Power point presentation final wide
Upcoming SlideShare
Loading in...5
×
 

Power point presentation final wide

on

  • 107 views

The Color Of Freedom After The Turbulent ‘60s

The Color Of Freedom After The Turbulent ‘60s

Statistics

Views

Total Views
107
Views on SlideShare
86
Embed Views
21

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 21

http://static.wix.com 17
http://htmlcomponentservice.appspot.com 4

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • The inappropriate use of psychotropic drugs use in African American youth in foster care kids, police violence
  • Oral(AF) vs. Documentation(EUP )culture stress importance of reading and writingthat has censored history

Power point presentation final wide Power point presentation final wide Presentation Transcript

  • THE COLOR OF FREEDOM AFTER THE TURBULENT „60S 1. Antebellum (Farming) era- a. Diaspora b. Origin of African American culture c. Chattel Slavery and capitalism 2. Post Antebellum(Machinery) – Post Reconstruction – The struggle for freedom the pursuit of happiness begin a. Economic ruin and bitterness from civil war b. Black code and Jim Crow Laws c. Color barrier 3. Present era Globalization, Transnationalism, Today‟s Disparities in education(HSD ,Foster care) economic and healthcare(mental health)
  • “The Color of Freedom After The Turbulent ‟60s” an educational text to supplement courses in African American studies and/ or other courses in social sciences 1.Develop a competent knowledge of black cultural heritage. 2.Become competent in social cultural dialogue with other cultures and subcultures in society. 3.Understand and appreciate the culture evolutionary changes that has been occurring in ADOBAS since the „60s. 4.Promote a healthy cultural identity, behavior, and attitude in the black family, school, and community. 5.Promote a healthy cultural dialogue with other African Descendants from other countries. 6.Understand and appreciate the cultural ties differences between ADBOAS and African descendants of other countries. 7.Utilize the culture heritage of African American‟s as a road map to understanding how social, political, and economic institutions in society and processes develop: from kinship structures, to the evolution of political offices, to trade relations, to the transfer of environmental knowledge. 8.Examine culture heritage and values from a perspective of the contemporary black family, class-stratification and the conditions and prospects of the modern black family.
  • African American studies must be recognized as an essential tool used to measure the growth and disparities of our cultural heritage. As such it can be used as landmarks or maps in economic, education, and healthcare as a guide to the fulfilling the “American Dream”.
  • African American studies provides a cultural evolutionary perspective to understanding dilemmas that pose the following threats to African Americans in the 21st century. 1.Difference b/w environmental and cultural poverty? 2.Why is there violence in African American youth?
  • 3. Could the lack of respect or understanding the culture of emotional emancipated people be associated with increase in mental illnesses ( Depression, Post Traumatic Stress Disorder, and atypical aggressive behaviors) seen in African American youth today?
  • 4.Has the citizenship status of Blacks been devalued since the passing of the Civil Rights Bill of 1964? Factors that have Impacted on citizenship status • Incarceration rate – devalued rights (2nd class citizens) • Immigrations –influx of immigrants displacement of rights and benefits • High School Drop out rate- associated with increase in incarceration, and lack of empowerment in exercising their civil rights
  • 5.How has gentrification impacted the moral and economic status of disadvantaged cultures in inner city communities?
  • Significance of African American studies to acknowledge cultural heritage for future generations African Americans 1.Change the mind set and behavior of the people necessary to promote healthy growth and behavior for future generations. 2. Claim rightful places among others in society. 3.*Oral Culture(AF) vs. writing culture(EUP )that has censored history
  • THE POWER OF CULTURAL HERITAGE /BELIEF • IT IS NO SECRETS TO EDUCATORS THAT TEACHING CULTURAL HERITAGE HAS A POWERFUL INFLUENCE ON LEARNING BEHAVIORS TO ACHIEVE SUCCESS OR EDUCATIONAL GOALS AND NOT THE REVERSE. • “WE SEE THE WORLD THROUGH THE LENS OF WHATEVER CULTURE WE ARE FROM AND THAT IS HOW WE MAKE DECISIONS” SHELLY ADLER,PHD,UCSF
  • THE IMPACT OF THE “I HAVE A DREAM” SPEECH ON CULTURE BELIEF - 8/63 • THE DREAM SPEECH(8/63) WAS VERY POWERFUL BUT WAS OVERSHADOWED BY THE ASSASSINATION OF FORMER PRESIDENT KENNEDY (11/63). HOWEVER, THE TWO EVENTS SYNERGISTICALLY LEAD TO THE FULFILLING THE “DREAM” -PASSING OF THE CRB‟64. • THE PURPOSE OF THE CRB‟64 WAS TO PROVIDED BLACKS AND OTHERS ACCESS TO LIVE THE DREAM (LIVE, LIBERTY AND PURSUIT OF HAPPINESS). • HENCE THE SPEECH BECAME POWERFUL BECAUSE THE DREAM WAS FULFILLED BY THE PASSING OF CRB‟64.
  • DESCRIPTION OF THE TURBULENT „60S Memorialized by marching, protesting, violent beatings, enduring water hosing, sit-ins, to overcome the deep seated social unjust against blacks in an era that ended by the passing of the Civil Rights Bill 1964(CRB‟64).The CRB‟64 helped determined the fate of African American culture by providing equal access in areas of society to the following ; *1.VOTING RIGHTS *2.EDUCATION *3.HEALTHCARE *4.EMPLOYMENT
  • DESCRIPTION OF THE TURBULENT „60S The Bill empowered African Americans and other disadvantaged cultures with equal protection and practice of their civil rights in society.
  • HIGHLIGHTS AFTER THE TURBULENT ‟60S •The state of despair in the Black community after the assassination of Dr. King(1968)was evident as the need for local grass root community organizations to empower the civil rights movement diminished. •Therefore, it became easy to invade and attack black communities “A repeat of colonization in the motherland was being repeated in the black inner cities of this country”.
  • HIGHLIGHTS AFTER THE TURBULENT ‟60S •Mobilization –influx of other cultures into the inner city community( predominantly Black). •Closure of schools and businesses in the black community with mandatory busing into white communities. •Local community leaders(teachers, doctors and businessmen) relocated to other communities. •National Rise of Gangs and Drugs began late „60s
  • THE IMPACT OF THE MARCH AND THE SPEECH “I HAVE A DREAM” - TODAY • However, there are others areas (education, economic, family ties and healthcare) where the dream has been shattered or not fulfilled. • According to Jimmy Carter March on Washington Speech, Huffington Post, 8/28/13. Former President Carter railed against a recent Supreme Court decision that effectively erased a key anti-discrimination provision of the Voting Rights Act (suppress the right to votes by making it difficult). • He bemoaned or continue to moan a nation awash in guns with too many black Americans in prison. • Former President Carter said “he knows how King would have reacted, adding that "there's a tremendous agenda ahead of us."
  • CRB‟64 AND 14TH AMENDMENT • The Equal Protection Clause is part of the Fourteenth Amendment to the United States Constitution. The clause, which took effect in 1868,(After E.Proc.) provides that no state shall deny to any person within its jurisdiction the equal protection of the laws. • A primary motivation for this clause was to validate and perpetuate the equality provisions contained in the Civil Rights Act of 1866, which guaranteed that all people would have rights equal to those of white citizens. As a whole, the Fourteenth Amendment marked a large shift in American constitutionalism, by applying substantially more constitutional restrictions against the states than had applied before the Civil War.
  • CRB‟64 AND 14TH AMENDMENT The second, third, and fourth sections of the 14th amendment are seldom, if ever, litigated. The fifth section gives Congress enforcement power. The amendment's first section includes several clauses: the Citizenship Clause, Privileges or Immunities Clause, Due Process Clause, and Equal Protection Clause. The Citizenship Clause provides a broad definition of citizenship, overruling the Supreme Court's decision in Dred Scott v. Sandford (1857), which had held that Americans descended from African slaves could not be citizens of the United States. The Privileges or Immunities Clause has been interpreted in such a way that it does very little.
  • My people perish because of a lack knowledge-incarceration devalued rights -Repeat of the Past(State vs. Citizens rights Sovereignty- 14th Amendment) Today - incarceration - 2012 Antebellum era
  • CRB‟64 IMPLICATION TO THE 14TH ADMENDENTS Today citizenship is loss by the failure to address national epidemic of high school dropouts, gang violence, early labeling of behavior disorder in primary school age kids. All are associated with increased risk of incarceration and entering the cycle of hopelessness. The importance of teaching these grass roots tactics protect rights of future generations.
  • Origin and purpose of African American studies established in the aftermath of the turbulent „60s. Civil right activist, Angela Davis and the Black Panthers Party began their campaign to help empower the Black community in San Francisco Bay area engaging the Black community of their civil rights to overcome societal unjust behaviors. This began the changes in laws and police behaviors in the Black community (residential housing and business isolated part of society). Hence African American studies was developed to inform and empower the community thru students civil rights activists that serve as advocates for the community.
  • 50 years later, Blacks continue to struggle to overcome educational, economic and mental health disparities that are societal origin. These disparities continue to have an adverse impact on the growth and empowerment of African Americans in society.
  • DOES EDUCATION GUARANTEE BLACKS AN INDEPENDENT WAY OF LIVING ?
  • EDUCATIONAL DILEMMA •Deception was that education provided the same quality of life, liberty and pursuit of happiness as others in society . •Reset the mindset – scripture renewing of your mind to change attitude and behaviors •Old view-way of earning a living vs. tool use to serve others •However, the dilemma did not take away the belief that education empowers !
  • EDUCATIONAL DILEMMA •Education is the key to economic freedom but it doesn‟t guarantee health, financial success or happiness. •Economic freedom can be associated with economic enslavement and unhealthy behaviors in families (division) and society. •***Education and Culture ties to family and community have been shown to be associated with healthier behavior patterns and longevity
  • Philadelphia, 1946
  • THE IMPACT OF VIOLENCE ON THE DREAM Clearly the lives of young Blacks i.e. Emmit Till, Travon Martin, were cut short by violence. However, the increased number of incarceration, high school dropout, and single parents are also areas that deny future generation from living the dream. These are areas that we must correct by repositioning the mindsets of our youth on ways to better live the “Dream”.
  • THANKS • GIVE YOUR SELF A HAND FOR CHOOSING AN HBCU • MANY OF YOUR HIGH SCHOOL CLASSMATE OR CLOSE FRIENDS ARE NOT HERE
  • QUICK QUIZ (MATCHING ) 1. MERVYN DYMALLY 2. DRED SCOTT 3. DOUGLAS WILDER 4. SHIRLEY CHISHOLM 5. A. PHILLIP RANDOLPH 6. .JAMES CHENEY 7. CHARLES R.DREW 8. CARTER G.WOODSON 9. BARBARA JORDAN 10. EMMITT TILL A. First African American women to seek to seek democratic nomination to run for president. B. First African American female US Senator from Texas C. Congress of Racial Equality worker killed in Mississippi voter registration D. founder of Black History Month E. 1St African American Governor – Virginia (1990s) F. African American whose name is assoc. with free vs. slave state and the civil war G. discovered blood plasma H.15 y/o African American male killing brought national attention to social injustices in state of Mississippi I. Civil right activist fought for equal pay in unions for African Americans and others J. 1st African-Trinidadian American LT. Governor of State of California
  • EVALUATION • Was the material presented helpful in relating to other courses in history and political sciences? Yes or No • Could such material be used to help define or support your educational and/or career goals? Yes or No • Could this material be used to promote and redefine a healthy culture identity in the black family and community? Yes or No