMILATE? · Dominant values and beliefs · Immigrants were "so accustomed to lives of poverty and dependence · American values: Freedom, self-reliance and competition. ·" Political bosses "(cities of northeastern US). · Helped immigrants · immigrants vote for them · Rapidly expanding economy · New opportunities, new rewards · immigrants were willing to give up their individual culture to become rich in America. · African-Americans = most difficulty assimilating · African-Americans were brought over as slaves for European immigrants Did not want to be in the U. S. The African – American experience The Civil War 1861-1865 Civil War: America was two nations: · North – industrial & against slavery · South farming cotton & tobacco = dependent on slaves from Africa 1861: S wanted their own nation because N was against slavery war 1863: Lincoln gave Emancipation Proclamation – freedom to slaves\1865: S surrender to N, civil war ends. The African – American experience. The Civil Rights Movement of the 1950s and 1960s The segregation between whites and non-whites. Segregation is an extreme form of discrimination, where people are forced to separate themselves based on the color of their skin. THE CIVIL RIGHTS MOVEMENT Martin Luther King, Jr: A black minister È Non-violent marches and demonstrations against segregation and other forms of racial discrimination È Was assassinated by a gunman in 1968. Malcolm X: African-American Muslim minister and human rights activist È Initially advocated black supremacy and segregation of black and white Americans È Eventually joined forces with civil rights movement, while advocating for self-determination and self-defense È Was killed by multiple gunshots in 1965 Two major civil rights laws were passed => remove racial segregation from public facilities in the South => remove the barriers that had prevented black people from voting in that region. RACE RELATIONS AFTER THE CIVIL RIGHTS MOVEMENT The amount white prejudice toward black was reduced: § College and university attendance § Income increase § Elective public office § Higher involvement in politics and society Still a gulf between races: Poverty, unemployment, violence and despair A UNIVERSAL NATION America is more so a mosaic. § Smaller units coming together to make a beautiful picture § Individual cultures integrating to create a larger, heterogeneous culture. UNIT 2: TRADITIONS AND ADAPTING CULTURES " Barba Nikos "Review (with vocabulary) ü This was a story of cultural diversity, even though the narrator and Barba Nikos shared the same ethnic background. ü The narrator inherited his culture (Greek), and his heritage lies in the ingredients in Barba Nikos shop. ü They both had different personal identities: ¡ Barba Nikos represents the old country (Greece) · Being Greek was a source of pride for him ¡ Narrator represents Americanized Greeks (people who lost their culture willingly) · Being Greek was a source of embarrassment " Barba Nikos ": Which one did the narrator do? assimilate – completely adapt to the dominant culture ¡ He turned against his own people (Greek) to fit in with his American friends. integrate – unify with the dominant culture while retaining their individual identity ¡ He and his family eat Greek foods during holidays. segregat e – completely separate from the group (the dominant group usually segregates others from them) ¡ The old neighborhood may have been informally segregated by cultural identity, but not by race. Ingredients of Greek Culture (p. 15) In the story, Barba Nikos criticizes the narrator for not understanding the true meaning of each ingredient in his store: " You are a stupid boy, "the old man said." You are not really Greek, are you? " " Yes, I am. " " You might be, "he admitted grudgingly." But you do not act Greek . Wrinkling your nose at these fine olives. Look around this store for a minute. What do you see? " " Fruits and vegetables, "I said." Cheese and olives and things like that . " He stared at me with a massive scorn." That's what I mean, "he said." You are a bonehead. You don't understand that a whole nation and a people are in this store . " UNIT 3: TRADITION OF VALUES AND BELIEFS People come to America because they believe in the following: Individual freedom, equal opportunity, and material wealth . However, the outcomes of each are respectively self-reliance, competition, and hard work. # 1: Individual freedom and self-reliance. ü Value / Belief: INDIVIDUAL FREEDOM • Many immigrants came to America to find freedom from controlling government or religious persecution • Beginning of American's colonial rule: Class separation of" nobles "(rich) and" commoners "(poor) § Changed when colonists declared freedom from British rule. ü Result of freedom from British rule: ü" Don't tell me what to do; it's my life " Þ People govern, not kings Þ No ruling class (nobility) Þ Separation of church and state ü The power shared between federal (national) and states (regional) ü Outcome of Value/Belief: SELF-RELIANCE ü" You should be able to stand on your own two feet. " ü You are looked up to if you are able to do things on your own. ü The Reality: - People are pressured to move out of their family's homes as early as possible – 18 – 21 years old. - People are unwilling to receive charity or government help to avoid seeming weak. - People look down on beggars, thinking that it's their fault that they're poor. - In 2017, there were 39.7 million people in poverty - About 15 million children in the United States – 21% of all children – live in families with incomes below the federal poverty threshold # 2: Equal Opportunity and Competition Value/Belief: EQUAL OPPORTUNITY Everyone has chance to succeed because freedom from overpowering government and social hierarchy (classes) " Old country "– hereditary aristocracy; noble families had power, wealth, land that they inherited. No one else had much chance to succeed " New country "– status and opportunity are not based on your birth / position in society – the harder you work, the more you succeed. Outcome of Value/Belief: COMPETITION -" Life is a race "– rule must be equal, competition must be fair - American society trains people to compete + Competition makes people energetic, motivated + Popularity of sports and competition throughout schools, in nearly all aspects + It's everyone's duty to try -- effort is rewarded The Reality: - Children = trained early to engage in competition, they are fixed on the winning/losing mentality pressure, stress - Women and people of color = historically disadvantaged - Some people are richer than others = inherited advantage - Elderly = Emotional strain; feel useless when not involved in highly competitive society • Women earn less than men (75%) in the workplace • People of color earn less than white people # 3: Material wealth and hard work Value / Belief: MATERIAL WEALTH - Many immigrants came to escape poverty, America was known for being a land of wealth, abundant natural resources - Wealth is seen as a reward for hard work – wealth had to come through earning it; natural resources had to be developed through hard work –" Money talks " - The" American Dream ":" Going from rags to riches " + belief that any American can succeed and become rich if they simply work hard enough + Status and success became based on material wealth Outcome of Value / Belief: HARD WORK § You must earn material wealth and respect through hard work. §" Burning the candle at both ends " Þ Stress Þ Workaholic § As economy move from industry-based to service-based, fewer high-paid jobs are available, more difficult to become wealthy The Reality: - American Dream less likely = different economy now - Citizens judge people who use welfare §" welfare mothers "= young women who do not marry or hold a job and have children and are support by payments from the government § Some women actually choose not to get married because the father is not good enough Unit 4: American Government (Legislative, Executive, and Judicial Branches) A New Nation - The British colonized America in 1600s. - The British colonists wanted to declare freedom from England / the King in 1776 - American Revolution colonists won and eventually established The United States of America Let's Put it in Writing • The first written document – 1781 – Articles of Confederation • rules were too loose The Constitution – official in 1789 • Sets the basic form of American government • 3 branches: Executive, legislative, judicial • System of" checks and balances "for each branch • No one branch or institution gets the ultimate power – belongs to the people •" Supreme Law of the Land "– ALL government groups (federal, state, local) MUST follow its guidelines. The Bill of Rights • The Constitution didn't make clear many of the basic rights of American people (civil rights) The Bill of Rights – 1791 – fundamental rights of any American 1) Freedom of speech, press, religion and petition 2) Right to keep and bear arms 3) Government cannot house soldiers in private homes without consent 4) Need probable cause and search warrant before you search someone's home 5) Cannot be charged for the same crime twice; can't be forced to testify against yourself (" plead the 5th ") 6) Right to a speedy and public trial and defense lawyer in criminal case 7) Right to trial by jury in civil case 8) No cruel and unusual punishment or excessive bail 9) Protection of rights not stated in the Constitution 10) Powers not given to government are reserved for states, or people •" unalienable "rights – you are born with them and they can't eve be taken away • designed to serve the people and carry out their majority wishes • People did NOT want the government to control them (they had that in England) still dislike of" big government "today • The American System of Government 1) One person, one vote – representatives are elected based on number of people so everyone is fairly and evenly represented 2) Checks and Balances – no system has complete power – they all influence each other Legislative • Congress = Senate + House of Representatives • Meet in Capitol Hill • Senate: 100 Senators, 2/state; 1/3 elected every 2 years for 6 years in office • House: 435 members; elected every 2 years for 2 year terms • Number of representatives is based on state population (California has 53 votes, Delaware has 1) • Speaker of the House leads Congress sessions (currently Democrat Nancy Pelosi) Executive • President • Elected by the people • 4-year term • Maximum: 2 terms • Vice-President elected along with President • Majority of Congress can be one political party while the president is the other ( i. E. Republican Congress with Democrat President) • This can make it difficult for the President to get laws passed (has to have approval from both houses before law passes) • Different departments within executive branch – State, Treasury, Defense, Justice, Interior, Agriculture, Labor, Housing and Urban Development, Energy, Education, etc. • Head of each department chosen by the president (as long as approved by Senate) • They are like assistants to the president –" cabinet " Judicial • Supreme Court – watches over the other two branches • Decides whether laws passed by Executive and Legislative follow the guidelines of the Constitution • Chief Justice (judge) and 8 associate judges; nominated by President (approved by Senate) • Have office for LIFE • Supreme Court is the highest court in America its decisions cannot be appealed (neither President nor Congress can change their decision) Checks and Balances • The powers given to each branch are carefully balanced • Each branch serves as a check for the other two (to keep any branch from getting too much power) • Congress makes laws – President can veto [veto -reject a decision or proposal] • Congress can undo the veto with 2/3 vote in each house • Congress can also refuse to give money to the President • Because of this system compromise is necessary [compromise - an agreement or a settlement of a dispute that is reached by each side giving up something they want] • President really isn't as powerful as many people think Political Parties (Liberal vs. Conservative ; Democrat vs. Republican) • Constitution doesn't talk about any parties, but over time the US has developed a two-party system • There are other parties, but they don't have much influence and don't play a role in national politics • Democrats – like bigger role of government in society; new thinking;" liberal " • Republicans – oppose greater involvement of government;" conservative"; traditional • Several issues that divide them – (abortion, gay rights, taxes, universal health care, business, etc) • Many vote for president based on the specific issues, not only based on party • Congress representing state has to vote for who their people want (Ex: California senators will most likely vote for Obama because California is very liberal / democratic) Presidential Party Platforms Clinton / Democrat Platform • tuition-free public college/university • more gun-control laws enacted • undocumented immigrants allowed to become legal residents • US should NOT send ground troops to fight ISIS Trump / Republican Platform • students must pay the tuition fee • no more gun-control • deporting undocumented immigrants US ground troops should fight against ISIS
Đề cương ôn tập văn hóa Mỹ - American Culture - Part 2 UNIT 5: Education in the U. S Educating the Individual Goal: Teach children how to learn and help them reach their maximum potential • American education system: Emphasis on developing critical thinking skills rather than acquiring facts • Colleges and universities consider the following: • Grades: Some schools require a graduation diploma (minimum 2.0 GPA), more competitive schools require high honors (minimum 3.4+) • Extracurricular Activities (activities outside classroom studies) : Clubs, sports, leadership, student government, volunteer work, art, foreign languages, etc. • Aptitude Tests: Scholastic Aptitude Test (SAT) and American College Test (ACT) Establishment of Public Schools in the U. S. • Public schools began in 1825 • Goals: • 1) Make schools open to all classes of Americans • 2) Finance schools using tax money collected from all citizens • Initial teachings: Vocational (work) skills and duties of citizenship • Gave Americans the tools to better themselves The Educational Ladder (Levels of Education) • Pre-School: 3-4 years old (optional) • Kindergarten: 5 years old (sometimes optional) • Elementary School: Grade K-5 (sometimes 6) • Middle School / Junior High School – Grade 6-8 (sometimes 7-8) • High School / Senior High School – Grade 9-12 Increasing Responsibilities of Public Schools (2001) (PAGE 37 -38) The Standards Movement • Began in the 1990s as an attempt to keep American students in competition with their international peers • Federal and state government became involved in determining school standards for K-12, Adult Education • Desire make sure students meeting grade-level expectations each year • National examinations held toward the end of each school year to measure student academic growth each year (April-May) • Usually measures reading, writing, math in K-5; more subjects in 6-12 • Scores matter not only for students, but for schools, school districts, and staff as well Positives (+) Negatives (-) + Keeps principals, teachers, and staff accountable for student progress + Students and families understand strengths and weaknesses in student learning + Aims to keep students on track to meeting academic growth goals - School staff are judged based on test scores rather than classroom observations - Classrooms become training grounds for standardized testing rather than meaningful learning - High pressure on low-performing schools in low-income neighborhoods Current Move from State to National Standards: Common CORE Higher Education Attending an American University Wealthier students have more options. - Rich families can send their students to any school without worrying about costs. - Poor families can apply for financial aid to receive grants (free money) and for scholarships that help pay for tuition. - Middle class families suffer the most: - Cannot receive grants, but do not have enough to pay tuition - Must apply for loans (money to pay back) - 1900: Less than 10% college-aged Americans in college - 2000: Over 60% college-aged Americans have taken college courses, with 20% having attended 4 years or more The Money Value of Education Belief: Success is based on acquiring material wealth. • Education: Valued for monetary value • The more schooling people have, the more money they will earn when they leave school • Professional field: Medicine, law • "Non-professional" field: Art, history, philosophy Main point: You need to have a college education to be successful in America • Past: People can get a paid $$$ for working in a factory without a college education • NOW: New technology and high-skilled jobs in America require a college education, or even graduate degree (5+ years of college) • Other option: Low service sector (fast-food restaurants, small stores, hotels) Racial Equality and Education • Debate that nationwide standards don't address educational inequality in the U. S. • 1860s-1960s: Segregated schools between white people and African-Americans • 1896 Plessy v. Ferguson : Supreme Court case upheld the "Separate but equal doctrine" to justify racial segregation in public schools and facilities in the South • 1954 Brown v. Board of Education: Supreme court decisions stated that laws forcing racial segregation violated the U. S. Constitution because such schools could never be equal • Even though schools desegregated and integrated, public schools were still not equal • African American students inner-city schools, high crime rates and social disorder • White students suburban schools, middle class neighborhoods Other options – Private Schools: • Catholic School • students pay tuition (fee) • gives religious instruction • similar class background to public school students - Elite Private School - Students pay high tuition - Usually only for upper-class families - Good education Other options – Public Schools: • Magnet Program • students must apply and be chosen to attend • specializes in certain subjects (ex: Math, science) - Charter Schools - Students must apply and be chosen to attend - Chosen by random raffle/lottery system - Works independently of the public school district - Public and private funding Famous Supreme Court Cases Affirmative Action : To make up for discrimination against blacks and other minorities, schools set quotas for minimum numbers of minority students. 1978 Bakke Case: Supreme Court struck down affirmative action and ruled that a professional school could not set aside a certain number of places to be filled only by minority students, or students of color. Allen Bakke, a white student, was denied admission to UC Davis Medical School. Blamed his non-admission on "less qualified" students of color receiving placement Extra consideration MAY be given to nonwhite students, but limited Unit 6: The American Family I. Family Structures • 1950s: 70% "classic" American family with a husband (breadwinner), wife (homemaker) and two children (under the age of 18) • "breadwinner" – the one who earns money to support the family • "homemaker" – the one who takes care of the children and did not work outside of home • "nuclear family"... " Immediate family" – just the husband, wife, and kids • rare for "extended family" living in household – aunts, uncles, cousins, grandparents • 2000: Families are becoming smaller • average household included 2.62 people (3.23 in 1985) • Trend moving toward both parents working, not just one parent • Alternative families (different from "classic") • Married couples without children • Single-parent families • Blended families • Unmarried couples living together • Gay or lesbian couples with or without children • People living alone I. Family Structures: Demographic factors Alternative families nearly outnumber traditional ones. Why? Substantial increase in birthrate in 1950s ( "baby boomers") Increased population Still living People are getting married and having children later in life: Men: 26.8 years old (26.1 in 1990) Women: 25.1 years old People are living longer High rate of divorce 50% of marriages end in divorce I. Family Structures: Political and Economic factors Alternative families nearly outnumber traditional ones. Why? Women's Movement: Women began to enter careers outside traditional areas of teaching, nursing or being a secretary Changing economy: Women started working as well to support the family due to economic hardships. It is very difficult to raise a family by relying on one working parent's salary II. The emphasis on individual freedom Aristocratic Families American Families Advance the family as a group Bring honor to the family name Aim to create a economically self-supporting family Advance the happiness of individual members of the family Grant freedom to family members (no controls) Make independent career decisions III. Marriage and divorce - American parents have little control over whom their children marry - Happiness is based primarily on companionship – the most important part of marriage • Option: "No-fault" divorce, "irreconcilable (non-solvable) differences" • Approximately one out of every two marriages end in divorce (50%) • Individual happiness should not be sacrificed for the sake of children • Children may be better off with two single and happy parents than two unhappily married parents IV. Equality in the family Parent-children relationship • Americans give their young children a lot of freedom to teach them to be independent and self-reliant: • Young children are asked for their opinions and express opinions even without being asked • Parents and children can engage in arguments to show equality in viewpoints. • Babies have their own beds (cribs) • Elderly parents live in nursing homes • Children "leave their nest" at about 18 to go to college to get a job to support themselves • "boomerang kids" : Leave the nest once but are back again B. Husband-wife relationship • The man of the house may be responsible for the child care, cooking, washing clothes or doing other cleaning and picking up around the house • Man may choose to stay at home to care for kids while wife works • Some men's restrooms have diaper-changing facilities V. The Role of Family in Society Divorce is tolerated as preservation of freedom and equality Marriage and family life still highly valued (90%) Family trends: Within 26% of "typical" American family households are actually "step families," or "blended families" Parent who marries another parent who already has children Not easy Second marriages fail at a higher rate than first Family Trends: Rise in single-parenthood 1/3 children born to unmarried women Public concern: Family institution and "values" are in deep trouble Families are actually fine VI. Family Values A. "Clearly Traditional" Values B. "More Expressive" Values Respecting one's parents Being responsible for one's actions Having faith in God Respecting authority Married to the same person for life Leaving the world in better shape Giving emotional support to other members of the family Respecting people for themselves Developing greater skill in communicating one's feeling Respecting one's children Living up to one's potential as an individual UNIT 7: Leisure Time (Organized Sports, Recreation, and Television) Organized Sports Sports and American Values • Organized sports reflects the following values: • Equal opportunity: "A laboratory in which young men [and women], regardless of social class, can learn the advantages and rewards of a competitive system" • Women are becoming more recognized, as we see them being represented more in the Olympics and national sports • Emphasis on "fair play" • Competition: learning how to win in sports helps develop necessary habits to be successful in life • Hard work: "hustle," "persistence," or "never quitting" • "Hustle – you can't survive without it." • "A quitter never wins, a winner never quits ." • "It's easy to be ordinary, but it takes guts to excel." Sports and American Values • Professional sports inspire and teach young people • "The national religion" = mixture of national pride and patriotism with religious ideas • Keep yourself from being idle Competition Carried to an Extreme? • The desire to win can weaken rather than strengthen American values • "Winning is the only thing that matters." • Not accepting "honorable defeat" – fact that the other team won because they are better • Disorder and violence • Coaches like that the rivalry brings teams together • Injuries sustained in sports Competition Carried to an Extreme? • Theory: elimination (getting rid) of competition = laziness • Battle: Players vs. Coaches/Managers/Owners • Argument over who should get paid more. • 1994: World Series (the annual championship series of North American-based Major League Baseball) was cancelled because the players wanted no "cap" on their salary, and owners disagreed. • Fans lost • 2011: 4th NBA Lockout due to disagreement about salary cap and luxury tax • Season delayed – stressed players because they rushed into the season A Time for Self-Improvement • Self-improvement: The desire to grow individually in a mental or physical sense • Three most common activities: • Jogging/running • Tennis • Snow skiing • Afterward Physical Self-Improvement • 1970s – beginning of "physical fitness craze" • Sports clubs / gyms • Marathons • adventure travel - $8 billion business, 1/5 of Americans leisure travel market • Risk-taking: White-water raft, mountain climbing, rock climbing, sky diving, helicopter skiing, bungee jumping • (all of these have mental self-improvement aspects as well) Mental Self-Improvement • Participation in cultural activities: Symphony concerts, live theater performances, museums, lectures, artistic activities, and skill-based activities • "Soft-adventure" – traveling, and then coming home to nice resort or hotel A Time for Self-Improvement • Recreation reflects the following values: • Hard work: Work hard in the office, then reap the benefits of relaxing physically and mentally • "Work hard to play hard" • Self-reliance: People challenge themselves mentally or physically simply to see that they can actually complete the task Health and Fitness Obese and Overweight (Americans) Health and Fitness • American population if becoming heavier due to poor eating habits and sedentary (mostly sitting) lifestyle • Less than ½ of Americans exercise in their leisure time • 1/3 Americans are at their desirable weight • ¾ Americans say that physical fitness is more important to them now than it was then • What is happening to America? Reason #1: The Power of Choice • Television, magazines, and the government has provided information about eating healthier. • Stores provide low-fat, non-fat choices • Many Americans may choose taste over health. Reason #2: "The Culture of Over-Indulgence" • Eating in large portions, then having another serving • Love of fast food • Busy lifestyle – some families don't have the time • Loss of control of eating due to ease of fast-food life Health and Fitness reflects the following values: • Individual freedom: You make your own choices when it comes to the food that you eat • Hard work: In order to stay fit, you have to make difficult decisions in your lifestyle, and you will receive good results. Television • Beautiful woman = slim • TV promotes images of slender, physically fit people The Effects of Watching TV: Ø Young women have become obsessed with weight Ø Eating disorders: Ø Anorexia (starving yourself to get skinny) Ø Bulimia (forcing yourself to throw up your food) Ø The more TV people watch, the less likely they are to exercise Ø "couch potato" Ø Children's attention span has shortened Ø "channel surfing" Ø Witness too much sex and violence Changing TV: Ø Public television provides many educational shows Ø 1990: Congress required TV to improve the quality of their commercials Ø 1996: TV Rating programs Ø Still difficult since both parents work, and children watch TV by themselves Ø Individual Freedom / Material Wealth: Children are free to have their own TV, and this reflects how much money they have Popularity of Home Computers and "Surfing the Net" • Chatrooms, Email, Facebook • "surfing the net" – browsing different websites for various purposes • Rarely do parents monitor what their children are browsing UNIT8: Justice, Freedom and Discrimination Overview of Black History • 1600-1800s: Africans were brought over to American as slaves • 1863: 16th president Abraham Lincoln issued "The Emancipation Proclamation," which declared that all African American be freed from slavery (not recognized by Congress) • 1865: Slavery was made illegal everywhere in the U. S by the Thirteenth Amendment, after the Civil War was won by the North Jim Crow Laws / Segregation • 1876-1965 Jim Crow laws • State and local laws that mandated racial segregation in all public facilities in the Southern states • "separate but equal" • South: de jure (concerning law) racial segregation • Blacks were, by law, inferior to white Americans and had to use separate schools, businesses, facilities • North: de facto (concerning fact/reality) racial segregation • Blacks were generally discriminated in areas such as jobs, bank lending practices, and housing Civil Rights Movement • Rosa Parks sparked Civil Rights Movement in 1955 (Montgomery, Alabama) • Whites were allowed to sit in the front of the bus, black people were forced to sit in the back • Rosa Parks refused to move when asked by the bus driver • Arrested • 50, 000 African Americans boycotted (refused to use) the city bus system • Company lost money (75% customers) • Supreme Court ruled segregation on buses was illegal a year later Martin Luther King - Civil Rights Movement leader • One of the leaders of the Montgomery bus boycott • 1963 – led March on Washington for Jobs and Freedom • Consisted of over 250, 000 participants, white and black • delivered "I Have a Dream" speech • Called for an end to racism in the United States • 1964 – received Nobel Peace prize • Forms of non-violent protest: Boycott (refusal to use) • Sit-ins (sitting in designated white facilities) • Speeches • Assassinated four years later in Memphis, Tennessee Black Power – movement among people of African descent, especially African Americans in the U. S. • Emphasizing racial pride and creation of separate institutions for black people to promote their interests • Blank Panther Party (1962-1982) – African-American revolutionary socialist organization in the U. S. • Initially set out to protect African-American neighborhoods from police brutality (violence) • Malcolm X • fought for human rights around the world, especially for African Americans • Advocated self-defense when encountered with violence • Change of language: • "Afro-American" • "Black is beautiful." • "Black power" Justice, Freedom and Discrimination Skits 1. Rosa Parks sitting in the front section of the bus 2. Martin Luther King, Jr.'s March on Washington 3. Martin Luther King, Jr.'s "I Have a Dream" speech 4. African-American sit-ins 5. Montgomery bus boycotts 6. Segregation at public facilities\ 7. Racial violence 8. Black power / affirmation ( "Black is beautiful," etc)
