civil rights summary essay

Home — Essay Samples — History — History of the United States — Civil Rights Movement

Essays on Civil Rights Movement

Hook examples for civil rights movement essays, anecdotal hook.

Imagine standing on the steps of the Lincoln Memorial in 1963, listening to Dr. Martin Luther King Jr. deliver his iconic "I Have a Dream" speech. This moment in history epitomized the Civil Rights Movement's power and importance.

Question Hook

What does it mean to fight for civil rights? Explore the complex history, key figures, and lasting impact of the Civil Rights Movement in the United States.

Quotation Hook

"Our lives begin to end the day we become silent about things that matter." — Dr. Martin Luther King Jr. How did civil rights activists like King refuse to stay silent and ignite change?

Statistical or Factual Hook

Did you know that in 1964, the Civil Rights Act was signed into law, prohibiting discrimination based on race, color, religion, sex, or national origin? Dive into the facts and milestones of the Civil Rights Movement.

Definition Hook

What defines a civil rights movement? Explore the principles, goals, and strategies that distinguish civil rights movements from other social justice movements.

Rhetorical Question Hook

Was the Civil Rights Movement solely about racial equality, or did it pave the way for broader social change and justice? Examine the movement's multifaceted impact.

Historical Hook

Travel back in time to the mid-20th century and uncover the roots of the Civil Rights Movement, from the Jim Crow era to the landmark Supreme Court decisions.

Contrast Hook

Contrast the injustices and systemic racism faced by African Americans prior to the Civil Rights Movement with the progress made through protests, legislation, and activism.

Narrative Hook

Meet Rosa Parks, a seamstress who refused to give up her bus seat, sparking the Montgomery Bus Boycott. Follow her courageous journey and the ripple effect it had on the Civil Rights Movement.

Controversial Statement Hook

Prepare to explore the controversies within the Civil Rights Movement, such as differing strategies among activists and debates over nonviolence versus militancy.

Warriors Don't Cry: The Courage of The Little Rock Nine

A great and mighty walk analysis, made-to-order essay as fast as you need it.

Each essay is customized to cater to your unique preferences

+ experts online

Jackie Robinson: a Legacy of Accomplishments

The history of the civil rights movement in the united states of america, the civil rights movement: a struggle for equality, history of the civil rights movement in america, let us write you an essay from scratch.

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Civil Rights Movement and The Struggles of African Americans During Those Times

The impact of martin luther king on civil rights movements, the contradicting outcome of the civil rights movement in america, the role of martin luther king jr. and malcolm x in civil rights movement, get a personalized essay in under 3 hours.

Expert-written essays crafted with your exact needs in mind

How The Civil Rights Movement Helped African Americans Achieve Their Rights

Martin luther king jr: influential figure in the civil rights movement, how martin luther king jr, rosa parks and malcolm x organized the civil rights movement, the role of the media in ushering the civil rights movement, development of racial tendencies in the united states, the civil rights movement of the 1950’s and 1960’s, a deeper look at the civil rights movement in america, generation of the civil rights movement, black lives matter in the civil rights movement, the civil rights movement about african american people, the civil rights movement and african american discriminations, a report on the events that helped martin luther king jr.'s prominence in america to push the civil rights movement, the civil rights movement about national indentify, the influence of jazz musicians on the civil rights movement, rosa parks and the civil rights movement, the contribution of local grass-roots activists to the civil rights movement, rosa parks: the lady of the civil rights, brown vs board of education, the way rosa parks leadership style changed the history, rosa parks: how one bold decision made a world leader.

United States

Racism, segregation, disenfranchisement, Jim Crow laws, socioeconomic inequality

W.E.B. Du Bois, Jesse Jackson, Martin Luther King, Jr., Henry MacNeal Turner, John Oliver Killens

Civil rights movement was a struggle of African Americans and their like-minded allies for social justice in United States that came to national prominence during the mid-1950s. The purpose was to end legalized racial discrimination, disenfranchisement and racial segregation in the United States.

“Jim Crow” laws were established in the South beginning in the late 19th century with a purpose to separate Black people from white people. Black people couldn’t use the same public facilities as white people or go to the same schools. Although, Jim Crow laws weren’t adopted in northern states, Black people still experienced discrimination.

Forms of protest and civil disobedience included boycotts, such as the most successful Montgomery Bus Boycott (1955–1956) that lasted for 381 days in Alabama; mass marches, such as the Children's Crusade in Birmingham in 1963 and Selma to Montgomery marches (1965) in Alabama; "sit-ins" such as the Greensboro sit-ins (1960) in North Carolina and Nashville sit-ins (1960) in Tennessee.

The Great March on Washington was held in Washington, D.C., on August 28, 1963. The purpose was to advocate for the civil and economic rights of African Americans. It was organized and attended by civil rights leaders such as A. Philip Randolph, Bayard Rustin and Martin Luther King, Jr., who delivered his historic "I Have a Dream" speech.

On July 2, 1964, President Eisenhower signed the Civil Rights Act of 1964 that outlaws discrimination based on race, color, religion, sex, national origin, and later sexual orientation and gender identity. The act "remains one of the most significant legislative achievements in American history".

The civil rights movement had tragic consequences for two of its leaders. On February 21, 1965, Malcolm X was assassinated at a rally and Martin Luther King, Jr. was assassinated on his hotel room’s balcony on April 4, 1968.

The Civil Rights Act of 1968 was signed into law by United States President Lyndon B. Johnson during the King assassination riots. It prohibited discrimination concerning the sale, rental, and financing of housing based on race, religion, and national origin.

The 20th-century civil rights movement produced an enduring transformation of the legal status of African Americans and other victims of discrimination.

Relevant topics

• Great Depression
• Industrial Revolution
• Manifest Destiny
• Westward Expansion
• Pearl Harbor
• American Revolution
• Imperialism
• Frederick Douglass

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

Civil Rights Movement Essay

The Civil Rights Movement is an era that was dedicated for equal treatments and rights to the activism of the African American in the US. In this period, people were united for the political, legal, cultural and social changes to end segregation and prohibit discrimination.

The civil rights movement spanned following the decision in the Brown v. Board of Education in 1954 via the Voting Rights Act 1965 passage that marked the watershed period which accomplished more than just the elimination of the racial barriers. This movement was very important to the history of the US and the world. It is through this movement that discrimination was established as unjust and not tolerated in the nation and examples set for those people who were oppressed (Davis, 2001).

The labors of the Civil Rights Movement eliminated the segregation legally and publicly. This era made a redesigning of the country’s social system. It is this movement that changed where the African American could attend their college or take some drinks. This effort united more citizens in order to achieve a common goal.

The majority of people with disregard to their race fought for the elimination of discrimination and just treatment of the African Americans. The movement led to an overwhelming transition of the American cultural, political and social life. There were changes to the prevalent notions concerning the rights of black citizens. The rights of people were protected by the courts regardless of their skin color (Eagles, 2004).

In many instances, the word civil rights juggle the images of Martin Luther King in his “I Have a Dream” speech in the capital. Many people recall on a darker note the television footage of the peaceful marchers who were beset by the snarling police dogs and the fire hoses.

Other remembers the unwavering faces of the black college students waging their campaigns at the southern lunch counters. Most definitely, one would not forget the black school girls who were attending a Sunday school and ended up dead in the bomb that ripped in the Sixteenth Street Baptist Church.

Despite this, African American has always fought for their rights. Many of them consider the civil rights movement to have begun when the Africans were initially brought to chains. The blacks who struggled with their enslavement and fought for their fundamental rights of citizenship laid the foundation of what is now the civil rights movement (Dittmer, 2003).

When the slaves were first brought to America back in 1619, there was thorough discrimination and abuse of human rights until the abolishment of slavery in the thirteenth amendment after the civil war when the blacks gained their freedom. Inequality and racism were the order of the day with the blacks largely illiterate and bereft of property and money. Even after many measures were taken to safeguard the slaves, many still had other means to prevent the blacks from any citizenship benefits.

Other racist groups like Ku Klux Klan even used more harrowing methods with other forms of violence to lynch the blacks. Two incidents are known to have brought the issue of the civil rights into the spot light of the public. These were the NAACP of 1954 and the ruling in the Brown v. Board of Education. In this case, the segregation of public schools was considered unconstitutional (Davis, 2001).

In summary, the civil rights movement left an undeviating mark on the history of the American society. The movement saw the overt discrimination end and the violence that was considered racial ended immeasurably. Today, everyone can exercise their rights freely and even vote and run for political positions.

Millions of blacks have been lifted out of poverty as well because of this movement due to the economic opportunities that resulted from it. I would like to assert that the civil rights movement actually served as an advancement model for the minority groups.

Davis, J. (2001). The Civil Rights Movement . New York: Cengage Learning

Dittmer, J. (2003). Essay on the American Civil Rights Movement . London: Springer

Eagles, C. (2004). The Civil Rights Movement . Boston: McGraw-Hill

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2018, June 12). Civil Rights Movement. https://ivypanda.com/essays/civil-rights-movement/

"Civil Rights Movement." IvyPanda , 12 June 2018, ivypanda.com/essays/civil-rights-movement/.

IvyPanda . (2018) 'Civil Rights Movement'. 12 June.

IvyPanda . 2018. "Civil Rights Movement." June 12, 2018. https://ivypanda.com/essays/civil-rights-movement/.

1. IvyPanda . "Civil Rights Movement." June 12, 2018. https://ivypanda.com/essays/civil-rights-movement/.

Bibliography

IvyPanda . "Civil Rights Movement." June 12, 2018. https://ivypanda.com/essays/civil-rights-movement/.

• Civil Rights Movement Major Events in 1954-1968
• Brown v. Board of Education (1954)
• History: French Operations in Algeria 1954-1962
• Landlord and Tenant Act 1954
• "The Struggle for Black Equality: 1954-1992" by Harvard Sitkoff
• Seven Samurai (1954) by Akira Kurosawa
• The Little Rock Nine and Society Changes Since 1954
• The Wild One (1954) and Quadrophenia (1979)
• Newspaper Reactions to Brown V. Board of Education
• Color Cycling and Fashion Industry
• Trans-Atlantic Slave Trade History
• Martin Luther King's “Letter From a Birmingham Jail”
• “Why We Can’t Wait” a Historical Document by Martin Luther King Jr.
• Black Americans in the Revolutionary Era
• Ancient Egypt History

The drama of the mid-twentieth century emerged on a foundation of earlier struggles. Two are particularly notable: the NAACP’s campaign against lynching, and the NAACP’s legal campaign against segregated education, which culminated in the Supreme Court’s 1954 Brown decision.

The NAACP’s anti-lynching campaign of the 1930s combined widespread publicity about the causes and costs of lynching, a successful drive to defeat Supreme Court nominee John J. Parker for his white supremacist and anti-union views and then defeat senators who voted for confirmation, and a skillful effort to lobby Congress and the Roosevelt administration to pass a federal anti-lynching law. Southern senators filibustered, but they could not prevent the formation of a national consensus against lynching; by 1938 the number of lynchings declined steeply. Other organizations, such as the left-wing National Negro Congress, fought lynching, too, but the NAACP emerged from the campaign as the most influential civil rights organization in national politics and maintained that position through the mid-1950s.

Houston was unabashed: lawyers were either social engineers or they were parasites. He desired equal access to education, but he also was concerned with the type of society blacks were trying to integrate. He was among those who surveyed American society and saw racial inequality and the ruling powers that promoted racism to divide black workers from white workers. Because he believed that racial violence in Depression-era America was so pervasive as to make mass direct action untenable, he emphasized the redress of grievances through the courts.

The designers of the Brown strategy developed a potent combination of gradualism in legal matters and advocacy of far-reaching change in other political arenas. Through the 1930s and much of the 1940s, the NAACP initiated suits that dismantled aspects of the edifice of segregated education, each building on the precedent of the previous one. Not until the late 1940s did the NAACP believe it politically feasible to challenge directly the constitutionality of “separate but equal” education itself. Concurrently, civil rights organizations backed efforts to radically alter the balance of power between employers and workers in the United States. They paid special attention to forming an alliance with organized labor, whose history of racial exclusion angered blacks. In the 1930s, the National Negro Congress brought blacks into the newly formed United Steel Workers, and the union paid attention to the particular demands of African Americans. The NAACP assisted the Brotherhood of Sleeping Car Porters, the largest black labor organization of its day. In the 1940s, the United Auto Workers, with NAACP encouragement, made overtures to black workers. The NAACP’s successful fight against the Democratic white primary in the South was more than a bid for inclusion; it was a stiff challenge to what was in fact a regional one-party dictatorship. Recognizing the interdependence of domestic and foreign affairs, the NAACP’s program in the 1920s and 1930s promoted solidarity with Haitians who were trying to end the American military occupation and with colonized blacks elsewhere in the Caribbean and in Africa. African Americans’ support for WWII and the battle against the Master Race ideology abroad was matched by equal determination to eradicate it in America, too. In the post-war years blacks supported the decolonization of Africa and Asia.

The Cold War and McCarthyism put a hold on such expansive conceptions of civil/human rights. Critics of our domestic and foreign policies who exceeded narrowly defined boundaries were labeled un-American and thus sequestered from Americans’ consciousness. In a supreme irony, the Supreme Court rendered the Brown decision and then the government suppressed the very critique of American society that animated many of Brown ’s architects.

White southern resistance to Brown was formidable and the slow pace of change stimulated impatience especially among younger African Americans as the 1960s began. They concluded that they could not wait for change—they had to make it. And the Montgomery Bus Boycott , which lasted the entire year of 1956, had demonstrated that mass direct action could indeed work. The four college students from Greensboro who sat at the Woolworth lunch counter set off a decade of activity and organizing that would kill Jim Crow.

Elimination of segregation in public accommodations and the removal of “Whites Only” and “Colored Only” signs was no mean feat. Yet from the very first sit-in, Ella Baker , the grassroots leader whose activism dated from the 1930s and who was advisor to the students who founded the Student Nonviolent Coordinating Committee (SNCC), pointed out that the struggle was “concerned with something much bigger than a hamburger or even a giant-sized Coke.” Far more was at stake for these activists than changing the hearts of whites. When the sit-ins swept Atlanta in 1960, protesters’ demands included jobs, health care, reform of the police and criminal justice system, education, and the vote. (See: “An Appeal for Human Rights.” ) Demonstrations in Birmingham in 1963 under the leadership of Fred Shuttlesworth’s Alabama Christian Movement for Human Rights, which was affiliated with the SCLC, demanded not only an end to segregation in downtown stores but also jobs for African Americans in those businesses and municipal government. The 1963 March on Washington, most often remembered as the event at which Dr. King proclaimed his dream, was a demonstration for “Jobs and Justice.”

Movement activists from SNCC and CORE asked sharp questions about the exclusive nature of American democracy and advocated solutions to the disfranchisement and violation of the human rights of African Americans, including Dr. King’s nonviolent populism, Robert Williams’ “armed self-reliance,” and Malcolm X’s incisive critiques of worldwide white supremacy, among others. (See: Dr. King, “Where Do We Go from Here?” ; Robert F. Williams, “Negroes with Guns” ; and Malcolm X, “Not just an American problem, but a world problem.” ) What they proposed was breathtakingly radical, especially in light of today’s political discourse and the simplistic ways it prefers to remember the freedom struggle. King called for a guaranteed annual income, redistribution of the national wealth to meet human needs, and an end to a war to colonize the Vietnamese. Malcolm X proposed to internationalize the black American freedom struggle and to link it with liberation movements in Asia, Africa, and Latin America. Thus the Civil Rights Movement of the 1950s and 1960s was not concerned exclusively with interracial cooperation or segregation and discrimination as a character issue. Rather, as in earlier decades, the prize was a redefinition of American society and a redistribution of social and economic power.

Guiding Student Discussion

Students discussing the Civil Rights Movement will often direct their attention to individuals’ motives. For example, they will question whether President Kennedy sincerely believed in racial equality when he supported civil rights or only did so out of political expediency. Or they may ask how whites could be so cruel as to attack peaceful and dignified demonstrators. They may also express awe at Martin Luther King’s forbearance and calls for integration while showing discomfort with Black Power’s separatism and proclamations of self-defense. But a focus on the character and moral fiber of leading individuals overlooks the movement’s attempts to change the ways in which political, social, and economic power are exercised. Leading productive discussions that consider broader issues will likely have to involve debunking some conventional wisdom about the Civil Rights Movement. Guiding students to discuss the extent to which nonviolence and racial integration were considered within the movement to be hallowed goals can lead them to greater insights.

Nonviolence and passive resistance were prominent tactics of protesters and organizations. (See: SNCC Statement of Purpose and Jo Ann Gibson Robinson’s memoir, The Montgomery Bus Boycott and the Women Who Started It. ) But they were not the only ones, and the number of protesters who were ideologically committed to them was relatively small. Although the name of one of the important civil rights organizations was the Student Nonviolent Coordinating Committee, its members soon concluded that advocating nonviolence as a principle was irrelevant to most African Americans they were trying to reach. Movement participants in Mississippi, for example, did not decide beforehand to engage in violence, but self-defense was simply considered common sense. If some SNCC members in Mississippi were convinced pacifists in the face of escalating violence, they nevertheless enjoyed the protection of local people who shared their goals but were not yet ready to beat their swords into ploughshares.

Armed self-defense had been an essential component of the black freedom struggle, and it was not confined to the fringe. Returning soldiers fought back against white mobs during the Red Summer of 1919. In 1946, World War Two veterans likewise protected black communities in places like Columbia, Tennessee, the site of a bloody race riot. Their self-defense undoubtedly brought national attention to the oppressive conditions of African Americans; the NAACP’s nationwide campaign prompted President Truman to appoint a civil rights commission that produced To Secure These Rights , a landmark report that called for the elimination of segregation. Army veteran Robert F. Williams, who was a proponent of what he called “armed self-reliance,” headed a thriving branch of the NAACP in Monroe, North Carolina, in the early 1950s. The poet Claude McKay’s “If We Must Die” dramatically captures the spirit of self-defense and violence.

Often, deciding whether violence is “good” or “bad,” necessary or ill-conceived depends on one’s perspective and which point of view runs through history books. Students should be encouraged to consider why activists may have considered violence a necessary part of their work and what role it played in their overall programs. Are violence and nonviolence necessarily antithetical, or can they be complementary? For example the Black Panther Party may be best remembered by images of members clad in leather and carrying rifles, but they also challenged widespread police brutality, advocated reform of the criminal justice system, and established community survival programs, including medical clinics, schools, and their signature breakfast program. One question that can lead to an extended discussion is to ask students what the difference is between people who rioted in the 1960s and advocated violence and the participants in the Boston Tea Party at the outset of the American Revolution. Both groups wanted out from oppression, both saw that violence could be efficacious, and both were excoriated by the rulers of their day. Teachers and students can then explore reasons why those Boston hooligans are celebrated in American history and whether the same standards should be applied to those who used arms in the 1960s.

An important goal of the Civil Rights Movement was the elimination of segregation. But if students, who are now a generation or more removed from Jim Crow, are asked to define segregation, they are likely to point out examples of individual racial separation such as blacks and whites eating at different cafeteria tables and the existence of black and white houses of worship. Like most of our political leaders and public opinion, they place King’s injunction to judge people by the content of their character and not the color of their skin exclusively in the context of personal relationships and interactions. Yet segregation was a social, political, and economic system that placed African Americans in an inferior position, disfranchised them, and was enforced by custom, law, and official and vigilante violence.

The discussion of segregation should be expanded beyond expressions of personal preferences. One way to do this is to distinguish between black and white students hanging out in different parts of a school and a law mandating racially separate schools, or between black and white students eating separately and a laws or customs excluding African Americans from restaurants and other public facilities. Put another way, the civil rights movement was not fought merely to ensure that students of different backgrounds could become acquainted with each other. The goal of an integrated and multicultural America is not achieved simply by proximity. Schools, the economy, and other social institutions needed to be reformed to meet the needs for all. This was the larger and widely understood meaning of the goal of ending Jim Crow, and it is argued forcefully by James Farmer in “Integration or Desegregation.”

A guided discussion should point out that many of the approaches to ending segregation did not embrace integration or assimilation, and students should become aware of the appeal of separatism. W. E. B. Du Bois believed in what is today called multiculturalism. But by the mid-1930s he concluded that the Great Depression, virulent racism, and the unreliability of white progressive reformers who had previously expressed sympathy for civil rights rendered an integrated America a distant dream. In an important article, “Does the Negro Need Separate Schools?” Du Bois argued for the strengthening of black pride and the fortification of separate black schools and other important institutions. Black communities across the country were in severe distress; it was counterproductive, he argued, to sacrifice black schoolchildren at the altar of integration and to get them into previously all-white schools, where they would be shunned and worse. It was far better to invest in strengthening black-controlled education to meet black communities’ needs. If, in the future, integration became a possibility, African Americans would be positioned to enter that new arrangement on equal terms. Du Bois’ argument found echoes in the 1960s writing of Stokely Carmichael ( “Toward Black Liberation” ) and Malcolm X ( “The Ballot or the Bullet” ).

Scholars Debate

Any brief discussion of historical literature on the Civil Rights Movement is bound to be incomplete. The books offered—a biography, a study of the black freedom struggle in Memphis, a brief study of the Brown decision, and a debate over the unfolding of the movement—were selected for their accessibility variety, and usefulness to teaching, as well as the soundness of their scholarship.

Walter White: Mr. NAACP , by Kenneth Robert Janken, is a biography of one of the most well known civil rights figure of the first half of the twentieth century. White made a name for himself as the NAACP’s risk-taking investigator of lynchings, riots, and other racial violence in the years after World War I. He was a formidable persuader and was influential in the halls of power, counting Eleanor Roosevelt, senators, representatives, cabinet secretaries, Supreme Court justices, union leaders, Hollywood moguls, and diplomats among his circle of friends. His style of work depended upon rallying enlightened elites, and he favored a placing effort into developing a civil rights bureaucracy over local and mass-oriented organizations. Walter White was an expert in the practice of “brokerage politics”: During decades when the majority of African Americans were legally disfranchised, White led the organization that gave them an effective voice, representing them and interpreting their demands and desires (as he understood them) to those in power. Two examples of this were highlighted in the first part of this essay: the anti-lynching crusade, and the lobbying of President Truman, which resulted in To Secure These Rights . A third example is his essential role in producing Marian Anderson’s iconic 1939 Easter Sunday concert at the Lincoln Memorial, which drew the avid support of President Roosevelt and members of his administration, the Congress, and the Supreme Court. His style of leadership was, before the emergence of direct mass action in the years after White’s death in 1955, the dominant one in the Civil Rights Movement.

There are many excellent books that study the development of the Civil Rights Movement in one locality or state. An excellent addition to the collection of local studies is Battling the Plantation Mentality , by Laurie B. Green, which focuses on Memphis and the surrounding rural areas of Tennessee, Arkansas, and Mississippi between the late 1930s and 1968, when Martin Luther King was assassinated there. Like the best of the local studies, this book presents an expanded definition of civil rights that encompasses not only desegregation of public facilities and the attainment of legal rights but also economic and political equality. Central to this were efforts by African Americans to define themselves and shake off the cultural impositions and mores of Jim Crow. During WWII, unionized black men went on strike in the defense industry to upgrade their job classifications. Part of their grievances revolved around wages and working conditions, but black workers took issue, too, with employers’ and the government’s reasoning that only low status jobs were open to blacks because they were less intelligent and capable. In 1955, six black female employees at a white-owned restaurant objected to the owner’s new method of attracting customers as degrading and redolent of the plantation: placing one of them outside dressed as a mammy doll to ring a dinner bell. When the workers tried to walk off the job, the owner had them arrested, which gave rise to local protest. In 1960, black Memphis activists helped support black sharecroppers in surrounding counties who were evicted from their homes when they initiated voter registration drives. The 1968 sanitation workers strike mushroomed into a mass community protest both because of wage issues and the strikers’ determination to break the perception of their being dependent, epitomized in their slogan “I Am a Man.” This book also shows that not everyone was able to cast off the plantation mentality, as black workers and energetic students at LeMoyne College confronted established black leaders whose positions and status depended on white elites’ sufferance.

Brown v. Board of Education: A Brief History with Documents , edited by Waldo E. Martin, Jr., contains an insightful 40-page essay that places both the NAACP’s legal strategy and 1954 Brown decision in multiple contexts, including alternate approaches to incorporating African American citizens into the American nation, and the impact of World War II and the Cold War on the road to Brown . The accompanying documents affirm the longstanding black freedom struggle, including demands for integrated schools in Boston in 1849, continuing with protests against the separate but equal ruling in Plessy v. Ferguson of 1896, and important items from the NAACP’s cases leading up to Brown . The documents are prefaced by detailed head notes and provocative discussion questions.

Debating the Civil Rights Movement , by Steven F. Lawson and Charles Payne, is likewise focused on instruction and discussion. This essay has largely focused on the development of the Civil Rights Movement from the standpoint of African American resistance to segregation and the formation organizations to fight for racial, economic, social, and political equality. One area it does not explore is how the federal government helped to shape the movement. Steven Lawson traces the federal response to African Americans’ demands for civil rights and concludes that it was legislation, judicial decisions, and executive actions between 1945 and 1968 that was most responsible for the nation’s advance toward racial equality. Charles Payne vigorously disagrees, focusing instead on the protracted grassroots organizing as the motive force for whatever incomplete change occurred during those years. Each essay runs about forty pages, followed by smart selections of documents that support their cases.

Kenneth R. Janken is Professor of African and Afro-American Studies and Director of Experiential Education, Office of Undergraduate Curricula at the University of North Carolina at Chapel Hill. He is the author of White: The Biography of Walter White, Mr. NAACP and Rayford W. Logan and the Dilemma of the African American Intellectual . He was a Fellow at the National Humanities Center in 2000-01.

Illustration credits

To cite this essay: Janken, Kenneth R. “The Civil Rights Movement: 1919-1960s.” Freedom’s Story, TeacherServe©. National Humanities Center. DATE YOU ACCESSED ESSAY. <https://nationalhumanitiescenter.org/tserve/freedom/1917beyond/essays/crm.htm>

NHC Home   |   TeacherServe   |   Divining America   |   Nature Transformed   |   Freedom’s Story About Us   |   Site Guide   |   Contact   |   Search

TeacherServe® Home Page National Humanities Center 7 Alexander Drive, P.O. Box 12256 Research Triangle Park, North Carolina 27709 Phone: (919) 549-0661 Fax: (919) 990-8535 Copyright © National Humanities Center. All rights reserved. Revised: April 2010 nationalhumanitiescenter.org

• History Classics
• Your Profile
• Find History on Facebook (Opens in a new window)
• Find History on Twitter (Opens in a new window)
• Find History on YouTube (Opens in a new window)
• Find History on Instagram (Opens in a new window)
• Find History on TikTok (Opens in a new window)
• This Day In History
• History Podcasts
• History Vault

Civil Rights Act of 1964

By: History.com Editors

Updated: January 10, 2023 | Original: January 4, 2010

The Civil Rights Act of 1964, which ended segregation in public places and banned employment discrimination on the basis of race, color, religion, sex or national origin, is considered one of the crowning legislative achievements of the civil rights movement. First proposed by President John F. Kennedy , it survived strong opposition from southern members of Congress and was then signed into law by Kennedy’s successor, Lyndon B. Johnson . In subsequent years, Congress expanded the act and passed additional civil rights legislation such as the Voting Rights Act of 1965 .

Lead-up to the Civil Rights Act

Following the Civil War , a trio of constitutional amendments abolished slavery (the 13 Amendment ), made the formerly enslaved people citizens ( 14 Amendment ) and gave all men the right to vote regardless of race ( 15 Amendment ).

Nonetheless, many states—particularly in the South—used poll taxes, literacy tests and other measures to keep their African American citizens essentially disenfranchised. They also enforced strict segregation through “ Jim Crow ” laws and condoned violence from white supremacist groups like the Ku Klux Klan .

For decades after Reconstruction , the U.S. Congress did not pass a single civil rights act. Finally, in 1957, it established a civil rights section of the Justice Department, along with a Commission on Civil Rights to investigate discriminatory conditions.

Three years later, Congress provided for court-appointed referees to help Black people register to vote. Both of these bills were strongly watered down to overcome southern resistance.

When John F. Kennedy entered the White House in 1961, he initially delayed supporting new anti-discrimination measures. But with protests springing up throughout the South—including one in Birmingham, Alabama , where police brutally suppressed nonviolent demonstrators with dogs, clubs and high-pressure fire hoses—Kennedy decided to act.

In June 1963 he proposed by far the most comprehensive civil rights legislation to date, saying the United States “will not be fully free until all of its citizens are free.”

Civil Rights Act Moves Through Congress

Kennedy was assassinated that November in Dallas, after which new President Lyndon B. Johnson immediately took up the cause.

“Let this session of Congress be known as the session which did more for civil rights than the last hundred sessions combined,” Johnson said in his first State of the Union address. During debate on the floor of the U.S. House of Representatives , southerners argued, among other things, that the bill unconstitutionally usurped individual liberties and states’ rights.

In a mischievous attempt to sabotage the bill, a Virginia segregationist introduced an amendment to ban employment discrimination against women. That one passed, whereas over 100 other hostile amendments were defeated. In the end, the House approved the bill with bipartisan support by a vote of 290-130.

The bill then moved to the U.S. Senate , where southern and border state Democrats staged a 75-day filibuster—among the longest in U.S. history. On one occasion, Senator Robert Byrd of West Virginia, a former Ku Klux Klan member, spoke for over 14 consecutive hours.

But with the help of behind-the-scenes horse-trading, the bill’s supporters eventually obtained the two-thirds votes necessary to end debate. One of those votes came from California Senator Clair Engle, who, though too sick to speak, signaled “aye” by pointing to his own eye.

Lyndon Johnson Signs The Civil Rights Act of 1964

Having broken the filibuster, the Senate voted 73-27 in favor of the bill, and Johnson signed it into law on July 2, 1964. “It is an important gain, but I think we just delivered the South to the Republican Party for a long time to come,” Johnson, a Democrat , purportedly told an aide later that day in a prediction that would largely come true.

Did you know? President Lyndon B. Johnson signed the Civil Rights Act of 1964 with at least 75 pens, which he handed out to congressional supporters of the bill such as Hubert Humphrey and Everett Dirksen and to civil rights leaders such as Martin Luther King Jr. and Roy Wilkins.

What Is the Civil Rights Act?

Under the Civil Rights Act of 1964, segregation on the grounds of race, religion or national origin was banned at all places of public accommodation, including courthouses, parks, restaurants, theaters, sports arenas and hotels. No longer could Black people and other minorities be denied service simply based on the color of their skin.

Title VII of the Civil Rights Act barred race, religious, national origin and gender discrimination by employers and labor unions, and created an Equal Employment Opportunity Commission with the power to file lawsuits on behalf of aggrieved workers.

Additionally, the act forbade the use of federal funds for any discriminatory program, authorized the Office of Education (now the Department of Education) to assist with school desegregation, gave extra clout to the Commission on Civil Rights and prohibited the unequal application of voting requirements.

Legacy of the Civil Rights Act

Civil rights leader Martin Luther King Jr. said that the Civil Rights Act of 1964 was nothing less than a “second emancipation.”

The Civil Rights Act was later expanded to bring disabled Americans, the elderly and women in collegiate athletics under its umbrella.

It also paved the way for two major follow-up laws: the Voting Rights Act of 1965 , which prohibited literacy tests and other discriminatory voting practices, and the Fair Housing Act of 1968, which banned discrimination in the sale, rental and financing of property. Though the struggle against racism would continue, legal segregation had been brought to its knees in the United States.

Sign up for Inside History

Get HISTORY’s most fascinating stories delivered to your inbox three times a week.

By submitting your information, you agree to receive emails from HISTORY and A+E Networks. You can opt out at any time. You must be 16 years or older and a resident of the United States.

More details : Privacy Notice | Terms of Use | Contact Us

Introductory Essay: Continuing the Heroic Struggle for Equality: The Civil Rights Movement

To what extent did Founding principles of liberty, equality, and justice become a reality for African Americans during the civil rights movement?

• I can explain the importance of local and federal actions in the civil rights movement in the 1950s and 1960s.
• I can compare the goals and methods of Martin Luther King, Jr. and the Southern Christian Leadership Conference (SCLS), the Student Nonviolent Coordinating Committee (SNCC), Malcolm X and Black Nationalism, and Black Power.
• I can explain challenges African Americans continued to face despite victories for equality and justice during the civil rights movement.

Essential Vocabulary

Continuing the heroic struggle for equality: the civil rights movement.

The struggle to make the promises of the Declaration of Independence a reality for Black Americans reached a climax after World War II. The activists of the civil rights movement directly confronted segregation and demanded equal civil rights at the local level with physical and moral courage and perseverance. They simultaneously pursued a national strategy of systematically filing lawsuits in federal courts, lobbying Congress, and pressuring presidents to change the laws. The civil rights movement encountered significant resistance, however, and suffered violence in the quest for equality.

During the middle of the twentieth century, several Black writers grappled with the central contradictions between the nation’s ideals and its realities, and the place of Black Americans in their country. Richard Wright explored a raw confrontation with racism in Native Son (1940), while Ralph Ellison led readers through a search for identity beyond a racialized category in his novel Invisible Man (1952), as part of the Black quest for identity. The novel also offered hope in the power of the sacred principles of the Founding documents. Playwright Lorraine Hansberry wrote A Raisin in the Sun , first performed in 1959, about the dreams deferred for Black Americans and questions about assimilation. Novelist and essayist James Baldwin described Blacks’ estrangement from U.S. society and themselves while caught in a racial nightmare of injustice in The Fire Next Time (1963) and other works.

World War II wrought great changes in U.S. society. Black soldiers fought for a “double V for victory,” hoping to triumph over fascism abroad and racism at home. Many received a hostile reception, such as Medgar Evers who was blocked from voting at gunpoint by five armed whites. Blacks continued the Great Migration to southern and northern cities for wartime industrial work. After the war, in 1947, Jackie Robinson endured racial taunts on the field and segregation off it as he broke the color barrier in professional baseball and began a Hall of Fame career. The following year, President Harry Truman issued executive orders desegregating the military and banning discrimination in the civil service. Meanwhile, Thurgood Marshall and his legal team at the National Association for the Advancement of Colored People (NAACP) meticulously prepared legal challenges to discrimination, continuing a decades-long effort.

The NAACP Legal Defense and Education Fund brought lawsuits against segregated schools in different states that were consolidated into Brown v. Board of Education of Topeka , 1954. The Supreme Court unanimously decided that “separate but equal” was “inherently unequal.” Brown II followed a year after, as the court ordered that the integration of schools should be pursued “with all deliberate speed.” Throughout the South, angry whites responded with a campaign of “massive resistance” and refused to comply with the order, while many parents sent their children to all-white private schools. Middle-class whites who opposed integration joined local chapters of citizens’ councils and used propaganda, economic pressure, and even violence to achieve their ends.

A wave of violence and intimidation followed. In 1955, teenager Emmett Till was visiting relatives in Mississippi when he was lynched after being falsely accused of whistling at a white woman. Though an all-white jury quickly acquitted the two men accused of killing him, Till’s murder was reported nationally and raised awareness of the injustices taking place in Mississippi.

In Montgomery, Alabama, Rosa Parks (who was a secretary of the Montgomery NAACP) was arrested for refusing to give up her seat to a white passenger on a segregated bus. Her willingness to confront segregation led to a direct-action movement for equality. The local Women’s Political Council organized the city’s Black residents into a boycott of the bus system, which was then led by the Montgomery Improvement Association. Black churches and ministers, including Rev. Martin Luther King, Jr., and Rev. Ralph Abernathy, provided a source of strength. Despite arrests, armed mobs, and church bombings, the boycott lasted until a federal court desegregated the city buses. In the wake of the boycott, the leading ministers formed the Southern Christian Leadership Conference (SCLC) , which became a key civil rights organization.

Rosa Parks is shown here in 1955 with Rev. Martin Luther King, Jr. in the background. The Montgomery bus boycott was an important victory in the civil rights movement.

In 1957, nine Black families decided to send their children to Central High School in Little Rock, Arkansas. Governor Orval Faubus used the National Guard to prevent their entry, and one student, Elizabeth Eckford, faced an angry crowd of whites alone and barely escaped. President Eisenhower was compelled to respond and sent in 1,200 paratroops from the 101st Airborne to protect the Black students. They continued to be harassed, but most finished the school year and integrated the school.

That year, Congress passed a Civil Rights Act that created a civil rights division in the Justice Department and provided minimal protections for the right to vote. The bill had been watered down because of an expected filibuster by southern senators, who had recently signed the Southern Manifesto, a document pledging their resistance to Supreme Court decisions such as Brown .

In 1960, four Black college students were refused lunch service at a local Woolworth’s in Greensboro, North Carolina, and they spontaneously staged a “sit-in” the following day. Their resistance to the indignities of segregation was copied by thousands of others of young Blacks across the South, launching another wave of direct, nonviolent confrontation with segregation. Ella Baker invited several participants to a Raleigh conference where they formed the Student Nonviolent Coordinating Committee (SNCC) and issued a Statement of Purpose. The group represented a more youthful and daring effort that later broke with King and his strategy of nonviolence.

In contrast, Malcolm X became a leading spokesperson for the Nation of Islam (NOI) who represented Black separatism as an alternative to integration, which he deemed an unworthy goal. He advocated revolutionary violence as a means of Black self-defense and rejected nonviolence. He later changed his views, breaking with the NOI and embracing a Black nationalism that had more common ground with King’s nonviolent views. Malcolm X had reached out to establish ties with other Black activists before being gunned down by assassins who were members of the NOI later in 1965.

In 1961, members of the Congress of Racial Equality (CORE) rode segregated buses in order to integrate interstate travel. These Black and white Freedom Riders traveled into the Deep South, where mobs beat them with bats and pipes in bus stations and firebombed their buses. A cautious Kennedy administration reluctantly intervened to protect the Freedom Riders with federal marshals, who were also victimized by violent white mobs.

Malcolm X was a charismatic speaker and gifted organizer. He argued that Black pride, identity, and independence were more important than integration with whites.

King was moved to act. He confronted segregation with the hope of exposing injustice and brutality against nonviolent protestors and arousing the conscience of the nation to achieve a just rule of law. The first planned civil rights campaign was initiated by SNCC and taken over mid-campaign by King and SCLC. It failed because Albany, Georgia’s Police Chief Laurie Pritchett studied King’s tactics and responded to the demonstrations with restraint. In 1963, King shifted the movement to Birmingham, Alabama, where Public Safety Commissioner Bull Connor unleashed his officers to attack civil rights protestors with fire hoses and police dogs. Authorities arrested thousands, including many young people who joined the marches. King wrote “Letter from Birmingham Jail” after his own arrest and provided the moral justification for the movement to break unjust laws. National and international audiences were shocked by the violent images shown in newspapers and on the television news. President Kennedy addressed the nation and asked, “whether all Americans are to be afforded equal rights and equal opportunities . . . [If a Black person]cannot enjoy the full and free life which all of us want, then who among us would be content to have the color of his skin changed and stand in his place?” The president then submitted a civil rights bill to Congress.

In late August 1963, more than 250,000 people joined the March on Washington for Jobs and Freedom in solidarity for equal rights. From the Lincoln Memorial steps, King delivered his “I Have a Dream” speech. He stated, “I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up, live out the true meaning of its creed: ‘We hold these truths to be self-evident, that all men are created equal.’”

After Kennedy was assassinated in 1963, President Lyndon Johnson pushed his agenda through Congress. In the early summer of 1964, a 3-month filibuster by southern senators was finally defeated, and both houses passed the historical civil rights bill. President Johnson signed the Civil Rights Act of 1964 into law, banning segregation in public accommodations.

Activists in the civil rights movement then focused on campaigns for the right to vote. During the summer of 1964, several civil rights organizations combined their efforts during the “ Freedom Summer ” to register Blacks to vote with the help of young white college students. They endured terror and intimidation as dozens of churches and homes were burned and workers were killed, including an incident in which Black advocate James Chaney and two white students, Andrew Goodman and Michael Schwerner, were murdered in Mississippi.

In August 1963, peaceful protesters gathered in front of the Lincoln Memorial to draw attention to the inequalities and indignities African Americans suffered 100 years after emancipation. Leaders of the march are shown in the image on the bottom, with Dr. Martin Luther King, Jr. in the center.

That summer, Fannie Lou Hamer helped organize the Mississippi Freedom Democratic Party (MFDP) as civil rights delegates to replace the rival white delegation opposed to civil rights at the Democratic National Convention in Atlantic City. Hamer was a veteran of attempts to register other Blacks to vote and endured severe beatings for her efforts. A proposed compromise of giving two seats to the MFDP satisfied neither those delegates nor the white delegation, which walked out. Cracks were opening up in the Democratic electoral coalition over civil rights, especially in the South.

Fannie Lou Hamer testified about the violence she and others endured when trying to register to vote at the 1964 Democratic National Convention. Her televised testimony exposed the realities of continued violence against Blacks trying to exercise their constitutional rights.

In early 1965, the SCLC and SNCC joined forces to register voters in Selma and draw attention to the fight for Black suffrage. On March 7, marchers planned to walk peacefully from Selma to the state capital of Montgomery. However, mounted state troopers and police blocked the Edmund Pettus Bridge and then rampaged through the marchers, indiscriminately beating them. SNCC leader John Lewis suffered a fractured skull, and 5 women were clubbed unconscious. Seventy people were hospitalized for injuries during “Bloody Sunday.” The scenes again shocked television viewers and newspaper readers.

The images of state troopers, local police, and local people brutally attacking peaceful protestors on “Bloody Sunday” shocked people across the country and world. Two weeks later, protestors of all ages and races continued the protest. By the time they reached the state capitol in Montgomery, Alabama, their ranks had swelled to about 25,000 people.

Two days later, King led a symbolic march to the bridge but then turned around. Many younger and more militant activists were alienated and felt that King had sold out to white authorities. The tension revealed the widening division between older civil rights advocates and those younger, more radical supporters who were frustrated at the slow pace of change and the routine violence inflicted upon peaceful protesters. Nevertheless, starting on March 21, with the help of a federal judge who refused Governor George Wallace’s request to ban the march, Blacks triumphantly walked to Montgomery. On August 6, President Johnson signed the Voting Rights Act protecting the rights to register and vote after a Senate filibuster ended and the bill passed Congress.

The Civil Rights Act and Voting Rights Act did not alter the fact that most Black Americans still suffered racism, were denied equal economic opportunities, and lived in segregated neighborhoods. While King and other leaders did seek to raise their issues among northerners, frustrations often boiled over into urban riots during the mid-1960s. Police brutality and other racial incidents often triggered days of violence in which hundreds were injured or killed. There were mass arrests and widespread property damage from arson and looting in Los Angeles, Detroit, Newark, Cleveland, Chicago, and dozens of other cities. A presidential National Advisory Commission of Civil Disorders issued the Kerner Report, which analyzed the causes of urban unrest, noting the impact of racism on the inequalities and injustices suffered by Black Americans.

Frustration among young Black Americans led to the rise of a more militant strain of advocacy. In 1966, activist James Meredith was on a solo march in Mississippi to raise awareness about Black voter registration when he was shot and wounded. Though Meredith recovered, this event typified the violence that led some young Black Americans to espouse a more military strain of advocacy. On June 16, SNCC leader Stokely Carmichael and members of the Black Panther Party continued Meredith’s march while he recovered from his wounds, chanting, “We want Black Power .” Black Power leaders and members of the Black Panther Party offered a different vision for equality and justice. They advocated self-reliance and self-empowerment, a celebration of Black culture, and armed self-defense. They used aggressive rhetoric to project a more radical strategy for racial progress, including sympathy for revolutionary socialism and rejection of capitalism. While its legacy is debated, the Black Power movement raised many important questions about the place of Black Americans in the United States, beyond the civil rights movement.

After World War II, Black Americans confronted the iniquities and indignities of segregation to end almost a century of Jim Crow. Undeterred, they turned the public’s eyes to the injustice they faced and called on the country to live up to the promises of the Declaration of Independence and Constitution, and to continue the fight against inequality and discrimination.

Reading Comprehension Questions

• What factors helped to create the modern civil rights movement?
• How was the quest for civil rights a combination of federal and local actions?
• What were the goals and methods of different activists and groups of the civil rights movement? Complete the table below to reference throughout your analysis of the primary source documents.

Persephone and Greek Mythology

This essay about Persephone in Greek mythology explores her role as both the goddess of spring and the queen of the underworld. It highlights her story from the Homeric Hymn to Demeter, where she is abducted by Hades and becomes a central figure in the changing of seasons. The narrative explains how her absence and return from the underworld correspond to the cycles of winter dormancy and spring rebirth, respectively. This cyclical pattern not only emphasizes Persephone’s importance in the natural world but also in religious rites, particularly the Eleusinian Mysteries, which celebrated themes of death and renewal. Additionally, the essay discusses Persephone’s growth from a victim of abduction to a powerful queen, portraying her as a symbol of resilience and adaptation. Through Persephone’s story, the essay reflects on the ancient Greeks’ understanding of nature’s cycles and human life, making her a profound figure in mythology and religious practice.

How it works

Persephone, revered as the deity of burgeoning spring and sovereign of the underworld, epitomizes the intricate balance between life and death within Greek mythology. Her narrative transcends mere abduction and maternal anguish, delving into profound contemplations of natural cycles and human existence. Understanding her myth is pivotal in grasping ancient Greek religious observances and the conceptual framework surrounding seasonal transitions.

Persephone’s prominence emanates chiefly from the Homeric Hymn to Demeter, where her saga unfolds with captivating intensity. Born to Demeter, the goddess of fertility and bountiful harvests, and Zeus, sovereign of the gods, Persephone’s destiny takes a fateful turn when Hades, enraptured by her beauty, seizes her to be his consort and sovereign of the underworld.

This abrupt and forceful act starkly contrasts the realms of light and darkness, above and below, prevalent throughout her tale.

The repercussions of Persephone’s abduction reverberate profoundly across the earth and its inhabitants. Demeter’s anguish over her daughter’s loss leads to a neglect of her duties as the bestower of harvests, plunging the land into desolation and heralding the onset of the inaugural winter. This segment of the myth poetically underscores the inseparable link between Persephone’s fate and the natural world, where her absence symbolizes dormancy and demise, while her return heralds resurgence and vitality.

The myth’s resolution hinges on a compromise brokered by Zeus, in response to the pleas of suffering mortals and Demeter’s unrelenting grief. Persephone is decreed to divide her time between her mother and Hades, thereby ushering in the cyclical transition of seasons; her ascent from the underworld marks the advent of spring, while her descent heralds the onset of autumn and winter. This perpetual cycle has cemented Persephone’s status not only as a deity of fertility but also as an emblem of rejuvenation and resurgence.

Beyond her role in seasonal transitions, Persephone’s myth holds significance in the realm of ancient Greek religious ceremonies, particularly the enigmatic Eleusinian Mysteries. These secretive rites, shrouded in mystique, were among the most sacred in ancient Greece. Persephone’s descent and subsequent return were central to these mysteries, which centered on the themes of mortality and rebirth, offering initiates insight into life’s mysteries and, perhaps, promises of divine favor in the afterlife.

Furthermore, Persephone’s dual identity as both the harbinger of spring and the ruler of the underworld imbues her character with layers of complexity. Her sojourn in the realm of shadows, though initially imposed, serves as a testament to her evolution into a formidable queen, signifying her embracement and adaptation to the dual roles she embodies across two disparate worlds.

In summation, Persephone emerges as a multifaceted figure in Greek mythology, whose narrative traverses themes of abduction, maternal love, sorrow, and regeneration. Her myth elucidates the cyclical rhythm of the seasons, enriching our comprehension of Greek mythological narratives and their capacity to convey profound truths about the human condition and the natural order. Her tale endures as a poignant symbol of resilience and adaptation, mirroring the ancient Greeks’ profound reverence for the harmonious ebb and flow of nature and life.

Cite this page

Persephone And Greek Mythology. (2024, Apr 29). Retrieved from https://papersowl.com/examples/persephone-and-greek-mythology/

"Persephone And Greek Mythology." PapersOwl.com , 29 Apr 2024, https://papersowl.com/examples/persephone-and-greek-mythology/

PapersOwl.com. (2024). Persephone And Greek Mythology . [Online]. Available at: https://papersowl.com/examples/persephone-and-greek-mythology/ [Accessed: 29 Apr. 2024]

"Persephone And Greek Mythology." PapersOwl.com, Apr 29, 2024. Accessed April 29, 2024. https://papersowl.com/examples/persephone-and-greek-mythology/

"Persephone And Greek Mythology," PapersOwl.com , 29-Apr-2024. [Online]. Available: https://papersowl.com/examples/persephone-and-greek-mythology/. [Accessed: 29-Apr-2024]

PapersOwl.com. (2024). Persephone And Greek Mythology . [Online]. Available at: https://papersowl.com/examples/persephone-and-greek-mythology/ [Accessed: 29-Apr-2024]

Don't let plagiarism ruin your grade

Hire a writer to get a unique paper crafted to your needs.

Our writers will help you fix any mistakes and get an A+!

Please check your inbox.

You can order an original essay written according to your instructions.

Trusted by over 1 million students worldwide

1. Tell Us Your Requirements

2. Pick your perfect writer

3. Get Your Paper and Pay

Hi! I'm Amy, your personal assistant!

Don't know where to start? Give me your paper requirements and I connect you to an academic expert.

short deadlines

100% Plagiarism-Free

Certified writers