Give Direct Answers to Questions Regarding African Americans (Coursework Sample)

Name
Instructor
Course
Date
Final Exam: African Americans
1 Explain the difference between assimilation and African retentions within the context of Africans taken as slaves to the Americas and the European (white American) society versus the slaves’ African past and heritage/culture.
Assimilation refers to the way slave Africans who were taken to the Americas and the European society accepted and adopted to the new cultures that they found themselves in. They began to behave and live the way their masters behaved and lived. African retention on the other hand was the way African slaves were kept in their own quarters where they continued to live the African way (Gale 1).
2 Explain how Howard University came into existence, as well as NC State University and how NC State University came to be as well.Discuss the Morrill Acts I and II, The Freedman’s Bureau and discuss the role of the American Missionary Society in creating/supporting HBCUs.
Howard University was founded in the year 1866 by missionaries. It started as a training facility for preachers. Howard University was named after General Oliver O. Howard, a white man who was a hero during the Civil War. He founded the University and was the commissioner of the Freedman’s Bureau. The bureau had been founded in 1865 as a US government agency that had the mission to help freed blacks. Within just a year, the school had expanded its focus to include medical training and liberal arts (Taylor 1). By 1872, the university had educated 150,000 freed slaves.
NC State University was founded in 1887 as a land-grant institution for teaching agricultural and mechanical arts to the people of North Carolina. The main aim for which it was founded was to bring economic, societal and intellectual prosperity for the people of the region (U.S. News 1).
The American Missionary Societies were very essential in the creation of the Historical Black College and University as they strived to help the freed slaves to gain financial strength and independence.
3 Compare the philosophies of Booker T. Washington and W.E.B. Dubois? Must use 6 sentences at least and you must compare their ideas on African American life, history and civil rights -early 20th cen.
Booker T. Washington and W.E.B. Du Bois were two great black community leaders in the 19th and the 20th century. They, however, had sharp disagreements on the strategies for black social and economic progress. Booker T. believed in self-help, racial solidarity and accommodation. He preached to blacks to temporarily ignore discrimination and concentrate on raising themselves by working hard and gaining material prosperity and then they would automatically gain political rights. He believed there was no shame in manual labor.
W.E.B. Du Bois, on the other hand rejected discrimination. He advocated for political action and civil rights agenda. He also believed that the only way to accomplish social change was by developing the group of blacks he called "the Talented Tenth”, who were college-educated. He believed that, instead of limiting themselves in vocational labor, the African Americans should educate themselves and gain the citizenship status that was their right (Frontline 1).
4 Define the following; a) Alain Leroy Locke, b)The Back to Africa Movement, c)The Niagara Movement, d) Pan African Congress, e) The Bloody Red Summer, giving a historic person connected to the event/movements (listed in these above) and the year(s) or period in history these events started
Allan Leroy Locke was a philosopher who is best remembered for his support for the Harlem Renaissance and his writings on the subject (Biography 1).
Back to Africa Movement was a movement that was mobilized by thousands of African American Arkansans who wanted to leave America and travel to the Republic of Liberia in the late 1800s. Nearly 650 emigrants left Arkansas in the 1880s and 1890s (Barnes 1).
The Niagara Movement was a civil rights organization for the blacks that was founded by a group that was led by William Monroe and W.E.B. Du Bois in 1905 ("Niagara Movement" 1).
The Pan African Congress was a meeting held in Paris in 1919 to develop a plan for establishing lasting peace between European states and the USA after the devastations of World War 1 (Bandele 1). Du Bois actively participated in the meeting that sought to achieve changes in colonial policy.
The Bloody Red Summer of 1919 is a series of race riots that occurred in the United States between May and October 1919. The bloodiest events of the riots took place in Washington D.C., Chicago, and Elaine, Ark. It was caused by labor shortages that led to racial strife between African Americans who were running away from Jim Crow laws, lack of job opportunities and segregated schools and the whites who resented their presence as they competed with them for job opportunities (Lewis 1).
5 What organization came into existence shortly after the A&T Four Students started their sit-in movement and how did that organization lead to other Civil Rights events and the Black Power Movement? (name some historic figures (persons) and events in the above)
In 1960, on 1st February, four freshmen students in Greensboro, North Carolina named Franklin Mcain, David Richmind, Ezell Blair Jr. and Joseph McNeil walked downtown and initiated their sit-in movement at the whites-only lunch counter at Woolworth’s. Even though they were denied service, they refused to leave and stayed in the store until it closed. The next day, they were joined by 25 other students from A&T and other neighboring colleges and universities. Similar sit-ins occurred among students across the state for the next ten days. By the third week of that month, the demonstrations had expanded to about 250 major towns and cities in the United States. In these, four hundred demonstrations occurred by the end of that year. In April, the Student Nonviolent Coordinating Committee (SNCC) was founded in Raleigh. By the end of July 1960, Woolworth’s was desegregated.
Even though many of the students were arrested for trespass, their movement led to significant events in civil rights history. The 1960 Civil Rights Bill was passed, in September 1961, there was an Interstate Commerce Commission ruling against racial segregation on interstate terminals and carriers, and the first National Public Accommodations Act in a whole millennium also followed their bravery (Bluford Library 1).
Following the civil rights movements including that of the A&T students, in 1966, Huey P. Newton, Bobby Seale and other activists founded the Black Power Movement which sought to bring independence for the blacks (Gale 1).
6 Name a) three civil rights organizations and b) two civil rights legislations/bills passed by Congress (rulings or amendments) since the Antebellum Period and c) name two hot spot events or “setbacks” for African American civil rights and equality since this period.
The civil rights organizations include the Universal Negro Improvement Association (UNIA), the Black Panther Party, and The Congress of Racial Equality. The civil rights legislations include the Civil Rights Act of 1964 and the Thirteenth Amendment. The hot spot events since the Antebellum period was the Civil Rights Movement and the Black Power movement.
7 Discuss what happened in 1960, 1969 and 1979 in Greensboro that directly or indirectly involved A&T student (s) and the city of Greensboro and the cause of civil and human rights or race relations for the better of in terms of a troubled historical relationship.
15-21 February, Edward Zane who was a member of the Greensboro City Council agreed to work with the students to reach a compromise by forming a committee that could come up with a solution. 21 April, 45 students arrested including the A&T four. In 1969, there was the Greensborough uprising which occurred in A&T University and James B. Dudley High School. in 1979, there was the Greensborough Massacre (Cabral and Robeson 1).
8 In the book Civilities and Civil Rights, it suggested three tactics that civil rights leaders and students used to force changes in Greensboro. What were they and what was the point in using each tactic?
They appealed to the community issues so that they could gain a nationwide recognition and support. They engaged in elections and tried to elect one of their radical leaders in an attempt to be able to control the proceedings of their education. The third tactic was helping workers protest against ill treatment so that the workers could support their agendas (Chafe 175).
9 Explain what happened at Dudley High school that led to th...