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Essays must include the documents listed. However, students will only reference the listed documents in their essays. Also, the considerations are only given to pique the interest of the student who may or may not wish to use them 7. An Anxious Affluence 1919-1929 Chapter Reading: Chapter 21 Essay Question: Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, Black Nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee. Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact. Documents to include: · 21.2 · 21.3 · 21.9 TEXT BOOK "Nancy Hewitt and Steven Lawson. Exploring American Histories: A Brief Survey with Sources. Vol. II. Bedford Martin Publishers 2013" Considerations: · Challenges in social change · Harlem Renaissance · KKK, Nativism, Marcus Garvey and Fundamentalists · Racial Violence · Cultural wars ...

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Considerations:
·
Challenges in social change
·
Harlem Renaissance
·
KKK, Nativism, Marcus Garvey and Fundamentalists
·
Racial Violence
·
Cultural wars

need it asap, american history 2 Essay 1: Essay Question: Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee. Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact. Documents to include: · 21.2 · 21.3 · 21.9 Considerations: · Challenges in social change · Harlem Renaissance · KKK, Nativism, Marcus Garvey and Fundamentalists · Racial Violence · Cultural wars Considerations: broad areas of progressive reform: social justice, government efficiency and activism, inclusive democracy, regulation of big business the influence of middle-class values and assumptions in progressive thought tensions and contradictions within progressivism the goal of exporting American conceptions of democracy and freedom to the world Jim Crow and the nature of racist segregation Essay 2: Essay Question: What assumptions and goals characterized progressivism as a philosophy, and how did it influence American society and politics domestically and internationally? How did progressive reformers confront the social, political, economic, and moral problems of their age, and to what extent were they successful? Define the concepts of social justice and social control, and explain how both trends functioned in the Progressive Era. Identify the core issues within these trends, including the settlement house movement, women’s suffrage, support for immigrants and labor, prohibition, segregation and desegregation, education reform, and antivice activism. Documents to include: • 19.1 • 19.2 • 19.3 • 19.4 • 19.9 .

MLA Stayle two page for each quasetion Essay 1Essay Q.docx

jacmariek5

MLA Stayle two page for each quasetion Essay 1: Essay Question: Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee. Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact. Documents to include: · 21.2 · 21.3 · 21.9 Considerations: · Challenges in social change · Harlem Renaissance · KKK, Nativism, Marcus Garvey and Fundamentalists · Racial Violence · Cultural wars Considerations: broad areas of progressive reform: social justice, government efficiency and activism, inclusive democracy, regulation of big business the influence of middle-class values and assumptions in progressive thought tensions and contradictions within progressivism the goal of exporting American conceptions of democracy and freedom to the world Jim Crow and the nature of racist segregation Essay 2: Essay Question: What assumptions and goals characterized progressivism as a philosophy, and how did it influence American society and politics domestically and internationally? How did progressive reformers confront the social, political, economic, and moral problems of their age, and to what extent were they successful? Define the concepts of social justice and social control, and explain how both trends functioned in the Progressive Era. Identify the core issues within these trends, including the settlement house movement, women’s suffrage, support for immigrants and labor, prohibition, segregation and desegregation, education reform, and antivice activism. Documents to include: · 19.1 · 19.2 · 19.3 · 19.4 · 19.9 .

Essay Question IEssay QuestionExplain the expansion to and se.docx

jenkinsmandie

Essay Question I Essay Question: Explain the expansion to and settling of the trans-Mississippi West. Describe the backgrounds and motives of male and female settlers of various ethnic and racial backgrounds, the economics of the frontier, ideologies about expansion, and the incentives that the federal government provided to encourage settlement. Identify the methods the United States utilized to address the existence of Native Americans in the West. Explain the strategies of removal, treaty making, violence, and assimilation; consider the motives for each strategy and its benefits and drawbacks for settlers, Native Americans, and the United States. Essay Question II Essay Question: Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee. Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact. Documents to include: · 21.2 · 21.3 21.9 .

Essay IDiscuss the positive and negative social consequences o.docx

SALU18

Essay I Discuss the positive and negative social consequences of the "American Industrial Revolution." What benefits accrued from the rapid rise in the economic status of the United States, what were its social costs, and how do you weigh the balance between them? Explain Gilded Age theories of labor and the development of the middle class, with an emphasis on the new lifestyles that emerged out of industrialization. Describe how this shift led to new anxieties about gender, race, and sexuality, and identify the ways Americans handled these anxieties. Documents to include: · 16.5 · 16.7 · 16.8 Essay Question: Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee. Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact. Documents to include: · 21.2 · 21.3 · 21.9 ...

Essay Question IExplain the origins, patterns, and circumstances.docx

jenkinsmandie

Essay Question I Explain the origins, patterns, and circumstances that fueled the wave of immigration in the late nineteenth and early twentieth centuries. Describe what immigrants expected to find upon their arrival and what they actually found. Analyze the reactions of native-born Americans to the influx of immigrants. Assess the efforts they made to understand and address the social problems that accompanied that influx. Documents to include: 18.2 18.7 18.8 18.10 Essay Question II Essay Question: Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee. Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact. Documents to include: · 21.2 · 21.3 · 21.9 .

The Black Power Movement- A State of the Field

RBG Communiversity

The Black Power Movement, A State of the Field. Joseph PE, 2009.

RBG Communiversity

Indigenous Revolts in Chiapas and the Andean Highlands

Marcos Luk'aña

carrigan-webb2(secondary resource).pdf 4/8/15, 12:07 PMWilliam D. Carrigan and Clive Webb - The Lynching of Persons of Mexican Origi…r Descent in the United States, 1848 to 1928 - Journal of Social History 37:2 Page 1 of 26http://muse.jhu.edu/journals/journal_of_social_history/v037/37.2carrigan.html Copyright © 2003 by Peter N. Stearns. All rights reserved. Journal of Social History 37.2 (2003) 411-438 The Lynching of Persons of Mexican Origin or Descent in the United States, 1848 To 1928 William D. Carrigan Rowan University Clive Webb University of Sussex [Tables] On November 16, 1928, four masked men tore into a hospital in Farmington, New Mexico and abducted one of the patients as he lay dying in bed. The kidnappers drove to an abandoned farmhouse on the outskirts of the city where they tied a rope around the neck of their captive and hanged him from a locust tree. 1 The dead man, Rafael Benavides, had been admitted to the hospital with a serious gun wound less than twenty-four hours earlier. His wound was inflicted by a sheriff's posse pursuing him for an assault upon a farmer's wife. According to one newspaper, "the fiendishness and brutality of his acts were such that the postal laws will not permit us to print them." 2 The abduction and execution of Benavides therefore elicited the approval of many local citizens relieved at the removal from their community of this dangerous menace. In the frank opinion of one newspaper editorial, "the degenerate Mexican got exactly what was coming to him." 3 Others were nonetheless more circumspect in their assessment of the lynching. While they did not dispute the guilt of the dead man, they contended that his due punishment could only be determined by a court of law. The Santa Fe New Mexican responded to the precipitous action of the mob by stating that it would "take San Juan County a long time to live down the bad name received by this lawless act." 4 Such an opinion reflected a new racial sensibility among many Anglos in the Southwest. For decades lynch mobs terrorized persons of Mexican origin or descent 5 without reprisal from the wider community. The more critical attitude taken by the Anglo establishment created a political climate less tolerant of extra-legal violence. Although acts of lawlessness continued, Rafael Benavides became the last Mexican in the United States to be lynched in such blatant defiance of the judicial system. Although widely recognized in the Mexican community on both sides of the border, and among http://muse.jhu.edu/journals/journal_of_social_history/ http://muse.jhu.edu/journals/journal_of_social_history/v037/37.2carrigan_tables.html http://muse.jhu.edu/journals/journal_of_social_history/v037/37.2carrigan.html#FOOT1 http://muse.jhu.edu/journals/journal_of_social_history/v037/37.2carrigan.html#FOOT2 http://muse.jhu.edu/journals/journal_of_social_history/v037/37.2carrigan.html#FOOT3 http://muse.jhu.edu/journals/journal_of_social_history/v037/37.2carriga ...

queer new york syllabusMatthew Nelson

American History in a Global AGE1.pdf

Lisa Riley

The original ku klux klan

Irfan iftekhar

3 sources of annotated bibliography about (Chicano stereotypes)..docx

cameroncourtney45

3 sources of annotated bibliography about (Chicano stereotypes ). This some examples i have for annotated bibliography Acuña , Rodolfo. Anything But Mexican : Chicanos in Contemporary Los Angeles . New York: Verso, 1996. Print. Provides a focused perspective on the role of the Chicana in the workforce and education through the use of historical documents. Includes relevant evidence about the contributions of Chicanas to the Chicana /o movement throughout Southwest history with examples from education, politics, and the economy. Addresses pertinent social justice issues and responses by both the Chicana /o and the anglo populations. --- . Occupied America : A History of Chicanos . New York : Longman, 2000. Print. Described the gender inequality within the Chicano Movement and the impact of Chicana feminism on the overall progress of 1970s social actions. Comprehensive coverage of the Chicana /o history with a careful examination and analysis of key events and players in the quest for ethnic and gender equality. Cabera , Nolan L., and Amado M. Padilla. “Entering and Succeeding in the Culture of College: The Story of Two Mexican Heritage Students.” Hispanic Journal of BehavioralSciences 26.2 (May 2004): 152-169. Academic Search Elite ( Ebsco ). Web. 7 February 2009. Discusses the academic resilience of two Stanford Latino students using in-depth interviews. Provides insights into the common struggles faced by many first-time college students who rely on emotional support of families and academic support from faculty and staff at institutions of higher education. Discusses and evaluates various services available to students at crucial points in a college career and the strategies that assist in the efforts for academic success. .

Running head Civil Rights Leaders Malcolm X1Civil Rights L.docx

susanschei

Running head: Civil Rights Leaders: Malcolm X 1 Civil Rights Leaders: Malcolm X 3Civil Rights Leaders: Malcolm X Student’s Name Institution Affiliation Civil Rights Leaders: Malcolm X Malcolm X born as Malcolm Little in 1925 Omaha Nebraska will be remembered for many things, but mostly, he is remembered for being one of the most African Americans in history. He was orphaned at an early age after his father was killed and his mother placed in a mental institution. He was later arrested and imprisoned at 20 for larceny and in there he become a member of the Nation of Islam. After his parole in 1952, he was become one of the top most leaders of the organization. His name X was a name he took up while in prison to symbolize his stolen African Identity and the fact that the Nation Islam spoke of Europeans as Immoral and advocated for Black Nationalism and racial separatism pulled Malcolm to the organization. This is the same message he spoke to people while in and out of prison and it captured many people’s hearts (History, 2016). He will be remembered for his leadership in Islam that saw the population grow from 400 to 40,000 members in a span of 10 years. He exhorted black communities to cast of Slavism by whichever means possible, violence inclusive. He was the first African American to form the Afro-American Unity organization where he spoke with so much conviction that the problem facing African-Americans in the U.S.A. was racism and not the white counter parts as many would have thought. Malcolm will be remembered for making speeches that racism should be rid of as it was the greatest foe to African-Americans and his passion for the rights of his people made his movement gain many followers and he became one of the most influential civil rights movement in history (History, 2016). References History. (2016). This Day In History: Malcomm X Assasinated. History, 1. HIS 1120, American History II 1 Course Learning Outcomes for Unit VII Upon completion of this unit, students should be able to: 8. Analyze the social, political, and economic impact on civil rights from the mid-20th century to today. Reading Assignment H. J. Res. 1145, 88th Cong. 88-408 (1964) (enacted). Retrieved from http://www.ourdocuments.gov/doc.php?doc=98&page=transcript Kennedy, J. F. (1962, September 12). 1962-09-12 Rice University [Speech]. Retrieved from http://www.jfklibrary.org/Asset-Viewer/MkATdOcdU06X5uNHbmqm1Q.aspx Kennedy, R. F. (1968, April 4). 1968-04-04 RFK on MLK [Audio file]. Retrieved from https://commons.wikimedia.org/wiki/File:1968-04-04_RFK_on_MLK.ogg The Bay of Pigs. (n.d.). JFK in history. Retrieved from http://www.jfklibrary.org/JFK/JFK-in-History/The-Bay-of- Pigs.aspx In order to access the resources below, you must first log into the myWaldorf Student Portal and access the America: History and Life with Full Text database within the Waldorf Online Library. In order to access the following resource(s ...

vo_l. -, 19_6!-1963; and Foreign Relations of the United Sta.docx

jolleybendicty

vo_l. ?<-, 19_6!-1963; and Foreign Relations of the United States, "Cuban Missile Cnsis and Aftermath," vol. XI, 1961-1963. See www.state.gov/ Docume~ts Rel~tin~ to American Foreign Policy: The Cuban Missile Crisis is a website mam~amed by Mount Holyoke College. The collection includes d~c~men~s: lmks, and other historical materials concerning the Cuban missile cnsis. See www.mtholyoke.edu/acad/intrel/cuba.htm 360 ISSUE /0 ... ~ ~ Did the Activism of the 1960s Produce a Better Nation? YES: Terry H. Anderson, from The Sea Change (Oxford University Press, 1995) NO: Peter Clecak, from The New Left (Harper & Row, 1973) Learning Outcomes After reading this issue, you should be able to: • Define the term "New Left" as it applies to the 1960s. • Summarize the main goals of the Port Huron Statement. • Evaluate the legacy of the Students for a Democratic Society (SDS) and the Youth International Party ("Yippies"). • Discuss the strengths and weaknesses of the New Left critique of American society. • Compare and contrast the political and cultural rebels of the 1960s in terms of their leadership, goals, strategies, and level of success in affecting change. ISSUE SUMMARY YES: Terry H. Anderson concludes that the activism of the 1960s in spired citizens of all types to demand changes that produced a trans formation of American politics, society, culture, and foreign power and made the United States a more democratic and inclusive nation. NO: Peter Clecak contends that the political and cultural revolu tionaries of the 1960s failed to revolutionize themselves or Ameri can society and quickly discovered that, without a clear program, viable organizations, or a significant constituency, they were essen tially powerless against the prevailing social order. In the summer of 1960, a University of Michigan undergraduate named Tom Hayden, who served as an editor for his campus newspaper, the Michigan Daily, made a trip to California. He paid a visit to the University of California 361 at Berkeley before making his way to Los Angeles to cover the Democratic National Convention. In Los Angeles, Hayden was captivated by the idealistic energy and enthusiasm for change articulated by young Massachusetts Senator John Kennedy, who became the Democratic Party's nominee for president of the United States. Only a few months before, Hayden had joined with a hand ful of his campus associates in Ann Arbor to resurrect an almost defunct stu dent organization-the Student League for Industrial Democracy-that traced its roots to an early twentieth-century student group founded by the Socialist writer Upton Sinclair. Changing the name of their organization to Students for a Democratic Society, these young campus activists established connections with participants of the ongoing college student sit-ins, whom they admired for the ferocity of their commitment to eliminating segregation in southern public accomm.

EE Topics

Jennifer Gaither

They should be about two pages typed minimum for each question. Make.docx

meagantobias

They should be about two pages typed minimum for each question. Make sure you answer each of the questions you have chosen fulling, using examples from the texts, Creating Black Americans and Major Problems in African American History. 1. Discuss the change in African American society created by the Great Migration. How did black people's lives change socially, politically, economically and artistically (including the Harlem Renaissance)? Explain the difference between life in the North and the South for African Americans and the difficulties each group faced. What did each group do to improve their situation? 2. During the 20th century, two of the major strains of civil rights for African Americans included black separatism (Marcus Garvey, Malcolm X, Black Panther Party) and racial integration (WEB DuBois, NAACP, Martin Luther King Jr., SCLC, SNCC). Describe these two strains, including the major arguments for each. Which do you feel has been more successful? Were both ideas necessary in order to accomplish the goal of equal rights for African Americans? 3. How have African Americans used art, music and literature to express themselves in the 20th and 21st centuries? Using examples from our texts what periods have spawned the most artistic creativity? Why? What periods do not seem to be as represented by artistic movements and why? Does art and music inspire political action or reflect it? .

Labor history, vol. 44, no. 3, 2003 sentinels for new south

RIYAN43

CHICANA FEMINIST THOUGHTTHE BASIC HISTORICAL WRITINGS

JinElias52

CHICANA FEMINIST THOUGHT THE BASIC HISTORICAL WRITINGS 2 CHICANA FEMINIST THOUGHT THE BASIC HISTORICAL WRITINGS EDITED BY ALMA M. GARCÍA Sociology/Ethnic Studies Santa Clara University 3 First published 1997 by Routledge Published 2014 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY, 10017, USA Routledge is an imprint of the Taylor & Francis Group, an informa business Copyright © 1997 by Routledge, Inc. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data Chicana feminist thought : the basic historical writings / edited by Alma M. García. p. cm. 1. Feminism—United States. 2. Feminist theory—United States. 3. Mexican American women—Political activity. 4. Mexican American women—Social conditions. I. García, Alma M. HQ1421.C52 1997 305.48′868′72073—dc21 96-49916 CIP British Library Cataloging-in-Publication Data also available. ISBN 13: 978-0-415-91800-8 (hbk) ISBN 13: 978-0-415-91801-5 (pbk) 4 Introduction ALMA M. GARCÍA “Sisterhood is powerful” —Robin Morgan “There is a pretense to a homogeneity of experience covered by the word sisterhood that does not in fact exist” —Audre Lorde “Chicanas identify Chicanas communicate chicanas Let your spirits not die” —Anna Nieto-Gómez “Look at our women. They are strong you can feel it. They are the rocks on which we really build” —Dolores Huerta During the turbulent years of the 1960s and throughout the 1970s, a generation of Chicana feminists raised their voices in opposition to the gender tensions and conflicts that they were experiencing as women within the Chicano social protest movement. Although the Chicano movement—an insurgent uprising among a new political generation of Mexican-Americans—challenged persistent patterns of societal inequality in the United States, it ignited a political debate between Chicanas and Chicanos based on the internal gender contradictions prevalent within El Movimiento. Chicana feminists produced an ideological critique of the Chicano cultural nationalist movement that struggled against social injustice yet maintained patriarchal structures of domination. Chicana feminist thought reflected a historical struggle by women to overcome sexist oppression but still affirm a militant ethnic consciousness. As they forged a feminist consciousness, Chicana feminists searched for the elusive “room of their own” within the socio-historical and political context of the Chicano movement. El Movimiento: The Paradox of Civil Rights and Ethnic Nationalism Influenced by the Black nationalist movement and the Mexican-American community’s historical legacy of discrimination and structural inequ ...

The art of protest this page intentionally left bla

BHANU281672

When the Invisible Empire Stormed the Front Range- The Reign ofAaron Fox

Chapter 12 ReflectionCharles Grandison Finney – an evangelistic .docx

cravennichole326

Chapter 12 Reflection Charles Grandison Finney – an evangelistic Presbyterian minister who became the most influential revival leader of the 1820s and 1830s. Frederick Douglass – the greatest African American of all – and one of the most electrifying orators of his time, black or white – was Frederick Douglass. Born a slave in Maryland, Douglass escaped to Massachusetts in 1838, became an outspoken leader of anti-slavery sentiment. On his return to the United States in 1847, Douglass purchased his freedom from his Maryland owner and founded an antislavery newspaper, the North Star, in Rochester, New York. Douglass demanded for African Americans not only freedom but full social and economic social equality as well. Henry David Thoreau – leading Concord transcendentalist. Thoreau went even further in repudiating the repressive forces of society. He produced the ideas that individuals should work for self-realization by resisting pressures to conform to society’s expectations and responding instead to their instincts. Thoreau’s own efforts to free himself – immortalized in is most famous book, Walden – led him to build a small cabin in the Concord woods on the edge of Walden Pond, where he lived alone for two years as simply as he could. Horace Mann – the greatest of educational reformers was Horace Mann, the first secretary of the Massachusetts Board of Education, which was established in 1837. To Mann, education was the only way to “counterwork this tendency to the domination of capital and the servility of labor.” He reorganized the Massachusetts school system, lengthened the academic year (to six months, doubled teachers’ salaries, enriched the curriculum, and introduced new methods of professional training for teachers. Joseph Smith - Mormonism began in upstate New York as a result of the efforts of Joseph Smith, a young, energetic, but economically unsuccessful man, who had spent most oh his twenty-four years moving restlessly through New England and the Northeast. In 1830, he published the Book of Mormon that told a story of an ancient and successful civilization in America, peopled by one of the lost tribes of Israel who had found their way to the New World centuries before Columbus. Shakers – made a redefinition of traditional sexuality and gender roles central to their society and even embraced the idea of a God who was not clearly male or female. Transcendentalism - idealistic philosophical and social movement that taught that divinity pervades all nature and humanity. Walt Whitman - the self-proclaimed poet of American democracy, was the son of a Lon Island carpenter and lived for many years roaming from place to place, doing odd jobs, while writing poetry. In his large body of poems, Whitman not only helped liberate verse from traditional, restrictive conventions but also helped express the soaring spirit of individualisms that characterized his age. Ralph Waldo Emerson – a Unitarian minister in his youth, Emerson left the church i ...

The harlem renaissance and the african american traditioneng281

Running head ARTIFACT ANALYSIS WORKSHEET 1 1Artifact Analys.docx

toddr4

Running head: ARTIFACT ANALYSIS WORKSHEET 1 1 Artifact Analysis Worksheet 1 Name Institute Artifact Analysis References Nimkulrat, N. (2013). Situating creative artifacts in art and design research. FormAkademisk-Research Journal of Design and Design Education, 6(2). © 2014 Laureate Education, Inc. Page 3 of 3 The Trouble with Gay Rights: Race and the Politics of Sexual Orientation in Philadelphia, 1969-1982 Kevin J. Mumford In 1985 the veteran civil rights activist Bayard Rustin joined a gay and lesbian coalition in New York City that was about to make a final push for passage of an amendment to the city's administrative code to prohibit discrimination on the basis of sexual orientation. Rustin wrote to the city council and to Mayor Edward I. Koch, vowed to lobby the four opposing African American councilmen, and called for "the extension of freedom and justice for all Americans."' Unusual for Rustin, in this instance his activism ceremoniously concluded rather than pio- neered a social movement for change when the city council passed the bill the next year. More than fifteen years before, the first gay liberationists had introduced such a bill that was defeated by stiff opposition from conservative politicians and religious leaders. That mobilization helped spark organizing and demonstrating for similar laws in cities and towns during the 1970s and 1980s—a local political movement and discourse that remains largely unexamined. In recent writing on sexual politics, however, Matthew D. Lassiter, Robert O . Self, Whitney Strub, and others have analyzed controversies over gay visibility in the media, conflicts over the regulation of urban vice, and the political cooptation of pornography to understand shifts in American liberalism, and they suggest that the rise of gay liberation served as a foil against which liberals reconfigured the public/private divide and conservatives mobilized a rightward political turn. From another perspective, despite the rise of the New Right, the cause of gays and lesbians did advance during the 1970s, with the proliferation of community pride, new national organizations, and the passage of protective ordinances. Utilizing a case study of Philadelphia, this essay examines how the pursuit of equal protection led gays and lesbians to clash with religious and racial conservatives who challenged not only their rights but also their legitimacy Kevin J. Mumford is a member of the Department of History at the University of Iowa He wishes to thank the following for encouragement and advice: Clarissa Atkins, Nan Alamilla Boyd, Zoe Burk- bolder, Christopher Capozzola, Matthew Countryman, Rachel Devlin, Steve Estes, Estelle Freedman, Thomas Guglielmo, Evelyn Brooks Higginbotham, Andrew Kahrl, Linda Kerber, Scott Kurashige, Kenneth Mack, Charles Morris, David Roediger, Bob Skiba, Marc Stein, Shelton Stromquist. the audiences of the Charles Warren Center for Studies in American History and the 2009 annual mee.

Rape without Women Print Culture and the Politicization of Ra.docx

makdul

Rape without Women: Print Culture and the Politicization of Rape, 1765-1815 Author(s): Sharon Block Reviewed work(s): Source: The Journal of American History, Vol. 89, No. 3 (Dec., 2002), pp. 849-868 Published by: Organization of American Historians Stable URL: http://www.jstor.org/stable/3092343 . Accessed: 14/10/2012 17:48 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] . Organization of American Historians is collaborating with JSTOR to digitize, preserve and extend access to The Journal of American History. http://www.jstor.org http://www.jstor.org/action/showPublisher?publisherCode=oah http://www.jstor.org/stable/3092343?origin=JSTOR-pdf http://www.jstor.org/page/info/about/policies/terms.jsp Rape without Women: Print Culture and the Politicization of Rape, 1765-1815 Sharon Block In 1815 a legal manual added a commentary to its recital of the proper treatment of rape. The author noted that "the material facts requisite to be given" in a trial for rape "are highly improper to be publicly discussed, except only in a court of justice." This sentence unintentionally pointed to a central paradox of rape: while the classification of a given sexual interaction as a criminal and morally reprehensible act of rape depended on specific details, those details were not fit for public exposition. Yet Americans regularly published remarks on rape in virtually every form of print: news- papers and almanacs, broadsides and pamphlets, novels and plays. We are accus- tomed to historians' viewing rape within its legal setting, but there was a print world of rape outside court proceedings and their accompanying publications. That print world transformed rape from an intimate sexual act into a public symbol that could define national and social boundaries.1 Sharon Block is an assistant professor in the history department at the University of California, Irvine. I owe thanks to Jim Egan, Alice Fahs, Kirsten Fischer, Karen Merrill, Martha Umphrey, and Michael Wilson for their comments on earlier drafts of this essay. Versions of this paper were presented at the Newberry Library Seminar in Early American History and the University of Kansas Seminar in Early Modern History. I am espe- cially grateful to the anonymous reviewers for the JAH and to Nina Dayton for their thoughtful readers' reports. Readers may contact Block at <[email protected]>. ' John A. Dunlap, The New-York Justice; or, A Digest of the Law Relative to Justices of the Peace in the State of New-York (New York, 181 ...

Study guide.pdf

stirlingvwriters

Enslavement SystemDr. G. J. Giddings.docx

elbanglis

Enslavement System Dr. G. J. Giddings Characteristics forced, resisted, Codified/legal, Contradictory … (Evolving/evolutionary) (indentured servitude; post-bellum …) Key Concepts (M. Karenga, 1980) Culture collective, self-conscious means by which a people (re-)create, celebrate and introduce themselves to the world. History struggle and record of a people … humanizing the world, i.e., shaping it in their own image … Forced … Chattel slavery 4 Forced … by the numbers Capitalism 12.5 (10.7)million U.S.: 388,000; Brazil: 5 million ~90% enslaved 50% enslaved, plantations 88% enslavers, owned <20 25% of enslaved, lived on plantations of >50 ~52% of free, Southern “Slave Community” Enslavers; overseers; head-slaves (house, field, freshwater, creoles. Forced …by the numbers Legal… Mass Bay Colony, 1641 “Slave Code” 244 years enslaved; 155 years free Virginia Code, 1670 Child followed mother’s status U.S. Constitution, 1787 3/5 compromise clause End of slave trade clause (1808) “fugitive slave” clause Fugitive Slave law of 1793 South Carolina, 1822 Black sailors imprisoned while ships were docked After Denmark Vesey revolt conspiracy Death penalty 73 death penalty laws: for crimes of arson, rape, revolts … Resisted … Day-to-day Small daily acts of defiance Cultural Remaining one’s self; holding on to African traditions … (“Sankofa” by Haile Gerima) Escape 1810-’50: 100,000 Revolutionary War: 30, 000 in Virginia; 75% enslaved in Georgia War of 1812(-1815) Blacks (Alan Taylor’s The Internal Enemy: Slavery & War in VA, 1772-1832) Revolt 1/10 mutinied (i.e., Amistad, 1839) Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831 Creole Case, 1841: Revolt; British freed 128 in Bahamas Contradictory … Crispus Attucks, 1723-1770 “Boston Massacre” martyr, 1790 Phillis Wheatley, 1753-1784 poet … “Brains & Beauty as well as Brawn” Rice cultivation in South Carolina; metallurgists; carpenters … Thomas Jefferson & Sally Hemings’ relationship; “Internal enemy” (A. Taylor) Ethnology Polygenesis theory of human development “One drop rule” 5,000 Black Revolutionary War veterans Emigration American Colonization Society, 1816 Segregation started at Puberty Contradictory … Crispus Attucks 1723-1770 Narragansett mother 1750 Advertisement Boston Massacre, 1770 5 casualties “Blackness” … “Normative behavioral system; a way of looking at the world, deciding how one aught to behave, and then acting accordingly” -Rhett Jones (1997) 3 ingredients Slavery experience Lack of ethnicity One drop rule ...

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PLEASE FOLLOW THE DIRECTIONS BELOW AND USE THE BELOW POLICY TO REFERENCE. THIS IS PART 2 OF THE PREVIOUS PAPER. Comparing International Healthcare Delivery Systems Description Each student will prepare a PowerPoint presentation, including detailed speaker notes in APA format, examining an international health system compared to the reformed U.S. health system. Directions: Students will prepare the presentation using PowerPoint that will provide:  a discussion of the country, culture, and governance structure compared to the U.S. structure  the historical background of the development of the health system including a description of the health system type, cost analysis, and funding stream compared to the reformed U.S. system  a discussion of systematic and financial health policy issues that would indicate success or failure driven by politics in each country  a discussion of the health system’s performance including outcomes, and a comparative analysis of costs compared to the U.S. health system The presentation will be professional and include:  speaker notes that are detailed and cited with the most current information available and matching references on the reference slide no older then 2010  slides that are cited and contain no more than 40 words per slide with matching references on the reference slide  graphics that are cited with a matching reference on the reference slide  written permission for graphics that hold a copyright  a title page slide at the beginning and a reference slide at the end in APA format  15 slides counting the title slide and reference slide Each student will post the presentation to Doc Sharing for review by peers and to the Dropbox for grading by day three of Unit 7. Each student will also post two questions in the Unit 7 Discussion topic 2 thread that will foster political debate. THIS INCLUDES THE 2 SEPERATE QUESTIONS ALSO TO POST Policy Change Proposal Section II Introduction The proposed policy change is meant to improve the effectiveness of public laws and regulations and even give information on the public use of funds. Further, it will address the practices of the private sector employment that affects the ability of people to work and make their living above the poverty line and this mostly applies to the youths, unmarried dependent adults. The proposal is meant to make the public policy more inclusive, collaborative and responsive to the interests of the ordinary citizen so as to prepare them for their future life. From the proposed amendment, there are measurable goals that will determine the level of success of the policy change proposal and this will include: First, by the end of the year we expect 60% of unmarried adult children to be independent and live an economically viable lifestyle. Second, by the end of 2018, the rate of poverty to reduce by 19% since the country will be composed of economically productive youths. Lastly, we expect the employment rate in the country t.

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In the wake of the 40th anniversary of man setting foot on the moon, there has been renewed interest in space exploration. Proponents argue that in addition to working toward the actual objective, numerous and widespread "spinoff" benefits will accrue. Others argue that space exploration is "not worth the cost" and that our resources could better be used to deal with other issues such as health care, the economy, etc. What do you think? Is space exploration worth it? If so, what benefits would be derived. If not, why not? .

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In the wake of the terrorist attacks in September 2001, the 9/11 Commission recommended that the U.S. Intelligence Community (USIC) find a way to improve information sharing of terrorism-related intelligence at all three levels of government (local, state, and federal). The USIC’s answer to this recommendation was the creation of intelligence fusion centers . Since the creation of these intelligence fusion centers, there has been much controversy because of the large amounts of personal information secretly collected and shared within the U.S. intelligence and law enforcement communities. In addition, some critics argue that in the years since their creation, fusion centers and the law enforcement entities affiliated with them have moved away from their original purpose and instead have utilized federal grants and resources to fight local crime. Assignment Guidelines In 5–6 paragraphs, address the following: In your opinion, how effective are U.S. fusion centers? Explain. Do you feel that the creation of fusion centers has improved information sharing of terrorism-related information at all three levels of government? Why or why not? Do you feel that fusion centers have ultimately moved away from their intended purpose? Why or why not? Are fusion centers now being used as a local law enforcement tool to help fight local crime? Why or why not? Post a new topic to the Discussion Board that contains your responses to the above questions. Comment on at least 2 other students' posts. .

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In the wake of the Brown v. Board of Education decision (1995) Black Americans was faced with the daunting task of integrating American schools. You are being assigned the task of deciding if the movement toward integration was a positive or negative force in the future of Black education. Put simply; should Black parents/children be excited or worried about this newfound “opportunity” advising President Abraham Lincoln about the plight of Blacks--- what do they want/need as well as what the nation should do on their behalf. .

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In the United States, managed care is becoming an increasingly popular method of administering healthcare. It influences the clinical behavior of providers, as it combines the payment and delivery of healthcare into a single system, the purpose of which is to control the cost, quality, and access of healthcare services for a single bracket of health plan enrollees (Scutchfield, Lee, & Patton, 1997). Yet, managed care often evokes strong or negative reactions from healthcare providers because they are paid a fixed amount for treating their patients, regardless of the actual cost, which may influence their level of efficiency. This can challenge the relationships between doctors and patients (Claxton, Rae, Panchal, Damico, & Lundy, 2012; Sekhri, 2000). Research managed care's inception and study some examples. Be sure to investigate the perspectives about managed care from the vantage of both healthcare providers and patients. You can use the following keywords for your research—United States managed care, history of managed care, and managed care timeline. Based on your research, answer the following questions in a 8- to 10-page Microsoft Word document: What are the positive and negative aspects of managed care? Analyze the benefits and the risks for both providers and patients, and how providers should choose among managed care contracts. Conclude with your analysis and recommendations for managed care health plans. Your response should include answers to the following questions: Summarize the history of when, how, and why managed care was developed. Define and discuss each type of managed care organization (MCO)—health maintenance organization (HMO), preferred provider organization (PPO), and point of sale (POS). Explain the positive and negative aspects, respectively, of managed care organization from the provider's point of view—a physician and a healthcare facility—and from a patient's point of view. Explain the three types of incentives for providers for efficiency in the delivery of healthcare services. Explain who bears the financial risk—the provider, the patient, or the managed care organization. Offer your recommendations, to accept or decline, for patients considering managed care health plans, with your rationale for each. References : Claxton, G., Rae, M., Panchal, N., Damico, A., & Lundy, J. (2012). Employer Health Benefits Annual 2012 Survey . Retrieved from http://ehbs.kff.org/pdf/2012/ 8345.pdf Sekhri, N. K. (2000). Managed care: The US experience . Retrieved from http://www. who.int/bulletin/archives/78%286%29830.pdf Scutchfield F. D., Lee, J., & Patton, D. (1997). Managed care in the United States. Journal of Public Health Medicine , 19 (3), 251–254. Retrieved from http:// jpubhealth.oxfordjournals.org/content/19/3/251.full.pdf Support your responses with examples. Cite any sources in APA format. .

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In the United States, policy makers, law enforcement personnel, government officials, and many others work to develop laws and programs aimed at preventing crime and also reacting to crimes that have occurred. In developing these programs and policies, it is important to understand the types of people who commit certain crimes as well as the rationale behind criminal behavior. In your role as a consultant to the city of Centervale, you should be able to demonstrate your knowledge about the theories of crime. Submission Details: Briefly describe a newsworthy crime that occurred in your own area. Select the theory of crime that you think best fits this crime situation. Based on your textbook readings, explain the theory and why it is the best fit .

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