American Urban Development

In comparison to the Europeans, depending on the region, a lot of Native Americans were largely migrant people who followed resources as needed. Tribes would stay in one area for as long as they could utilize whatever was in season and then moved forward once the land’s resources had nothing left to offer. Hunting and gathering forced tribes to relocate quite often due to the different seasons’ impact on game and plants. Even though agriculture was not a reliable source of sustainability for these people, Indians often found ways to make use of whatever herbs and plants grew around them. Low environmental impact and zero waste are two very important values to Indians as they have a very spiritual connected to the earth. In other parts of the country, Indians used agriculture quite a lot and even found ways to make their crops last through the winter. Some tribes established themselves fairly prominently in one area, but a key difference between their establishment and the English’s was their inherent view that no matter what they yielded from the land, it was not their property to claim forever. The Native Americans really

Langston Hughes says in the poem “Let America Be America Again”, “O, let my land be a land where Liberty Is crowned with no false patriotic wreath”. This sentence in itself describes that changes have already happened to America, changes that now limit the opportunities that America once had to things like our Dreams, our Satisfaction, our Faith and our Hope. All these things we once had suddenly falling at our feet because of aid and assistance that we are so helplessly being deprived

     In Savage Inequalities, Jonathan Kozol documents the devastating inequalities in American schools, focusing on public education’s “savage inequalities” between affluent districts and poor districts. From 1988 till 1990, Kozol visited schools in over thirty neighborhoods, including East St. Louis, the Bronx, Chicago, Harlem, Jersey City, and San Antonio. Kozol describes horrifying conditions in these schools. He spends a chapter on each area, and provides a description of the city and a historical basis for the impoverished state of its school. These schools, usually in high crime areas, lack the most basic needs. Kozol creates a scene of rooms without heat, few supplies or text, labs with no

For years, the Native Americans lived a very solitary life with their own unique way of living, that was until the European’s showed up with their very complex way of living. Harmony with nature was a very important aspect of Native American culture. The Native people embraced nature with no intention to modify it unlike the Europeans. They simply cared more about nature and what it had to offer. The spiritual connection between the land and these Natives were distinctive from the Europeans also due to the fact that to the settlers, land meant wealth. As a European, if you owned any land you were considered a wealthy upper class human being. As a Native, no one owned the land and anyone could benefit from the land.

Despite increased diversity across the country, America’s neighborhoods remain highly segregated along racial and ethnic lines. Residential segregation, particularly between African-Americans and whites, persists in metropolitan areas where minorities make up a large share of the population. This paper will examine residential segregation imposed upon African-Americans and the enormous costs it bears. Furthermore, the role of government will be discussed as having an important role in carrying out efforts towards residential desegregation. By developing an understanding of residential segregation and its destructive effects, parallels may be drawn between efforts aimed at combating

American history frequently centers on the issues of ethnic diversity and resource allocation. In the contemporary, we begin to see the experiences of the Native inhabitants of the Americas in contrast to European settlers and colonizers, is a prime example of this process in motion. When European settlers first arrived to the New World in the 15th century, firstly the Spanish, they brought with them a material cultural based upon an economic standard of resource exploitation, which in a sense was hostile to most of the Native peoples of the Americas. For instance, as Blackhawk notes that, Europeans built permanent settlements consisting of immovable structures, whereas many of the Great Basin peoples were semi-migratory in nature. Additionally, as Europeans claimed possession over the land, its resources, and began a process of territorial delimitation, Native peoples whose lives

Additionally, Royal gives clarification for Native Americans’ positive stereotypes. He explains, “ But this is far from modern concepts of ecology. Native Americans in fact overhunted deer and beaver even before the arrival of the white man, and did not seriously try to preserve the resources in the vicinity of their villages. As a result, the typical woodland village, having exhausted local soil and game, had to move on average every eight to 10 years” (Royal 47). Although the Native Americans did not destroy the environment like Europeans on such a large scale, they are not trying to protect the environment either. This opposes the stereotypes that Native Americans are model ecologists. Royal also examines the inhumane sides of Native American tribes. Royal reveals, “The

Native Americans thrived from nature and their way of life depended on the land of the grassy Great Plains. Their life changed due to horses, and then afterward guns, being introduced to them by the Spanish; which made it easier for them to move and hunt. As settlers moved in, the Native nations were treated poorly and had little to no ability to stand up for what they believed in and how they wanted to live with all the restrictions laid upon them. The federal government created policies, such as The Concentration Policy, “relocation”, and The Dawes Severalty Act, as settlers began moving west which eventually lead to many warfares’s.

In Changes in the Land, William Cronon points out the European colonists` pursuits of a capitalistic market and the impact it had on the New England ecosystem. Native Americans and colonists had different views on the use of land resources. The Natives viewed the land as something not owned, but as a resource to sustain life. They believe in a hunting-gathering system, hunting only when necessary. In the long run Native Americans lost their old traditions and were forced to adapt to the colonists` traditions in order to survive. This change contributed even more to the alteration of the ecosystem during the colonization period. In contrast, colonists viewed the

The possesion of land has proved to greatly amplify and draw out several different stereotypes and conflicts between societies in the world 's history. From Many different accounts all over the world today there has always been a dispute over land. However other disputes shadow in that of the colonial New England settlers and the Native Americans, both virtually revolving their lives around this concept of land distribution. For the settlers it meant wealth and prosperity, for the natives it meant staying alive. William Cronon 's book, Changes in the Land: Indians, Colonists, and the Ecology of New England, illustrates the differences between these two separate societies and describes what life was like during the period of exploration and settlement in the New World. There are several other facts or opinions that one could take away from this passage, but the three main points are differences in the Colonist and Native conceptions of property, as well as how cultural stereotypes and eventual conflict emerged from mutual understanding of the land and use of property by each group.

Matthew Richer’s article “Busing’s Boston Massacre” discusses the issue of the forced busing of schoolchildren to other schools in order for racial integration in the 1970s. Matthew Richer is a Boston native and was a graduate student in the 1990s when he wrote this article. Written to the generation after the busing incident, the article persuades readers to disagree with forced busing and inform them about the costly and detrimental effects that forced busing gave to Boston communities. Forced busing was utilized in order to desegregate schools and help boost black student achievement. Yet, the initial intent that Massachusetts had for Boston’s students failed and resulted in a plethora of other problems. The state intervention of busing

However, Wacquant brings the term “inner city” to light, breaking down its meaning: “black and poor.” Living in Chicago gives one an exemplary example of the term “inner city” meaning “poor, black ghettos.” The references to “inner city” schools being synonymous with “poor quality” and “mostly African American” are damaging to urban terminology and creating a predetermined perspective of those who call the “inner city” home. The “hypersegregation” of the city of Chicago is a topic within itself, but the institution of segregation is, without question, existent here. In addition, “inner city” is becoming a label which implies unavoidable incarceration.

It seems ludicrous to think that while the brutality of slavery increased with Cotton Kingdom, many blacks were beginning new lives as free citizens of the United States of America. However outlandish, census data confirms that free slaves did indeed exist and were becoming a part of life in metropolitan America. This rural-to-urban migration pattern makes sense, though, as these newly freed blacks settled away from the urban places that were forced to call home for nearly a century. A comparative analysis of a northern city, New York City, and a city of the upper-south, Louisville, not only validates this rural-to-urban migration, but also demonstrates

Lincoln states that “My dream is of a place and time where America will once again be

The federal government played a role in establishing and maintaining residential segregation in metropolitan areas. For example, Rothstein states that after the New Deal and World War II, federally funded public housing was explicitly and racially segregated (5). The projects were designated for either whites or blacks, later becoming increasingly black. Neighborhoods that were historically segregated still continue today with the very same characteristics – racially and economically homogeneity. Children who grow up in and attend schools in these neighborhoods encounter what Sherman refers to as “youth disconnection”. In essence, youth disconnection is the lack of exposure to important influences that help with human development. Sherman takes into account statistics about disconnected youth which include being twice as likely to live in poverty, three times as likely to leave high school without a diploma, half as likely to obtain a bachelor’s degree, and etc (“How Disadvantages Caused by Residential Segregation End Up Costing Billions”). How can students thrive in environments that are historically segregated and disadvantaged? Access to a better education along with other influences beneficial to development should to be decided based upon the location in which a student