Politics ben, billy, emmy
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According to the document, Eric Foner's book "The Meaning of Freedom" argues that African Americans during Reconstruction sought autonomy to build a new black community centered around family, social organizations, economic independence, and equal rights, despite facing white resistance. Additionally, African Americans desired integration within the political sphere in order to achieve equality before the law and independence from white control. The document provides sources in a bibliography to support these ideas about Reconstruction-era politics and the meaning of freedom for African Americans.
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The document discusses the revolution in manners and morals that occurred in the 1920s in American homes. Traditional beliefs of older generations were replaced by new norms of behavior enjoyed today. Things like cigarettes, dancing, drinking, and socializing became more accepted among the younger generation. This revolt first affected young people and then spread to impact people of all ages across the country. The revolution was fueled by the breakdown of traditional gender barriers, which were replaced by new gender norms that coincided with changes in popular culture and the increased use of cigarettes and alcohol.
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During the Reconstruction period after the Civil War, African Americans were granted legal freedoms but had to fight against white oppression to exercise those freedoms. Education became crucial for African Americans to gain true freedom and pride as it provided the same opportunities as whites and allowed entrance into politics. African American communities formed around schools, which served as the backbone of their developing society and the first stepping stone for black politicians.
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The document discusses the revolution in manners and morals that occurred in the 1920s in American homes. Traditional beliefs of older generations were replaced by new norms of behavior enjoyed today. Things like cigarettes, dancing, drinking, and socializing became more accepted among the younger generation. This revolt first affected young people and then spread to impact people of all ages across the country. The revolution was fueled by the breakdown of traditional gender barriers, which were replaced by new gender norms that coincided with changes in popular culture and the increased use of cigarettes and alcohol.
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During the Reconstruction period after the Civil War, African Americans were granted legal freedoms but had to fight against white oppression to exercise those freedoms. Education became crucial for African Americans to gain true freedom and pride as it provided the same opportunities as whites and allowed entrance into politics. African American communities formed around schools, which served as the backbone of their developing society and the first stepping stone for black politicians.
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The document summarizes the Reconstruction era in the United States from 1865 to 1877 following the Civil War. It discusses the problems that arose over how to reunite the nation and replace slavery. While the Emancipation Proclamation freed slaves and allowed them to enlist in the military, President Johnson's reconstruction plans undermined their rights. Black codes and violence by groups like the KKK suppressed African Americans. It was not until the mid-20th century that the nation fully addressed the issues of Reconstruction. The document also profiles Booker T. Washington and W.E.B. Du Bois and their differing philosophies on achieving racial equality and upliftment through education and activism.
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The document summarizes the Reconstruction era in the United States from 1865 to 1877 following the Civil War. It discusses the problems that arose over how to reunite the nation and replace slavery. While the Emancipation Proclamation freed slaves and allowed them to enlist in the military, President Johnson's reconstruction plans undermined their rights. Black codes and violence by groups like the KKK suppressed African Americans. It was not until the mid-20th century that the nation fully addressed the issues of Reconstruction. The document also profiles Booker T. Washington and W.E.B. Du Bois and their differing philosophies on achieving racial equality and upliftment through education and activism.
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The document summarizes the Reconstruction era in the United States from 1865 to 1877 following the Civil War. It discusses the problems that arose over how to reunite the nation and replace slavery. While the Emancipation Proclamation freed slaves and allowed them to enlist in the military, President Johnson's reconstruction plans undermined their rights. Black codes and violence by groups like the KKK suppressed African Americans. It was not until the mid-20th century that the nation fully addressed the issues of Reconstruction. The document also profiles Booker T. Washington and W.E.B. Du Bois and their differing philosophies on achieving racial equality and upliftment through education and activism.
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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.
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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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For this activity, you will reflect on your academic growth in the course.
Directions:
1. Respond to the following in a Primary Post of at least 200 words:
How do you feel you have grown as a student in this course? How will the knowledge you have gained prepare you for your future?
2. Post your Primary Post to the discussion.
3. Review your classmates' Primary Posts.
4. Thoughtfully respond to a minimum of two classmates with 100 word Secondary Posts each.
5. Be sure to cite all sources.
KIMBERLY’S POST:
In this course I have learned that history provides us with a crystal-clear picture of how various aspects of society, including technology, governmental systems, and even society as a whole, functioned in the past, enabling us to comprehend how it came to function in the manner that it does today. History enables us to observe and comprehend how societies and individuals behaved. For instance, even when a nation is at peace, we can evaluate war by looking back on previous events. The information that is used to make laws or theories about various aspects of society can be found in history. What I’ve learned in this history class can assist us in becoming more educated citizens. It reveals who we are as a group and being aware of this is essential to preserving a democratic society. Through educated debates and the refinement of people's fundamental beliefs, this information enables individuals to take an active role in the political arena. People can even alter their previous beliefs with the knowledge of history.
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SHELIA’S POST:
In this American History II course, I feel I have grown academically. My academic growth is reflected not only in the grades I have received but in the treasure of priceless and important historical information I have been exposed to this semester. I have received, learned and have grown as a student in this course because I have had the opportunity to obtain valuable American History that was not covered in my previous history courses from presidents, wars, to supreme court rulings, house of representatives, congress and other government . I was glad to have current American History as well as much needed African American History in this course. Although a virtual class Mr. Fogg assignments allowed us to freely write and discuss our thoughts with each other as student peers and was availble for conferences. The most memorable lesson will be the CPI: Longview Red Hot Summer because I have personal ties in Longv.
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8
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possible for Black people and white people to live together as two separate
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that already exists as a basis for political power, for economic power, and for
the transmission of cultural values. . . . The only hope for peace in America
depends upon the possibility of building this kind of Black power. . . . A Black
Nation within a nation must come into being if we are to survive. For the Black
man everything must be judged in terms of Black liberation. There is but one
authority and that is the Black experience. ( Cleage 1972 , xxxvii)
This excerpt is from Black Christian Nationalism written by Albert
Cleage. In it he describes his beliefs and methods on how blacks should
empower themselves in what he deems to be a white supremacist society.
This book also provides an ideal starting point for exploring how two
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means to address hunger, but also as a tool of empowerment among
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of Georgia and South Carolina to build a self-sustaining community
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also a place where inner-city youth would be exposed to nature and
farmland.
The Nation of Islam (NOI) purchased over 1,556 acres of rural South
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purpose is to feed the forty million black people in America ( Muhammad
2005 ). The NOI was founded by Master Fard Muhammad and led for
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strongly believed in black landownership and its importance in achieving
self-suffi ciency. While both organizations ’ work around food and health
Alkon, A. H., & Agyeman, J. (Eds.). (2011). Cultivating food justice : Race, class, and sustainability. MIT Press.
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178 Chapter 8
is heavily infl uenced by their self-proclamation as Black Nationalist
religious organizations, the NOI and the PAOCC defi ne Black National-
ism in two distinct ways. Food is not simply used to address hunger, but
also to build community among blacks. Food is a part of a larger ideol-
ogy of Black Nationalism, in which self-reliance and the individual
achievements of blacks are linked to the “ black community ” at large.
Black Nationalism is one of ...
Black panther movement
The Black Panther Party was a revolutionary socialist organization founded in 1966 by Huey Newton and Bobby Seale. The Party aimed to establish economic, social, and political equality for African Americans and other oppressed groups through their 10-point program. They provided social programs like free breakfasts for children and medical clinics to serve poor communities. The Party also advocated for armed self-defense against police brutality, and some members engaged in violent confrontations with law enforcement.
Black panther movement
The Black Panther Party was a revolutionary socialist organization founded in 1966 by Huey Newton and Bobby Seale. The Party aimed to establish economic, social, and political equality for African Americans and other oppressed groups through their 10-point program. They provided social programs like free breakfasts for children and medical clinics to serve poor communities. The Party also advocated for armed self-defense against police brutality, and some members engaged in violent confrontations with law enforcement.
What the term race means, its meaning and a short presentation about race
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Vus4
The document discusses the key political ideas that influenced the American Revolution and Declaration of Independence. It explains that the ideas of Enlightenment philosophers like John Locke, who believed in natural rights and consent of the governed, as well as Thomas Paine's writings in Common Sense, inspired principles in the Declaration. These included the ideas that all men are created equal, that governments derive just powers from the consent of the people, and that the people have a right to alter or abolish destructive governments. The document also summarizes the political differences among colonists concerning separation from Britain and reasons for the colonial victory in the Revolutionary War, including diplomatic alliances with France and George Washington's military leadership.
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 ...
The era of 1960’s
The 1960s saw many social and political changes around the world. In the US, the Vietnam War and Civil Rights movements led young people to reject conservative social norms and question authority. The counterculture youth movement known as hippies emerged, defined by a lifestyle of hedonism, anti-authoritarianism, and psychedelic drug use. Music, especially rock music pioneered by artists like Elvis Presley, The Beatles, and Chuck Berry, became a powerful voice for the counterculture and a driver of social change. The era was one of cultural revolution and political upheaval around the globe.
The Era Of 1960’s
The 1960s saw many social and political changes around the world. In the US, the Vietnam War and Civil Rights movements led young people to reject conservative social norms and question authority. The counterculture youth movement known as hippies emerged, influenced by rock music and advocating for peace, love, and personal freedom. The Beatles became hugely popular musical icons that came to symbolize the ideals of the hippie movement through their music and messages advocating social change.
2.16 ppt 1960s
John F. Kennedy was elected president in 1960, promising to revitalize the economy and space exploration. His New Frontier program aimed to improve education, healthcare, and space exploration. Kennedy was assassinated in 1963. Lyndon B. Johnson continued Kennedy's agenda and launched the Great Society, passing major civil rights laws to prohibit discrimination and expanding federal aid for education, healthcare, housing, and the environment to fight poverty. Johnson won re-election in 1964 and continued enacting Great Society programs, but his escalation of the Vietnam War grew increasingly unpopular.
Politics dennis, amos, devin
This photo essay examines the emergence of segregation in the post-Reconstruction South. It argues that black Americans' efforts to gain equal rights through political participation and control unintentionally led to greater segregation. Photos show black Americans peacefully convening political discussions, fighting for their country in the Civil War to gain suffrage, and eventually exercising their right to vote - all in an effort to work within the political system and achieve equality. However, this ultimately resulted in more entrenched racial divides.
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The document summarizes the Reconstruction era in the United States from 1865 to 1877 following the Civil War. It discusses the problems that arose over how to reunite the nation and replace slavery. While the Emancipation Proclamation freed slaves and allowed them to enlist in the military, President Johnson's reconstruction plans undermined their rights. Black codes and violence by groups like the KKK suppressed African Americans. It was not until the mid-20th century that the nation fully addressed the issues of Reconstruction. The document also profiles Booker T. Washington and W.E.B. Du Bois and their differing philosophies on achieving racial equality and upliftment through education and activism.
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The document summarizes the Reconstruction era in the United States from 1865 to 1877 following the Civil War. It discusses the problems that arose over how to reunite the nation and replace slavery. While the Emancipation Proclamation freed slaves and allowed them to enlist in the military, President Johnson's reconstruction plans undermined their rights. Black codes and violence by groups like the KKK suppressed African Americans. It was not until the mid-20th century that the nation fully addressed the issues of Reconstruction. The document also profiles Booker T. Washington and W.E.B. Du Bois and their differing philosophies on achieving racial equality and upliftment through education and activism.
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The document summarizes the Reconstruction era in the United States from 1865 to 1877 following the Civil War. It discusses the problems that arose over how to reunite the nation and replace slavery. While the Emancipation Proclamation freed slaves and allowed them to enlist in the military, President Johnson's reconstruction plans undermined their rights. Black codes and violence by groups like the KKK suppressed African Americans. It was not until the mid-20th century that the nation fully addressed the issues of Reconstruction. The document also profiles Booker T. Washington and W.E.B. Du Bois and their differing philosophies on achieving racial equality and upliftment through education and activism.
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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.
America rebirth and the emergency of modern america.docx
In the half-century following the Civil War, America became a divided nation on issues of freedom, equality, policy, and power. There was disagreement over what freedom meant for freed slaves and their rights. The question of equality was divisive as well, with movements emerging to promote equality for women, immigrants, and other groups. Policies often reinforced divisions of power, such as laws targeting freed slaves and suppression of political dissent. By the late 1800s, America remained split on these defining social and political issues that emerged from the Civil War era.
Family megha, natalie
This photo essay examines how emancipated African Americans rejected white authority after the Civil War by establishing independence through family. They took on new familial roles, migrated to developing black communities, and refused obedience to their former white oppressors. This allowed African Americans to gain social freedom and liberation by strengthening their families and communities as they aspired to political equality and control over their labor. Tension arose as patriarchal roles became more firmly established within free black families.
Family megha, natalie
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.
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.
Sol knowledge maps
The document discusses how early European exploration and colonization of North America resulted in cultural interactions between Europeans, Africans, and indigenous peoples. It describes how the economies and societies of the New England, Middle, and Southern colonies developed differently due to geographic and economic factors. Finally, it explains how slavery became entrenched in the Southern colonies due to the development of large plantation economies focused on exporting cash crops.
Reflection on GrowthFor this activity, you will reflect on your .docx
Reflection on Growth
For this activity, you will reflect on your academic growth in the course.
Directions:
1. Respond to the following in a Primary Post of at least 200 words:
How do you feel you have grown as a student in this course? How will the knowledge you have gained prepare you for your future?
2. Post your Primary Post to the discussion.
3. Review your classmates' Primary Posts.
4. Thoughtfully respond to a minimum of two classmates with 100 word Secondary Posts each.
5. Be sure to cite all sources.
KIMBERLY’S POST:
In this course I have learned that history provides us with a crystal-clear picture of how various aspects of society, including technology, governmental systems, and even society as a whole, functioned in the past, enabling us to comprehend how it came to function in the manner that it does today. History enables us to observe and comprehend how societies and individuals behaved. For instance, even when a nation is at peace, we can evaluate war by looking back on previous events. The information that is used to make laws or theories about various aspects of society can be found in history. What I’ve learned in this history class can assist us in becoming more educated citizens. It reveals who we are as a group and being aware of this is essential to preserving a democratic society. Through educated debates and the refinement of people's fundamental beliefs, this information enables individuals to take an active role in the political arena. People can even alter their previous beliefs with the knowledge of history.
During this course, I have gained a sense of identity from our history. In fact, one of the main reasons why history is still taught in schools all over the world is because of this. Historians have gained insight into the origins of nations, families, and groups, as well as their evolution and development over time. An individual can comprehend how their family interacted with larger historical change when they take it upon themselves to delve deeply into their own family's history.
SHELIA’S POST:
In this American History II course, I feel I have grown academically. My academic growth is reflected not only in the grades I have received but in the treasure of priceless and important historical information I have been exposed to this semester. I have received, learned and have grown as a student in this course because I have had the opportunity to obtain valuable American History that was not covered in my previous history courses from presidents, wars, to supreme court rulings, house of representatives, congress and other government . I was glad to have current American History as well as much needed African American History in this course. Although a virtual class Mr. Fogg assignments allowed us to freely write and discuss our thoughts with each other as student peers and was availble for conferences. The most memorable lesson will be the CPI: Longview Red Hot Summer because I have personal ties in Longv.
Civil War & Reconstruction: An overview
The document provides an overview of the key events and debates around slavery leading up to the Civil War. It discusses how the Founders made compromises over slavery at the Constitutional Convention to ensure the nation's formation, but left the issue unresolved. Tensions increased as northern states abolished slavery while southern states strengthened laws protecting the institution. The Missouri Compromise of 1820 temporarily settled debates over the westward expansion of slavery. However, the nation continued debating states' rights and the future of slavery until the Civil War could no longer be avoided.
8 Community Food Security For Us, By Us ” The Natio
8
Community Food Security “ For Us, By Us ”
The Nation of Islam and the Pan African Orthodox
Christian Church
Priscilla McCutcheon
If Black people could secure suffi cient power to maintain a balance it might be
possible for Black people and white people to live together as two separate
peoples in one country. Black people must remain separate using the separateness
that already exists as a basis for political power, for economic power, and for
the transmission of cultural values. . . . The only hope for peace in America
depends upon the possibility of building this kind of Black power. . . . A Black
Nation within a nation must come into being if we are to survive. For the Black
man everything must be judged in terms of Black liberation. There is but one
authority and that is the Black experience. ( Cleage 1972 , xxxvii)
This excerpt is from Black Christian Nationalism written by Albert
Cleage. In it he describes his beliefs and methods on how blacks should
empower themselves in what he deems to be a white supremacist society.
This book also provides an ideal starting point for exploring how two
Black Nationalist religious organizations are using food not only as a
means to address hunger, but also as a tool of empowerment among
blacks. In 1999, the Pan African Orthodox Christian Church (PAOCC)
completed the purchase of over 1,500 acres of farmland on the border
of Georgia and South Carolina to build a self-sustaining community
called Beulah Land Farms. Their land acquisition has now grown to over
4,000 acres. Albert Cleage (1972) , the founder of the PAOCC, envi-
sioned a place where members of the church would come together, but
also a place where inner-city youth would be exposed to nature and
farmland.
The Nation of Islam (NOI) purchased over 1,556 acres of rural South
Georgia farmland in 1994, naming it Muhammad Farms. Its expressed
purpose is to feed the forty million black people in America ( Muhammad
2005 ). The NOI was founded by Master Fard Muhammad and led for
decades by Elijah Muhammad. Its most notable leader, Malcolm X,
strongly believed in black landownership and its importance in achieving
self-suffi ciency. While both organizations ’ work around food and health
Alkon, A. H., & Agyeman, J. (Eds.). (2011). Cultivating food justice : Race, class, and sustainability. MIT Press.
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178 Chapter 8
is heavily infl uenced by their self-proclamation as Black Nationalist
religious organizations, the NOI and the PAOCC defi ne Black National-
ism in two distinct ways. Food is not simply used to address hunger, but
also to build community among blacks. Food is a part of a larger ideol-
ogy of Black Nationalism, in which self-reliance and the individual
achievements of blacks are linked to the “ black community ” at large.
Black Nationalism is one of ...
Black panther movement
The Black Panther Party was a revolutionary socialist organization founded in 1966 by Huey Newton and Bobby Seale. The Party aimed to establish economic, social, and political equality for African Americans and other oppressed groups through their 10-point program. They provided social programs like free breakfasts for children and medical clinics to serve poor communities. The Party also advocated for armed self-defense against police brutality, and some members engaged in violent confrontations with law enforcement.
Black panther movement
The Black Panther Party was a revolutionary socialist organization founded in 1966 by Huey Newton and Bobby Seale. The Party aimed to establish economic, social, and political equality for African Americans and other oppressed groups through their 10-point program. They provided social programs like free breakfasts for children and medical clinics to serve poor communities. The Party also advocated for armed self-defense against police brutality, and some members engaged in violent confrontations with law enforcement.
What the term race means, its meaning and a short presentation about race
Short presentation about race in USA
Labor Ideologies and the Freedmen's Bureau
This document provides an overview and summary of a thesis titled "Labor Ideologies and the Freedmen’s Bureau". The thesis examines how antebellum ideologies like free labor and proslavery evolved during Reconstruction, using the Freedmen's Bureau as a lens. The Bureau was established to help freed slaves integrate into society through providing necessities, education, labor opportunities, and land ownership. However, President Johnson undermined the Bureau's goals by pardoning former Confederates and allowing the return of plantation owners. This made the widespread distribution of land to freedmen nearly impossible. The thesis analyzes how Northerners and Southerners viewed these events through the lenses of their differing labor ideologies, and how those
Vus4
The document discusses the key political ideas that influenced the American Revolution and Declaration of Independence. It explains that the ideas of Enlightenment philosophers like John Locke, who believed in natural rights and consent of the governed, as well as Thomas Paine's writings in Common Sense, inspired principles in the Declaration. These included the ideas that all men are created equal, that governments derive just powers from the consent of the people, and that the people have a right to alter or abolish destructive governments. The document also summarizes the political differences among colonists concerning separation from Britain and reasons for the colonial victory in the Revolutionary War, including diplomatic alliances with France and George Washington's military leadership.
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 ...
The era of 1960’s
The 1960s saw many social and political changes around the world. In the US, the Vietnam War and Civil Rights movements led young people to reject conservative social norms and question authority. The counterculture youth movement known as hippies emerged, defined by a lifestyle of hedonism, anti-authoritarianism, and psychedelic drug use. Music, especially rock music pioneered by artists like Elvis Presley, The Beatles, and Chuck Berry, became a powerful voice for the counterculture and a driver of social change. The era was one of cultural revolution and political upheaval around the globe.
The Era Of 1960’s
The 1960s saw many social and political changes around the world. In the US, the Vietnam War and Civil Rights movements led young people to reject conservative social norms and question authority. The counterculture youth movement known as hippies emerged, influenced by rock music and advocating for peace, love, and personal freedom. The Beatles became hugely popular musical icons that came to symbolize the ideals of the hippie movement through their music and messages advocating social change.
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What the term race means, its meaning and a short presentation about race
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CHICANA FEMINIST THOUGHTTHE BASIC HISTORICAL WRITINGS
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John F. Kennedy was elected president in 1960, promising to revitalize the economy and space exploration. His New Frontier program aimed to improve education, healthcare, and space exploration. Kennedy was assassinated in 1963. Lyndon B. Johnson continued Kennedy's agenda and launched the Great Society, passing major civil rights laws to prohibit discrimination and expanding federal aid for education, healthcare, housing, and the environment to fight poverty. Johnson won re-election in 1964 and continued enacting Great Society programs, but his escalation of the Vietnam War grew increasingly unpopular.
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This photo essay examines the emergence of segregation in the post-Reconstruction South. It argues that black Americans' efforts to gain equal rights through political participation and control unintentionally led to greater segregation. Photos show black Americans peacefully convening political discussions, fighting for their country in the Civil War to gain suffrage, and eventually exercising their right to vote - all in an effort to work within the political system and achieve equality. However, this ultimately resulted in more entrenched racial divides.
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Education was essential for African Americans to define their own culture after emancipation from slavery according to Foner's thesis. Education united former slaves and free black men while also establishing courageous community leaders to aid the progress towards total equal rights. Taking initiative to acquire wisdom through education with the aid of organizations and community despite opposition was central to achieving freedom and unity between North and South. The rapid educational progress of African Americans in the years after the Civil War represented "a century in a year."
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Following emancipation, newly freed African Americans sought to gain independence and control over their lives. This included establishing independent black churches separate from white churches, which became centers of the community. Church ministers took on political leadership roles. Through these institutions, African American society was consolidated in the post-emancipation period.
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According to the document, during Reconstruction African Americans sought autonomy and independence from white control in order to build a new black community centered around family, social organizations, economic independence, and equal rights. They desired integration into the political sphere to achieve equality before the law, which would lead to independence. The document discusses Eric Foner's work "The Meaning of Freedom" and Reconstruction politics.
Economics hayley, george
During the Reconstruction Era, African Americans sought economic independence from whites to gain autonomy, but lacked political power. While economic independence was important, it did not ensure complete autonomy for blacks due to the political system still being controlled by whites in the South. Southern blacks believed that economic independence would allow them to gain full autonomy, but this was not necessarily true due to their lack of political power in the post-Civil War South.
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Following the abolition of slavery, African Americans established wholly black churches as the center of their new communities. The churches provided a place for African Americans to further their call for equality and strengthen their identity as free people. Through the black church, African Americans sought autonomy, economic independence, and a separate spiritual community distinct from white congregations during Reconstruction. The churches became politically and socially important institutions within the African American community.
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The document discusses how emancipation transformed African American family and social structures in the post-Civil War period. Specifically, it notes that emancipation allowed African Americans to emulate white societal norms through reunited families, women withdrawing from field labor, and the development of stronger patriarchy. The author argues that emancipation strengthened existing familial bonds and evolved family structures in a way that further mirrored white society.
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The document discusses the moral revolution of the post-WWI younger generation. It states that younger generations abandoned old moral codes of innocence and decency through scandalous fashion and manners, starting a moral revolution. However, they did not replace the old moral code with a new one due to disillusionment. As a result, they fell into states of promiscuity, rudeness, and unhappiness.
Section 5 cameron, natalie, tally
The document discusses the sexual revolution of the 1920s, when younger generations challenged traditional social norms by adopting more sensuous fashion, dances, and embracing previously taboo sexual practices and empowerment across gender lines. However, this revolution was resisted by older and more conservative parts of society who campaigned for moral reform through politics and the church in order to preserve established social codes.
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The document discusses how the post-war younger generation challenged social norms in America, leading to long-term shifts in manners and morals. Their increased acceptance of behaviors like smoking and drinking, as well as more frank expression in various arts, indicated a revolution in the standards of propriety and decorum accepted by society.
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The document discusses how women's fashion in the 1920s contributed to a period of moral revolution and youth independence. Young women started adopting shorter hairstyles, makeup, and more revealing clothing that shocked older generations but allowed women to feel youthful, free, and self-worth. These changes in fashion helped create new cosmetic industries and empowered women to assert their independence through their style and appearance.
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The youth culture of the 1920s in America changed inevitably due to influences from World War I and changes in home life. Young people, especially women, disregarded Victorian traditions by drinking alcohol, having sex, adopting new fashions, and participating in risqué activities. This wild youth culture revolutionized gender roles as women gained more freedom and independence through influences like alcohol, cars, changing views of sex, and new media, much to the dismay of older generations.
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The document discusses how during the 1920s, the younger generation rejected the moral code of their elders. As it took time to establish new values and morals to replace the old ones, the 1920s became a decade without manners or happiness. Since the youth had overthrown the previous moral system but not replaced it, they sought short-lived pleasures to fill the void, leaving many unhappy and feeling that life had no meaning. A list of references on 1920s culture and the changing social values of the time is also included.
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Following emancipation, newly freed African Americans sought to gain independence and control over their lives. This included establishing independent black churches free from white influence. The churches became centers of community life and political leadership for African Americans. Through independent churches and other community institutions, the foundations of modern African American society and identity were formed.
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一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
一比一原版悉尼大学毕业证(USYD毕业证书)学历如何办理
精仿办理【微信号:176555708】【精仿办理(USYD毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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学校原件一模一样【微信：741003700 】《(澳洲WSU毕业证书)西悉尼大学毕业证文凭证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
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◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
按照学校原版(UTS文凭证书)悉尼科技大学毕业证快速办理
了解办理留学学历【微信:176555708】【(UTS毕业证书)悉尼科技大学毕业证】【微信:176555708】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版皇家墨尔本理工大学毕业证(RMIT毕业证书)学历如何办理
学校原版办理【微信号:176555708】【学校原版办理(RMIT毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
按照学校原版(UniSA文凭证书)南澳大学毕业证快速办理
咨询办理【(UniSA毕业证书)南澳大学毕业证】【176555708微信号】未毕业成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Politics ben, billy, emmy
- 1. RECONSTRUCTION PHOTO ESSAY Ben Gunning, Billy Van Cleve, & Emmy Sprong
- 2. THESIS: FONER’S “THE MEANING OF FREEDOM” According to Foner, the African American community knew that by achieving autonomy they would set the groundwork for a new black community and a better life, centered on stabilizing their families, creating social organizations (including churches and schools), attempting to obtain economic independence, and striving for equal rights, all in the face of conservative white resistance.
- 3. THESIS: RECONSTRUCTION POLITICS African Americans desired integration rather than separation within the political sphere in order to obtain equality before the law, which— if achieved—would lead to independence from white control.
- 11. BIBLIOGRAPHY Foner, Eric. “The Meaning of Freedom.” A Short History of Reconstruction. HarperCollins Publishers, Inc. 1990. 23-27. Print. http://blackhistory.harpweek.com/7Illustrations/Reconstruction/Pardon.htm http://blackhistory.harpweek.com/7Illustrations/Reconstruction/Franchise.htm http://blackhistory.harpweek.com/7Illustrations/Reconstruction/HRRevels.htm http://blackhistory.harpweek.com/7Illustrations/Reconstruction/NatColoredConv.htm http://blackhistory.harpweek.com/7Illustrations/Reconstruction/TimeWorksWonders.htm http://blackhistory.harpweek.com/7Illustrations/Reconstruction/ElectioneeringAtTheSouth.htm http://www.loc.gov/exhibits/odyssey/archive/05/0501001r.jpg http://digital.nypl.org/schomburg/images_aa19/aa19c_info.cfm?
Editor's Notes
- Equality before the law, new group of leaders
- Equality before the law, new leaders/voters
- Freed black men secure basic rights (equality)
- New generation of leaders (soldiers); Blacks identifying themselves with the nation; American identity
- White resistance; a little bit of unevenness
- Inclusion instead of separation; new black leaders (soldiers/preachers)