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Jacksonian & Antebellum America

Educação Notícias e política

Unit: The Jacksonian Age and Antebellum America ,[object Object],[object Object],[object Object]

Unit: The Jacksonian Age and Antebellum America Unit overview

Transformation of the Economy and Society in Antebellum America ,[object Object],[object Object],[object Object],[object Object]

The Transformation of Politics in Antebellum America ,[object Object],[object Object],[object Object]

Religion, Reform, and Renaissance in Antebellum America ,[object Object],[object Object],[object Object],[object Object],[object Object]

Territorial Expansion and Manifest Destiny ,[object Object],[object Object],[object Object],[object Object]

Course Themes: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Organizing Themes and Material Course Theme Event/Term Event/Term 2 Definition Significance Definition Significance

Organizing Themes and Material Increase of Democratic Politics Election of 1828 Universal Male Suffrage Viewed as a watershed election, Won every state west of Appalachians All white males could vote, Social class and religion Did not matter Political changes occurred During Jacksonian era, Common man had more Representation. Women and Blacks still not allowed to vote Democrat Jackson v. Adams, “Old Hickory” won

References: ,[object Object],[object Object]

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Altschuler, Glenn C. All Shook Up: How Rock ‘n Roll Changed America Anderson, Devery S. Emmett Till: the Murder That Shocked the World and Propelled the Modern Civil Rights Movement Bailey, Beth Sex in the Heartland Bell, Joyce Marie The Black Power Movement and Social Work Berger, Dan The Hidden 1970s: Histories of Radicalism Brickman, Barbara Jane New American Teenagers: the Lost Generation of Youth in 1970s Film Burrough, Bryan Days of Rage: America’s Radical Underground, the FBI, and the Forgotten Age of Revolutionary Violence Bynum, Thomas NAACP Youth and the Fight for Black Freedom, 1936-1965 Cadbury, Deborah Space Race: the Epic Battle Between America and the Soviet Union for Dominion of Space Carosso, Andrea Cold War Narratives: American Culture in the 1950s Carson, Clayborne In Struggle SNCC and the Black Awakening of the 1960s Casteldine, Jacqueline L. Cold War Progressives: Women’s Interracial Organizing for Peace and Freedom Coontz, Stephanie The Way We Never Were: American Families and the Nostalgia Trap Cottrell, Robert C. Sex, Drugs, and Rock and Roll: the Rise of America’s 1960s Counter Culture Costello, Matthew J. Secret Identity Crisis: Comic Books and the Unmasking of Cold War America Cowie, Jefferson Stayin’ Alive the 1970s and the Last Days of the Working Class Daniel, Peter Lost Revolutions The South in the 1950s D’Antonio, Patricia American Nursing: A History of Knowledge, Authority, and the Meaning of Work Davis, Blair The Battle for the B’s: 1950s Hollywood and the Rebirth of Low Budget Cinema D’Emilio, John Sexual Politics, Sexual Communities: The Making of a Homosexual Minority in the United States 1940-1970 Delmont, Matthew F. The Nicest Kids in Town: American Bandstand, Rock ‘n Roll, and the Struggle for Civil Rights in Philadelphia Dudziak, Mary L. The Cold War and Civil Rights: Race and the Image of American Democracy Echols, Alice Hot Stuff: Disco and the Remaking of American Culture Eig, Jonathan The Birth of the Pill How Four Crusaders Reinvented Sex and Launched a Revolution English, Bonnie A Cultural History of Fashion in the 20th and 21st Centuries Flippen, J. Brooks Jimmy Carter, the Politics of Family, and the Rise of the Religious Right Gaddis, John Lewis The Cold War a New History Geary. Daniel Beyond Civil Rights: the Moynihan Report and its Legacy Garcia, Gilbert Reagan’s Comeback: Four Weeks in Texas That Changed American Politics Forever Goldberg, Michelle The Means of Reproduction Sex Power and the Future of the World Halberstam, David The Coldest Winter: America and the Korean War Haydock, Michael D. City Under Siege: the Berlin Blockade and Airlift, 1948-1949 Herring, George C. America’s Longest War: the United States and Vietnam 1950-1975 Johnson, David K. The Lavender Scare: The Cold War Persecution of Gays and Lesbians in the Federal Government Kalic, Sean N. U.S. Presidents and the Militarization of Space, 1946-1967 Judis, John B. Genesis: Truman, American ...

Altschuler, Glenn C. All Shook Up How Rock ‘n Roll Changed Americ.docx

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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.

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cargillfilberto

1. Ancient Africa, Europe, and America Essay Question: This course began with an exploration of African, Native American, and European cultures. Why is it important for courses in U.S. history to begin here? How does studying the histories of these three parts of the world help you to understand their later contributions to American history? Considerations: - origins of humans in Africa - the rich cultures of Africa and early North America - religious, political, and economic changes in early modern Europe - the long-term impact of the Columbian Exchange 2. Colonization in Early America Essay Question: Although ultimately part of a common colonial system, early English settlements in the Chesapeake region were significantly different from those of Puritan New England. What features distinguished settlements in these two regions during the seventeenth century, what did they have in common, and what was the nature of the relationship between them? Considerations: -environmental characteristics, motivations for settlement, and economic differences -social patterns and changes in population -the character of village life and religious beliefs -relationships with Native Americans -the beginnings of slavery Readings: Ch. 2-4 3. Eighteenth-Century Colonial Society Essay Question:3 Much more than a religious revival, the Great Awakening influenced patterns of thought and behavior among many different groups in colonial America, often in unintended ways. Discuss the social and political effects of the Great Awakening, including its impact in urban New England, in the rural South, and among both white and black populations. Considerations: -the growth of thoughts and behaviors that threatened established authority -the ability of the Great Awakening to cross regional, racial, and class divisions -the different ways in which the religious revival was experienced by different groups -the relationship of the Great Awakening to the Enlightenment Readings: Ch. 4 4. The Revolutionary Era Essay Question: How “revolutionary” was the American Revolution? Did the Revolution truly change social and economic relationships in American society, or did it essentially preserve them? In your discussion, include the effects of the Revolution on male and female patriots, slaves, free blacks, Loyalists, and Native Americans. Considerations: -the causes of the American Revolution and divergent understandings of its meaning -the social groups that led the Revolution -the participation of women in the Revolution -the roles of slaves and free blacks on both sides of the conflict -political changes resulting from the separation of the United States from Britain Readings: Ch. 5-6 5. A Post-Revolutionary People Essay Question: How does the U.S. Constitution reflect the political and economic atmosphere of the United States in the late eighteenth century? What domestic and international concerns prompted the Constitutional Convention of 1787, how were these addressed by the debat.

1. Ancient Africa, Europe, and America Essay Question This course b.docx

1. Ancient Africa, Europe, and America Essay Question This course b.docx

1. Ancient Africa, Europe, and America Essay Question This course b.docx

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Essay Question I Essay Question: Explain the expansion to and settling of the trans-Mississippi West. Describe the backgrounds and motives of male and female settlers of various ethnic and racial backgrounds, the economics of the frontier, ideologies about expansion, and the incentives that the federal government provided to encourage settlement. Identify the methods the United States utilized to address the existence of Native Americans in the West. Explain the strategies of removal, treaty making, violence, and assimilation; consider the motives for each strategy and its benefits and drawbacks for settlers, Native Americans, and the United States. Essay Question II Essay Question: Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee. Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact. Documents to include: · 21.2 · 21.3 21.9 .

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6-7 paragraphs each A. U.S. Expansion: Analyze the Monroe Doctrine and American policymakers’ attempt to exert greater U.S. influence overseas. Discuss the following U.S. territorial acquisitions through diplomacy, annexation, and war: Oregon Country, Spanish Florida, and Texas. Analyze Andrew Jackson’s Indian Removal Policy and the emergence of Cotton Kingdom. What were the economic, political, and religious factors behind Manifest Destiny? What were the major causes of the U.S.-Mexican War? How did the war end? What were the consequences of U.S. expansionism? B. Age of Reforms: Discuss some of the major reform movements in early 19th century America. What did moral and social reformers advocate? How did the impulse to reform society result in the rise of abolitionism and the women’s rights movement? How did these two movements become intertwine? Explain the influences of Frederick Douglass, Harriet Tubman, William Lloyd Garrison, Elizabeth Cady Stanton, and Angelina and Sarah Grimké. Discuss the Seneca Falls Convention of 1848. In what ways did these reforms transform U.S. society? ...

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Study Guide Midterm #2 Week 6: February 28 & March 1 - U.S. Encroachment into Mexico Gonzalez, Chapter 5 “Mexicans: Pioneers of a Different Type” (96-107) The author, Juan Gonzalez, in this chapter describes the history of Mexican Americans in the U.S. Southwest from the 1820s to the 1960s. He did this primarily through the life experiences of the Canales family in Texas. Be familiar with this history (e.g., loss of land, lynchings), and be able to write at least 3 paragraphs on what Gonzalez wrote about Mexican Americans. Martinez, “Mexican Independence and U.S. Invasion” (22-50) In this section of the book, Martinez presents an array of information Mexico/U.S. relations during the mid to late 1800s. Take general notes on this historical period. Again as with Gonzalez’ chapter, have enough information to write at least 3 paragraphs. Lecture: 1. According to Barrera, what were the three key developments influencing the social, political and economic status of Chicanos in the Southwest during the Nineteenth Century? 2. Barrera presents six explanations for U.S. expansion into the Southwest and for the Mexican American War. How many different explanations did you find in this chapter? a. What reasons do each of these 6 explanations offer for U.S. expansion? b. What are the strengths and weaknesses of each of these explanations? 3. When did Mexico win its independence from Spain? 4. Compare the various means by which land was transferred in California to how it was transferred in New Mexico and Texas. In other words, in what different ways were Chicanos displaced from the land? Week 7 - March 7 & 9 - 20th Century: Mexican Revolution and Chicana/Mexicana Labor Activism inthe U.S. Martinez, 500 Years of Chicano History, a) La Revolution Mexicana, 51-72 Conduct research on 3 individuals or events or places mentioned in this section of the book. Take notes on each and cite your sources. Only on can be from Wikipedia. b) Labor Activism, 92-112 For this section of the book. do your research on 2 individuals or historically significant incidents. As with the previous section, take notes and cite your source. Del Castillo, Between Borders: Essays on Mexicana/Chicana History: a) Calderon & Zamora, “Manuela Solis Sager and Emma B. Tenayuca: A Tribute” b) Ruiz, “A Promise Fulfilled: Mexican Cannery Workers in Southern California” 1. Both of these articles focus on the labor activism of Mexican/Chicana women during the 1930s and 1940s. The first article, by Calderon and Zamora, concentrates largely on the stories of two labor activists. Explain who these women were and their accomplishments. 2. In the chapter written by Ruiz in what industry did the women organize? How did the women organize or mobilize and what did they do to create better working conditions? Lastly, what led to the success of the union and its eventual demise? Know some of the names of the women who he ...

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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 ...

CHICANA FEMINIST THOUGHTTHE BASIC HISTORICAL WRITINGS

CHICANA FEMINIST THOUGHTTHE BASIC HISTORICAL WRITINGS

CHICANA FEMINIST THOUGHTTHE BASIC HISTORICAL WRITINGS

Central America and the United States: Overlooked Foreign Policy Objectives Author(s): Thomas M. Leonard Source: The Americas, Vol. 50, No. 1 (Jun., 1993), pp. 1-30 Published by: Cambridge University Press Stable URL: http://www.jstor.org/stable/1007262 Accessed: 25-03-2017 03:32 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms Cambridge University Press is collaborating with JSTOR to digitize, preserve and extend access to The Americas This content downloaded from 146.111.34.148 on Sat, 25 Mar 2017 03:32:16 UTC All use subject to http://about.jstor.org/terms the Americas L(1), July 1993, 1-30 Copyright by the Academy of American Franciscan History CENTRAL AMERICA AND THE UNITED STATES: OVERLOOKED FOREIGN POLICY OBJECTIVES Since the fall of Nicaragua's Somoza dynasty in 1979, nearly 900 books dealing with Central America have appeared. They repeat the themes of imperialism, paternalism, and security that traditionally have characterized studies about Central America and its relations with the U.S. The imperialist theme is pursued by Walter LaFeber's Inevitable Rev- olutions and Karl Berman's Under the Big Stick. They assert that the United States economically exploited and politically controlled Central America in general and Nicaragua in particular. A sense of moral righteousness is found in Tom Buckley's Violent Neighbors and Richard Alan White's The Morass while the security theme is pursued by John Findling in his Close Neighbors, Distant Friends. Histories about Central America reinforce these themes. For example, the Dean of the U.S. Central Americanists Ralph Lee Wood- ward, Jr., and Costa Ricans Edelberto Torres-Rivas and Hector P6rez- Brignoli, and Honduran Mario Argueta demonstrate that the American busi- nessmen capitalized upon the ignorance of region's elite for their own economic gain.' Despite their diversity, all of these volumes demonstrate that the United States dominated the relationship and criticize it for so doing. Walter LaFeber, Inevitable Revolutions: The United States in Central America (New York: W.W. Norton and Co., 1986); Karl Berman, Under the Big Stick: Nicaragua and the United States Since 1848 (Boston: South End Press, 1986); Tom Buckley, Violent Neighbors: El Salvador, Central America and the United States (New York: Times Books, 1984); Richard Allen White, The Morass: The United States Intervention in Central America (New York: Harper, 1984); John Findling, Close Neighbors, Distant Friends: United States-Central American Relations (New York ...

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H ist ory 2 0 F inal S t udy G uide Please bring w it h you t o c lass a green book, a w rit ing t ool, and one sheet of not es (front and bac k) t hat you w ill be required t o t urn in w it h your t est . R equired Long E ssay (7 - 9 paragraphs) Be spec ific , use exam ples, and quot es w here nec essary. 1 . “In the years between 1815 and 1848, two rival political programs appeared, reflecting rival sets of hopes. Some Americans felt largely satisfied with their society the way it was, slavery and all, especially with the autonomy it provided to so many individual white men and their local communities. They wanted their familiar America extended across space. Other Americans, however, were beguiled by the prospect of improvement to pursue economic diversification and social reform, even at the risk of compromising some precious personal and local independence. They envisioned qualitative, not just quantitative, progress for America.” Explain this passage from Daniel Walker Howe. What are these “rival political programs,” what specifically did they want America to look like, and in what ways did they advocate for their respective visions? Furthermore what is the difference between “qualitative” and “quantitative” progress and how do they differ? Finally, how does the Civil War figure in these conflicting visions? C hoose t w o: S hort E ssay (3 - 5 paragraphs) Be spec ific , use exam ples, and quot es w here nec essary. 1 . Explain the difference between Alexander Hamilton’s vision of the United States and Thomas Jefferson’s. Which path or paths did America eventually take? 2 . Why was/is Andrew Jackson such a controversial figure? 3 . Who were the Whigs? 4 . What was the Second Great Awakening and how did it animate the Age of Reform in the 1820s and 1830s? 5 . What was the Seneca Falls Convention and why was it important? 6 . Why did slavery take root in the South and not in the North, please be specific. 7 . Who was John Brown and why was his life and death significant? teny teny teny teny ...

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Unit VII Discussion Board Need answered tonight Immigration was a hot topic during this time period, and it remains a hot topic today. In what ways does immigration continue to shape our nation? Elaborate on your conclusions thoroughly Question 1 Popular sovereignty held that __________ should make decisions concerning slavery. the federal government. the state governments. the president. abolitionist reform groups. Question 2 The idea that the United States was certain to spread across North America led to rapid expansion of the country during the 1840s and was known as: Manifest Destiny. nullification. progressivism. muckraking. Question 3 The Central Pacific Railroad was built primarily by cheap labor from: China. Germany. Ireland. Mexico. Question 4 Riots occurred against Irish immigrants in many American cities from the 1830s to 1850s primarily because they: were poor. supported abolition. were Catholic. were amassing great wealth. Question 5 The various routes by which slaves sought freedom were collectively called: the Oregon Trail. slave codes. the Underground Railroad. the Liberator. Question 6 The overland trail from Independence, Missouri to New Mexico was called the: Oregon Trail. Alamo Trail. Santa Fe Trail. Alabama Trail. Question 7 The federal government sponsored many exploratory expeditions in the 1800s. One such expedition mapped the trails from Oregon to California and was led by: Zebulon Pike. Lewis and Clarke. John C. Fremont. Stephen Long. Question 8 During the 1840s and 1850s most immigrants came from: Canada and Mexico. Spain and Ireland. Germany and Russia. Ireland and Germany. Question 9 Which of the following was a leading reformer in the asylum movement? Sarah Grimke Dorothea Dix Horace Mann Theodore Weld Question 10 Which of the following constituted the most likely cause of death on the overland trails? Disease Suicide Indian attack Cannibalism Question 11 Place the events provided in the correct chronological order. The Mexican American War begins. The infamous Battle of the Alamo occurs. Texans begin a revolt against the Mexican government. Texas is annexed to the US as a slave state. The Treaty of Guadalupe Hidalgo is signed. Question 12 Using Oregon as a model, identify and thoroughly detail the three usual stages of frontier development. Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Question 13 Compare and contrast four reform movements of the era: temperance, public education, asylums, and feminism. Be sure to note key details in each concerning the origins, important leaders, objectives, and accomplishments. Your response should be at least 200 words in leng ...

Unit VII Discussion Board Need answered tonightImmigrati.docx

Unit VII Discussion Board Need answered tonightImmigrati.docx

Unit VII Discussion Board Need answered tonightImmigrati.docx

dickonsondorris

703The Journal of American HistoryDecember 2010 Why Mass Incarceration Matters: Rethinking Crisis, Decline, and Transformation in Postwar American History Heather Ann Thompson As the twentieth century came to a close and the twenty-first began, something occurred in the United States that was without international parallel or historical precedent. Be- tween 1970 and 2010 more people were incarcerated in the United States than were imprisoned in any other country, and at no other point in its past had the nation’s economic, social, and political institutions become so bound up with the practice of punish- ment. By 2006 more than 7.3 million Americans had become entangled in the criminal justice system. The American prison population had by that year increased more rapidly than had the resident population as a whole, and one in every thirty-one U.S. residents was under some form of correctional supervision, such as in prison or jail, or on probation or parole. As importantly, the incarcerated and supervised population of the United States was, overwhelmingly, a population of color. African American men experienced the highest imprisonment rate of all racial groups, male or female. It was 6.5 times the rate of white males and 2.5 times that of Hispanic males. By the middle of 2006 one in fifteen black men over the age of eighteen were behind bars as were one in nine black men aged twenty to thirty-four. The imprisonment rate of African American women looked little better. It was almost double that of Hispanic women and three times the rate of white women.1 Despite the fact that ten times more Americans were imprisoned in the last decade of the twentieth century than were killed during the Vietnam War (591,298 versus 58,228), and even though a greater number of African Americans had ended up in penal institutions than in institutions of higher learning by the new millennium (188,500 more), historians have largely ignored the mass incarceration of the late twentieth century and have not yet begun to sort out its impact on the social, economic, and political evolution of the postwar period. That one can learn a great deal about a historical moment by more Heather Ann Thompson is associate professor of history in the Department of African American Studies and the Department of History at Temple University. Readers may contact Thompson at [email protected] 1 “Table 6.1.2006: Adults on Probation, in Jail or Prison, and on Parole,” Sourcebook of Criminal Justice Statistics Online, http://www.albany.edu/sourcebook/pdf/t612006.pdf. “1 in 31: The Long Reach of American Corrections,” March 2009, Pew Center on the States, http://www.pewcenteronthestates.org/uploadedFiles/PSPP_1in31_report_ FINAL_WEB_3-26-09.pdf; Heather West and William J. Sabol, “Prisoners in 2007,” Bureau of Justice Statistics Bulletin, (Dec. 2008), http://bjs.ojp.usdoj.gov/content/pub/pdf/p07.pdf; “One in Every 31 U.S. Adults Were in Prison or J.

703The Journal of American HistoryDecember 2010Why Mass In.docx

703The Journal of American HistoryDecember 2010Why Mass In.docx

703The Journal of American HistoryDecember 2010Why Mass In.docx

evonnehoggarth79783

They should be about two pages typed minimum for each question. Make sure you answer each of the questions you have chosen fulling, using examples from the texts, Creating Black Americans and Major Problems in African American History. 1. Discuss the change in African American society created by the Great Migration. How did black people's lives change socially, politically, economically and artistically (including the Harlem Renaissance)? Explain the difference between life in the North and the South for African Americans and the difficulties each group faced. What did each group do to improve their situation? 2. During the 20th century, two of the major strains of civil rights for African Americans included black separatism (Marcus Garvey, Malcolm X, Black Panther Party) and racial integration (WEB DuBois, NAACP, Martin Luther King Jr., SCLC, SNCC). Describe these two strains, including the major arguments for each. Which do you feel has been more successful? Were both ideas necessary in order to accomplish the goal of equal rights for African Americans? 3. How have African Americans used art, music and literature to express themselves in the 20th and 21st centuries? Using examples from our texts what periods have spawned the most artistic creativity? Why? What periods do not seem to be as represented by artistic movements and why? Does art and music inspire political action or reflect it? .

They should be about two pages typed minimum for each question. Make.docx

They should be about two pages typed minimum for each question. Make.docx

They should be about two pages typed minimum for each question. Make.docx

Semelhante a Unit overview (20)

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Reflection on GrowthFor this activity, you will reflect on your .docx

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1. Ancient Africa, Europe, and America Essay Question This course b.docx

1. Ancient Africa, Europe, and America Essay Question This course b.docx

1821 1841 2 Finished[1]

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1821 1841 2 Finished[1]

Introductory lecture

Introductory lecture

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AS-Courses-Camargo

AS-Courses-Camargo

AS-Courses-Camargo

Family megha, natalie

Family megha, natalie

Family megha, natalie

Family megha, natalie

Family megha, natalie

Family megha, natalie

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Unit overview

1.

2. Unit: The Jacksonian Age and Antebellum America Unit overview

3.

4.

5.

6.

7.

8. Organizing Themes and Material Course Theme Event/Term Event/Term 2 Definition Significance Definition Significance

9. Organizing Themes and Material Increase of Democratic Politics Election of 1828 Universal Male Suffrage Viewed as a watershed election, Won every state west of Appalachians All white males could vote, Social class and religion Did not matter Political changes occurred During Jacksonian era, Common man had more Representation. Women and Blacks still not allowed to vote Democrat Jackson v. Adams, “Old Hickory” won

10.