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The document discusses how emancipated African Americans rejected white authority after the Civil War by striving for social, economic, and political freedom through strengthening their communities. It focuses on how families were unified through establishing new roles, migrating to developing black communities, and rejecting obedience to former white oppressors as a way to achieve social independence. The photo essay examines themes of domestic responsibilities, familial roles, liberty, community, family, adoption, self-improvement, and resistance to white subjection.
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This document provides historical context about the development of Eatonville, Florida by situating it within the aftermath of emancipation, reconstruction, and the rise of Jim Crow segregation in the post-reconstruction South. It discusses the transition from slavery to freedom for African Americans after the Civil War, reconstruction under presidential and congressional rule, the end of reconstruction and rise of redeemer governments, the late 19th century development of racial segregation and discrimination, and early 20th century efforts to establish education and opportunities for African Americans during this difficult period. The document uses images, primary sources, and brief biographies to illustrate these major historical transitions and their impact on the African American experience in Florida.
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The document provides an overview of Reconstruction and Jim Crow era in the United States following the Civil War. It discusses the end of the Confederacy and Reconstruction attempts to reunify the country and address racial inequality. However, these goals faced obstacles like resistance from white supremacists and failure to provide freed slaves with land. Over time, Southern states imposed segregationist Jim Crow laws and restrictions on black voting rights. Figures like Ida B. Wells and W.E.B. Du Bois advocated for racial equality, in contrast to Booker T. Washington's strategy of accepting separate facilities and focusing on education.
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Following World War I, younger generations rebelled against the strict moral codes of their parents, causing outrage among older people. As part of this moral revolution, young people began having sex at younger ages and outside of marriage, which was seen as highly shocking at the time.
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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 ...
Education For African Americans
The document summarizes the Reconstruction era in the United States from 1865 to 1877 following the Civil War. It discusses the establishment of the Freedmen's Bureau to aid freed slaves through education, healthcare, and employment. It also examines the ideological differences between Booker T. Washington and W.E.B. Du Bois regarding the appropriate path for empowering African Americans after emancipation.
Unit four project complete Period 3
From 1775 to 1830, many African Americans gained freedom from slavery in the North due to the work of abolitionist and moral reform groups, yet slavery expanded in the South to meet the growing demand for cotton. Enslaved and free African Americans responded to these challenges in different ways. Enslaved African Americans rebelled or conspired to rebel, while free African Americans advocated for their rights and created organizations to aid their communities.
6 antebellum
The document summarizes several social reforms that emerged during the Second Great Awakening period from 1825 to 1850. It discusses the rise of evangelical Protestantism and expansion of religious revivals. It also outlines the growth of temperance, educational, penal, women's rights, and abolitionist reform movements. Many of these reforms aimed to apply Christian ideals of equality and justice more broadly in society, such as advocating for the end of slavery and increased rights for women.
Pledge of Allegiance
The document provides context about key events and social issues in the United States during the 1850s and 1950s. In the 1850s, Abraham Lincoln's "House Divided" speech highlighted rising sectional tensions. Pro-slavery and abolitionist groups clashed over the issue of slavery. The women's rights movement also gained momentum during this period. In the 1950s, the country experienced an economic boom following World War 2. However, tensions remained over issues like racial segregation, communism, and the role of religion in society. Music helped connect youth across racial and cultural divides during this period.
CHICANA FEMINIST THOUGHTTHE BASIC HISTORICAL WRITINGS
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 ...
Antebellum reform
The document summarizes several antebellum reform movements that emerged from the Second Great Awakening in the United States, including abolition, women's rights, temperance, prison and asylum reform, and education reform. It traces the growth of these movements from their religious revivalist roots in the early 1800s to the social reforms they advocated for by mid-century. Key figures and organizations discussed include William Lloyd Garrison and the American Anti-Slavery Society, Dorothea Dix and her work on prison and asylum reform, and Emma Willard who established schools for women's education.
Notes aplenty civil rights
The document provides an overview of key terms and events related to the civil rights movement in the United States. It defines terms like prejudice, stereotype, and discrimination. It also discusses the Great Migration of African Americans from the rural South to Northern cities between 1910-1930, citing new job opportunities, mechanization of agriculture, Jim Crow laws and boll weevils as key drivers. Additionally, it describes the Harlem Renaissance as a cultural flowering of African American arts in the early 20th century concentrated in Harlem, New York.
Workbook 35 apush power of the printed word 2
This document provides summaries of important works from the 18th, 19th, and 20th centuries. In the 18th century, works discussed Adam Smith's Wealth of Nations and how it established principles of capitalism and laissez-faire economics. Thomas Paine's Common Sense and the Declaration of Independence advocated for American independence. In the 19th century, works brought attention to social issues like slavery with Uncle Tom's Cabin and civil disobedience. Looking Backward envisioned a utopian future. The 20th century saw works exposing corruption with The Jungle and poverty with The Other America, as well as environmental concerns in Silent Spring and investigations into political scandals.
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The document summarizes key events and themes in American history related to slavery and its expansion between 1800-1860. It discusses how the cotton gin and other developments revived the slave system in the South. It also discusses the growing abolition movement in the North, political compromises over slavery's status in new territories, the Dred Scott decision, and rising sectional tensions that ultimately led to the Civil War.
Lecture 1 an introduction to american culture
The document provides an overview of early American history and the concept of freedom in American culture. It discusses how the meaning of freedom has expanded over time from initially referring to rights for white male Protestants to gradually include more groups. Native Americans faced discrimination and loss of land. Slavery existed in early American colonies despite the ideals of liberty and equality in the Declaration of Independence. Over centuries, the understanding and practice of freedom has continued to broaden and evolve in American society.
Labor history, vol. 44, no. 3, 2003 sentinels for new south
This document summarizes an academic article about Booker T. Washington's views on black industrial accommodation in the Jim Crow South. It discusses how Washington argued that black leaders acted as "sentinels" to keep black workers content under the segregated system. However, the document questions whether this understates tensions between black elites and workers, and suggests accommodation primarily served the interests of white industrialists who wanted a docile black workforce to industrialize the post-Civil War South. It examines how industrialists saw cheap black labor as key to economic growth but also wanted it to remain non-unionized and politically powerless.
The Black Power Movement- A State of the Field
This document summarizes the evolution of scholarship on the Black Power movement. It notes that early narratives portrayed Black Power negatively and dismissed its impact. However, over the past 15 years, new scholarship has provided nuanced analyses that demystify the movement and document its profound implications. The essay examines how the study of Black Power has grown from being part of civil rights historiography to becoming its own distinct field. It traces the roots of the Black Power movement in earlier 20th century radicalism and outlines some of the movement's key activities and impacts during the late 1960s and early 1970s.
The Black Power Movement, A State of the Field. Joseph PE, 2009.
This document summarizes the evolution of scholarship on the black power movement. It discusses how early narratives portrayed black power negatively, undermining civil rights struggles. Recent studies have provided more nuanced perspectives, establishing black power studies as a field. The black power movement fundamentally transformed racial justice struggles through uncompromising pursuit of social, political, cultural, and economic change across various areas like education, politics, and women's issues. The meaning and impact of black power remains complex with both positive and negative dimensions.
A.p. ch 15 p.p
Dramatic economic and political changes in the 1820s and 1830s transformed how Americans viewed themselves and society. Many in the North believed they could improve their lives and society through reform, but faced obstacles like divisions along lines of race, gender, wealth, and religion. Reforms also threatened economic progress and traditional institutions and values.
His 122 ch 26 affluence and anxiety in the 1950's
Examines causes of affluence and anxiety in the 1950's among white Americans and black Americans; women;
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The document summarizes key aspects of segregation and the civil rights movement in the United States, including:
Segregation enforced racial separation in public spaces like schools, transportation, and public accommodations through Jim Crow laws. The 1954 Brown v. Board of Education Supreme Court ruling declared segregation unconstitutional, sparking massive resistance from white southerners. Events like the Montgomery Bus Boycott and murder of Emmett Till further galvanized the civil rights movement to challenge racial injustices through nonviolent protest and legal challenges to segregation.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Family megha, natalie
- 1. Photo Essay Subtopic: Family NATALIE NEWMAN AND MEGHA PATEL
- 2. “MEANING OF FREEDOM” THESIS • During Southern Reconstruction, emancipated African Americans rejected white authority by striving for social, economic, and political freedom through unification and improvement of black communities while aspiring to acquire property and control over their own labor, and political equality and involvement.
- 3. SUB-THESIS: FAMILY • African Americans were unified and liberated in their aspirations to social independence through establishing new familial roles, migrating to developing black communities, and rejecting obedience to their previous white oppressors.
- 4. Domestic Responsibilities; Familial Roles; Liberty
- 5. COMMUNITY; FAMILY; ADOPTION; SELF-IMPROVEMENT; REUNITED
- 7. STRENGTHENING PATRIARCHY = TENSION AND UNIFICATION
- 8. RESISTANCE TO WHITE SUBJECTION
- 9. BIBLIOGRAPHY Brock, Ann. 2nd Sunday (Black History Celebration). Digital image. The Old Black Church. Blogspot. 10 Feb. 2008. Web. 3 Jan. 2012. Delano; Library of Congress, Jack. Leaving the South. Digital image. Black History Museum. Web. 3 Jan. 2012. Eric Foner, “The Meaning of Freedom,” Allen F. Davis, Harold D. Woodmen, eds. Conflict and Consensus in American History, Volume 2, 9th ed. New York: Houghton Mifflin Company, 1997, pp. 207-220. Five Generations of an African-American Family, 1862. Digital image. America's Reconstruction. Library of Congress, 2011. Web. 3 Jan. 2012. McCurdy, Alvin D. Unidentified Woman in Formal Dress [ca. 1870s]. Digital image. Archives of Ontario. 2009. Web. 3 Jan. 2012. Nast. Emancipation of Negroes, The Future. Digital image. American Experience: Reconstruction: The Second Civil War. KETC 9 PBS, 19 Dec. 2003. Web. 3 Jan. 2012. Williams, Heather Andrea. “How Slavery Affected African American Families.” Freedom’s Story, TeacherServe©. National Humanities Center. 3 January 2012.