6-2 Module Six Short Responses

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Apr 3, 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. The secondary source I selected was an article by Theda Perdue that can be found in the Shapiro Library titled The Legacy of Indian Removal . It was published in February 2012 by the Southern Historical Association. The Legacy of Indian Removal examines what happened to the tribes affected by the Indian Removal Act. An overview of how much each tribe receives is included, as well as a brief history of certain tribes. The journal also indicated that certain tribes were not interested in receiving money but wanted their lands returned. As a result of the Indian Removal Act, each tribe received compensation for losing its lands. Additionally, the article discusses why Native American tribes were not interested in participating in political movements. Even after decades, many tribes still fear being removed from their lands, influencing their views of their way of life and relationship with the U.S. 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. Black residents of Boston's predominantly black neighborhoods began protesting the quality of public schools in the early 1960s. The community contributed to this cause by bringing to light the deteriorating quality of the schools. As a result, an investigation was conducted. In 1965, the Massachusetts legislature passed the Racial Imbalance Act in response to a federal investigation into possible racial discrimination in Boston public schools. As a result of this Act, school segregation was outlawed, and funding was restricted if schools failed to desegregate. In June 1974, however, a federal judge ruled that Boston's public schools were unconstitutionally segregated in a lawsuit brought by the NAACP against the School Committee. It was a contributing cause since Judge Garrity could order busing due to this lawsuit. Module 6 Short Responses – Question 3 Name three specific consequences of the Boston busing crisis. The Boston busing crisis resulted in integrating African Americans and whites into the same public schools. After implementing the busing policy, white families started sending their
kids to neighboring schools, contributing to a flight of whites. Finally, it allowed racial tensions to subside and enabled African Americans to run for office and get into politics. 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. A cause of the Indian Removal Act was that many Native Americans became fearful of being displaced from their homes even decades later. In 1931 an investigator went to asses the Choctwas tribe in the Mississippi, but they refused to meet with the investigator. When asked why a Choctaw tribe member stated, "Old time Indian Choctaw is scared to move . . . because of forced removal years ago" (Perdue, 2012). The consequences of the fear of Native American shaped how they reacted to the U.S. government. When Congress offered the Seminoles citizenship affirmation, they rejected it as "they did not want to be subject to the United States, which might carry the off" (Perdue, 2012). It is a dynamic based on fear and falsity between Native Americans and the United States.
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