Hate Speech Racism
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The document discusses the aftermath of Hurricane Katrina in New Orleans where residents were seen looting grocery stores while wading through flood waters. It also references the Brown vs Board of Education Supreme Court case in 1954 that ruled racial segregation in public schools was unconstitutional. Additionally, it discusses Georgia adopting a new state flag in 1956 incorporating the Confederate battle flag in response to desegregation, as admitted by the flag's sponsor years later.
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The document discusses resistance to white supremacy in the American civil rights movement and South Africa between the 1950s-1960s. It notes that Martin Luther King Jr. led the nonviolent American movement, drawing from Gandhi's philosophy of nonviolence. This successful movement led to civil rights legislation in 1964-1965. In South Africa, the nonviolent Defiance Campaign was brutally suppressed by the government, massacring protesters and banning the opposition ANC party. Nelson Mandela was imprisoned for 25 years as a result. The movements in both places aimed to end racial segregation but only the American one succeeded at that time.
Day 6-A, Nativism in the 1900 30's
The rise of nativism in American society from 1900 to 1930 can be attributed to growing isolationism after World War I. As anti-foreign and anti-minority sentiment expanded, groups like the KKK gained popularity by advocating for the supremacy of native-born white Protestants. Congress passed immigration reforms like the Emergency Quota Act of 1921 and the Immigration Act of 1924 to restrict immigration and maintain America's traditional culture against outside influences.
American studies 2016 03
American Studies is an interdisciplinary field that examines American culture and history. Some key topics and developments covered in the document include:
- Gilded Age architecture like Richardsonian Romanesque and the skyscrapers pioneered by Louis Sullivan that emphasized "form follows function." Important architects included Frank Lloyd Wright.
- The Great Depression and New Deal programs under Roosevelt like the WPA and CCC that provided relief, recovery, and reform. The TVA and Hoover Dam brought infrastructure development.
- The postwar economic boom and rise of suburbia, as well as demographic shifts to the Sunbelt and West. Technological advances transformed consumer goods.
- The civil rights movement challenged racial inequalities while counterculture emerged
post war prosperity ppt.pptx
The document provides an overview of postwar prosperity in the United States between 1945-1960. It describes how the US transitioned to a booming peacetime economy through factors like the GI Bill, baby boom, increased productivity, and military spending. It also discusses population shifts to the Sunbelt states in the South and West. Finally, it examines the presidencies of Harry Truman and Dwight Eisenhower during this period of economic growth and social change.
Ch 11.3
The document summarizes how Americans responded to the hardships of the Great Depression through various forms of protest and direct action. Farmers revolted by destroying crops and dumping milk to raise prices. Over 17,000 unemployed World War I veterans marched on Washington D.C. to demand early payment of bonuses, known as the Bonus Army. President Hoover ordered the army to disperse the Bonus Army, which resulted in deaths and further damaged Hoover's reputation.
Ch 11.3
The document summarizes how Americans responded to the hardships of the Great Depression through various forms of protest and direct action. Farmers revolted by destroying crops and dumping milk to raise prices. Over 17,000 unemployed World War I veterans marched on Washington D.C. to demand early payment of bonuses, known as the Bonus Army. President Hoover ordered the army to disperse the Bonus Army, which resulted in deaths and further damaged Hoover's reputation.
Chapter 19-outlineI. Introduction American Liberal Internationa
Chapter 19-outline
I. Introduction: American Liberal Internationalism
A. This vision, articulated by President Woodrow Wilson, rested on the conviction that economic and political progress went hand in hand, both domestically and internationally.
II. An Era of Intervention
A. "I Took the Canal Zone"
1. Roosevelt was more active in international diplomacy than most of his predecessors.
2. Roosevelt pursued a policy of intervention in Central America.
a. Panama
B. The Roosevelt Corollary
1. The United States had the right to exercise "an international police power" in the Western Hemisphere.
a. Venezuela and the Dominican Republic
2. Taft emphasized economic investment and loans from American banks, rather than direct military intervention.
a. Dollar Diplomacy
C. Moral Imperialism
1. Wilson repudiated Dollar Diplomacy and promised a new foreign policy that would respect Latin America’s independence.
2. He believed that the export of American manufactured goods and investments went hand in hand with the spread of democratic ideals.
3. Wilson’s moral imperialism produced more military interventions in Latin America than any president before or since.
D. Wilson and Mexico
1. The Mexican Revolution began in 1911.
2. When civil war broke out in Mexico, Wilson ordered American troops to land at Veracruz.
a. Mexicans greeted the marines as invaders rather than as liberators.
3. Mexican factions fought among themselves.
a. Pancho Villa
III. America and the Great War
A. Neutrality and Preparedness
1. War broke out in Europe in 1914.
2. The war dealt a severe blow to the optimism and self-confidence of Western civilization.
3. As war engulfed Europe, Americans found themselves sharply divided.
4. Wilson proclaimed American neutrality, but American commerce and shipping were soon swept into the conflict.
a. Lusitania
5. By the end of 1915, Wilson embarked on a policy of preparedness.
B. The Road to War
1. Wilson won reelection in 1916 on the slogan "He Kept Us Out of War."
2. Wilson called for a "peace without victory," but Germany resumed submarine warfare.
3. The Zimmermann Telegram was intercepted in 1917.
4. Voices of Freedom (Primary Source document feature) highlights Wilson’s "War Message to Congress" (1917).
C. The Fourteen Points
1. Russia pulled out of the war after the Lenin Revolution in 1917.
2. Wilson issued the Fourteen Points in January 1918.
a. They established the agenda for the peace conference that followed the war.
3. When American troops finally arrived in Europe, they turned the tide of battle.
IV. The War at Home
A. The Progressives’ War
1. Some Progressives viewed the war as an opportunity to disseminate Progressive values around the globe.
B. The Wartime State
1. The war created a national state with unprecedented powers and a sharply increased presence in Americans’ everyday lives.
a. Selective Service Act
b. War Industries Board
c. War Labor Board
C. The Propaganda War
1. The Wilson administration decided that patriotism was to ...
1960s
Lyndon Johnson was sworn in as president on Air Force One after John F. Kennedy's assassination. As president, Johnson outlined his Great Society programs to combat poverty and promote social justice. However, his presidency was also dominated by the escalating Vietnam War. The 1960s saw great social unrest and rise of new social movements advocating for civil rights, women's rights, and environmentalism. It was a turbulent time of both progress and conflict.
1950s to 60s
The GI Bill provided college education and home loans for WWII veterans, fueling economic growth. Millions of veterans started families and careers. Truman integrated the armed forces and pushed for civil rights legislation. The postwar period saw a boom in suburban development and consumerism. New technologies like television and highways changed American life. Rock music emerged as a symbol of youth culture amid concerns over juvenile delinquency.
WK3 Final Project Framework Worksheet .docx
WK3 Final Project Framework Worksheet 1WK3 Final Project Framework Worksheet 2WK3 Final Project Framework Worksheet
Renee D Henry
January 23, 2017
HIS 206 United States History II
Instructor: Corinne O'Connor
WK3 Final Project Framework Worksheet
Statement of Topic: African Americans
Thesis Statement
The African Americans have experienced harsh treatments which made them to suffer in the American history. The sufferings were associated with racial segregation something at a given point was viewed to be constitutional in the US. The history of Africans and how they were brought in the US as slaves was the major contribution to their sufferings in the American timeline events and history (Massey & Denton, 1993). However, the African Americans struggled and fought for their rights which include being given freedom, education and equal employment opportunities which although was opposed, they were implemented with time something which made African Americans and White Americans to be equal in the present time.
Introduction
There are various historical events in the American history which is associated with the present practices which regards the African Americans and also the White Americans. The significant historical events are occurred from 18877-1945 and from 1945 to present time (Rugh & Massey, 2010). The two events which involve the African Americans in the American history in 1877-1945 include the US Supreme Court decision in 1896 which made racial segregation to be constitutional in America. Another important event is the activities of Marcus Garvey in the 1914 which were associated with African Nationalism. The two historical events which occurred after 1945 include the 1954 Supreme Court decision concerning Brown V. Board of Education to end racial segregation in schools and the 1948 action by President Garry S. Truman to integrate African soldiers in the US armed forces. These historical events are significant since they resulted to equal treatments and equality among the races in the US as explained below.
Event One 1877 to 1945: The 1896 Supreme Court Decision
The Supreme Court Decision in 1896 to legalize racial segregation is a major historical event in the American history. This decision resulted to harsh treatments being imposed to African Americans in all regions of the US. The Africans were viewed as slaves and they were entitled to provide labor in the White American plantations and other companies (Massey & Denton, 1993). The rise of cotton demand also contributed to this event since the segregation of Africans was beneficial to the gaining of profits associated with cotton products in the US. The Africans being taken as slaves contributed to the US economic growth something which made the White Americans stress the need to discriminate them for their own gain.
Beside this, .
1. Watch the following video httpswww.youtube.comwatchv=0.docx
1. Watch the following video: https://www.youtube.com/watch?v=0s299EU5Y4c
Christopher A. Bracey, Professor of Law at The George Washington University Law School, provides a presentation on this landmark decision. This lecture is extremely well done, and you will benefit from listening to it and taking notes.
After watching the lecture, I want you to pick a short writing assignment regarding The Dred Scott Case. Use the lecture material and also your textbook if you like. No other research is needed. Use your OWN WORDS. NO PLAGIARISM.
Pick ONE of these questions, and answer using details,
1. Discuss how the Dred Scott case can be considered one cause of the Civil War.
2. Explain some of the major reasons why Dred Scott was able to file a legal case in the court system for freedom.
207
It is in your power to torment the God-cursed slaveholders, that they would be glad to
let you go free. . . . But you are a patient people. You act as though you were made for
the special use of these devils. You act as though your daughters were born to pamper
the lusts of your masters and overseers. And worse than all, you tamely submit, while
your lords tear your wives from your embraces, and defile them before your eyes. In
the name of God we ask, are you men? . . . Heaven, as with a voice of thunder, calls on
you to arise from the dust. Let your motto be Resistance! Resistance! Resistance! no
oppressed people have ever secured their Liberty without resistance.
Henry Highland Garnet, “Address to the Slaves of the United States of America”
When black abolitionist Henry Highland Garnet spoke the
words printed above at the National Convention of Colored
Citizens, held in Buffalo, New York, on August 16, 1843, he
caused a tremendous stir among those assembled. In 1824, when
he was a boy, Garnet had escaped with his family from slavery in Maryland. Thereafter
he received an excellent education while growing up in New York. By the 1840s, he had
become a powerful speaker. But some of the delegates in his audience pointed out that he
was far away from the slaves he claimed to address. Others believed he risked encouraging
a potentially disastrous slave revolt. Therefore, by a narrow margin, the convention
refused to endorse his speech.
In fact, Garnet had not called for slave revolt. He had rhetorically told slaves, “We do not
advise you to attempt a revolution with the sword, because it would be INEXPEDIENT.
Your numbers are too small, and moreover the rising spirit of the age, and the spirit of the
gospel, are opposed to war and bloodshed.” Instead, he advocated a general strike. This,
he contended, would put the onus of initiating violence on masters. Nevertheless, Garnet’s
speech reflected a new militancy among black and white abolitionists that shaped the
antislavery movement during the two decades before the Civil War.
This chapter investigates the causes of that militancy and explores the role of Africa ...
Module 5 american-yawp-the-sixties.htmlthe american yawp the si
The document provides a summary of key political and social events in the 1960s United States, focusing on foreign policy challenges with Cuba and the ongoing civil rights movement. Some of the major events discussed include the Cuban Revolution and failed Bay of Pigs invasion, the Cuban Missile Crisis, ongoing civil rights protests and acts of resistance including the Freedom Rides and March on Washington, and the passage of the landmark Civil Rights Act of 1964 and Voting Rights Act of 1965 under President Lyndon B. Johnson.
Chapter 29 Civil Rights and Uncivil Liberties1947 to 1969U.S. A N
Chapter 29: Civil Rights and Uncivil Liberties1947 to 1969
U.S. A NARRATIVE HISTORY, EIGHTH EDITION
DAVIDSON • DELAY • HEYRMAN • LYTLE • STOFF
Civil Rights and Uncivil Liberties 1947 to 1969
“Largely excluded from the prosperity of the 1950s, African Americans and Latinos undertook a series of grassroots efforts to gain the legal and social freedoms denied them by racism and, in the South, an entrenched system of segregation.”
What’s to Come
The Civil Rights Movement
A Movement Becomes a Crusade
Lyndon Johnson and the Great Society
Youth Movements
The Civil Rights Movement (1)
The Changing South and African AmericansLabor shortage drove mechanized cotton pickingSouthern economy integrated into the national economyDecline in job opportunities for black southerners
The NAACP and Civil RightsThurgood Marshall
Initially, NAACP chose not to attack head-on the Supreme Court’s “separate but equal” decision in Plessy v. Ferguson
The Civil Rights Movement (2)
When the Illinois Central Railroad attempted to end segregation by taking down “colored” and “white” signs in its waiting rooms, the city of Jackson, Mississippi, jumped in, ordering Robert Wheaton, a black city employee, to paint new signs, as two white supervisors looked on. © AP Photo
The Civil Rights Movement (3)
The BrownDecisionBrown v. Board of Education of Topeka (1954)
NAACP’s change in tactics in 1950
Directly confronted “separate but equal” doctrinePlessy OverturnedDesegregation
carried out “with all deliberate speed”“Southern Manifesto”
Issued by 19 U.S. senators and 81 representatives to reestablish legalized segregation
The Civil Rights Movement (4)
Latino Civil RightsAmerican GI Forum and League of United Latin American Citizens (LULAC)
Supported legal challenges to school segregationDelgadoand segregated schools
Delgado et al. v. Bastrop et al.Southwest states recognized just two races: black and whiteHernández v. Texasand desegregation
“[Chief Justice Earl] Warren’s reasoning made it possible for Latinos to seek redress as a group rather than as individuals.”
The Civil Rights Movement (5)
Attorney Gus Garcia was one of the key leaders of the American GI Forum, founded by Mexican American veterans to pursue their civil rights. He and his colleagues successfully appealed the conviction of Pete Hernández before the Supreme Court in 1954. Photo: UTSA Special Collections –ITC © San Antonio Express-News/ZUMA Press
The Civil Rights Movement (6)
A New Civil Rights StrategyRosa Parks
Bus boycottMartin Luther King Jr.Nonviolence as a strategy
Little Rock and the White BacklashchoolintegrationNine black students met by a mobEisenhower federalized the National GuardGovernor closed schools in defiance
The Civil Rights Movement (7)
Governor Faubus of Arkansas called out the National Guard to prevent African American students from integrating Little Rock’s Central High S ...
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HISTORY YEAR 10: RELIGIOUS AND RACIAL INTOLERANCE IN AMERICA
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Chapter 19-outlineI. Introduction American Liberal Internationa
Chapter 19-outlineI. Introduction American Liberal Internationa
1. Watch the following video httpswww.youtube.comwatchv=0.docx
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Module 5 american-yawp-the-sixties.htmlthe american yawp the si
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Chapter 29 Civil Rights and Uncivil Liberties1947 to 1969U.S. A N
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Hate Speech Racism
- 7. Brown vs. Board of Education 1954
- 12. In Germany, they came first for the Communists, And I didn’t speak up because I wasn’t a Communist; And then they came for the trade unionists, And I didn’t speak up because I wasn’t a trade unionist; And then they came for the Jews, And I didn’t speak up because I wasn’t a Jew; And then . . . they came for me . . . And by that time there was no one left to speak up."
- 14. In 1956 , Georgia adopted a new state flag that, like Mississippi's, incorporated the Confederate battle flag in its design. Although some claim the new flag was adopted in anticipation of the Confederate Centennial in the 1960s, this argument was largely dismissed as disingenuous. In fact, the very sponsor of 1956 flag, former Georgia House floor speaker Denmark Groover, openly admitted forty-five years later that defiance of segregation was the motivating force behind the new flag, not historical sentiment. The flag, introduced two years after Brown v. Board of Education (1954), represented the Georgia legislature's protest against forced integration.
- 16. 1894