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history 1302
test review
| People | W's |
|---|---|
| Ida B. Wells: Who | A black women editor and founding member of the National Association for the Advancement of Colored People (NAACP) |
| Ida B. Wells: What | Wrote pamphlets and spoke at lectures about the horror of lynching to a large national and international audience |
| Ida B. Wells: Why | Ida decided to bring awareness to lynching after her friend's had been murdered and lynched because of their successful grocery store business. |
| Ida B. Wells: When | Campaign began in 1892 |
| Ida B. Wells: Where | in the South |
| Ida B. Wells: Significants | She concluded that lynching served "as an excuse to get rid of Negroes who were acquiring wealth and property and thus keep the race terrorized." ANTI LYNCHING EDITOR |
| Plessy vs. Ferguson: Who | Homer Plessy, was born a free person 1/8 black 7/8 whiter. Was considered black on the train |
| Plessy vs. Ferguson: What | Passenger Homer Plessy boared a train in Louisiabna that was for white people only. refused to sit in a Jim Crow car, the back cold of a train. He was arrested and jailed. |
| Plessy vs. Ferguson: When | 1890 Law for “equal but separate accommodations for the white and colored races” on its railroads. 1892 Accident occcured 1896 Supreme Court case |
| Plessy vs. Ferguson: Where | Case came from Louisiana Court was in New Orleans |
| Plessy vs. Ferguson: Why | Supreme Court supported "separate but equal" but the Constitution recognizes “no superior, dominant, ruling class of citizens.” |
| Plessy vs. Ferguson: Significants | It upheld state racial segregation laws for public facilities under the doctrine of "separate but equal". |
| Jim Crow: Who | In the early 1830s, the white actor Thomas Dartmouth “Daddy” Rice was propelled to stardom for performing minstrel routines as the fictional “Jim Crow,” a caricature of a clumsy, dimwitted black slave |
| Jim Crow: What | Example of a few laws: Marriages between whites with "Negroes," were illegal School segregation African American and white families could not be living in the same home Ect.... |
| Jim Crow: Why | Whites felt a need to gain more control and in the Southern States various laws of racial segregation were passed to focus against the black sectors, laws restricted freedom for African Americans |
| Jim Crow: When | 1837, but laws were more enforced between the end of Reconstruction in 1877 and the beginning of the civil rights movement in the 1950s |
| Jim Crow: Where | Southern Democrats |
| Jim Crow: Significants | In 1875, the Enforcement Act, or the Civil Rights Act of 1875 was passed by 'Radical Republicans' in an effort to end Jim Crow laws. However, it was declared unconstitutional by the Supreme Court |
| Juan Cortina: Who | a wealthy Mexican cattle-rancher and a political boss for the South Texas Democratic Party |
| Juan Cortina: What | Cortina would releas Mexicans whom he felt had been unfairly imprisoned, and executed four Anglos who had killed Mexicans but hadn't been punished |
| Juan Cortina: When | July 13, 1859 |
| Juan Cortina: Where | Brownsville |
| Juan Cortina: Why | Cortina witnessed an Anglo city marshal pistol-whipping one of his former family employees he demanded that the marshal stop and he refused. Cortina shot him in the shoulder, took his former servant up onto his horse, and fled. |
| Juan Cortina: Significants | Militant resistance to Anglo racism |
| Thirteenth amendment: Who | |
| Thirteenth amendment: What | |
| Thirteenth amendment: Why | |
| Thirteenth amendment: When | |
| Thirteenth amendment: Where | |
| Thirteenth amendment: Significants | |
| Dr. Martin Luther King Jr. Who | King Jr. was a Baptist minister and social activist, who led the Civil Rights Movement in the United States with peaceful protest |
| Dr. Martin Luther King Jr. What | He was the driving force behind watershed events such as the Montgomery Bus Boycott and the March on Washington, which helped bring about such landmark legislation as the Civil Rights Act of 1964 and the Voting Rights Act of 1965. |
| Dr. Martin Luther King Jr. When | 1950 |
| Dr. Martin Luther King Jr. Where | Washington DC |
| Dr. Martin Luther King Jr. Why | Activists coordinated a bus boycott that would continue for 381 days, placing a severe economic strain on the public transit system and downtown business owners. They chose Martin Luther King Jr. as the protest’s leader and official spokesman. |
| Dr. Martin Luther King Jr. Significants | August 1960 Congress passed the Voting Rights Act, which guaranteed the right to vote–first awarded by the 15th Amendment–to all African Americans. |
| W.E.D Du Boisi: Who | a leading African-American sociologist, writer, activist, earned fame for the publication of such works as Souls of Black Folk, and co-founded the National Association for the Advancement of Colored People |
| W.E.D Du Bois: What | first African American to earn a Ph.D. from Harvard University |
| W.E.D Du Bois: When | 1903, Du Bois published his seminal work, The Souls of Black Folk, a collection of 14 essays 1909, he co-founded the National Association for the Advancement of Colored People and served as editor of its monthly magazine, |
| W.E.D Du Bois: Where | Nashville, Tennessee, to attend Fisk University. It was there that he first encountered Jim Crow laws. |
| W.E.D Du Bois: Why | University. Du Bois wrote extensively and was the best known spokesperson for African-American rights during the first half of the 20th century |
| W.E.D Du Bois: Significants | W.E.B. Du Bois publicly opposed Booker T. Washington's "Atlanta Compromise," Du Bois criticized Washington for not demanding equality for African Americans, as granted by the 14th Amendment supported women's rights |
| Booker T. Washington: Who | Born a slave on a Virginia farm, founded the Tuskegee Institute, a black school in Alabama devoted to training teachers |
| Booker T. Washington: What | He also founded the National Negro Business League in 1900 |
| Booker T. Washington: When | 1900's |
| Booker T. Washington: Where | Hampton Institute |
| Booker T. Washington: Significants | Washington insisted that industrial education would enable them to lift themselves up by their bootstraps and escape the trap of sharecropping and debt |
| Vagrancy laws and black codes: Who | |
| Vagrancy laws and black codes: What | |
| Vagrancy laws and black codes: When | |
| Vagrancy laws and black codes: Where | |
| Vagrancy laws and black codes: Why | |
| Vagrancy laws and black codes: Significants | |
| Fourteenth amendment: Who | |
| Fourteenth amendment: What | |
| Fourteenth amendment: When | |
| Fourteenth amendment: Where | |
| Fourteenth amendment: Why | |
| Fourteenth amendment: Significants | |
| Fifteenth amendment: Who | |
| Fifteenth amendment: What | |
| Fifteenth amendment: When | |
| Fifteenth amendment: Where | |
| Fifteenth amendment: Why | |
| Fifteenth amendment: Significants |
Created by:
Ashley lola
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