• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

G.C.S.E History Coursework: Civil Rights 2

Extracts from this document...

Introduction

G.C.S.E History Coursework: Civil Rights 2 Nikki Robinson The situation for the blacks in the 1960's was just as tough as ever before and economic problems were rising. Many blacks lived in Ghettoes such as "Watts" in LA, which had many drug problems. Riots were also becoming more frequent due to police brutality. Blacks increasingly believed that the white officers were using riots as an excuse to terrorise and intimidate the local population. They also believed that judges were very racist. One of the main problems though was the fact that blacks couldn't vote unless they took an IQ test, which the whites made impossible to complete. Without the vote, blacks couldn't change the racist sheriffs, politicians, police officers etc. In 1960's, blacks began to disagree among themselves about the best ways to gain more civil rights. Dr. Martin Luther King started to find himself in a position where he no longer had the control that he used to over the black's civil rights movement and also found that his idea of bringing the changes peacefully falling away beneath his feet. ...read more.

Middle

He thought this was the only way to gain "real revolution". One of the main reasons why the "Black Nationalism" group got so much support was because blacks had begun to think that there was no way that whites and blacks could live together and that Martin Luther Kings theory was not moving them forward fast enough. They despised whites and would use any kind of violence to get their point across. "Say it loud, I'm black and I'm proud" was one of the phrases used a lot by this group; they also raised their fists as though punching into the air as a slogan for "Black Power", this had an attractive ring to it. This slogan was even used at the Olympic games in 1968. This outraged many whites. The "S.C.L.C" run by Martin Luther King believed in non - violent methods of protest such as sittings and freedom rides. There were "stand-ins" at theatres and "pray-ins" at "white churches" only. One of the most famous sittings was Four black students took seats at a segregated lunch counter in Woolworth's. ...read more.

Conclusion

In August 1965, after the march from Selma to Montgomery, Alabama the blacks gained the voting acts right which stopped blacks from voting. This was a big step forward as it meant that they could make changes in the law. They already had a lot of support from President Johnston, "We must overcome the crippling legacy of bigotry and injustice. And we shall overcome". Johnston was trying to improve life for blacks since the insistent in Mississippi, 1964 when two white and one black body was found in a dam after trying to register black voters. They had been arrested by Police, later realised to the Ku Klux Clan and then brutally murdered. There was a six-week federal investigation and Johnston supported this all the way. On April the 4th 1968 in Memphis, Tennessee, Martin Luther King was shot dead on the balcony outside his hotel room. King later became the symbol of protest in the struggle for racial justice. Many blacks continued supporting the non-violent ascertainment of freedom and equality, while some started to support the "Black Nationalist" group after Kings death. Either way, these men were working toward the same goal: freedom and choice for African people all over America. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE USA 1941-80 section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE USA 1941-80 essays

  1. Civil Rights Coursework Sources Questions

    their leader, started the long campaign for Civil Rights for black people. 2. The Civil Rights Movement changed a lot during the 1960s, one of the most important changes being that there were more militant groups in action that had joined the Movement, which obviously had effects on it.

  2. History Coursework - Intolerance kkk

    However, this intolerance has been placed before Prohibition; this is due to it causing the nationwide ban and huge amounts of gang violence. Another example of intolerance in the 1920's is Prohibition. This was the banning of the sales, manufacture and consumption of alcohol and therefore doing this was illegal.

  1. Civil Right's Coursework:

    A new generation of African American students were no longer prepared to accepted segregation. They formed new organisations and adopted a range of Non-violent, direct action approaches to challenge the segregation in the South. In 1961, 'Freedom Rides' began as part of the civil rights act.

  2. Media Studies Coursework: Soap Operas

    Sonya put her arm around Martin which shows women are caring and are willing to listen to other problems. When Sharon was talking to the graphics designer, who is her half brother felt jealous and poured milk onto the graphics designer's laptop.

  1. History Civil Rights Coursework Sources Questions

    Source B was from an article in the New York Times, from the liberal north of the country, so this could be biased towards to the black students, but nevertheless, both the sources back up what Elizabeth Eckford said in source A because they are two independent witnesses, and even

  2. GCSE History Coursework – The American Civil Rights Movement

    Source 7 is a limited source. This is how I came to this conclusion: The New York Times is a reputable, famous newspaper. It is renowned for its neutrality, and it thinks that segregation is not the way to go. I am forced to ask, did the newspaper cut out a pro-black section from the whole caption of text?

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work