John Wrote· Explainthe main techniques used in employment plann.docx

John Wrote:
· Explainthe main techniques used in employment planning and
forecasting.
After this week's reading, what stood out to me was the methods
of ratio analysis where they increase or decrease staffing in
relation to that of the demand of the company. such as increased
staffing to help alleviate the demand and make the amount of
work manageable among everyone. Another was trend analysis,
this is usually seen with retails when they hire seasonal staff
during the holidays. the last one was forecasting where if the
company uses market analysis to make their decisions.
· List and briefly describe the basic categories of selection
tests, with examples.
Selection tests generally are designed to test the level of
competency of potential employees. For a few jobs that I have
applied to, I have encountered a typing test where I had to type
so many words in a set time, math test, scenario examinations
where i had to provide a list of possible solutions based on a
workplace scenario, another was for more of a technical
position where I was given a piece of machinery and a
maintenance sheet to conduct the work. They would sometimes
add a malfunction to see how we handled the situation as well.
A lot of these test our level of knowledge, problem resolution,
and methods of communication.
Miriam Wrote:
· Explain the main techniques used in employment planning
and forecasting.
In employment planning, is identifying the gaps between current
staff and projected staff needs (Dessler, 2016, pg. 128). One
technique is utilizing a strong recruitment and selection
process. Gathering data, identify positions needed (or not
needed), and putting together a strategic plan on who’s filling
those gaps. Then it should be implementation, this should
include any training programs.

Forecasting is estimating what your workforce demand will be
in the future. This can be looking at different reports, such as
turnover rates and ratio analysis, and determine the outcome
from that.
· List and briefly describe the basic categories of selection
tests, with examples.
Selection test is different types of employee selection tests that
staff authorities can issue. Depending on the job, the following
are types of test:
· Intelligence Test – test general intellectual abilities such as
memory, vocabulary, and numerical abilities. These abilities are
measured and assessed using such test like the Stanford-Binet
and the Wechsler test.
· Aptitude Test – test that measures cognitive or mental abilities
such as reasoning, comprehension and memory.
· Personality Test – test that measures aspects of personality
“such as introversion, stability, and motivation. These test in its
self also focused on different dimensions of personality such as
emotional stability, extraversion, and openness to experience.
· Interest Test – Or Interest inventories “compare one’s interests
with those of people in various occupations.” This assumes that
the employee that choose a job that they are more interested in
is more likely to do well and in turn predict their performance
(Dessler, 2016, pg. 177).
· Physical Abilities Test – test that measures motor and physical
abilities such as speed, accuracy, finger dexterity, reaction time,
manual dexterity, and strength.
Dessler, G. (03/2016). Human Resource Management, 15th
Edition [VitalSource Bookshelf version]. Retrieved from
vbk://9781323435892
Listed below are discussion questions and my post as it relates
to the essay questions that must be answered correctly.
Questions:

-From the U.S. Census data, etc., what is unique or surprising
about the African American (AA) demographics: population
size/percentage, locations, etc.? -What is at least one disparity
between AAs and whites in each of the following 4 categories:
A) economics (employment, wealth, education, etc.) B)
politics/power (elected officials, voting, incarceration, ... )
C) health (cardio-vascular diseases, food deserts, HIV/AIDS ...)
D) perception/views of racism/disparities?
-Why do you think these disparities exist/persist today, even 60
years after the modern Civil Rights movement's achievements
and in the era where a "Black" person was elected President of
the U.S.?
-Despite the disparities (as outlined in the resources), what are
any 2 specific strengths/resources of AA communities
(culturally, politically, educationally, etc.)?
-What is your US congressional district number; who represents
you in the U.S. Congress from that district; and who are your 2
U.S. Senators from your state? (If you are not a U.S. resident,
use Wilberforce your congressional area and Ohio as your state)
-What wonderments/questions remain in your mind after
engaging the required resources (what aspect/s of this subject
was not addressed by the resources provided)? (mandatory!)
My Post:
What surprised me most is that the population of African
Americans is only 14.6% and then that’s percentage is broken
down into different categories. Those categories being only
black, black w/ another race combination and only black non-
Hispanic and then when it’s broken down like this the
population for African Americans that are only black is 13/4%.
I found it odd that the population of AA’s was greater in the
Northeast than in the Midwest considering that you have some
heavily populated cities with AA’s in the Midwest like Detroit,
Chicago and St. Louis.
A. Economics – When looking at the chart for black educational
attainment for black males under 25, I fall in that 7% because I

have an associate degree. What surprised me most about this
chart was that 5% more males obtained a high school diploma
than females. Could this be that parents were pushing the male
child more or we just finally woke up and wanted to do better.
B. Politics/Power – Voting is something I think people of all
races take for granted and people have died for us to have this
right. When AA’s turn out to vote, it’s generally in our best
interest because a candidate has promised new legislation that’s
good for us or we want to elect the first AA as president. This
was the case in 1964 and 2008 when the Civil Rights Act was
signed into law and Barack Obama was elected president.
C. Health – When you look at the life expectancy data for AA
men and white men in 2016, white men are expected to live at
least 7 years longer. I think this is due to lifestyle that AA’s
live. AA’s have a history of high blood pressure and
cardiovascular disease that runs in the family and this mainly
have to do with what we eat and the lack of exercise. So, we are
predisposed before it happens to us, but we know it’s coming
but I feel if we just exercise more and make smarter food
decisions, we should be fine and live long healthy lives. My
great granddad turned 90 years old last Sunday and he got there
by making those adjustments that I mentioned.
D. Racism will always be a big problem among AA’s, and
nothing can change that, but you have some AA’s that think
differently, and race relations have gotten better. In the article
“5 facts about black’s in the U.S.”, eight out of ten agree but
who are those two people that say this is not a problem, Ben
Carson and CSU alum Omarosa Manigault. If you have white
people saying racism has gotten worse, it must be true and
finally they see it from our perspective.
I think these disparities exist/persist because we need to figure
out a way to help ourselves first by opening grocery stores,
clinics and other types of businesses and stop looking for the
government to save us and our community. The neighborhood
can’t survive with a diner, the barbershop and the beauty salon
to save it or wait for gentrification to happen. The people in the

community must change these disparities by talking with
activist, council members and other community leaders for this
to happen.
The 2 strengths are the increase number of AA’s completing
high school and the decreasing of the wealth gap among low-
income black and white families. When talking about AA’s
getting high school diplomas as a strength is great because that
says that education is more valued now than what it was in the
past. I say this because back in the day people didn’t finish
school specially the male child in the family. They were the
ones that had to get jobs or work in the fields to help the family
out. With the wealth gap decreasing among low-income black
and white families, shows that we are making strides in getting
jobs that pay a decent wage and we are holding on to them. I
think this is possibly due in part to those AA’s getting high
diplomas that the gap is closing.
The question is, why do we as AA’s complain about what’s
being done to us by the government and we don’t voting? I feel
you shouldn’t say anything if you’re not participating in the
process that your elders died for.
Questions:
-What is at least one example of slavery in the U.S. as a system
that is:
A) legal (U.S. Constitution, slave codes, etc.)
B) forced
C) resisted (revolts, day-to-day, cultural, escape)
D) contradictory?
-What was at least one problem/challenge each of being an
antebellum Black free northerner, free southerner and enslaved
southerner?
-What was one example of a
strength/achievement/advantage/blessing of being an antebellum
Black free northerner, free southerners and enslaved

southerners?
-Given the pros and cons of each antebellum Black status,
which would you prefer the most; which the least and why so?
-Concerning the emigration movement, do you think it was a
good solution for antebellum Blacks; would you have wanted to
or considered emigration out of the U.S. if you were an
antebellum Black?
My Post:
Massachusetts Bay Colony is an example of legal slavery and it
was the first legal slave holding colony in New England. Chattel
slavery is a type of forced slavery that is called traditional
slavery and is defined has an enslaved person who is owned
forever and whose children and children’s children are
automatically enslaved. These slaves are treated as property, to
be bought and sold and this was supported the US and Europe in
the 16th through the 18th centuries. Escape is an example of
resisted slavery and this was usually done at night, so that they
wouldn’t be seen leaving their masters land for freedom. 5,000
Black Revolutionary War veterans is an example of
contradictory slavery because if I fight for you in your war, I
could possibly be free at the end and with no pay.
A challenge for a free southerner was that they always that they
had to carry their freedom papers with them, to prove they were
free. A challenge for free northerner was that even though you
had skills as a carpenter, you were only going to be hired as a
cook. A challenge for the enslaved southerner was that they
were often separated from their family because they or them
were being sold away to neighboring or distant plantations.
The advantage for the free southerner was that 60% of the
“freemen” in Charleston, SC held skilled jobs such as masonry
and carpentry. An achievement for free northerners was that the
Black Elite in New York City owned $1.4 million in taxable real
estate. The enslaved southerners had the strength to create back
trails in Virginia unfamiliar to whites.
I would not want to be an enslaved southerner because you

don’t know if you are going to be sold off and moved away
from your family and you have no say, in how your life will go.
I would prefer to be a free northerner because no one in the
north is asking me to show my “freedom papers”
Yes, it was a good solution for those antebellum blacks
that were just tired of fighting and just wanted to live life free
of status. Yes, it would have crossed my mind to move to
Canada but I’m down for the cause, to fight for freedom for all.
Antebellum Black Status, Problems &
Solution
s HIS 1110 Dr. G. J. Giddings
Enslaved Southerners
The overwhelming majority (88-92%) of antebellum Blacks
were enslaved, but a growing
percentage (8-12%) were free individuals. So there were more
enslaved southerners than

any other group in many parts of the region, and up to 1865
Blacks in general were the
majority population in South Carolina, Mississippi, and
Louisiana! This majority helped them
to resist bondage, using various tactics (escape, revolt, cultural
and day-to-day). Despite
being in bondage many Blacks did not give in. They faced
challenges head on, and
sometimes they even thrived. For example, in the War of 1812,
many Blacks ran away and
helped the British beat the Americans! In Charleston, South
Carolina there were more
enslaved Black carpenters (an important and lucrative
profession, and Denmark Vesey being
one) than free (white or Black) carpenters! When he was
enslaved the famous abolitionist
Frederick Douglass was a skilled ship caulker, hired-out by his

enslavers in Baltimore. And
enslaved Africans from the Senegambia region of West Africa,
know for rice cultivation,
were essential to South Carolina’s rice industry.
Enslaved Blacks were often separated from loved ones, who
were sometimes sold away to
neighboring or distant plantations and therefore they visited
each other, often at night. As
such, many created back trails in the Virginia terrain unfamiliar
to whites. In fact, Blacks
offered this knowledge/intelligence to the British in the War of
1812 against Americans.
(Alan Taylor argued that this made whites view Blacks and an
“internal enemy”!) Many
enslaved Blacks took advantage also of this war situation and
escaped with the British, just

as others had done earlier during the Revolutionary War 2
decades earlier. The famous
leader of the most successful slave revolt, Nat Turner, had
actually ran away from slavery in
South Hampton, VA but then returned on his own to be with his
community where he was
known as a “prophet” and eventually organized 70 Blacks to
resist slavery by armed
rebellion, which killed 58 whites.
Free Southerners
Of the 10 percent of antebellum Blacks who were free,
approximately 51% lived the South,
not surprisingly because that’s where most Blacks lived. Blacks
became free persons in
various ways - escape, purchase, manumission by enslaver,
manumission by state law

(north), etc. John Parker of Virginia payed $1,800.00 for his
freedom in New Orleans, then
moved to Ohio. Once liberated, Blacks mostly stayed within
their community to be
connected to family and if possible sometimes purchased the
freedom of their kinfolks. The
famous Denmark Vesey too purchased his freedom with funds
he won in a lottery, but could
not purchase his wife and kids from their enslavers, who refused
to sell. 60% “freedmen” in
Charleston, SC held skilled jobs such as masonry and carpentry.
Unfortunately, Blacks had to carry with them “freedom papers”
to prove their free status. In
fact, some free labor states such as Ohio required Blacks
moving there, to register their
“freedom papers” with local county officials! However, many

Blacks did not migrate out of
the south, but chose instead to stay in the south because of
family, community, weather,
etc.
Free Northerners
Approximately 49% of free Blacks resided in northern free
states, typically in cities, which
offered a variety of economic opportunities. Elite Blacks in
New York City owned "$1.4
million worth of taxable real estate and held $600,000 in
savings banks.” (F&H, page 170).
But that wealth was concentrated among a very small number of
elite free Blacks. As a
matter of fact, most antebellum Blacks in northern cities such as

Boston, Philadelphia, and
New York worked in service industries such as barbers,
servants, washers, shoe
repair/cobblers, etc. Only 20% of “freedmen” in Boston, MA
held skilled jobs (carpenter,
etc.) compared to 60% in Charleston, SC. In fact, when John
Melvin purchased his freedom
in VA and moved to Ohio no one would hire him as a skilled
carpenter that he was, and thus
he had to work/serve as cook on lake ships.
Some successful free northern Black leaders included
abolitionist David Walker (a North
Carolina native), wealthy ship sail maker James Forten (who
employed Blacks and white),
Richard Allen (founder of the AME church in Philadelphia).
Underground railroad conductor

John Parker who purchased his freedom for $1,800.00 migrated
to Cincinnati, and settled in
Ripley, Ohio the perfect location for helping Blacks run-aways
from the south to freedom in
the north and Canada. Eight northern states eventually abolished
slavery from 1777 to 1804
(New Jersey being the last). Some well-known enslaved
northerners (Bostonians) were poet
Phyllis Wheatley and American revolutionary martyr Crispus
Attucks (who had run away
from slavery in 1750).
Emigration?
Antebellum Blacks all over the U.S. had to deal with, and
counter/challenge, the pseudo-
science of ethnology which created/concocted mythical theories
that the Black body, mind,

culture and heritage were inferior to that of whites and argued
that the races should be
separated at all cost.
One solution to the challenges of being Black in antebellum
U.S. was the emigration
movement, which encouraged and helped interested Blacks to
move out of the U.S. Many
Blacks of all statuses played a role in the Underground
Railroad, and although escaping all
the way to Canada was the surest way to avoid the “fugitive
slave” laws, most opted to stay
in the U.S. (north and south) to fight for full freedom and
citizenship.
If you were a free Black in antebellum U.S., would you
emigrate out of the U.S., and go to
Canada, Mexico, Sierra Leone, Liberia, etc.; why or why not?

Enslavement System
Dr. G. J. Giddings

Characteristics
forced,
resisted,
Codified/legal,
Contradictory …
(Evolving/evolutionary)
(indentured servitude; post-bellum …)

Key Concepts (M. Karenga, 1980)
Culture
collective, self-conscious means by which a people (re-)create,
celebrate and introduce themselves to the world.
History
struggle and record of a people … humanizing the world, i.e.,
shaping it in their own image …

4
Forced … by the numbers
Capitalism
12.5 (10.7)million
U.S.: 388,000;
Brazil: 5 million
~90% enslaved
50% enslaved, plantations
88% enslavers, owned <20
25% of enslaved, lived on plantations of >50
~52% of free, Southern
“Slave Community”
Enslavers; overseers; head-slaves (house, field, freshwater,
creoles.

Legal…
Mass Bay Colony, 1641 “Slave Code”
244 years enslaved; 155 years free
Virginia Code, 1670
Child followed mother’s status
U.S. Constitution, 1787
3/5 compromise clause
End of slave trade clause (1808)
“fugitive slave” clause
Fugitive Slave law of 1793
South Carolina, 1822
Black sailors imprisoned while ships were docked
After Denmark Vesey revolt conspiracy
Death penalty
73 death penalty laws: for crimes of arson, rape, revolts …

Resisted …
Day-to-day
Small daily acts of defiance
Cultural

Remaining one’s self; holding on to African traditions …
(“Sankofa” by Haile Gerima)
Escape
1810-’50: 100,000
Revolutionary War: 30, 000 in Virginia; 75% enslaved in
Georgia
War of 1812(-1815) Blacks
(Alan Taylor’s The Internal Enemy: Slavery & War in VA,
1772-1832)
Revolt
1/10 mutinied (i.e., Amistad, 1839)
Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831
Creole Case, 1841: Revolt; British freed 128 in Bahamas

Contradictory …
Crispus Attucks, 1723-1770
“Boston Massacre” martyr, 1790
Phillis Wheatley, 1753-1784
poet …
“Brains & Beauty as well as Brawn”
Rice cultivation in South Carolina; metallurgists; carpenters …
Thomas Jefferson & Sally Hemings’ relationship;
“Internal enemy” (A. Taylor)
Ethnology
Polygenesis theory of human development
“One drop rule”
5,000 Black Revolutionary War veterans
Emigration
American Colonization Society, 1816
Segregation started at Puberty

Contradictory …
Crispus Attucks 1723-1770
Narragansett mother
1750 Advertisement
Boston Massacre,
1770
5 casualties

“Blackness” …
“Normative behavioral system; a way of looking at the world,
deciding how one aught to behave, and then acting accordingly”
-Rhett Jones (1997)
3 ingredients
Slavery experience
Lack of ethnicity
One drop rule

Mid-Term Exam
Joseph Sigmon
Dr. Giddings
HIS 1110-02
March 5, 2020
Africanisms: Are They Part of Present or Just the Past
It’s Giddings’s belief that Jay-Z’s work and particularly his
lyrics can aid in illustrating African Cultural characteristics.
These characteristics are innate to African Americans since,
throughout most of U.S history, African Americans were not
allowed to integrate into European American culture through
practices such as slavery and segregation. Since Jay-Z is
arguably one of the most accomplished hip-hop emcees’, his

musical works are known world-wide, providing a framework
for examining and understanding the value and contribution of
hip-hop towards African American cultural core values.
Giddings has talked of the 4 Africanisms: oral, spiritual, and
communal and matrifold that is seen in the work of Jay-Z. To
start with, oral value is seen as prevalent in African American
culture. This preference for oral communicative forms has a
broad axiological expression in hip hop music (Katz, M. (2017).
In the culture, the African Americans as discussed by Giddings
are the emcee skills by Jay-Z as well as his professional
insistence on freestyle rap something that illustrates the oral
tradition. Live concerts are some of the venues where oral
tradition is experienced. Giddings has provided evidence of the
oral tradition by giving an example of the marimba Ani.
The hip hop artists can read the mood and the impulse of the
crowd and with this; they can engage the audience throughout
the entire concert. Jay-Z is said to have previously violated the
MTV broadcast in the name of getting connected with his
audience as the audience was singing his lyrics with him. Jay-
Z's lyrics are the hip hop’s aesthetic core. He has a good poetic
replete combined with his masterful humor and irony showing
that he is a true character of the oral tradition. The African oral
tradition demands honesty, sincerity and authenticity (Meyers,
2017). Jay –Z has proved to show these values.
The second on is the communal core values, which he dictates

much of these instances of being able to break through the veil
that inhibits optimal engagement between him as an emcee and
his audience (Xu, & Zhang, 2019). He is a man who investigates
the pervasiveness of the African communal values. Giddings,
for instance, says that in one of his albums, Jay –z admitted to
dumping down to the audience for optimal profits. Jay Z also
embraces the role of an emcee as a street representative and he
drugs and poverty plagues taking on flawed educational systems
such as in the verse where he says that” school made me sick,
teachers said I was too crazy”. In another, he indicates the
component of the communal value by collaborating with the
other artists in the music industry despite him having made it in
music showing commitment to an extended self. He builds
community awareness through his rap.
Thirdly, when it comes to the spiritual core, Jay-Z uses the
tradition of personifying something evident in the Africans
spiritual value of recognizing reality as a composite both
tangible and elusive. For instance, in his song Lucifer, jay has
reflected the African American tradition. In the song, he says
that “lord forgive him he got them dark forces in him but also
got a righteous cause for sinning” (Giddings, 2011). Giddings
has successfully shown the spiritual value regarding how Jay-Z
has used the African American culture by talking of Lucifer
used as a metaphor referring to the devil.
Lastly, the matrifocal principle which alludes to women

appreciation in the unique, indispensable and complementary
role that they play in the relationships, the family, the
community and the society, in general, is seen in his music. The
song cry as Giddings has cited proved this point. He fantasies
about the romantic conquest of all women from various races.
The value of women is seen in his rap from them being primary
care providers, primary educators, husbandry among others.
Giddings arguments connect with F&H text chapter 1 in that
both of them have shown how Africans inherit, negotiate,
innovates and perpetuates African culture in different areas
across generations. Similarly, the American culture in the two
shows the importance of the community and the culture in
Africa. For instance, F&H text follows ancestral Africa and
their tradition just like Giddings is talking about the culture of
the African Americans through Jay-Z.
References
Giddings, G. J. (2011). The authentic cultural agent. Jay-Z:
Essays on hip hop’s philosopher king, 39-51.Retrieved from:
https://books.google.co.ke/books?hl=en&lr=&id=Y6ZUnXUvpQ
YC&oi=fnd&pg=PA39&dq=Giddings%27+Afrocentric+Jay-
Z:+Africanisms+in+Black+Culture&ots=Nu6XM0dG9p&sig=7
W9TaOm_O0mbXTOhMRFP4VHFDRc&redir_esc=y#v=onepag
e&q=Giddings'%20Afrocentric%20Jay-
Z%3A%20Africanisms%20in%20Black%20Culture&f=false

Katz, M. (2017). The Case for Hip-Hop Diplomacy. American
Music Review, 47(2).Retrieved from:
http://www.brooklyn.cuny.edu/web/aca_centers_hitchcock/AMR
_46-2_Katz.pdf
Meyers, M. A. (2017). Art, Education, and African American
Culture: Albert Barnes and the Science of Philanthropy.
Routledge.rtrieved rom:
Xu, Y., & Zhang, Z. (2019). The African American Culture
Expression during the Harlem Renaissance. Retrieved from:
https://webofproceedings.org/proceedings_series/ART2L/CLLA
%202019/CLLA077.pdf
State of
African-America
Dr. G. J. Giddings

State of African-America?
History informs
Why Hip-hop?
Why do you live in Chicago, etc. …?

What is African-America?
Size?
Location?
Boundaries?
Characteristics?
Diversity?
Conditions/State

AA - Location?
SOUTHERN U.S.?
NORTHERN U.S.?

A-A - Location?
SOUTHERN U.S. …
NORTHERN U.S. …
56%
44%

A-A - Location?
Urban (Suburban)?
Or
Rural?
…

South …
90% urban
10% rural
70% urban
30% rural
Atlanta, Houston, Richmond, Orlando, (DC?)

AA – Most Populous?
Detroit
New York
Chicago
Atlanta
Jackson
Raleigh

New York …
Chicago …
2 million
1.6 million

AA – Blackest City?
Philadelphia
New York
Detroit
Jackson
Chicago …

Detroit, 84%
Jackson, 80%
“Philly”, 42%
“Chi”, 33%
“Big Apple”, 25%

DIASPORA…
Globally
1.30-2 billion/7
10% from diaspora
Africa – 98% HS
Caribbean
>economically
Immigration Acts
Diversity Lottery
1965 &’90

AA – Higher Education Brand
Historically
Black
Colleges/
Universities

AA – Higher Education Brand
Historically
Black
Colleges/
Universities
106
3%
16%

State/Condition of AA
HEALTH
https://blackdemographics.com/health-2/
Morbidity & Mortality
Cancer, 34%
HIV/Aids (2005), 50%, 61% Black women
Shortest Life expectancy: 74 y. vs. 78 y.
4% of American doctors …

Incarceration
47% of U.S. prisoners
40% 17-27 years old …
US Prison growth
200, 000 - 1970
2,250,000 - 2006
https://blackdemographics.com/culture/crime/

ECONOMICS
https://blackdemographics.com/economics/
Median income 1970-1990
whites - $34.4K to $36.9K
Blacks - $21.1K to $21.4K
Unemployment: 1965-1990 (F&H, 584)
2018: 3.4 vs. 6.1

EDUCATION
72% HS graduation rate
45% urban HS drop out rate
25% Black males, Special Education
College Graduates
88.3% v. 86.2 Employment rate

POLICE BRUTALITY
https://blackdemographics.com/culture/crime/
R. King, 1991; A. Louima, A. Diallo, Tupac/Biggie Smalls;
Jena 6; Trayvon Martin (2012), … Michael Brown (2014), Eric
Garner (2014), Tamir Rice (2014), John Crawford (2014),
Freddie Gray (2015), Sandra Bland (2015), et al.

State of African America
POLITICS/Protest
Elected Officials: 1,469 (1970); 6,056 (1985)
Conservative: Pres. Reagan, Bush, Bush, Trump, T. Scott
Progressive/Democrat:
Pres. Clinton;
Obama,
Senators: K. Harris, C. Booker; T. Scott
Reparations … Million Man March, Great Migrations;
emigration; Trans-Africa; “Vote or Die”; C. Kaepernick

Study Guide: The State/Condition/Status of African America
HIS 1110 Dr. G. J. Giddings
In order to appreciate the importance of history as a tool we can
use to help us better understand
present issues, let us explore the present state or condition of
African America (AA) first before reaching
back into the past to find some sources of what ails African
America today. Before we explore the AA
condition, we should first consider its current demographics:
size, boundaries, location, diversity, etc.
We have already explored how history surrounds us – the
significance of WU and CSU. We have also

analyzed some of Jay-Z’s work to learn how make Afrocentric
or culture-based analysis of African
American issues and history.
To understand important aspects of the current state/condition
of African America (1980s-present)
explore these resources: Black Demographics website and PEW
Research Center reports. (You may also
consult our optional textbook, From Slavery to Freedom, 9th
Edition, chapters 22 and 23.)
Most of us are very familiar is the modern Civil Rights
movement (1950s-1970s) the goal of which was to
bring an end to racist discrimination and socio-economic
inequalities/disparities through the
accomplishment of the 1964 Civil Rights Act and the 1965
Voting Rights Act. Yet, over 50 years later
African Americans still face many socio-economic and health
disparities, compared to the whites and
others in the U.S. population.
I use the word “African America” to suggest that in some ways
it seems that there is an African America
and a white America when it comes to many socio-economic
realities. Indeed, African Americans are
only approximately 14% of the U.S. population, yet their

overall socio-economic conditions are
disproportionately wretched, bearing an oversized or
disproportionate share of Americas’ miseries such
as high incarceration, high HIV-AIDS contraction, high
morbidity, high mortality, low life expectancy, etc.
Your goal here is to identify some of these disparities and their
cause or reasons.
Now, the state/condition of African America is not all bad
news, because African American culture/s and
communities have definite strengths and achievements. Let’s
explore some of these disparities, the
reasons for same, as well as the diversity, strengths and
solutions within the African America.
After exploring the current negative state of African America
and some of the reasons, but also the
strengths of African America, you should wonder what can
earlier history tell us about both the
challenges and the strengths.
Select Resources:
Current Black Demographics: https://blackdemographics.com/

5 Facts about Blacks in the U.S. today:
https://www.pewresearch.org/fact-
tank/2018/02/22/5-facts-about-blacks-in-the-u-s/
Black immigrants to the U.S.:
https://www.pewresearch.org/fact-tank/2018/01/24/key-
facts-about-black-immigrants-in-the-u-s/
https://blackdemographics.com/
https://www.pewresearch.org/fact-tank/2018/02/22/5-facts-
about-blacks-in-the-u-s/
https://www.pewresearch.org/fact-tank/2018/02/22/5-facts-
about-blacks-in-the-u-s/
https://www.pewresearch.org/fact-tank/2018/01/24/key-facts-
about-black-immigrants-in-the-u-s/
https://www.pewresearch.org/fact-tank/2018/01/24/key-facts-
about-black-immigrants-in-the-u-s/
Exam Rubric

John Wrote· Explainthe main techniques used in employment plann.docx

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