Solomon__Paye_HIS_200__Applied_History
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Southern New Hampshire University *
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200
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Arts Humanities
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Feb 20, 2024
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Module 6 Short Responses – Question 1 Which source will you analyze using active reading strategies? Include the name of the article, the author, the publication, the date, and where you found it.
Read your chosen source using the active reading strategies you learned on the previous
page. Then, summarize the overall meaning and content of the reading. Write your summary below. Your summary should be at least one paragraph long.
"Ireland's New Worlds: Immigrants, Politics, and Society in the United States and Australia, 1815-1922," written by Malcolm Campbell, is the secondary source I've chosen. It was available through the Shapiro Library and released by ACLS Humanities E-Book in 2008.
The book delves into the circumstances that drove Irish immigration to the United States, as well as their reception and efforts to assimilate. Irish immigrants faced a variety of forms of prejudice, with their Catholic faith being a major source of dispute among many residents. Furthermore, tensions rose when they affiliated with the Democratic Party, causing outrage among other leaders who saw their growing power in elections, particularly in states like New York, as a danger.
Module 6 Short Responses – Question 2 What events or historical forces contributed to the Boston busing crisis of the mid-
1970s? Name at least three, and briefly explain why you think each one was a contributory cause of the Boston busing crisis.
The Boston busing crisis of the mid-1970s was a complicated event with numerous contributing factors:
1.
Segregation and Housing Policies:
Boston's neighborhoods had been heavily segregated for decades due to discriminatory housing practices such as redlining and racially restricted covenants. This segregation established the stage for strong opposition to busing, as many white people fought back against efforts to integrate their schools and community. 2.
Court-Ordered Desegregation: Following the NAACP's lawsuit in 1974, a federal judge ordered the Boston Public Schools to desegregate through busing. While designed to address racial disparities in education, the court-ordered busing scheme sparked outrage among white citizens who felt their neighborhoods and schools were unfairly targeted for integration. 3.
Racial Tensions and Political Climate: Following the NAACP's lawsuit in 1974, a federal judge ordered the Boston Public Schools to desegregate through busing. While
designed to address racial disparities in education, the court-ordered busing scheme sparked outrage among white citizens who felt their neighborhoods and schools were unfairly targeted for integration.
Module 6 Short Responses – Question 3 Name three specific consequences of the Boston
busing crisis.
The Boston busing crisis had several significant consequences:
1.
White Flight:
Many white families chose to leave the city, dissatisfied with forced busing and concerned about a perceived deterioration in educational quality in integrated schools. This phenomenon, known as "white flight," exacerbated the segregation and collapse of already struggling urban districts as white inhabitants relocated to the suburbs. 2.
Resentment and Division: The busing problem exacerbated racial tensions and fueled long-held resentments in Boston's communities. Both white and black citizens were irritated by the disruption created by busing, which heightened tensions and hostility between ethnic groupings. 3.
Erosion of Trust in Government and Institutions: The way political leaders and school officials handled the busing problem damaged public faith in the government and educational institutions. Many locals felt misled by the absence of competent leadership and that their opinions were being neglected during the decision-making process. This loss of confidence had long-term consequences for civic engagement and involvement in Boston's public life
.
Module 6 Short Responses – Question 4 Describe one cause of the event you have chosen for your historical analysis (keeping in mind that there are many), and explain one piece of evidence from your research that you will use to support this assertion. Describe one consequence of the event, and explain one piece of evidence from your research that you will use to support this assertion.
One reason of the Trail of Tears was the United States government's policy of Indian removal, which was motivated by a goal for territorial expansion and the seizure of Native American territory. Historical records such as the Indian Removal Act of 1830, which President Andrew Jackson signed into law, provide evidence to support this statement. This act permitted the forceful transfer of Native American tribes, primarily the Cherokee, Choctaw, Chickasaw, Creek, and Seminole nations, from their original lands in the southeastern United States to territory west of the Mississippi River.
One of the consequences of the Trail of Tears was the significant loss of life and suffering experienced by Native American tribes during their forced evacuation and resettlement. The recollections and testimonials of survivors and witnesses preserved in historical documents and oral histories serve as one example of evidence supporting this conclusion. These firsthand accounts describe the hardships that Native Americans faced during the arduous journey along the Trail of Tears, such as exposure to harsh weather, a lack of adequate food and shelter, disease outbreaks, and instances of violence and mistreatment by government officials and military escorts.
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