His 206 week 1 discussion

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Ashford University *

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HIS 206

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History

Date

Jan 9, 2024

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docx

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2

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Reflect on the restrictions and beliefs based on race, gender, ethnicity, and national origin that were common in American society during the last half of the 1800s. Think about the changes (both positive and negative) that came about as a result of the industrial revolution and westward expansion. Next, think of the different groups examined in this class. How did discrimination shape the experiences of each group? What particular challenges and opportunities did each group confront during this period? How did your chosen group impact the history of this period? Choose the group that you plan to focus on during this course. You must choose from the groups listed below: African Americans Native Americans Women Immigrants Consult The Anatomy of a Discussion Board as well as Critical Thinking: A Guide to Skillful Reasoning as you formulate your response. | Write Based on the chapters in your textbook and the required article, answer the following: What are some of the ways that restrictions and beliefs based on race, ethnicity, gender, and national origin shaped American society in the latter half of the 1800s? How do the video, Italics: Italian Immigrants and Whiteness/Words of Love Links to an external site. , and the blog, Irish Stereotype Links to an external site. , demonstrate the common racial worldview in the late 19th century? How does the Gilded Age Advice Links to an external site. website demonstrate the cultural expectations for women at the end of the 19th century? Assess how these restrictions shaped your selected group’s experience in late 19th century America. Explain the changes that members of your chosen group made possible during this period.
Week 1 Discussion 1 Hello everyone, Some ways that restrictions and beliefs in the latter half of the 1800s shaped the American society based on race, ethnicity, gender, and national origin are by the voting laws, cutting taxes, reducing public services to include education, and The New South and the Rise of Jim Crow laws. The Civil Rights act of 1875 was overturned it “declared that neither the 13th nor the 14th Amendment to the U.S. Constitution empowered the federal government to protect African Americans from the actions of individuals.” Literacy tests, poll taxes, and grandfather clause. The Irish Stereotype blog demonstrates the common racial worldview in the late 19 th century by stating that Irish Americans were considered as “outsiders” rather than “insiders” and how that weighed on the immigrant eligibility and identity. Similar to what other races experienced, many believed words to be true and the Irish were stereotyped based off assumptions. The Italian Immigrants experienced somewhat of the similar situation. The press constructed an identity about Italians before their arrival, some Italians were also lynched. Not nearly as much as African Americans but they experienced it to a certain extent. The Gilded Age Advice demonstrated cultural expectations for women at the end of the 19 th century by showing “how women's roles were redefined to accommodate the need for a static moral center in the home.” These restrictions shaped African Americans because they were pretty much stripped of any rights they had. Not being able to vote because they were unable to pass a literacy test or the grandfather clause. African Americans where at a disadvantage because their grandfathers were enslaved. Discrimination was a huge restriction for African Americans in the late 19 th century. During this period African Americans such as Ida B. Wells campaigned to stop violence against the lynching of African Americans, Homer Plessy planned to travel from New Orleans to Covington on a First- Class ticket but only made it one stop before being arrested for not being in a separate railcar to challenge the Separate Car Act.
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