The Civil Rights Movement And Diversity

Case Study: The Civil Rights Movement and Diversity

Introduction:

In the 1960’s one event that touched nearly every American was the Civil Rights Movement. The election of President Kennedy ushered the United States into the 1960s with the New Frontier: a bold set of expectations, desires, and liberalism that expanded highly under Lyndon Johnson’s Great Society and quickly dissolved as the United States’ domestic environment fell into chaos and disarray. With the assassinations of Martin Luther King, Jr. and Robert F. Kennedy in 1968, expanding drug culture and race riots transformed the United States from a land of unparalleled possibilities in the early 1960s to a nation facing numerous domestic challenges. This assignment will aid your understanding of how America granted equality to all minority groups and slowly moved toward diversity.

Instructions:

Using the Internet, locate and read Martin Luther King Jr’s “I Have a Dream” speech given in Washington D.C., August 1963. Copy and paste the following keywords into your Google search bar: “I Have a Dream by Martin Luther King, Jr.” Feel free also to locate and incorporate additional scholarly sources to respond to this case study, including information on the Civil Rights Movement.

Construct the case study by responding to the following prompts:

  1. Explain if the Civil Rights Movement of the 1960s effectively changed the nation?
  2. What effect would the Civil Rights Acts have across the continent on minority groups?
  3. Do you think that the tactics and strategies that civil rights activists used in the 1960s would apply to today’s racial and ethnic conflicts? Why or why not?
  4. Do the ideas of the 1960s still have relevance today? If so how? If not, why not?
  5. Analyze how the Civil Rights Movement would impact diversity in America today?

Include a documented example of the primary source. Make sure to cite and reference sources. Make sure that the writing is clear, well-developed, and free from spelling and grammatical errors.

 

Writing Requirements (APA format)

  • Length: 2-3 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • citations, introduction and sub headings
  • Title page
  • References page (minimum of 1 primary source)
  • Use in-text citations that correspond with your end reference

 

Rubric

Case Study Grading Rubric – 100 ptsCase Study Grading Rubric – 100 ptsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength5.0 ptsMeets length requirement0.0 ptsDoes not meet length requirement5.0 pts
This criterion is linked to a Learning OutcomeContent10.0 ptsPaper addresses all aspects of the assignment.8.5 ptsPaper addresses most aspects of the assignment.7.5 ptsPaper addresses some aspects of the assignment.6.0 ptsPaper addresses few aspects of the assignment.0.0 ptsNo effort10.0 pts
This criterion is linked to a Learning OutcomeAnalysis25.0 ptsThroughout the whole work, content expresses original thoughts or interprets the subject matter in a different perspective.22.0 ptsThroughout most of the work, content expresses original thoughts or interprets the subject matter in a different perspective.19.0 ptsThroughout some of the work, content expresses original thoughts or interprets the subject matter in a different perspective.15.0 ptsThroughout little of the work, content expresses original thoughts or interprets the subject matter in a different perspective.0.0 ptsNo effort25.0 pts
This criterion is linked to a Learning OutcomeSupport20.0 ptsThroughout the whole work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.17.0 ptsThroughout most of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.15.0 ptsThroughout some of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.12.0 ptsThroughout little of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.0.0 ptsNo effort20.0 pts
This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Style20.0 ptsThroughout the whole work, the text is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.17.0 ptsThroughout most of the work, the text is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.15.0 ptsThroughout some of the work, the text is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.12.0 ptsThroughout little of the work, the text is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.0.0 ptsNo effort20.0 pts
This criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting10.0 ptsThroughout the whole work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style.8.5 ptsThroughout most of the work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style.7.5 ptsThroughout some of the work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style.6.0 ptsThroughout little of the work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style.0.0 ptsPaper includes 1 or none of the following per APA style: title page, references page, correct margins, correct spacing, and correct font size.10.0 pts
This criterion is linked to a Learning OutcomeAPA: Title Page & References Page5.0 ptsPaper includes both title page and references page.2.5 ptsPaper includes either a title page or references page.0.0 ptsPaper does not include a title page or references page.5.0 pts
This criterion is linked to a Learning OutcomePrimary Source Reference5.0 ptsPaper includes reference to the primary source provided within the case study.0.0 ptsPaper does not make reference to the primary source provided within the case study.5.0 pts
Total Points: 100

Fourth Of July Oration 300-400 Words

Introduction

Abolitionism was the first racially integrated political movement in American history. Black orators, many of them fugitive slaves, helped to spread the antislavery message in the North and the British Isles. At every opportunity, black abolitionists offered a sharp critique of the nation’s claim to be a land of liberty.

The greatest oration on American slavery and American freedom was delivered in Rochester in 1852 by Frederick Douglass. Speaking just after the annual Independence Day celebration, Douglass posed the question, “What, to the Slave, is the Fourth of July?” He answered that July 4th festivities revealed the hypocrisy of a nation that proclaimed its belief in liberty yet daily committed “practices more shocking and bloody” than those of any other country on earth. “I am not included,” he declared, “within the pale of this glorious anniversary….This Fourth [of] July is yours, not mine.” Independence Day reminded blacks of “crimes which would disgrace a nation of savages” – a subtle repudiation of proslavery claims that blacks lacked civilization and therefore deserved to be in bondage. Like other abolitionists, however, Douglass also laid claim to the founders’ legacy. The Revolution had proclaimed “the great principles of political freedom and of natural justice, embodied in [the] Declaration of Independence,” from which subsequent generations had tragically strayed. Only by abolishing slavery and freeing the ideals of the Declaration from the bonds of race could the United States recapture its original mission.

Read the attached document and answer the following questions:

  1. What does Douglass hope to accomplish by accusing white Americas of injustice and hypocrisy?
  2. What evidence does Douglas present to disprove the idea of black inferiority?

– At least 150words for each question (total is 300 words at least)

Frederick Douglass, Fourth of July Oration (1852)

 

Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here to-day? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? and am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits and express devout gratitude for the blessings resulting from your independence to us?

Would to God, both for your sakes and ours, that an affirmative answer could be truthfully returned to these questions! Then would my task be light, and my burden easy and delightful. For who is there so cold, that a nation’s sympathy could not warm him? Who so obdurate and dead to the claims of gratitude, that would not thankfully acknowledge such priceless benefits? Who so stolid and selfish, that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been torn from his limbs? I am not that man. In a case like that, the dumb might eloquently speak, and the “lame man leap as an hart.”

But, such is not the state of the case. I say it with a sad sense of the disparity between us. I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you, this day, rejoice, are not enjoyed in common. The rich inheritance of justice, liberty, prosperity and independence, bequeathed by your fathers, is shared by you, not by me. The sunlight that brought life and healing to you, has brought stripes and death to me. This Fourth [of] July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak to-day? If so, there is a parallel to your conduct. And let me warn you that it is dangerous to copy the example of a nation whose crimes, lowering up to heaven, were thrown down by the breath of the Almighty, burying that nation in irrecoverable ruin! I can to-day take up the plaintive lament of a peeled and woe- smitten people!

…Fellow-citizens; above your national, tumultuous joy, I hear the mournful wail of millions! whose chains, heavy and grievous yesterday, are, to-day, rendered more intolerable by the jubilee shouts that reach them. If I do forget, if I do not faithfully remember those bleeding children of sorrow this day, “may my right hand forget her cunning, and may my tongue cleave to the roof of my mouth!” To forget them, to pass lightly over their wrongs, and to chime in with the popular theme, would be treason most scandalous and shocking, and would make me a reproach before God and the world. My subject, then fellow-citizens, is AMERICAN SLAVERY. I shall see, this day, and its popular characteristics, from the slave’s point of view. Standing, there, identified with the American bondman, making his wrongs mine, I do not hesitate to declare, with all my soul, that the character and conduct of this nation never looked blacker to me than on this 4th of July! Whether we turn to the declarations of the past, or to the professions of the present, the conduct of the nation seems equally hideous and revolting. America is false to the past, false to the present, and solemnly binds herself to be false to the future. Standing with God and the crushed and bleeding slave on this occasion, I will, in the name of humanity which is outraged, in the name of liberty which is fettered, in the name of the constitution and the Bible, which are disregarded and trampled upon, dare to call in question and to denounce, with all the emphasis I can command, everything that serves to perpetuate slavery- the great sin and shame of America! “I will not equivocate; I will not excuse;” I will use the severest language I can command; and yet not one word shall escape me that any man, whose judgement is not blinded by prejudice, or who is not at heart a slaveholder, shall not confess to be right and just.

For the present, it is enough to affirm the equal manhood of the negro race. Is it not astonishing that, while we are ploughing, planting and reaping, using all kinds of mechanical tools, erecting houses, constructing bridges, building ships, working in metals of brass, iron, copper, silver and gold; that, while we are reading, writing and cyphering, acting as clerks, merchants and secretaries, having among us lawyers, doctors, ministers, poets, authors, editors, orators and teachers; that, while we are engaged in all manner of enterprises common to other men, digging gold in California, capturing the whale in the Pacific, feeding sheep and cattle on the hill-side, living, moving, acting, thinking, planning, living in families as husbands, wives and children, and, above all, confessing and worshipping the Christian’s God, and looking hopefully for life and immortality beyond the grave, we are called upon to prove that we are men!

Would you have me argue that man is entitled to liberty? that he is the rightful owner of his own body? You have already declared it. Must I argue the wrongfulness of slavery? Is that a question for Republicans? Is it to be settled by the rules of logic and argumentation, as a matter beset with great difficulty, involving a doubtful application of the principle of justice, hard to be understood? How should I look to-day, in the presence of Americans, dividing, and subdividing a discourse, to show that men have a natural right to freedom? speaking of it relatively, and positively, negatively, and affirmatively. To do so, would be to make myself ridiculous, and to offer an insult to your understanding. There is not a man beneath the canopy of heaven, that does not know that slavery is wrong for him.

What, am I to argue that it is wrong to make men brutes, to rob them of their liberty, to work them without wages, to keep them ignorant of their relations to their fellow men, to beat them with sticks, to flay their flesh with the lash, to load their limbs with irons, to hunt them with dogs, to sell them at auction, to sunder their families, to knock out their teeth, to burn their flesh, to starve them into obedience and submission to their masters? Must I argue that a system thus marked with blood, and stained with pollution, is wrong? No! I will not. I have better employments for my time and strength, than such arguments would imply.

What, then, remains to be argued? Is it that slavery is not divine; that God did not establish it; that our doctors of divinity are mistaken? There is blasphemy in the thought. That which is inhuman, cannot be divine! Who can reason on such a proposition? They that can, may; I cannot. The time for such argument is past.

At a time like this, scorching irony, not convincing argument, is needed. O! had I the ability, and could I reach the nation’s ear, I would, to-day, pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake. The feeling of the nation must be quickened; the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be proclaimed and denounced.

What, to the American slave, is your 4th of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciations of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade, and solemnity, are, to him, mere bombast, fraud, deception, impiety, and hypocrisy — a thin veil to cover up crimes which would disgrace a nation of savages. There is not a nation on the earth guilty of practices, more shocking and bloody, than are the people of these United States, at this very hour.

Go where you may, search where you will, roam through all the monarchies and despotisms of the old world, travel through South America, search out every abuse, and when you have found the last, lay your facts by the side of the everyday practices of this nation, and you will say with me, that, for revolting barbarity and shameless hypocrisy, America reigns without a rival.

HIS 11: United States to 1877

HIS 11: United States to 1877

Week 1 response paper on New World Beginnings, 33,000 B.C.–A.D. 1769.

Write a response paper of 2-3 pages on New World Beginnings, 33,000 B.C.–A.D. 1769 with following questions to be addressed in the paper. How did Indian societies of South and North America differ from European societies at the time the two came into contact? In what ways did Indians retain a worldview different from that of the Europeans? What role did disease and forced labor (including slavery) play in the early settlement of America? Is the view of the Spanish and Portuguese as especially harsh conquerors and exploiters valid—or is this image just another version of the English black legend concerning the Spanish role in the Americas? In what ways are the early (pre-1600) histories of Mexican and the present-day American Southwest understood differently now that the United States is being so substantially affected by Mexican and Latin American immigration and culture? To what extent should this now be regarded as part of our American history? Should the Spanish conquistadores be especially blamed for the cruelties and deaths (including those by disease) inflicted on the original Indian populations of the Americas? Is it possible to make such criticisms without falling into the traditional English fallacies of the black legend?

11 Bases Of Democracy Essay

I posted a word doc on how the essay must look write about the 11 bases of democracy.Define each of these and provide examples from current American government and politics demonstrating how these are being sustained or eroded; explain. You will provide a conclusion in the form of an analysis on current events and challenges in American government in light of these eleven bases of democracy.

Clarifications: APA-formatted response means, Times New Roman, size 12 font, 1-inch margin on all sides of the page, a Running head in the document with page numbers in the upper right corner of the pages. For each response, you must have a minimum of a one cited source, and all sources will be listed on the final page (a separate page) of your final portfolio as “References”. i posted a word doc on how it should look

Matias Wainfeld

POS2041 American Government

Florida International University

Dr.Donovan A Mcfarlane

July 23, 2020

 

 

 

 

 

 

 

 

 

 

11 Bases of Democracy

Democracy is a form of government which, has been around since 508 BC it has been used by many societies and was created by the Greeks. Democracy is a form of government in which the people decide who governs their society. The Greeks democracy was different than our form of democracy we have what is called an indirect democracy, which is a form of government in which people have all the power to select representation in the government like selection the House of Representatives or The Senate. Democracy is built throughout many different parts. In this article I will be speaking of these parts which are called, the 11 bases of democracy.

Self-Government

Social Contract

Majority Rule

Minorities Rights

Limited Government

Democracy Institution

Free Elections

Organized Opposition

Free Expression Ideas

Equality

Universal Education