HIST 222 Final Exam
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This document provides the questions for a history exam on African American history from Reconstruction to the modern Civil Rights era. The exam expects paragraph length answers that demonstrate knowledge from class readings and cite specific pages. Questions cover topics like Reconstruction, lynching in the late 19th century, the benefits of segregation/Jim Crow laws, the emphasis of black colleges in the late 19th/early 20th century, prominent civil rights activists and events, responses to economic crises like the Great Depression, the Harlem Renaissance, black athletes in the 1930s/40s, the impact of the Cold War on activism, groups not helped by the Civil Rights movement, artistic movements of the 1970s related to Black Power.
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The thesis studies the reasons behind the black shift of allegiance from the Republican to the Democratic Party during the New Deal period and its legacy. This recurrent phenomenon comes to the fore with every American presidential election since the first election of Roosevelt in 1932. By the coming of the New Deal they shifted their traditional electoral support to the Democratic Party. In addition, this research probes the motives behind this allegiance by examining Blacks’ political, social and economic situation and its effect on the political arena. The electoral powerlessness of Blacks in the 1896- 1930 period was as much the product of party affiliation as it was the result of disfranchisement. A concrete reconsideration of this process began to happen in the 1930s, when the Roosevelt administration and the New Deal made circumstances favorable. The Black shift of allegiance is interpreted through various sides: First, in relation to Black protest movements and maturation of political consciousness by the beginning of the 20th century up until the New Deal. Second, in relation to Black labor struggle and interracial issues. Third, through the achievements of Roosevelt’s relief policies and the inclusion of Black intellectuals as members within the federal government. The Blacks’ outpouring support for Roosevelt in 1936 cannot be explained solely by Roosevelt’s initiatives on civil rights over the first New Deal. The strategic importance of Black voters in the North was converted into more federal patronage and awareness. The insistence on economic recovery combined with a sense of inclusion, was the centerpiece of the Democratic appeal to Blacks in the 1936 elections. Finally, the study concludes with an assessment of the shift and its legacy. The electoral strength of this minority increased dramatically between 1940 and 1960 making of Blacks an important constituency for the Democratic Party and changing the scene of American politics. Indeed, the black vote was indispensable to Democratic success signifying a substantial Black sustaining for a Democratic presidential ticket from 1936 to 1960 and eventually forming a decisive majority from 1964 to the present.Examining Rosa's Refusal (to sit down) and the Montgomery Bus Boycott Through...
Presentation for the annual meeting of the North Carolina Council for the Social Studies. Using Kohl's critiques of the "Rosa the tired" narrative commonly found in textbooks and children's books, we performed a content analysis of recent (2001-2013) trade books that focus on Rosa Parks and the Montgomery Bus Boycott. Our findings indicate this powerful civil rights narrative has improved yet remains inaccurate. We combine our findings with suggested primary sources that help students and teachers work to "uncover" narratives by authenticating children's books through VanSledright's "Source Work".
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There are four sections in this exam, with four questions each .You .docx
There are four sections in this exam, with four questions each .You are required to answer only one question in each section. Be sure to include as much information as possible to support your answer. Each answer should be 3-5 paragraphs in length. Be sure to cite your sources.
Section 1
1. Compare and contrast racial conflict in the South and the West.
2. How successful were business people in overcoming the problems that confronted them in the last third of the nineteenth century?
3. How did some urban housing reforms of the late nineteenth century eventually add to urban blight?
4. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century?
Section 2
1. Evaluate the strengths and weaknesses of progressivism.
2. In what ways were mobilization and the war effort a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism?
3. How did popular culture—whether in the form of best-selling novels, games, films, or radio programs—reflect and respond to the ravages of the Great Depression?
4. Compare and contrast the Depression experiences of Mexican- and African-Americans. In your opinion, which group fared better?
Section 3
1. Describe the major war aims of the Allied Powers.
2. How did the war change the attitudes of women and minorities toward their status in American society?
3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar “Red Scare.” Explain why you agree or disagree.
4. Compare the quality of life in the suburbs with the quality of life either on farms or in cities.
Section 4
1. Compare the achievements and shortcomings of President Lyndon Johnson’s Great Society with Franklin Roosevelt’s New Deal.
2. Defend or attack the use of civil disobedience as a strategy in the civil rights movement, using Martin Luther King’s early career as an example of the technique.
3. Both Indians and Hispanics were hardly “monolithic” ethnic groups in American life. Explain how that led to a variety of responses to the activist currents of the 1960s and 1970s, among both Hispanics and Indians.
4. Describe the Supreme Court’s decision in Roe v. Wade; then defend or criticize it.
...
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Abstract
The thesis studies the reasons behind the black shift of allegiance from the Republican to the Democratic Party during the New Deal period and its legacy. This recurrent phenomenon comes to the fore with every American presidential election since the first election of Roosevelt in 1932. By the coming of the New Deal they shifted their traditional electoral support to the Democratic Party. In addition, this research probes the motives behind this allegiance by examining Blacks’ political, social and economic situation and its effect on the political arena. The electoral powerlessness of Blacks in the 1896- 1930 period was as much the product of party affiliation as it was the result of disfranchisement. A concrete reconsideration of this process began to happen in the 1930s, when the Roosevelt administration and the New Deal made circumstances favorable. The Black shift of allegiance is interpreted through various sides: First, in relation to Black protest movements and maturation of political consciousness by the beginning of the 20th century up until the New Deal. Second, in relation to Black labor struggle and interracial issues. Third, through the achievements of Roosevelt’s relief policies and the inclusion of Black intellectuals as members within the federal government. The Blacks’ outpouring support for Roosevelt in 1936 cannot be explained solely by Roosevelt’s initiatives on civil rights over the first New Deal. The strategic importance of Black voters in the North was converted into more federal patronage and awareness. The insistence on economic recovery combined with a sense of inclusion, was the centerpiece of the Democratic appeal to Blacks in the 1936 elections. Finally, the study concludes with an assessment of the shift and its legacy. The electoral strength of this minority increased dramatically between 1940 and 1960 making of Blacks an important constituency for the Democratic Party and changing the scene of American politics. Indeed, the black vote was indispensable to Democratic success signifying a substantial Black sustaining for a Democratic presidential ticket from 1936 to 1960 and eventually forming a decisive majority from 1964 to the present.Examining Rosa's Refusal (to sit down) and the Montgomery Bus Boycott Through...
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Similar to HIST 222 Final Exam
There are four sections in this exam, with four questions each .You .docx
There are four sections in this exam, with four questions each .You are required to answer only one question in each section. Be sure to include as much information as possible to support your answer. Each answer should be 3-5 paragraphs in length. Be sure to cite your sources.
Section 1
1. Compare and contrast racial conflict in the South and the West.
2. How successful were business people in overcoming the problems that confronted them in the last third of the nineteenth century?
3. How did some urban housing reforms of the late nineteenth century eventually add to urban blight?
4. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century?
Section 2
1. Evaluate the strengths and weaknesses of progressivism.
2. In what ways were mobilization and the war effort a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism?
3. How did popular culture—whether in the form of best-selling novels, games, films, or radio programs—reflect and respond to the ravages of the Great Depression?
4. Compare and contrast the Depression experiences of Mexican- and African-Americans. In your opinion, which group fared better?
Section 3
1. Describe the major war aims of the Allied Powers.
2. How did the war change the attitudes of women and minorities toward their status in American society?
3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar “Red Scare.” Explain why you agree or disagree.
4. Compare the quality of life in the suburbs with the quality of life either on farms or in cities.
Section 4
1. Compare the achievements and shortcomings of President Lyndon Johnson’s Great Society with Franklin Roosevelt’s New Deal.
2. Defend or attack the use of civil disobedience as a strategy in the civil rights movement, using Martin Luther King’s early career as an example of the technique.
3. Both Indians and Hispanics were hardly “monolithic” ethnic groups in American life. Explain how that led to a variety of responses to the activist currents of the 1960s and 1970s, among both Hispanics and Indians.
4. Describe the Supreme Court’s decision in Roe v. Wade; then defend or criticize it.
...
1. Compare and contrast racial conflict in the South and the West. .docx
1. Compare and contrast racial conflict in the South and the West.
2. How successful were business people in overcoming the problems that confronted them in the last third of the nineteenth century?
3. How did some urban housing reforms of the late nineteenth century eventually add to urban blight?
4. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century?
2.
stion 2 of 4
25.0 Points
1. Evaluate the strengths and weaknesses of progressivism.
2. In what ways were mobilization and the war effort a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism?
3. How did popular culture—whether in the form of best-selling novels, games, films, or radio programs—reflect and respond to the ravages of the Great Depression?
4. Compare and contrast the Depression experiences of Mexican- and African-Americans. In your opinion, which group fared better?
Question 3 of 4
25.0 Points
1. Describe the major war aims of the Allied Powers.
2. How did the war change the attitudes of women and minorities toward their status in American society?
3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar “Red Scare.” Explain why you agree or disagree.
4. Compare the quality of life in the suburbs with the quality of life either on farms or in cities.
Question 4 of 4
25.0 Points
1. Compare the achievements and shortcomings of President Lyndon Johnson’s Great Society with Franklin Roosevelt’s New Deal.
2. Defend or attack the use of civil disobedience as a strategy in the civil rights movement, using Martin Luther King’s early career as an example of the technique.
3. Both Indians and Hispanics were hardly “monolithic” ethnic groups in American life. Explain how that led to a variety of responses to the activist currents of the 1960s and 1970s, among both Hispanics and Indians.
4. Describe the Supreme Court’s decision in Roe v. Wade; then defend or criticize it.
.
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300 words in total answer all questions. Chicago style format1. .docx
300 words in total answer all questions. Chicago style format
1. What were the differences regarding segregation the North vs. segregation in the South?
2. What role did the larger community play in the success of the Montgomery Bus boycott? If the community played a large role in the outcome/success of the civil rights movement, did African American constitute more of a community in the South vs. the North?
3. What did the Civil Rights Act of 1964 address?
4. The most successful tactic that was the most influential in providing the needed legislation for equal civil and social rights was the use of the boycott. Although African Americans were gaining some sympathy for the protesters who were being attacked in the South there was never a huge grassroots movement where while northern liberals threw all of their support behind the protesters, as such the majority of northern liberals were not affected by the images of brutality and violence. It was only when African Americans began to boycott white business (large chain department stores) that changed the social policy in the South. In fact there are many historians who concluded that many of business owners soon realized that both black dollars and white dollars were the same color...GREEN! So that question that I have for you is regarding the primarily motivations of Americans both then and now. Are Americans motivated primarily by money and not out of moral conscious? If we are primarily motivated by money what does that say about the integrity of nation both then and now? If the laws of social legislation which come as a result of the civil rights movement come largely from the motivations of money/financial enrichment and not from the resolve to do the right thing, what does this say about American culture? Have things gotten better or worse?
5. Here's a question for you to consider: How did the roles of African Americans change as thousands of Black soldiers began to come back to the United States? Please keep in mind that many of these solders were returning the segregated South. Additionally how did these soldiers contribute to attitudes that would embolden the black community to push for civil and social rights during the mass movement known as the civil rights movement which was only decade away?
.
Discussion Instructions· Due 1110· Please make sure ALL ques.docx
Discussion Instructions:
· Due 11/10
· Please make sure ALL questions are answered
· Minimum of 2 sources cited for EACH discussion
· APA format for in-text citations and list of references
Discussion 3: Failure of Democracy and the Rise of Totalitarianism
Initial Post Instructions
During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in Asia.
For the initial post, select and address one of the following:
· Germany/Hitler
· USSR/Stalin
· Japan/Tojo
Address the following questions for your selection:
· What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism?
· What role did the Great Depression in the United States play in their plight?
Discussion 4: World War II
Initial Post Instructions
For the initial post, select and respond to one of the following options:
· Option 1: Examine one or more major battles, including both the Axis and Allies strategies, the outcome of the battles, and the subsequent effects of the victory/defeat. Include an examination of the technologies that were crucial factors in the battle.
· Option 2: Examine the Nazi ideology in wiping out an entire ethnic group.
· How could any modern and so-called advanced and evolved nation like Germany go along so willingly with the mass murder of at least 11 million civilians?
· How were the Germans able to construct the facilities they built for their "Final
Solution
to the Jewish Question" so as to commit genocide on an industrial scale?
Discussion 5: The Cold War
Instructions
Select one of the following smaller nations:
· Korea
· Vietnam
· Cambodia
· Cuba
· Another smaller nation of your choice with instructor approval
For the initial post, address the following in relation to your selection:
· Examine how Cold War policy by the main players affected the smaller nation.
· Examine why democracy was not successful in that nation.
· Describe the loss of personal liberties that were a result of democracy failing.
· Has the nation's political system changed since the Cold War? Explain.
Discussion 6: Epic changes in Africa, Asia, and the Middle East
InstructionsFor the initial post, address one of the following:
Option 1: Middle EastExamine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State DevelopmentExamine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state developme ...
Class,I am extending the due date for your Midterm Exam. This ne
Class,
I am extending the due date for your Midterm Exam. This new deadline will be strictly enforced.
Please use this additional time wisely to ensure that you are submitting your best work. Here are some questions that you should ask yourself prior to submission:
1. Have I edited my work and corrected all spelling and grammatical errors?
2. Have I properly cited my sources?
3. Am I abiding by UMGC's policy concerning plagiarism?
4. Have I answered all questions fully and completely?
Remember that you are required to complete all 20 Identification items and that you must select ONE essay question to answer. If you have any general questions related to the exam, please post them in the Ask the Professor section of the online classroom. Please adhere to all instructions. Review to make sure everything was followed. Will be graded hard.
You must then read your classmates’ responses. After you have read their responses, you must respond to TWO of your classmates by _____ each week at 11:59 pm ET. These are called your PEER RESPONSES. Each Peer Response is worth 10 points and should be 100 words in length, in Arial, Calibri, or Times New Roman 12 point font in a Word document.
AHMIR’S POST:
African- Americans from the rural South did not migrate to the north voluntarily, but were pushed out of the south by certain factors. Also, choosing to move to the North was not a coincidence, but were pulled there by some factors as well.
The massive migration that occurred between 1916 to 1970 was primarily caused by the push factor such as convict leasing, segregation, disenfranchisement, and the widespread increase in racist ideologies that were making the lives of African- Americans unbearable. They were forced to move in large troops when Jim Crow introduced laws that kept the African Americans in an inferior position which denied them political rights even to air out their grievances. So they chose to move to the North, where racial segregation was not mandated even though racism was rampant.
Another factor that pushed the African-Americans out to the North was the lack of employment opportunities in the South. The poor economic conditions in the South made survival very difficult. The situation was made worse by the continuous failing of crops, limitation of sharing cropping on the farms, limited land for farming, and crop damage from the boll weevil. Also, the Jim Crow laws' social and racial oppression made possible meant that they could not even market their produce freely. The lynching of African Americans did also push them out in large numbers.
The main pull factor for the great migration of African Americans to the North was encouraging reports of reasonable wages and better living conditions in the North. These reports came from African soldiers who had returned from the war and were also reported in the African American newspapers. They were pulled by the economic opportunities found in the industrial cities, which mean ...
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
250 WORD ESSAYThroughout the 1950s African Americans in northern.docx
250 WORD ESSAY
Throughout the 1950s African Americans in northern cities grew increasingly active in opposing discrimination and in protesting white resistance to black progress in housing, education, and employment. Martin Luther King and others embarked on a campaign of nonviolent resistance and demonstrations, which spread to the south. Some of the leadership in the Deep South responded with brutal force, taking a militant stand against change, and in defiance of federal legislation to grant African Americans their civil rights.
In order to prepare for this discussion forum:
Review and identify the relevant sections of Chapter 29 that support your discussion.
Read the linked essay DEBATING THE PAST
: The Civil Rights Movement
Review the material contained in the site
Responses Coming from the Civil Rights Movement.
After you have completed your readings post your response to only one of the following questions:
Identify and list some of the factors that contributed to the success of the Civil Rights movement. Choose
one,
and discuss its significance to the movement, and explain why you made this particular choice.
"Ironically, the reaction of many southern whites to the civil rights activities may have actually served to help the blacks' cause." Agree or Disagree with this statement. Make sure that you provide evidence to support your argument.
Discussion Forum Grading Information
.
CONNECTING WITH MILLENNIALS (information found in Making Space f.docx
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
1. Discuss the Atlantic Slave Trade. Describe the Middle Passage fro.docx
1. Discuss the Atlantic Slave Trade. Describe the Middle Passage from Africa to the colonies. Specifically, describe the passage and answer who was taken from their homeland and why? Finally, state where most of these individuals ended up in the colonies?
2. How did Black soldiers shape the history of the United States politically, militarily and socially? Write an essay discussing black participation in the Revolutionary War. Discuss the effect this conflict had on African Americans.
3. Write an essay tracing the abolitionist movement in the United States, 1820 to 1860. To what, if any, degree did the movement contribute to the Civil War?
4. How did African Americans fare during Reconstruction? Was Reconstruction a failure or a success? In what areas were the rights and hopes of African Americans protected during the 1860s/1870s? What accomplishments or rights did African Americans gain during this era? How did White Supremacy approach and manipulate federal law during the era?
individual essay questions
.
Discussion #10 The Struggle for Civil RightsThroughout the .docx
Discussion #10: The Struggle for Civil Rights
Throughout the 1950s African Americans in northern cities grew increasingly active in opposing discrimination and in protesting white resistance to black progress in housing, education, and employment. Martin Luther King and others embarked on a campaign of nonviolent resistance and demonstrations, which spread to the south. Some of the leadership in the Deep South responded with brutal force, taking a militant stand against change, and in defiance of federal legislation to grant African Americans their civil rights.
In order to prepare for this discussion forum:
Review and identify the relevant sections of Chapter 29 that support your discussion.
Read the linked essay DEBATING THE PAST
: The Civil Rights Movement
Review the material contained in the site
Responses Coming from the Civil Rights Movement.
After you have completed your readings post your response to only one of the following questions:
Identify and list some of the factors that contributed to the success of the Civil Rights movement. Choose
one,
and discuss its significance to the movement, and explain why you made this particular choice.
"Ironically, the reaction of many southern whites to the civil rights activities may have actually served to help the blacks' cause." Agree or Disagree with this statement. Make sure that you provide evidence to support your argument.
.
Answer the following questions using the textbook only (chapters.docx
Answer the following questions using the textbook only (chapters 7 and 8). Remember to cite your sources--I know it's only one source
this week, but it's good practice! Foot Notes Only!
1) What was Jeffersonian Republicanism? How did it differ from the prior Federalist administrations of Washington and Adams?
2) Why did the French want to sell Louisiana? Why did Jefferson want to purchase it?
3) What was the purpose of the Lewis and Clarke expedition? What role did Sacagawea play in that journey?
4) What were the primary causes of the War of 1812? What were some of the consequences of that war?
5) What transportation technologies facilitated westward expansion and economic growth in the early-19th century? In what ways were they important to growth and expansion?
6) What impact did immigration have on the national landscape in the first half of the 19th century? What groups came in the largest numbers? How were they generally received by US society?
7) How did industrial development impact people's lives? Give a few examples. How did it impact women's roles in society?
.
Running head Civil Rights Leaders Malcolm X1Civil Rights L.docx
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 ...
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- 1. Buy here: http://homework.plus/hist-222-final-exam/ . A few sentences will not suffice to fully answer questions in this final exam - answers should be a paragraph minimum (for a minimum grade). Think of these questions broadly and as an opportunity to show me what you have learned in class, give examples, and cite pages. 1. How effective was Reconstruction in assisting black people to move from slavery to freedom? 2. Why did the South experience an epidemic of violence and lynching in the late 19th century? 3. Did black people derive any benefits from the expansion of segregation and institution of Jim Crow laws? 4.Why did black colleges and universities emphasize learning trades and acquiring skills in the late 19th and early 20th century? 2. Match these contemporary African American civil rights activists to the event. 3. Match the leader to the event or phenomena. 4. Which leader organized the 1941 March on Washington to push President Roosevelt to desegregate the military.
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- 3. 9. Which of the following artistic movements was designed to complement the work of the Black Power Movement of the 1970's?