I. Section 1: Diversity and Discrimination A. A Diverse Society 1. heterogeneous 2. Immigrants, aliens B. Racial Discrimination 1. race-based 2. Native 3. Hispanic 4. Asian
C. Discrimination Against Women women
II. Section 2: Equality Before the Law A. The Equal Protection Clause 1. 14th, due, equal
2. rational, strict B. Segregation 1. Jim Crow
2. white, African American 3. de jure, de facto
C. Gender Discrimination 1. Classifi cation 2. discriminate
III. Section 3: Federal Civil Rights Laws A. The History of Civil Rights 1. Civil Rights
2. Open Housing 3. Title IX
B. Affi rmative Action
1. females, minority groups 2. race
3. Equal Protection
IV. Section 4: American Citizenship A. Citizenship 1. naturalization 2. Denaturalization B. Immigration 1. Immigration Act 2. deportation 3. Undocumented
CHAPTER 21 Section 1
Reading Comprehension 3
1. a. composed of dissimilar parts
b. aliens legally admitted as permanent residents
c. public land set aside by government for use by Native American tribes
d. one who leaves a country to seek protection from war, persecution, or some other danger
e. the process by which people of one culture merge into and become part of another culture
2. Immigrants have arrived in near-record numbers every year since the mid-1960s. Over that period, the nation’s African American, Hispanic American, and Asian American populations have grown at rates several times that of the white population.
3.African Americans:
Contribution: spearheaded civil rights movement
Native Americans:
Contribution: original inhabitants of the U.S.
Hispanic Americans:
Contribution: now the largest minority group in the U.S.
Asian Americans:
Contribution: live in every part of the U.S.; majority of population in Hawaii
4. a. requires employers to pay men and women the same wages if they perform the same jobs in the same establishment under the same working conditions b. prohibits job discrimination based on sex
5. Any three of the following: the male work force is, overall, better educated and has more job experience than the female work force; women put their careers on hold to have children or work reduced hours to juggle child-care responsibilities; a “glass ceiling” of discrimination prevents
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women from rising to their full potential; until recently, women were limited to a fairly narrow range of jobs; women were encouraged not to work outside the home once they married; more than three fourths of all jobs held by women are in low-paying clerical and service occupations.
Reading Comprehension 2
1. heterogeneous: Heterogeneous means different kinds. A heterogeneous society is made up of different kinds of people. immigrant: An immigrant is a citizen of a foreign country admitted to the United States as a legal resident.
assimilation: Assimilation is the process by which people of one culture become part of another.
2.African Americans: slaves; Civil War; discrimination; second largest minority group
Native Americans: about one million once lived here; died from disease and war; 2.8 million live in the United States; reservations
Hispanic Americans: Spanish-speaking background; the largest minority group
Asian Americans: laborers in the 19th century; immigration restricted for 80 years; fastest growing minority group
3. Any two of the following are acceptable: women are less likely to work full- time, are more likely to take periodic leave, may have less education, may be less experienced, and may suffer discrimination in the workplace.
Core Worksheet 3
African Americans:
Event(s): slavery, Civil War, civil rights movement
Policies/Laws: 13th Amendment, 1865; Civil Rights Act of 1964; Voting Rights Act of 1965 Effect(s): 13th Amendment ended slavery. De jure segregation prohibited.
Native Americans:
Event(s): westward expansion of United States Policies/Laws: forced removal from ancestral lands; relocation to reservations
Effect(s): disease; poverty, joblessness, and alcoholism plague many reservations; low life expectancy; high infant mortality rate
Hispanic Americans:
Event(s): more than half of all Hispanics in U.S. either born in Mexico or trace ancestry there; Puerto Ricans have come to the U.S. from the island of Puerto Rico; Cuban
Americans have fl ed the Castro dictatorship in Cuba; refugees have emigrated from Central and South America, many as refugees
Policies/Laws: Hispanic American refugees to the U.S. have sought protection from Federal Government
Effect(s): today, Hispanic Americans are largest minority group in U.S.; Hispanic American population is spreading through much of U.S.
Asian Americans:
Event(s): Chinese workers brought here in the 1850s−1860s to mine and build railroads; Japanese bomb Pearl Harbor, 1941
Policies/Laws: Chinese Exclusion Act of 1882; Japanese Americans evacuated from Pacifi c Coast to inland relocation camps; apology and reimbursement years later; policies on Asian immigration changed in 1965.
Effect(s): violent attacks on Chinese contract laborers; Chinese immigration halted; new policy greatly increased immigration from Asian countries.
1. Mixed. In some cases, the President’s or lawmakers’ concerns about economic, security, or other issues have outweighed concerns about the treatment of minorities. In other cases, the government has
passed laws that have reduced or ended discrimination.
2. Possible answer: Because racial and ethnic prejudice has been an ongoing issue in American history, the fact that minority groups are growing in population may lead to even more struggles by those groups to end social, political, and economic discrimination.
3. Answers will vary, but students might mention the Court’s primary role in determining the constitutionality of the laws passed by Congress and State governments, its role in determining whether the rights of citizens to equal protection under the law have been violated, and whether anti-discrimination laws have been too narrowly or broadly written or properly enforced.
4. The passage of these laws by Congress in the 1960s refl ected growing public
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acceptance of the need for legal safeguards to protect the rights of African Americans.
Quiz A
Key Terms 1. a 2. e 3. c 4. f 5. b 6. d Main Ideas 7. a 8. d 9. b 10. bQuiz B
Key Terms 1. b 2. f 3. d 4. a 5. c 6. e Main Ideas 7. a 8. d 9. b 10. bCHAPTER 21 Section 2
Reading Comprehension 3
1. a. 14th Amendment b. 5th Amendment2. No, the government must have the power to classify and to draw distinctions among persons and groups in order to regulate human behavior. However, it cannot discriminate unreasonably.
3. a. the rational basis test
b. It asks: Does the classifi cation in question bear a reasonable relationship to the achievement of some proper governmental purpose?
4. a. A State must be able to show that some “compelling governmental interest” justifi ed the distinctions it has drawn between classes of people.
b. It applies when a case deals with (1) such fundamental rights as the right to vote, the right to travel between States, or
1st Amendment rights; or (2) such “suspect classifi cations” as those based on race, sex, or national origin.
5. the separation of one group from another on the basis of race
6. racial segregation laws aimed at separating African Americans and other minorities from whites
7. by creating the separate-but-equal doctrine; It ruled that a Louisiana law requiring segregation in railroad coaches did not violate the Equal Protection Clause because the separate seating provided for African Americans was equal to the seating provided for whites.
8. a. chipped away at the separate-but-equal doctrine by requiring that Missouri either admit Gaines to the State’s one law school or establish a separate-but-equal school for him
b. insisted on the equality of separate education facilities for African American university students
c. reversed Plessy v. Ferguson; ruled that separate educational facilities are inherently unequal
d. forbade the use of federal funds to aid any State or local activity in which racial segregation is practiced and directed the Justice Department to fi le suits to prompt desegregation actions
e. hastened the process of desegregation by ruling that the continued operation of segregated schools under a standard allowing for “all deliberate speed” was no longer constitutionally permissible
f. sanctioned busing as a means of
increasing the racial mix in school districts g. outlawed segregation in public
swimming pools and all other public recreational facilities
h. outlawed segregation in local transportation
i. outlawed segregation in State prisons and local jails
j. struck down all State miscegenation laws
9. a. De jure segregation is segregation authorized by law, whereas de facto segregation is segregation that exists in fact, even if no law requires it.
b. De facto segregation is still present in some places today.
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10. It refl ected society’s long-held view of the “proper” role of women. Most laws that treated men and women differently were intended to protect “the weaker sex.”
11. a. struck down an Idaho law that gave fathers preference over mothers in the administration of their children’s estates b. forbade States from excluding women from jury service
c. found unconstitutional the practice of refusing to admit women to the citizen- soldier program of a public institution d. upheld a Florida law that gives an extra property tax exemption to widows, but not to widowers
e. upheld an Alabama law forbidding women to serve as prison guards in all- male penitentiaries
f. upheld a federal selective service law that requires only men to register for the draft and excludes women from any future draft
12. No, classifi cation by gender in and of itself is not unconstitutional. However, laws that treat men and women differently must serve an “important governmental objective” and must be “substantially related” to achieving that goal.
Reading Comprehension 2
1. The Equal Protection Clause is part of the 14th Amendment. It prohibits any state from depriving anyone of life, liberty, or property without due process of the law or equal protection of the laws.
2. No, discrimination that is reasonable is allowed. For example, criminals are treated differently than other citizens.
3. The rational basis test is a standard that courts use when making decisions in cases that challenge discrimination. It asks this question: Does the action of the government achieve a legitimate governmental purpose?
4. The strict scrutiny test is a higher standard used by courts in discrimination cases. It considers fundamental rights as found in law or the Constitution.
5. segregation: Segregation is the separation of one group of people from another. integration: Integration is the process of bringing a group of people into the mainstream of society.
6. Jim Crow laws separated people on the basis of race. They were passed in the late 1800s.
7. In the Plessy v. Ferguson decision, the Supreme Court found that a Louisiana law requiring rail coaches to be segregated was constitutional. This made it legal to segregate people based on the separate- but-equal doctrine.
8. In Brown v. Board of Education of Topeka, the Supreme Court struck down laws requiring separate-but-equal schools for white and African American students. It made segregated schools illegal.
9. De jure segregation is segregation by law. De facto segregation is segregation that exists but is not required by law.
10. The 19th Amendment made it illegal to deny the right to vote on account of sex (gender).
11. The Court struck down the practice of barring women from state-run military schools and a law that prevented women from joining community service clubs.
12. Either of the following is acceptable: The Supreme Court upheld a law that prevented women from becoming prison guards in male prisons; the Supreme Court upheld the all-male draft law.
Core Worksheet 3
1. students; school segregation
2. School desegregation is moving at a slow and diffi cult pace.
3. Students should infer that the cartoonist favored integration and was pointing out the diffi culty in achieving it. The children face a large obstacle to achieving their goal, but they are slowly overcoming it despite their size and the height of the barrier.
4. Possible responses: Yes; the cartoon suggests that little by little the door is being pushed open by the children and they are getting into the schoolroom. No; the barrier to desegregation is just too large.
Extend Worksheet 3, 4
1. 13th and 14th amendments
2. that the Supreme Court found “that it is competent for a state to regulate the
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enjoyment by citizens of their civil rights solely upon the basis of race”
3. the “arbitrary separation of citizens, on the basis of race”
4. race hate; confl ict of races; feelings of inferiority, and degradation
5. Warren acknowledges and then moves away from the tangible, “equal” facilities to the intangible effects of segregation on public education.
Quiz A
Key Terms 1. d 2. b 3. e 4. a 5. f 6. c Main Ideas 7. b 8. a 9. b 10. dQuiz B
Key Terms 1. d 2. b 3. e 4. a 5. f 6. c Main Ideas 7. b 8. a 9. b 10. dCHAPTER 21 Section 3
Reading Comprehension 3
1. a. discrimination in access to public accommodations, such as hotels, motels, restaurants, theaters, and so on, because of race, color, religion, national origin, or physical disability
b. discrimination against any person on grounds of race, color, religion, national origin, sex, or physical disability in any program that receives any federal funding c. discrimination by employers and labor unions against any person on grounds of
race, color, religion, sex, physical disability, or age in job-related matters
2. housing discrimination (discrimination in selling or renting a dwelling to any person on the grounds of race, color, religion, national origin, sex, or disability; also forbids refusal to sell or rent to a family with children)
3. discrimination on the basis of gender “in any education program receiving federal fi nancial assistance” (all schools, public and private, that receive federal funds); requires equal funding and opportunities for women and men in school athletics programs
4. The policy of affi rmative action requires that most employers take positive steps (affi rmative action) to remedy the effects of past discriminations.
5. By “reverse discrimination,” critics mean that affi rmative action programs amount to discrimination against the majority group, by giving preference to females and/or nonwhites solely on the basis of sex or race.
6. a. ruled that the Constitution does not allow race to be used as the only factor in the making of affi rmative action decisions, but that both the Constitution and the 1964 Civil Rights Act do allow its use as one among several factors in such situations b. ruled that the city of Richmond had not shown that its minority set-aside (quota) policy was justifi ed by past discrimination c. ruled that neither the Equal Protection Clause nor Title VII forbids the promotion of a woman rather than a man, even though he had scored higher on a qualifying interview that she did d. held that all affi rmative action cases would be reviewed under strict scrutiny and would be upheld only if it can be shown that they serve some “compelling government interest”
e. held that Gratz’s rejection was the result of a race-based quota policy prohibited by the 14th Amendment’s Equal Protection Clause
f. upheld Grutter’s rejection because the law school employed a much more fl exible process in making its admissions decisions; ruled that States have a compelling interest in the diversity of the
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student bodies of their public educational institutions and that this interest justifi es the narrowly tailored use of race as one factor in the student admissions policies of those institutions
g. ruled that the student assignment policies in both Seattle and Louisville relied too heavily on race and so ran afoul of the 14th Amendment’s Equal Protection Clause
Reading Comprehension 2
1. The Civil Rights Act of 1964 made it illegal to discriminate on the basis of race, color, religion, national origin, gender, physical disability, or age in voting, public places, places that provide services, and in the workplace.
2. The Civil Rights Act of 1968 made it illegal for people to refuse to sell or rent housing to a person on the basis of race, religion, national origin, gender, or disability.
3. Title IX forbids discrimination based on gender in education programs receiving federal aid.
4. (a) Affi rmative action is a policy that requires most employers to take positive steps to better the effects of past discrimination.
(b) Arguments against affi rmative action include: Critics believe that affi rmative action is reverse discrimination, or discrimination against the majority. They believe females and people from minority groups are hired only because of gender or race rather than for their abilities. They believe that affi rmative action goes against the Constitution.
(c) Quotas have been used to ensure that the workforce has a racial makeup that is similar to the racial makeup of the local community.
5.Regents of the University of California v. Bakke: Alan Bakke, a white man, claimed reverse discrimination when he was denied admission to medical school because positions had been reserved for nonwhite students. The Supreme Court agreed that this was a violation of the Equal Protection Clause. Bakke had to be admitted to the school.
Grutter v. Bollinger: Grutter, a white woman, sued when she was denied
admission to law school. Her test scores were higher than minority applicants that were accepted. The Court upheld her rejection to law school. The Court said that considering race as a factor for admission was acceptable since the school had a low number of minority students.
Gratz v. Bollinger: Gratz, a white woman, sued when she was denied admission to the University of Michigan. Her test scores were higher than minority applicants that were accepted. The Court ruled that the quota policy of the university had denied Gratz equal protection under the 14th Amendment. The school had to admit her.
Core Worksheet 3
1. An African American is dangling between the scales of justice in regard to affi rmative action.
2. The Supreme Court wants diversity but has ruled as unconstitutional certain policies—quotas and percentages, for example—to help achieve that diversity.
3. At fi rst glance, it appears that the minority racer is being given an advantage over the white male in the race. Point out to students, however, that the white male is