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Background When the first world war began, African American leaders.docx
Background: When the first world war began, African American leaders pressed the government to provide Black men the right to go to combat to prove their devotion to their country. Hoping that their service would lay a stake on citizenship that the nation would have no choice but to honor, the “New Negro” of the 1920s adopted a more militant stance toward civil rights. The civil rights struggle envisioned at the time, however, made few concrete gains. Discrimination and disenfranchisement persisted.
African American leaders responded to the second world war much as they had to the first, offering their services while expecting recognition in return. They intended to fight a “Double-V” campaign against fascism abroad and racism at home. They helped to kill fascism abroad; racist policies at home survived, but only for a time. Less than a decade after the war ended, the Brown case struck down the principle of “separate but equal” in schools. A grass-roots movement emerged to challenge discrimination elsewhere. By 1965, nonviolent means had murdered Jim Crow. Yet, the1960s were nothing if not a violent decade, marred by war, riots, and assassinations. By the end of the decade, Americans were as divided in some ways as they had ever been, and hopes for integration into a single American nation largely gave way to an emphasis on the unique needs and interests of different groups within the nation.
Required Sources:
Multimedia:
Civil Rights virtual field trip
Lyrics of the freedom songs
Mavis staples lyrics – Eyes on the prize
Video:
A class apart
[Video] From the Films on Demand database.
Video:
The way we never were: American families and the nostalgia trap
Scholarly Source: The Chicano movement: Paths to power.
Recommended Sources:
Time line:
Civil rights timeline
.
Video:
Save our history: Voices of civil rights
[Video] from the Films on Demand database.
Scholarly Source: May, E. (2008). Fanning the home fires.
Homeward Bound: American Families in the Cold War Era
[electronic resource] NY : Basic Bks. Retrieved from Ashford University Library Ebook Collection.
Instructions: Based on your textbook and the required videos and reading, analyze the development and success of the Civil Rights Movement using the following questions as the basis of your analysis:
What precisely did the African American Civil Right Movement gain?
What objectives did it fail to achieve?
What are some similarities and differences between the African American Civil Rights movement and one other social movement pushing for equality discussed in your textbook during this period?
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any reference
.
His 204 week 4 dq 1 a single american nation
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Discussion - Week 3 Top of FormPrejudice, Discrimination, .docx
Discussion - Week 3
Top of Form
Prejudice, Discrimination, and Assimilation in the United States
Racial and ethnic groups have faced various challenges throughout their history in the United States. Many have had to deal with hardships and persecution and contend with prevalent sentiments of distrust and disapproval. Others have been able to gain quick success in climbing the economic and political ladder (Pew Research Center, 2016b). They have all had to make significant adjustments in order to secure health access, work, housing, and political rights and to come to terms with dominant cultural practices and expectations within the community. Understanding the journey of the multiple racial and ethnic groups in the United States helps shed light on the issues and vulnerabilities they face and provides greater comprehension of the complex movement of the United States as a nation of immigrants.
In this week’s Discussion, you will focus on
one
of the following groups regarding their historical experience with prejudice, discrimination, and assimilation within the United States:
Native Americans
African Americans
Hispanic Americans
Asian Americans
White ethnic Americans
Jewish Americans
Arab Americans
You will analyze the historical background and treatment of that racial or ethnic group in the
United States
and their current status with regard to access and participation.
Note:
In the Week 3 and Week 4 Discussions, you are required to choose different racial or ethnic groups to analyze (
a United States group in Week 3
and a Non-United States group in Week 4). For your Course Project you must use one of the groups you chose in either Week 3 or 4 to be the focus of your analysis.
To prepare:
Review Chapters 5 and 13 and the chapter you have chosen to examine related to your chosen specific group: Native Americans, African Americans, Hispanic Americans, Asian Americans, White ethnic Americans, Jewish Americans, or Arab Americans from Part 2 of the textbook.
Consider the issues related to the group you choose with regard to its challenges with prejudice, discrimination, and assimilation.
Post 350 word
analysis of the group you chose in which you do the following:
.
Liberty Govt 329 discussions
For answers, go to
https://www.homeworksimple.com/downloads/category/govt-329/
GOVT 329 Discussions
DOCUMENT-BASED QUESTION RUBRIC 5 4 3 2 1 · .docx
DOCUMENT-BASED QUESTION RUBRIC
5 4 3 2 1
· Thoroughly
addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the document
· Incorporates
relevant outside
information
· Richly supports
essay with relevant
facts, examples,
and details
· Writes a
well-developed
essay, consistently
demonstrating a
logical and clear
plan of organization
· Uses
information from
the documents in
the body of the
essay
· Includes a
strong introduction
and conclusion
· Addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the documents
· Incorporates
relevant outside
information
· Includes
relevant facts,
examples, and
details, but
discussion may be
more descriptive
than analytical
· Writes a
well-developed
essay,
demonstrating a
logical and clear
plan of organization
· Includes a
good introduction
and conclusion
· Addresses
most aspects of
the task or
addresses all
aspects in a limited
way; uses some of
the documents
· Incorporates
limited or no
relevant outside
information
· Uses some
facts, examples,
and details, but the
discussion is more
descriptive rather
than analytical
· Writes a
satisfactorily
developed essay,
demonstrating a
general plan of
organization
· Restates the
theme in the
introduction and
concludes with a
simple restatement
of the theme
· Attempts to
address some
aspects of the
task making
limited use of
the documents
· No relevant
outside
information is
presented
· Uses a few
facts, examples
and details and
discussion simply
restates
contents of the
documents
· Writes a
poorly organized
essay, lacking
focus
· Has vague or
missing
introduction
and/or conclusion
· Shows a
limited
understanding of
the task with
vague, unclear
references to the
documents
· No relevant
outside
information is
presented
· Attempts to
complete the task
but essay
demonstrates a
major weakness in
the organization
· Uses little or
no accurate or
relevant facts,
details, examples
· Has no
introduction or
conclusion
Name___________________________________________
Score___________________________________________
W. E. B. DuBois
WILLIAM EDWARD BURGHARDT DUBOIS was very angry with Booker T.
Washington. Although he admired Washington's intellect and
accomplishments, he strongly opposed the position set forth by Washington
in his Atlanta Exposition Address. He saw little future in agriculture as the
nation rapidly industrialized. DuBois felt that renouncing the goal of
complete integration and social equali.
CHAPTERFOURWaysofSeeingPowerandPrivilegeWhen Ha
CHAPTER FOUR
Ways of Seeing Power and Privilege
When Halley was in divinity school, she took a class from a scholar of Native American
religions, who was herself Native American. Halley’s professor started her lecture on the first
day by noting that while there are many Native American Indian groups in the United States, the
“Wannabe Indians” are the biggest tribe.1 Jokingly, Halley’s professor was referring to the
many ways white Americans have adopted and appropriated pieces of Native American
culture. The “Want-to-be Indians” often take the pieces out of context with little understanding
of the history and society from which they came. For example, one can visit most New Age
religious businesses and find that, while the business caters largely to a white clientele, the
products being sold include numerous artifacts understood by the business to be Native
American. Some of the white customers go so far as to identify with being Native American, or
at least their understanding of what it means to be Native American, taking new names and
practicing what they believe to be a Native American religion. Often a piece of the
identification romanticizes the “noble savage” as a person who is both in sync with nature and
at odds with the modern world.
Not only is the decontextualized appropriation of colonized Native American cultures
problematic, this romanticizing dehumanizes indigenous people in that it replicates a dualistic
framework common in western thought (as discussed in chapter 3). In this thinking Native
Americans are less human, more animalistic, and earthier than other human beings. Further, this
romanticization of Native Americans is problematic because of the slippery nature of race in
this thinking. Can white Americans simply be Native American when it suits them? Can
someone from outside of a culture and a race simply make a choice to switch into that racial
group? The Irish immigrants discussed in chapter 3 became white. Like them, can white people
become another race, too?
In chapter 3 we established that race is socially constructed. Where do we go from there?
How do we understand race, given social construction? In this chapter, we explore different
ways of identifying with and understanding one’s own and other people’s races. We explore
three ways social movements have understood and framed race: identity politics,
intersectionality, and cultural materialism. We conclude with cultural materialism (introduced
in chapter 1) because we believe it to be the most valuable given its potential for empowering
people and bringing about a more just society.
Race is socially, not biologically, constructed, and thus fluid. In other words, we are not
genetically raced but socially raced. This fluidity does not mean that anyone can switch races,
like changing jobs or getting a new hairstyle. Race is not a matter of pure individ ...
Recommended
Background When the first world war began, African American leaders.docx
Background: When the first world war began, African American leaders pressed the government to provide Black men the right to go to combat to prove their devotion to their country. Hoping that their service would lay a stake on citizenship that the nation would have no choice but to honor, the “New Negro” of the 1920s adopted a more militant stance toward civil rights. The civil rights struggle envisioned at the time, however, made few concrete gains. Discrimination and disenfranchisement persisted.
African American leaders responded to the second world war much as they had to the first, offering their services while expecting recognition in return. They intended to fight a “Double-V” campaign against fascism abroad and racism at home. They helped to kill fascism abroad; racist policies at home survived, but only for a time. Less than a decade after the war ended, the Brown case struck down the principle of “separate but equal” in schools. A grass-roots movement emerged to challenge discrimination elsewhere. By 1965, nonviolent means had murdered Jim Crow. Yet, the1960s were nothing if not a violent decade, marred by war, riots, and assassinations. By the end of the decade, Americans were as divided in some ways as they had ever been, and hopes for integration into a single American nation largely gave way to an emphasis on the unique needs and interests of different groups within the nation.
Required Sources:
Multimedia:
Civil Rights virtual field trip
Lyrics of the freedom songs
Mavis staples lyrics – Eyes on the prize
Video:
A class apart
[Video] From the Films on Demand database.
Video:
The way we never were: American families and the nostalgia trap
Scholarly Source: The Chicano movement: Paths to power.
Recommended Sources:
Time line:
Civil rights timeline
.
Video:
Save our history: Voices of civil rights
[Video] from the Films on Demand database.
Scholarly Source: May, E. (2008). Fanning the home fires.
Homeward Bound: American Families in the Cold War Era
[electronic resource] NY : Basic Bks. Retrieved from Ashford University Library Ebook Collection.
Instructions: Based on your textbook and the required videos and reading, analyze the development and success of the Civil Rights Movement using the following questions as the basis of your analysis:
What precisely did the African American Civil Right Movement gain?
What objectives did it fail to achieve?
What are some similarities and differences between the African American Civil Rights movement and one other social movement pushing for equality discussed in your textbook during this period?
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any reference
.
His 204 week 4 dq 1 a single american nation
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Discussion - Week 3 Top of FormPrejudice, Discrimination, .docx
Discussion - Week 3
Top of Form
Prejudice, Discrimination, and Assimilation in the United States
Racial and ethnic groups have faced various challenges throughout their history in the United States. Many have had to deal with hardships and persecution and contend with prevalent sentiments of distrust and disapproval. Others have been able to gain quick success in climbing the economic and political ladder (Pew Research Center, 2016b). They have all had to make significant adjustments in order to secure health access, work, housing, and political rights and to come to terms with dominant cultural practices and expectations within the community. Understanding the journey of the multiple racial and ethnic groups in the United States helps shed light on the issues and vulnerabilities they face and provides greater comprehension of the complex movement of the United States as a nation of immigrants.
In this week’s Discussion, you will focus on
one
of the following groups regarding their historical experience with prejudice, discrimination, and assimilation within the United States:
Native Americans
African Americans
Hispanic Americans
Asian Americans
White ethnic Americans
Jewish Americans
Arab Americans
You will analyze the historical background and treatment of that racial or ethnic group in the
United States
and their current status with regard to access and participation.
Note:
In the Week 3 and Week 4 Discussions, you are required to choose different racial or ethnic groups to analyze (
a United States group in Week 3
and a Non-United States group in Week 4). For your Course Project you must use one of the groups you chose in either Week 3 or 4 to be the focus of your analysis.
To prepare:
Review Chapters 5 and 13 and the chapter you have chosen to examine related to your chosen specific group: Native Americans, African Americans, Hispanic Americans, Asian Americans, White ethnic Americans, Jewish Americans, or Arab Americans from Part 2 of the textbook.
Consider the issues related to the group you choose with regard to its challenges with prejudice, discrimination, and assimilation.
Post 350 word
analysis of the group you chose in which you do the following:
.
Liberty Govt 329 discussions
For answers, go to
https://www.homeworksimple.com/downloads/category/govt-329/
GOVT 329 Discussions
DOCUMENT-BASED QUESTION RUBRIC 5 4 3 2 1 · .docx
DOCUMENT-BASED QUESTION RUBRIC
5 4 3 2 1
· Thoroughly
addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the document
· Incorporates
relevant outside
information
· Richly supports
essay with relevant
facts, examples,
and details
· Writes a
well-developed
essay, consistently
demonstrating a
logical and clear
plan of organization
· Uses
information from
the documents in
the body of the
essay
· Includes a
strong introduction
and conclusion
· Addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the documents
· Incorporates
relevant outside
information
· Includes
relevant facts,
examples, and
details, but
discussion may be
more descriptive
than analytical
· Writes a
well-developed
essay,
demonstrating a
logical and clear
plan of organization
· Includes a
good introduction
and conclusion
· Addresses
most aspects of
the task or
addresses all
aspects in a limited
way; uses some of
the documents
· Incorporates
limited or no
relevant outside
information
· Uses some
facts, examples,
and details, but the
discussion is more
descriptive rather
than analytical
· Writes a
satisfactorily
developed essay,
demonstrating a
general plan of
organization
· Restates the
theme in the
introduction and
concludes with a
simple restatement
of the theme
· Attempts to
address some
aspects of the
task making
limited use of
the documents
· No relevant
outside
information is
presented
· Uses a few
facts, examples
and details and
discussion simply
restates
contents of the
documents
· Writes a
poorly organized
essay, lacking
focus
· Has vague or
missing
introduction
and/or conclusion
· Shows a
limited
understanding of
the task with
vague, unclear
references to the
documents
· No relevant
outside
information is
presented
· Attempts to
complete the task
but essay
demonstrates a
major weakness in
the organization
· Uses little or
no accurate or
relevant facts,
details, examples
· Has no
introduction or
conclusion
Name___________________________________________
Score___________________________________________
W. E. B. DuBois
WILLIAM EDWARD BURGHARDT DUBOIS was very angry with Booker T.
Washington. Although he admired Washington's intellect and
accomplishments, he strongly opposed the position set forth by Washington
in his Atlanta Exposition Address. He saw little future in agriculture as the
nation rapidly industrialized. DuBois felt that renouncing the goal of
complete integration and social equali.
CHAPTERFOURWaysofSeeingPowerandPrivilegeWhen Ha
CHAPTER FOUR
Ways of Seeing Power and Privilege
When Halley was in divinity school, she took a class from a scholar of Native American
religions, who was herself Native American. Halley’s professor started her lecture on the first
day by noting that while there are many Native American Indian groups in the United States, the
“Wannabe Indians” are the biggest tribe.1 Jokingly, Halley’s professor was referring to the
many ways white Americans have adopted and appropriated pieces of Native American
culture. The “Want-to-be Indians” often take the pieces out of context with little understanding
of the history and society from which they came. For example, one can visit most New Age
religious businesses and find that, while the business caters largely to a white clientele, the
products being sold include numerous artifacts understood by the business to be Native
American. Some of the white customers go so far as to identify with being Native American, or
at least their understanding of what it means to be Native American, taking new names and
practicing what they believe to be a Native American religion. Often a piece of the
identification romanticizes the “noble savage” as a person who is both in sync with nature and
at odds with the modern world.
Not only is the decontextualized appropriation of colonized Native American cultures
problematic, this romanticizing dehumanizes indigenous people in that it replicates a dualistic
framework common in western thought (as discussed in chapter 3). In this thinking Native
Americans are less human, more animalistic, and earthier than other human beings. Further, this
romanticization of Native Americans is problematic because of the slippery nature of race in
this thinking. Can white Americans simply be Native American when it suits them? Can
someone from outside of a culture and a race simply make a choice to switch into that racial
group? The Irish immigrants discussed in chapter 3 became white. Like them, can white people
become another race, too?
In chapter 3 we established that race is socially constructed. Where do we go from there?
How do we understand race, given social construction? In this chapter, we explore different
ways of identifying with and understanding one’s own and other people’s races. We explore
three ways social movements have understood and framed race: identity politics,
intersectionality, and cultural materialism. We conclude with cultural materialism (introduced
in chapter 1) because we believe it to be the most valuable given its potential for empowering
people and bringing about a more just society.
Race is socially, not biologically, constructed, and thus fluid. In other words, we are not
genetically raced but socially raced. This fluidity does not mean that anyone can switch races,
like changing jobs or getting a new hairstyle. Race is not a matter of pure individ ...
COMPLETE GUIDE ON WRITING AN EXPLORATORY ESSAY ON GLOBALIZATION AND MINORITY ...
Follow the rules and suggestions in this full guide in writing an exploratory essay on globalization and minority American communities.
Abraham Lincoln has the reputation of being the key person in endi.docx
Abraham Lincoln has the reputation of being the key person in ending slavery in our country. Yet it appears that Lincoln held racist beliefs, as indicated in the following ex-cerpt from a speech he delivered in 1858:I will say, then, that I am not, nor ever have been in favor of bringing about in any way the social and political equality of the white and black races; that I am not, nor ever have been, in favor of making voters or jurorsde of Negroes, nor of qualifying them to hold office, nor to inter-marry with white people . . . and in as much as they cannot so live, while they do remain together there must be the position of superior and inferior, and I as much as any other man am in favor of having the superior position assigned to the white race.
234Understanding Human Behavior and the Social EnvironmentSuch a statement needs to be viewed in its historical context. Our country was more racist years ago than it is today. Lincoln, who was in the vanguard of moving for greater equality for African Americans, was also socialized by his culture to have racist attitudes. (The impact of culture on individuals was discussed in Chapter 1.)A PerspectiveNearly every time we turn on the evening news, we see ethnic and racial conflict—riots, beatings, murders, and civil wars. In recent years we have seen clashes resulting in bloody shed in areas ranging from Afghanistan to Iraq, from Syria to Israel, and from the United States to South America. Practically every nation with more than one ethnic group has had to deal with ethnic conflict. The oppression and exploitation of one ethnic group by another is particularly ironic in democratic nations, considering these societies claim to cherish freedom, equality, and justice. In reality, the dominant group in all societ-ies that controls the political and economic institutions rarely agrees to share equally its power and wealth with other ethnic groups. Ethnocentrism and racism are factors that can adversely affect the growth and development of minority group members.Learning ObjectivesThis chapter will help prepare students toLO 1Define and describe ethnic groups, ethnocentrism, race, racism, prejudice, discrimination, oppression, and institutional discriminationLO 2Outline the sources of prejudice and discriminationLO 3Summarize the effects and costs of discrimination and oppres-sion and describe effects of discrimination on human growth and developmentLO 4Suggest strategies for advancing social and economic justiceLO 5Outline some guidelines for social work practice with racial and ethnic groupsLO 6Forecast the pattern of race and ethnic relations in the United States in the futureEP 2aEP 2bEP 2cEP 3aEP 3bLO 1 Define and Describe Ethnic Groups, Ethnocentrism, Race, Racism, Prejudice, Discrimination, Oppression, and Institutional DiscriminationEthnic Groups and EthnocentrismAn ethnic group has a sense of togetherness, a con-viction that its members form a special group, and a sense of common identity ...
1. African AmericansThey are also known as the black Americans.docx
1. African Americans
They are also known as the black Americans or the Afro Americans. They are a group of citizens or residents living in the United States of America and they have partial or total ancestry from any native population of the sub-Saharan Africa. Some are also descendants of African Slaves. They are the second largest ethnic and racial minority in the United States
2. Events
Event 1: 1877 to 1945
Event: National Association for the Advancement of Colored people (NAACP)
In 12th February 1909 the National Association for advancement of colored people was founded by sixty prominent black and white intellectuals, reformers and socialists like James Weldon, Ella Baker, Moor field Storey, Walter white, Roy Wilkins, Benjamin among others they were led by W.E.B Du Bois in New York. The organization was founded when the United States was facing a national crisis of racism to secure the civil and political rights of African Americans and fight for justice for all Americans.103 years later since its inception it’s the oldest, largest and most influential civil rights organization (Tishkoff, Reed, Friedlaender, Ehret, Ranciaro, Froment & Williams, 2009).
Event 2:1877 to 1945
Event: Universal Negro Improvement Association (UNIA)
In August1914 Marcus Garvey established the universal Negro Improvement association an influential nationalist organization in Jamaica where it operated until he moved to England in 1935 ( Sitkoff, 2009). The organization was founded to promote the spirit of race and pride and also create the sense of peace in black people and to unite all Africa and its Diasporas and redeem it from white rule. The UNIA closed in 1982 but it is recognized as a historic landmark by the National Register of Historic Places and the Ohio Historic Preservation Office (Marable, 1991).
Event 3: 1945 to present
Event: Southern Christian Leadership Conference (SCLC)
Between January and February 1957 a civil rights group named the Southern Christian Leadership Conference was founded by Martin Luther king, Charles k Steele and Fred L Shuttle worth in New Orleans to fight all forms of segregation (Harding, 1981).
Event 4: 1945 to present
Event: The first African American President and Attorney General
In 2008 senator Barack Obama from Chicago became the first African American President nominee as a major party nominee for president. On November 4th 2009 he became the first African American president to be elected president and the 44th president of the United States of America. On February 2nd Erick H Holder became the first African American to serve as Attorney General.
3. Sources
Primary Sources
Washington, J. M. (1986). The essential writings and speeches of Martin Luther King, Jr. San Francisco: Harper San Francisco.
In 28th August 1963 martin Luther King in his speech spoke of how he longed for unity between the white and black Americans and freedom for the black Americans his speech has been recited by many people and it clearly ...
A Case Study Of National Identity An Analysis Of The American Dream In Polit...
Essay Writing Service
http://StudyHub.vip/A-Case-Study-Of-National-Identity--An-A 👈
Model Minority Stereotype 1 9 7slurs and relentless bul.docx
Model Minority Stereotype | 1 9 7
slurs and relentless bullying and attacks by his unit
members before his death.
Another soldier, Harry Lew, committed sui-
cide after suffering threats and brutal hazing at the
hands of his fellow soldiers. These and similar inci-
dents serve to illustrate the ongoing prejudice that
affects Asian Americans. The experiences of Asian
Americans in the military vary. Some have come
forward to express that Asian Americans often en-
dure various types of harassment, from milder
forms of racial stereotyping to hazing. Others, how-
ever, have suffered none. But the incidents described
raised a large public outcry and led to issues of rac-
ism in the military being highlighted.
Conclusion
Asian Americans have fought with great distinc-
tion in many U.S. wars since the early 19th century.
However, Asian Americans have traditionally repre-
sented the lowest number of volunteers of any eth-
nic group in the country. Today, in some Califor-
nia areas such as the San Francisco Bay Area and
Los Angeles County, numbers for Asian American
recruited soldiers have risen to almost double their
representation in the general population. In 2010,
the proportion of enlisted soldiers grew to nearly
double that of the previous year. Reportedly, how-
ever, Asian Americans do not serve often in the front
lines. Most Asian Americans serve in some area of
technical support. In some cases, reportedly, Asian
Americans seek noncombat jobs due to cultural or
religious issues and others because they tend to be
more academically inclined and seek training that
may be useful in careers beyond the military.
The role played by Asian Americans in the U.S.
military and their distinguished military service
have highlighted their contributions as American
citizens. Consequently, this has helped dispel much
of the stereotyping traditionally disseminated about
people of Asian descent. This has contributed, some
argue, to open doors for Asian Americans in public
service arenas, such as judicial courts and the U.S.
House of Representatives and the Senate. For ex-
ample, Dalip Singh Saund, an Indian Asian Ameri-
can born in Punjab, in 1957 became the first Asian
American elected to Congress and served until 1973.
He had become a U.S. citizen in 1946. Saund was the
first Indian American to be elected to Congress and
was re-elected twice. Daniel K. Inouye, from Hawaii,
became the highest-ranking Asian American politi-
cian in the history of the United States. Inouye was a
veteran who had fought in World War II as a mem-
ber of the renowned 442nd Infantry Regiment and
received many military medals as well as the Con-
gressional Medal of Honor. He was elected to the
House of Representatives in 1959 and to the U.S.
Senate in 1962. From 2010, he served as the senate’s
president pro tempore until his death in 2012. The
following year he was posthumously awarded the
Presidential Medal of Freedom.
Trudy Mercadal
See A ...
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 ...
A new movement has started since the early 2000s, where some polit.docx
A new movement has started since the early 2000s, w
here some political groups
are trying to
remove American history
from
our children's school curriculum and textbooks
, specifically slave history. However, these groups also do not want to cover segregation or civil rights. By removing the history that we have just covered in these last eight weeks, the African American communities are denied their connections to American History. Recently, African Americans have created movements such as "Black Lives Matter" to counteract these other groups. Many tie slave history to the development of segregation and racism that has spread throughout our country. A
Historical Trauma
has affected
generations of African Americans
because of what their ancestors had to endure just to survive in this country. This distrust has developed towards different groups, agencies, and organizations. For those who are not affected, trying to understand what it means to be an African American in the United States showcases the need for this history to be taught in all schools and to every American.
Your final forum is to prepare a speech that would explain to all of America why African American History from after Reconstruction to the present should be taught. Explain why every American should know African American history. You will be expected to use specific facts, events and people that you have learned from this course. These facts, events, and people must come from your required work this term and from research in the library or from the course bibliography. In your speech, demonstrate the breadth of knowledge you have gained from this work. Do not forget to use in-text citations because you will be using multiple sources.
This post must be at least 500 words.
(American Public University)
.
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 ...
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Abraham Lincoln has the reputation of being the key person in ending slavery in our country. Yet it appears that Lincoln held racist beliefs, as indicated in the following ex-cerpt from a speech he delivered in 1858:I will say, then, that I am not, nor ever have been in favor of bringing about in any way the social and political equality of the white and black races; that I am not, nor ever have been, in favor of making voters or jurorsde of Negroes, nor of qualifying them to hold office, nor to inter-marry with white people . . . and in as much as they cannot so live, while they do remain together there must be the position of superior and inferior, and I as much as any other man am in favor of having the superior position assigned to the white race.
234Understanding Human Behavior and the Social EnvironmentSuch a statement needs to be viewed in its historical context. Our country was more racist years ago than it is today. Lincoln, who was in the vanguard of moving for greater equality for African Americans, was also socialized by his culture to have racist attitudes. (The impact of culture on individuals was discussed in Chapter 1.)A PerspectiveNearly every time we turn on the evening news, we see ethnic and racial conflict—riots, beatings, murders, and civil wars. In recent years we have seen clashes resulting in bloody shed in areas ranging from Afghanistan to Iraq, from Syria to Israel, and from the United States to South America. Practically every nation with more than one ethnic group has had to deal with ethnic conflict. The oppression and exploitation of one ethnic group by another is particularly ironic in democratic nations, considering these societies claim to cherish freedom, equality, and justice. In reality, the dominant group in all societ-ies that controls the political and economic institutions rarely agrees to share equally its power and wealth with other ethnic groups. Ethnocentrism and racism are factors that can adversely affect the growth and development of minority group members.Learning ObjectivesThis chapter will help prepare students toLO 1Define and describe ethnic groups, ethnocentrism, race, racism, prejudice, discrimination, oppression, and institutional discriminationLO 2Outline the sources of prejudice and discriminationLO 3Summarize the effects and costs of discrimination and oppres-sion and describe effects of discrimination on human growth and developmentLO 4Suggest strategies for advancing social and economic justiceLO 5Outline some guidelines for social work practice with racial and ethnic groupsLO 6Forecast the pattern of race and ethnic relations in the United States in the futureEP 2aEP 2bEP 2cEP 3aEP 3bLO 1 Define and Describe Ethnic Groups, Ethnocentrism, Race, Racism, Prejudice, Discrimination, Oppression, and Institutional DiscriminationEthnic Groups and EthnocentrismAn ethnic group has a sense of togetherness, a con-viction that its members form a special group, and a sense of common identity ...
1. African AmericansThey are also known as the black Americans.docx
1. African Americans
They are also known as the black Americans or the Afro Americans. They are a group of citizens or residents living in the United States of America and they have partial or total ancestry from any native population of the sub-Saharan Africa. Some are also descendants of African Slaves. They are the second largest ethnic and racial minority in the United States
2. Events
Event 1: 1877 to 1945
Event: National Association for the Advancement of Colored people (NAACP)
In 12th February 1909 the National Association for advancement of colored people was founded by sixty prominent black and white intellectuals, reformers and socialists like James Weldon, Ella Baker, Moor field Storey, Walter white, Roy Wilkins, Benjamin among others they were led by W.E.B Du Bois in New York. The organization was founded when the United States was facing a national crisis of racism to secure the civil and political rights of African Americans and fight for justice for all Americans.103 years later since its inception it’s the oldest, largest and most influential civil rights organization (Tishkoff, Reed, Friedlaender, Ehret, Ranciaro, Froment & Williams, 2009).
Event 2:1877 to 1945
Event: Universal Negro Improvement Association (UNIA)
In August1914 Marcus Garvey established the universal Negro Improvement association an influential nationalist organization in Jamaica where it operated until he moved to England in 1935 ( Sitkoff, 2009). The organization was founded to promote the spirit of race and pride and also create the sense of peace in black people and to unite all Africa and its Diasporas and redeem it from white rule. The UNIA closed in 1982 but it is recognized as a historic landmark by the National Register of Historic Places and the Ohio Historic Preservation Office (Marable, 1991).
Event 3: 1945 to present
Event: Southern Christian Leadership Conference (SCLC)
Between January and February 1957 a civil rights group named the Southern Christian Leadership Conference was founded by Martin Luther king, Charles k Steele and Fred L Shuttle worth in New Orleans to fight all forms of segregation (Harding, 1981).
Event 4: 1945 to present
Event: The first African American President and Attorney General
In 2008 senator Barack Obama from Chicago became the first African American President nominee as a major party nominee for president. On November 4th 2009 he became the first African American president to be elected president and the 44th president of the United States of America. On February 2nd Erick H Holder became the first African American to serve as Attorney General.
3. Sources
Primary Sources
Washington, J. M. (1986). The essential writings and speeches of Martin Luther King, Jr. San Francisco: Harper San Francisco.
In 28th August 1963 martin Luther King in his speech spoke of how he longed for unity between the white and black Americans and freedom for the black Americans his speech has been recited by many people and it clearly ...
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Model Minority Stereotype 1 9 7slurs and relentless bul.docx
Model Minority Stereotype | 1 9 7
slurs and relentless bullying and attacks by his unit
members before his death.
Another soldier, Harry Lew, committed sui-
cide after suffering threats and brutal hazing at the
hands of his fellow soldiers. These and similar inci-
dents serve to illustrate the ongoing prejudice that
affects Asian Americans. The experiences of Asian
Americans in the military vary. Some have come
forward to express that Asian Americans often en-
dure various types of harassment, from milder
forms of racial stereotyping to hazing. Others, how-
ever, have suffered none. But the incidents described
raised a large public outcry and led to issues of rac-
ism in the military being highlighted.
Conclusion
Asian Americans have fought with great distinc-
tion in many U.S. wars since the early 19th century.
However, Asian Americans have traditionally repre-
sented the lowest number of volunteers of any eth-
nic group in the country. Today, in some Califor-
nia areas such as the San Francisco Bay Area and
Los Angeles County, numbers for Asian American
recruited soldiers have risen to almost double their
representation in the general population. In 2010,
the proportion of enlisted soldiers grew to nearly
double that of the previous year. Reportedly, how-
ever, Asian Americans do not serve often in the front
lines. Most Asian Americans serve in some area of
technical support. In some cases, reportedly, Asian
Americans seek noncombat jobs due to cultural or
religious issues and others because they tend to be
more academically inclined and seek training that
may be useful in careers beyond the military.
The role played by Asian Americans in the U.S.
military and their distinguished military service
have highlighted their contributions as American
citizens. Consequently, this has helped dispel much
of the stereotyping traditionally disseminated about
people of Asian descent. This has contributed, some
argue, to open doors for Asian Americans in public
service arenas, such as judicial courts and the U.S.
House of Representatives and the Senate. For ex-
ample, Dalip Singh Saund, an Indian Asian Ameri-
can born in Punjab, in 1957 became the first Asian
American elected to Congress and served until 1973.
He had become a U.S. citizen in 1946. Saund was the
first Indian American to be elected to Congress and
was re-elected twice. Daniel K. Inouye, from Hawaii,
became the highest-ranking Asian American politi-
cian in the history of the United States. Inouye was a
veteran who had fought in World War II as a mem-
ber of the renowned 442nd Infantry Regiment and
received many military medals as well as the Con-
gressional Medal of Honor. He was elected to the
House of Representatives in 1959 and to the U.S.
Senate in 1962. From 2010, he served as the senate’s
president pro tempore until his death in 2012. The
following year he was posthumously awarded the
Presidential Medal of Freedom.
Trudy Mercadal
See A ...
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 ...
A new movement has started since the early 2000s, where some polit.docx
A new movement has started since the early 2000s, w
here some political groups
are trying to
remove American history
from
our children's school curriculum and textbooks
, specifically slave history. However, these groups also do not want to cover segregation or civil rights. By removing the history that we have just covered in these last eight weeks, the African American communities are denied their connections to American History. Recently, African Americans have created movements such as "Black Lives Matter" to counteract these other groups. Many tie slave history to the development of segregation and racism that has spread throughout our country. A
Historical Trauma
has affected
generations of African Americans
because of what their ancestors had to endure just to survive in this country. This distrust has developed towards different groups, agencies, and organizations. For those who are not affected, trying to understand what it means to be an African American in the United States showcases the need for this history to be taught in all schools and to every American.
Your final forum is to prepare a speech that would explain to all of America why African American History from after Reconstruction to the present should be taught. Explain why every American should know African American history. You will be expected to use specific facts, events and people that you have learned from this course. These facts, events, and people must come from your required work this term and from research in the library or from the course bibliography. In your speech, demonstrate the breadth of knowledge you have gained from this work. Do not forget to use in-text citations because you will be using multiple sources.
This post must be at least 500 words.
(American Public University)
.
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 ...
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Select ONE of the following questions to Make.docx
- 1. Select ONE (1) of the following questions to answer. Make Select ONE (1) of the following questions to answer. Make sure to incorporate evidence from this week’s readings to support your argument:One of the core elements of the African American community after the end of slavery was education. Generally, African Americans hungered for learning and placed a high value on education. What evidence supports this claim? Additionally, discuss the various ways that African Americans viewed education in the first 3-4 decades after slavery ended. Make sure to discuss the conflict/disagreement that is seen in the writings of W.E.B. DuBois and Booker T. Washington. Explain both sides and evaluate how both can be seen as specific strategies and not compromises in light of the restrictions in Jim Crow America.According to Ida B. Wells, “Our country’s national crime is lynching.” Evaluate this statement. Why and when did African American lynchings become widespread? What was the stated and, perhaps most importantly, underlying purpose of lynching? How did racial terror lynchings shape life for African American communities across the South?resources:https://www.archives.gov/research/african- americans/freedmens-bureau#toc-state-records-of-assistant-commissioners-and- superintendents-of-educationhttps://billofrightsinstitute.org/primary-sources/bill-of- rights(1899) Rev. D. A. Graham, “Some Facts About Southern Lynchings”http://mwp.olemiss.edu//dir/wells- barnett_ida/https://www.thirteen.org/wnet/supremecourt/antebellum/landmark_plessy. html http://historymatters.gmu.edu/d/39/Booker T. Washington (1856- 1915)https://www.theroot.com/who-really-invented-the-talented-tenth-1790895289