Issues of Race & Ethnicity During WWII
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During WWII, various organizations and the federal government promoted cultural pluralism and tolerance to link these ideals to national unity. They aimed to address perceived dangers from recent white immigrant groups, and potential disloyalty, through strategies like the Double V Campaign. However, linking tolerance to unity also had conservative implications, discounting other issues in the emphasis on brotherhood. Specifically, independent groups and the government promoted messages of unity through examples like the Double V Campaign, which called for victory over fascism abroad and racial discrimination at home. Meanwhile, the federal government addressed concerns about recent white immigrants through assimilation strategies.
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Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docx
Assignment Details
In 1908, playwright Israel Zangwill referred to America as a
melting pot
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Post a discussion that explores these themes by demonstrating how various cultures and ethnicities have contributed to modern American history and culture. Select 1 ethnic group, and include the following in your discussion:
Part 1
Explain a specific contribution that this group made to American society or culture.
Part 2
Evaluate the concepts of the melting pot and the American mosaic.
Which concept more accurately reflects the experiences of the ethnic group you chose? Support your assertion.
____________________________________________________________________________________
Choose one (1) Native American tribe residing within the continental United States (Lower 48 states) at the time of first European contact. Research various aspects of the chosen tribe’s culture or history. Make sure ample historical records exist for the chosen tribe. Some tribes are not well-documented in the existing historical record.
Topics that
need
to be researched include but are not limited to:
Describing what is known of the tribe’s pre-Columbian history, including settlement dates and any known cultural details.
Describing the cultural and religious beliefs of the chosen tribe.
Describing the tribe’s history after contact, including major events and armed conflicts that may have been important to the history of the tribe in the present day.
Explaining the history of at least one historical figure of the chosen tribe and events surrounding that individual’s life
.
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. Zangwill’s concept of the United States as a country where people of all cultures and nations are free to come and contribute to a common American culture remains a popular concept—even more than a century after its introduction.
More recently, the concept of the American mosaic asserts that American society consist not of melting pot in which people and cultures mix together to form a larger American culture, but as a mosaic in which ethnic groups come to the United States and coexist with other groups but maintain significant cultural and social distinctions among themselves.
Post a discussion that explores these themes by demonstrating how various cultures and ethnicities have contributed to modern American history and culture. Select 1 ethnic group, and include the following in your discussion:
Part 1
Explain a specific contribution that this group made to American society or culture.
Part 2
Evaluate the concepts of the melting pot and the American mosaic.
Which concept more accurately reflects the experiences of the ethnic group you chose? Support your assertion.
____________________________________________________________________________________
Choose one (1) Native American tribe residing within the continental United States (Lower 48 states) at the time of first European contact. Research various aspects of the chosen tribe’s culture or history. Make sure ample historical records exist for the chosen tribe. Some tribes are not well-documented in the existing historical record.
Topics that
need
to be researched include but are not limited to:
Describing what is known of the tribe’s pre-Columbian history, including settlement dates and any known cultural details.
Describing the cultural and religious beliefs of the chosen tribe.
Describing the tribe’s history after contact, including major events and armed conflicts that may have been important to the history of the tribe in the present day.
Explaining the history of at least one historical figure of the chosen tribe and events surrounding that individual’s life
.
Propaganda and WWii
This document provides background information and instructions for an activity analyzing World War II propaganda posters from the United States, Great Britain, Nazi Germany, and the Soviet Union. Students will be assigned to one of the four nations and analyze posters from that nation in small groups. They will then choose from several essay writing options to demonstrate what they've learned from comparing the posters. The document provides historical context on the use of propaganda during WWII and definitions of common propaganda techniques.
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Lecture SlidesGive Me Liberty! AN AMERICAN HISTORYFIFTH ED.docx
Lecture Slides
Give Me Liberty!
AN AMERICAN HISTORY
FIFTH EDITION
By Eric Foner
1
Chapter 22: Fighting for the Four Freedoms: World War II, 1941 to 1945
The most popular works of art in World War II were paintings of the Four Freedoms by Norman Rockwell. In his State of the Union address before Congress in January 1941, President Roosevelt spoke of a future world order based on “essential human freedoms”: freedom of speech, freedom of worship, freedom from want, and freedom from fear. During the war, Roosevelt emphasized these freedoms as the Allies’ war aims, and he compared them to the Ten Commandments, the Magna Carta, and the Emancipation Proclamation. In his paintings, created in 1943, Rockwell portrayed ordinary Americans exercising these freedoms: a citizen speaking at a town meeting, members of different religious groups at prayer, a family enjoying a Thanksgiving dinner, and a mother and father standing over a sleeping child.
Though Rockwell presented images of small-town American life, the United States changed dramatically in the course of the war. Many postwar trends and social movements had wartime origins. As with World War I, but on a far greater scale, wartime mobilization expanded the size and reach of government and stimulated the economy. Industrial output skyrocketed and unemployment disappeared as war production finally ended the Depression. Demands for labor drew millions of women into the workforce and lured millions of migrants from rural America to industrial cities of the North and West, permanently changing the nation’s social geography.
The war also gave the United States a new and lasting international role and reinforced the idea that America’s security required the global dominance of American values and power. Government military spending unleashed rapid economic development in the South and West, laying the basis for the modern Sunbelt. The war created a close alliance between big business and a militarized federal government—what President Dwight D. Eisenhower later called the “military-industrial complex.”
And the war reshaped the boundaries of American nationality. The government recognized the contributions of America’s ethnic groups as loyal Americans. Black Americans’ second-class status attracted national attention. But toleration went only so far. The United States, at war with Japan, forced more than 100,000 Japanese-Americans, including citizens, into internment camps.
The Four Freedoms thus produced a national unity that obscured divisions within America: divisions over whether free enterprise or the freedom of a global New Deal would dominate after the war, whether civil rights or white supremacy would define race relations, and whether women would return to traditional roles in the household or enter the labor market. The emphasis on freedom as an element of private life would become more and more prominent in postwar America.
2
World War II Posters
Give Me Liberty!: An American H ...
Taylor Block’s Discussion Aiko Herzig-Yoshinaga’s rec.docx
Taylor Block’s Discussion
Aiko Herzig-Yoshinaga’s recollection of Japanese internment camps was an eye-opening interview that detailed her experience as a second-generation Japanese immigrant in America during World War II. Internment camps, at the time, were intended to protect national security and were born from a place of fear and xenophobia. Internment camps were a place of incarceration for anyone living in America of Japanese descent, following the bombing of Pearl Harbor. This interview is significant because it expresses American government flaws that we still have not completely corrected today. As recently as 2020, and Trump’s presidential campaign, America and it’s people in power have xenophobic tendencies, referring to COVID-19 as the “Chinese Virus.” Granted, nobody put anyone in internment camps, but these comments and the fearful and ignorant sentiments behind them influenced a lot of hate towards the Chinese-American community. This document is important because there needs to be acknowledgement for the moral wrongs that the government has made, accountability, and change. Herzig-Yoshinaga states, “And I think that that’s one of the most painful experiences, the feelings about the entire wartime experience. That we were judged, not on our own character as people and persons, but simply because of our ethnicity, something that I think goes against the grain of democracy, of the Constitution and every right and privilege that we’re supposed to enjoy as American citizens. It was very difficult to accept being non-Caucasian at the, at the time” (Herzig-Yoshinaga, Japanese Internment).
James Thompson’s “Letter to the Pittsburgh Courier,” a black-owned organization, is a document that outlines Thompson’s sentiments regarding World War II. He, an African American, of course supports the efforts towards victory for America. But, he asks, what for? Thompson writes, “Being an American of dark complexion and some 26 years, these questions flash through my mind: ‘Should I sacrifice my life to live half American?’ ‘Will things be better for the next generation in the peace to follow?’ ‘Would it be demanding too much to demand full citizenship rights in exchange for the sacrificing of my life? Is the kind of America I know worth defending? Will America be a true and pure democracy after this war? Will Colored Americans suffer still the indignities that have been heaped upon them in the past? These and other questions need answering; I want to know, and I believe every colored American, who is thinking, wants to know” (Thompson, Pittsburgh Courier). This document is one that will, like Herzig-Yoshinaga’s, hold significance for as long as we have racial inequality and discrimination in America. This document is important for the same sad reasons that the first one is: There still exists systemic racism in our government. Thompson uses the external issue of war, to remind America that there are still very pressing internal problem.
World War II Vocabulary
The document provides vocabulary terms and definitions related to World War II and the events leading up to it. It includes terms like the Great Depression, dictator, Joseph Stalin, Benito Mussolini, Adolf Hitler, Axis Powers, Allied Powers, Blitzkrieg, propaganda, Nazi, Aryans, genocide, Holocaust, concentration camps, D-Day, and superpowers. Sample definitions include the Great Depression being a global economic crisis in the 1930s and the Axis Powers being the alliance of Germany, Italy, and Japan during WWII.
Military History Research Essay
The United States was initially unaware of the full extent of Nazi persecution of Jews during World War II. As a result, liberating Jewish prisoners was not a high priority. After discovering concentration camps, the U.S. attempted denazification but it was ineffective as it targeted average citizens over major Nazi leaders. Americans were shocked by the conditions in liberated camps but their hatred of Germany became extreme and denazification unfairly punished many non-Nazi Germans.
WWII Causes and Outcomes
World War II was the largest and deadliest war in history. It began in 1939 after Germany invaded Poland and lasted until 1945. Key causes of the war included the Treaty of Versailles which punished Germany after WWI, the rise of totalitarian regimes like Nazi Germany and fascist Italy, Japanese expansionism, and the policy of appeasement by Western nations. The war was fought globally and involved over 30 countries organized into the Allied and Axis powers. Over 70 million people died making it the most devastating conflict in modern history.
GrobalRaciality-Preface+Intro.pdfGlobal RacialityG.docx
GrobalRaciality-Preface+Intro.pdf
Global Raciality
Global Raciality expands our understanding of race, space, and place by
exploring forms of racism and anti-racist resistance worldwide. Contributors
address neoliberalism; settler colonialism; race, class, and gender inter-
sectionality; immigrant rights; Islamophobia; and homonationalism; and
investigate the dynamic forces propelling anti-racist solidarity and resist-
ance cultures. Midway through the Trump years and with a rise in nativist
fervor across the globe, this expanded approach captures the creativity and
variety found in the fight against racism we see the world over.
Chapters focus on both the immersive global trajectories of race and
racism, and the international variation in contemporary configurations of
racialized experience. Race, class, and gender identities may not only be
distinctive, they can extend across borders, continents, and oceans with
remarkable demonstrations of solidarity happening all over the world.
Palestinians, Black Panthers, Dalit, Native Americans, and Indian feminists
among others meet and interact in this context. Intersections between race
and such forms of power as colonialism and empire, capitalism, gender,
sexuality, religion, and class are examined and compared across different
national and global contexts. It is in this robust and comparative analytical
approach that Global Raciality reframes conventional studies on postcolo-
nial regimes and racial identities and expression.
Paola Bacchetta is Professor of Gender and Women’s Studies, and affili-
ated faculty within the Center for Race and Gender; the Center for South
Asia Studies; the Center for Middle Eastern Studies; and the Center for the
Study of Sexual Cultures at the University of California, Berkeley.
Sunaina Maira is Professor of Asian American Studies, and affiliated fac-
ulty within the Middle East/South Asia Studies Program and the Cultural
Studies Graduate Group at the University of California, Davis.
Howard Winant is Distinguished Professor of Sociology at the University
of California, Santa Barbara, where he is also affiliated with the Black Studies,
Chicana/o Studies, and Asian American Studies departments. He founded
and directed the University of California Center for New Racial Studies.
New Racial Studies
The University of California
Center for New Racial Studies
This series of research publications focuses on the shifting and contradic-
tory meaning of race in the aftermath of the massive racial upheavals that
followed World War II: civil rights, anti-apartheid, major demographic
shifts, decolonialization, significant inclusionary reforms and expansions
of political rights on the one hand, combined with reinvented but still
extremely deep-rooted patterns of structural racism, racial inequality, and
“post-” imperial formations on the other hand.
Global Raciality (2019)
Empire, Postcoloniality, Decoloniality
Edited by Paola Bacchetta, S ...
Similar to Issues of Race & Ethnicity During WWII (11)
Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docx
Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docx
America’s second civil war | can war be avoided ukraine
America’s second civil war | can war be avoided ukraine
Lecture SlidesGive Me Liberty! AN AMERICAN HISTORYFIFTH ED.docx
Lecture SlidesGive Me Liberty! AN AMERICAN HISTORYFIFTH ED.docx
Taylor Block’s Discussion Aiko Herzig-Yoshinaga’s rec.docx
Taylor Block’s Discussion Aiko Herzig-Yoshinaga’s rec.docx
GrobalRaciality-Preface+Intro.pdfGlobal RacialityG.docx
GrobalRaciality-Preface+Intro.pdfGlobal RacialityG.docx
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21. postmodernism
Postmodernism rejects universal theories and meta-narratives in favor of local and contextual explanations. It is skeptical of ideas of progress, scientific truth, and cultural unity. Postmodernism sees identity as fragmented and emphasizes subcultures, image, and surface appearance over depth and originality. Postmodern art mixes styles, rejects notions of artistic purity, and blurs distinctions between high and popular culture. Postmodern thinkers deconstruct power structures and essentialist ideas of gender, sexuality, and race.
20. butler
Judith Butler is an American philosopher known for her work in feminism, queer theory, and political theory. Some of her major works examine gender and sexuality, challenging essentialist views. In Gender Trouble, she argues that gender is a social construct and performative, rather than determined by sex or biology. She asserts that there is no innate gender identity and that gender is formed through citational acts over time. Butler seeks to deconstruct notions of fixed gender and sexuality, viewing them as cultural rather than natural categories.
19. said
Edward Said's book Orientalism argues that the Orient has been imagined and constructed by the West through a discourse called Orientalism. This discourse involves producing knowledge about the Orient through academic and artistic works that help dominate and exert authority over it. Said defines Orientalism as a Western style and corporate institution for dealing with the Orient by making statements, authorizing views, describing, teaching, settling, and ruling over it. This discourse helped European culture gain strength by defining itself against an imagined Orient. Orientalism continues to circulate and construct ideas about the East in various cultural forms today.
17 and 18. foucault, parts 1 & 2
Michel Foucault was a 20th century French philosopher known for his works analyzing the relationship between power and knowledge and how they are deployed in society. Some of his major works examined how concepts like madness, medicine, and sexuality are socially constructed. In his work The History of Sexuality, Foucault argued that sexuality became a central part of personal identity in modern Western societies as it became medically categorized and regulated through various institutions seeking to define normalcy and deviance. He analyzed how power operates through subtle controls and surveillance rather than direct force, using the metaphor of the panopticon prison to represent modern disciplinary society.
16. barthes & hall
This document provides an overview of cultural theorists Stuart Hall and Roland Barthes. It discusses Stuart Hall's work on encoding and decoding messages in media and how audiences do not passively receive information. It also outlines Roland Barthes' work on how dominant ideologies present themselves as natural through images and myth-making. Specifically, it explains Barthes' view of myth as a communication system that removes the reader from an active role and constructs ideas as inherent truths.
15. combahee, anzaldua
This document discusses identity politics and intersectionality. It provides historical context around the development of identity politics movements in the 1950s-1970s such as civil rights, women's rights, and gay rights. It then discusses the concepts of intersectionality and how multiple overlapping identities interact. The document presents several artworks and excerpts to illustrate these concepts of identity and the experiences of marginalized groups.
14. fanon & baldwin
This document discusses black existentialism through the works of Frantz Fanon and James Baldwin. It summarizes that black existentialism shares similarities with existentialist philosophers like Sartre but focuses on the liberation of all people of color rather than individual freedom. It provides biographical context of Fanon and Baldwin, outlining their major works and influences. Both writers examined issues of colonialism, racism, and identity from the perspective of being black in a white-dominated world.
13. de beauvoir
Simone de Beauvoir was a French writer and philosopher who was heavily influenced by existentialism and Jean-Paul Sartre. She wrote The Second Sex in 1949, which argued that women are socially constructed as the "other" in a patriarchal society, and that this socialization is the root cause of women's oppression, not their biology. De Beauvoir asserted that one is not born a woman but becomes one, and that both individual and social change are needed for women's liberation.
12. adorno
The Frankfurt School was an institute founded in Germany in the 1920s that included thinkers like Theodor Adorno, Max Horkheimer, Herbert Marcuse, and others. They critiqued concepts from the Enlightenment like rationality, progress, and domination of nature. They argued that the Enlightenment created its own "myths" and that modern society lives in an era of unfreedom and violence due to "instrumental rationality." They also critiqued mass culture and the culture industry, arguing it led to increasing uniformity and standardization of products that created artificial needs and passivity in individuals in order to reinforce the capitalist system.
11. benjamin
1) You are shocked and overwhelmed by the beauty and skill of Botticelli's The Birth of Venus as a chambermaid from a peasant family serving the wealthy de Medici's.
2) As a young shop assistant from a small village seeing the Mona Lisa for the first time at the Louvre in 1910, you are in awe of da Vinci's masterpiece and the prestige and sophistication of Paris.
3) In 2018 as a new graphic designer, you feel uncomfortable with your colleague's poster of Klimt's The Kiss hanging over your shared desk as intimate artwork in a professional workspace.
10.5 age of progress & anxiety
The late 1800s and early 1900s saw unprecedented changes across Western societies including mass production, mass consumption enabled by new industries, widespread mass education to fuel these new economies, the rise of mass politics as more groups gained the right to vote, and new forms of mass leisure activities. However, this period of rapid economic and social progress also coincided with growing anxieties about these changes and their effects on individuals and traditional ways of life.
10. freud
In his work Civilization and its Discontents, Sigmund Freud applies his psychoanalytic theories about individual psychology to whole societies. He questions why human beings are so miserable in modern civilization and argues that the central problem is maintaining a balance between individual desires and the demands of society. Freud proposes that civilization arises from two drives in human nature: Eros, the life drive, and Thanatos, the death drive. Society controls the individual through internalized discipline and fear of losing love from the community.
9. nietzsche
Friedrich Nietzsche (1844-1900) was a German philosopher who is known for proclaiming the death of God and developing the concepts of master morality, slave morality, and ressentiment. In his "Parable of the Madman," Nietzsche describes a madman who declares that God is dead and laments who will wipe away this blood from humanity as the murderers of God. Nietzsche analyzed the development of morality from master morality defined by the powerful to slave morality defined in reaction and resentment against the masters. He argued that each person must develop their own moral code through rational reflection and affirmation of life rather than adopting universal morality.
7. marx, part 2
Marx analyzed history and society through the lens of class struggle. He believed that throughout history, society has been divided into opposing classes such as slave and master, peasant and aristocrat, and most currently, bourgeoisie and proletariat. Marx argued that the capitalist system established by the bourgeoisie, while advancing technology and industry, has created new forms of oppression and inequality. He predicted that recurring economic crises under capitalism would grow increasingly severe and ultimately lead to its demise, to be replaced by a socialist and communist society without classes.
6. marx, part 1
This document provides an overview of key aspects of Karl Marx's critique of capitalism. It discusses Marx's view that the industrial revolution led to alienating forms of labor under capitalism where workers are estranged from their work and its products. Marx argued that under capitalism, labor becomes a means to survival rather than a means of self-affirmation. The document also summarizes Marx's views on commodity fetishism and how the capitalist system obscures the actual human labor that goes into producing commodities.
5. hegel
This document discusses the German philosopher Georg Wilhelm Friedrich Hegel and his ideas about history and dialectic. It examines how Hegel viewed history as being driven by ideas and the dialectic process of thesis, antithesis, and synthesis. It also analyzes Susan Buck-Morss's work connecting Hegel's philosophy to the Haitian Revolution and how slavery and the Enlightenment ideals of freedom were in tension.
4. rousseau
Rousseau believed that humans in a state of nature were solitary yet inherently good and driven by instincts of survival. In civilization, humans become competitive, greedy, and power-hungry due to political inequalities. While walking in the forest, Rousseau contemplated stripping away pretenses to see humanity's true nature, and how civilization has distorted it for the worse. In his work "Confessions", Rousseau resolved to present himself truthfully to show his fellow man an example of natural humanity, claiming he was unlike anyone else in the world.
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Course Introduction: 1930s America & Hollywood
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
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Issues of Race & Ethnicity During WWII
- 1. Issues of Race & Ethnicity During WWII HST 3103 America in Crisis: 1929-1945 Kara Heitz
- 2. SMALL GROUP WORK Reading: Wendy Wall, “The House I Live In: The Politics of Unity during WWII” (2008) GROUP 1: What were some of the specific methods were used by independent organizations (such as the ACJ , NCCJ, various unions) and the federal government to promote cultural pluralism and tolerance during the war years? Name and describe two examples. Why did these organizations want to promote these kinds of messages? GROUP 2: What were some of the perceived dangers posed by various “white ethnic” communities, especially members of these groups who were more recent immigrants? What were some of the strategies the federal government used to address the perceived potential disloyalty of these groups during the war? GROUP 3: Wall argues there were “… potentially conservative implications of linking tolerance to national unity during the war” (pg. 149). What were those “potentially conservative” implications? What was discounted, silenced, or erased with this emphasis on “tolerance and brotherhood”?
- 3. Constructing the “Melting Pot” during WWII
- 4. African Americans in the US Military during WWII
- 5. The Double V Campaign