DOCSLIB.ORG

Period 6 Review

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Period 6 Review Period 6 Review 1865-1898 1889 “The Gospel 1865 1876 Battle of 1886 1898 Spanish- of Wealth” written 1894 Pullman Little Big Horn American War Reconstruction AFL founded Strike Era Period 6 1869 Transcontinental RR 1882 Chinese 1887 1892 Populist 1896 McKinley completed Exclusion Act passed Dawes Act Party formed elected president 1862- Pacific Railway Act passed Big Ideas of Period 6 Growth in the West Causes and Effects Railroads Free Land, Natural Resources Native Americans culture destroyed Rise of Big Business Causes and Effects Industrialization & advancements in technology Labor movement Arguments for and Against Social Darwinism Gospel of Wealth The New South: Myth or Reality Immigration New Immigration from S/E Europe Internal Migration from rural to urban areas Growth of the West Horace Greeley, editor of the New York Tribune, letter to L. Sanderson, 1871 POV CCOT? POV – encouraging migration to the west after the Civil War CCOT – continuity of the 1840s migration with Manifest Destiny o Cut travel time to 1 week vs. 6 months o Created an integrated national market for raw materials and manufactured goods o Led to the creation of 4 standardized time zones o Sped up settlement of the west TREND in the graph CCOT? MINING o Between 1860 and 1890, $2 billion in gold and silver was mined in the west o Boom Towns – Ghost Towns o Diverse population in mining towns: whites, blacks, Mexicans & Chinese o Lead to new states and increased conflict with Native Americans CATTLE FRONTIER o Growing cities in east led to increased demand for meat o Cattle trails replaced by railroads o Cattle drives replaced by ranching in 1890 o Refrigerated cars (1877) led to meatpacking industry in Chicago by Gustavus Swift FARMING o 160 acres of free land – Homestead Act (1862) o 2/3 of all homesteads failed due to weather, low prices and high cost of machinery o Reverse migration back to east (late 1880s) o 500,000 African Americans lived west of the Mississippi by 1890 – Exodusters & Buffalo Soldiers POV CCOT POV: Agreement with Indians & US Govt; stick to land being granted; not interfere with white settlements CCOT: Continuity depriving Natives of their land; Andrew Jackson- Trail of Tears Native American Conflict DAWES ACT CENTURY OF DISHONOR (1881) oDissolved the tribes as legal entities Helen Hunt Jackson ◦ Detailed long history of mistreatment and oDistributed tribal lands broken promises o 160 acres to Natives with promise of citizenship after 25 yrs. ◦ Created sympathy for Indians o “Excess” Indian lands were sold to railroad and white ◦ Supported policy to bring Native Americans settlers into mainstream white culture o 90 million acres lost Rise of Big Business Robber Barons or Captains of Industry 12 The Gilded Age 1870 TO 1900 REGIONAL RESPONSES TO GILDED AGE NORTH – Growth of industry and industrial Era of Industrialization cities (Pittsburg, Chicago); flood of immigrants and migrants for work Railroads, steel and oil industry dominate economy and politics WEST – Farmers are struggling as mechanization creates overproduction and Era of political corruption with government falling prices; increased prices for freight; policy favoring big business over labor Populism SOUTH – Some industrialization (textiles, cigarette, and iron/steel mills); 2/3 still farming; 40% of north’s ave. income. Henry Grady’s vision of “New South” is unrealized 2nd Industrial Revolution Age of Innovation o Steel – railroads & skyscrapers o Communication – Telegraph to telephone o Electricity & lightbulb U.S. went from a nation of farmers to a nation of factory workers o More people were working for wages living in cities than ever before o Unskilled labor of factory worker = poor conditions, low wages, dangerous conditions, poverty Shift in nature of work as companies implemented techniques to increase efficiency and profit o Mass production Gap between rich and poor increased Captains of Industry or Robber Barons ARGUMENTS FOR ARGUMENTS AGAINST HERBERT SPENCER SOCIALISTS o Social Darwinism – concentration of wealth in hands of the “fittest” o Argued the “captains of industry” were greedy benefitted society; no aid to poor because it help preserve the “unfit” “robber barons” who exploited labor, drove down wages, ignored hazardous working conditions to WILLIAM GRAHAM SUMNER rake in the money o Considered poverty the natural result of natural inferiorities and argued o Also denounced close links between gov’t and big poor were a burden on society. business HORATIO ALGER WASHINGTON GLADDEN o Improvement came through hard work; opportunity not govt’ handouts o Competition and selfishness is unchristian o Rags to riches – honesty, hard work & a little luck o Labor is human, not a commodity o Need govt. regulation to reverse the trend ANDREW CARNEGIE & JOHN ROCKEFELLER o SOCIAL GOSPEL movement – religion compels us o Wealth was a result of the “law of competition” and hard work/talent; to respond to poverty and poor conditions poverty was punishment for laziness/bad judgement o CCOT…? o “The Gospel of Wealth” – Carnegie argued that with great wealth came great responsibility to provide “ladders upon which the aspiring can rise” Industrial Workers o Workforce expanded due to immigration and migration o New Immigrants (S/E Europe, Asia) o Mostly settle in northeast cities o “Melting pot vs salad bowl” o Tenements o Reactions: NATIVISM: Immigration Restriction League & American Protective Association formed; Settlement House (Jane Addams) to provide social services; Jacob Riis; Progressive Era o While wages increased, the gap between rich & poor widened for many people o Attempt to organize labor unions o KNIGHTS OF LABOR (1869) - Open membership: women, racial minorities, unskilled workers o AMERICAN FEDERATION OF LABOR (1886) - Catered to the skilled worker; focused on bread & butter demands LABOR STRIKES o Workers are fighting for better conditions, better wages or end wage cuts o Govt steps in to stop strike, take side of the owners Politics of Gilded Age POLITICAL MACHINES o Boss Tweed provided immigrants with help in exchange for their vote PATRONAGE o “Spoils system”: Giving government jobs to people who helped get a candidate elected IMPACT OF BIG BUSINESS ON GOVT POLICIES o Laissez-faire or “hands off” policy of govt toward corporations o Favoring corporations over labor and farmers Rise of Populism Key Complaints of Farmers: Low prices, insufficient credit, high interest rates, high rates by RR and grain storage, and high prices paid for manufactured goods . EARLY VICTORIES: Wabash, St. Louis, and Pacific Railway Co. vs. IL (1886): ruled Granger laws unconstitutional b/c it infringed on Congress’ power to regulate interstate commerce; Interstate Commerce Commission est’ed to regulate RR . SUPPORTED FREE SILVER: Easier to pay debts; more money in circulation; US goes off bi-mentalism Populist Party formed (1892) o Free coinage of silver; graduated income tax; secret ballot; direct election of Senators; initiative & referendum; restriction on immigration; 8-hr day for laborers; govt ownership of RR, telephones, and telegraph o William Jennings Bryant – presidential candidate in 1896 & 1900 The Conservative Victory - 1896 . Birth of modern campaigning . End of the People’s Party “…we shall answer their demands for a gold standard by saying to them, you shall not press down upon the brow of labor this crown of thorns. You shall . End of the Forgettable Presidents of Gilded Age not crucify mankind upon a cross of gold." —William Jennings Bryan . Grant, Hayes Garfield, Arthur, Cleveland, Harrison, Cleveland Period 7 Review 1898-1945 1913 th 1898 17 Amendment 1924 National 1939 Hitler – direct election Spanish- Origins Act passed invades Poland 1945 End WWII P American War of Senators e 1919-1920 1942 Battle of 1932 Bonus 1906 Meat 18th & 19th Midway Army march; FDR Inspection Act Amendments r elected i o d 1944 D-Day 1912 Wilson 1920 Red Scare 1933-38 New 7 invasion elected president & Palmer Raids Deal legislation 1899 1914-17 1929 Stock 1941 Pearl Open Door note WWI Market Crash; Great Harbor attacked Depression begins Big Ideas for Period 7 America grew as a world power International competition to establish/maintain colonies & empires Increasing industrialization and need to develop markets/resources Closing of the frontier in 1890 Spanish-American War Progressive Era Role of government to control business & protect consumers Demonstrated ability of gov’t and people to address problems resulting from urbanization and industrialization WWI & Return to Isolationism Events that drew America into the war America mobilizes for the war Post-war Isolationism – myth & reality Roaring 20s American culture Great Depression & New Deal WWII Causes of the Great Depression FDR’s New Deal programs: Impact on various groups of Americans From Storm Cellar diplomacy to the Defender of Democracy 23 America’s growth as a world power Cause 2: Close of the Frontier • Need for new economic opportunities • Recognition that American resources were finite • Expansion had always provided a safety- valve for Americans Cause 4: American Nationalism • Alfred T. Mahan – “Influence of Sea Power Upon History” • Control of the sea shaped the destiny of great empires • Strategic acquisition of coaling stations around the world for commercial and military fleets Spanish-American War CAUSES EFFECTS Cuban Revolution against Spain US acquires Puerto Rico, Guam, and ◦ Spanish commander Weyler “The Butcher” Philippines rounding up Cubans into reconcentration camps
Load more

Recommended publications
  • HIS 315L: the United States Since 1865
    HIS 315L: The United States since 1865 Chris Babits ※ [email protected] ※ Jermaine Thibodeaux ※ [email protected] ​ ​ ​ MTWThF ※ 1:00 to 2:30 pm ※ CLA 0.112 Supplement Friday Sessions ※ 3:00 to 4:00 pm ※ GAR 3.116 Office Hours Days, Times, and Locations Listed on Canvas Homepage Vietnam War Protesters (April 17, 1965) ​ COURSE DESCRIPTION: This course surveys American history​ from the Civil War to the present day. Through a combination of lectures, readings, and in-class discussions and activities, students will learn about some of the significant intellectual, political, social, cultural, and economic aspects of ​ ​ America’s recent past. Prominent themes include the fight for civil rights and the United States’ expanding role in international affairs. By the end of the semester, you'll have a deeper understanding of racial ideology, gender, LGBTQ rights, and U.S. foreign policy. Daily readings come in the form of primary sources and academic articles. Assignments include primary source analyses, evaluations of academic articles, attendance/participation, and a final paper. At various points in class, we will focus on refining the skills necessary for you to do well on each of these assignments. This class won't stress the memorization of names and dates. Instead, our goal is for you to think critically about why or how people and events influenced the past. Over the course of the ​ ​ ​ ​ semester, students will ask the question historians ask themselves: so what? Why must we know ​ ​ about a certain person, place, or event? What makes something historically significant? And can we foster the lessons of the past to create a better future? HIS 315L, Summer II (2017), 1 LEARNING OBJECTIVES: The American Historical Association​ (AHA) has recently engaged in a project to re-envision history pedagogy.
    [Show full text]
  • HS, African American History, Quarter 1
    2021-2022, HS, African American History, Quarter 1 Students begin a comprehensive study of African American history from pre1619 to present day. The course complies T.C.A. § 49-6-1006 on inclusion of Black history and culture. Historical documents are embedded in the course in compliance with T.C.A. § 49-6-1011. The Beginnings of Slavery and the Slave Trade - pre-1619 State Standards Test Knowledge Suggested Learning Suggested Pacing AAH.01 Analyze the economic, The economic, political, and Analyze and discuss reasons for political, and social reasons for social reasons for colonization the focusing the slave trade on focusing the slave trade on and why the slave trade focused Africa, especially the natural Africa, including the roles of: on Africans. resources, labor shortages, and Africans, Europeans, and religion. 1 Week Introduction The role Africans, Europeans, and colonists. colonist played in the slave trade. Analyze the motivations of Africans, Europeans, and colonists to participate in slave trading. AAH.02 Analyze the role of The geography of Africa including Analyze various maps of Africa geography on the growth and the Sahara, Sahel, Ethiopian including trade routes, physical development of slavery. Highlands, the savanna (e.g., geography, major tribal location, Serengeti), rainforest, African and natural resources. Great Lakes, Atlantic Ocean, Use Exploring Africa Website to Mediterranean Sea, and Indian understand previous uses of Ocean. 1 Week slavery and compare to European Deep Dive into The impact of Africa’s geography slave trade. African Geography on the development of slavery. Compare the practice of slavery Identify the Igbo people. between the internal African slave trade, slave trade in Europe Comparisions of the Trans- during the Middle Ages, the Saharan vs Trans-Atlantic.
    [Show full text]
  • The Evelyn T. Butts Story Kenneth Cooper Alexa
    Developing and Sustaining Political Citizenship for Poor and Marginalized People: The Evelyn T. Butts Story Kenneth Cooper Alexander ORCID Scholar ID# 0000-0001-5601-9497 A Dissertation Submitted to the PhD in Leadership and Change Program of Antioch University in partial fulfillment for the degree of Doctor of Philosophy May 2019 This dissertation has been approved in partial fulfillment of the requirements for the degree of Ph.D. in Leadership and Change, Graduate School of Leadership and Change, Antioch University. Dissertation Committee • Dr. Philomena Essed, Committee Chair • Dr. Elizabeth L. Holloway, Committee Member • Dr. Tommy L. Bogger, Committee Member Copyright 2019 Kenneth Cooper Alexander All rights reserved Acknowledgements When I embarked on my doctoral work at Antioch University’s Graduate School of Leadership and Change in 2015, I knew I would eventually share the fruits of my studies with my hometown of Norfolk, Virginia, which has given so much to me. I did not know at the time, though, how much the history of Norfolk would help me choose my dissertation topic, sharpen my insights about what my forebears endured, and strengthen my resolve to pass these lessons forward to future generations. Delving into the life and activism of voting-rights champion Evelyn T. Butts was challenging, stimulating, and rewarding; yet my journey was never a lonely one. Throughout my quest, I was blessed with the support, patience, and enduring love of my wife, Donna, and our two sons, Kenneth II and David, young men who will soon begin their own pursuits in higher education. Their embrace of my studies constantly reminded me of how important family and community have been throughout my life.
    [Show full text]
  • World War II, the Cold War, Race, and the Civil Rights Movement
    World War II, the Cold War, Race, and the Civil Rights Movement Source: http://righttofightexhibit.org/home/ Did World War II Launch the Civil Rights Movement? Centuries of prejudice and discrimination against blacks fueled the civil rights crusade, but World War II and its aftermath were arguably the main catalysts. By Annette McDermott The civil rights movement was a fight for equal rights under the law for African Americans during the 1950s and 1960s. Centuries of prejudice and discrimination fueled the crusade, but World War II and its aftermath were arguably the main catalysts. A. Philip Randolph’s crusade against discrimination prodded Roosevelt into action. On January 6, 1941, President Franklin D. Roosevelt gave a State of the Union speech outlining the need for America to help Europe fight against Hitler’s tyranny. He spoke famously of Four Freedoms for all: freedom of speech, freedom of worship, freedom from want and freedom from fear. It was an admirable vision, but few American blacks of the era enjoyed true freedom of any kind. As America prepared for war, civil rights leader A. Philip Randolph threatened to organize a march on Washington to protest segregation and discrimination in the armed forces and defense industries. The threat brought increased attention to race relations and compelled Roosevelt to issue Executive Order 8802 which prohibited, “discrimination in the employment of workers in defense industries and in Government because of race, creed, color, or national origin.” Blacks served admirably in the war. Prior to World War II, about 4,000 blacks served in the armed forces.
    [Show full text]
  • Summer 2011, Volume
    SUMMER 20092011 Journal of History and Culture JHCVOLUME 1 (2009)(2011) NUMBER 24 ISSN 1941-9082 A publication of the Texas Institute for the Preservation of History and Culture and the School of Architecture at Prairie View A&M University JOURNAL OF HISTORY AND CULTURE v o l u m e 1 ( 2 0 1 1 ) n u m b e r 4 DEAN / SCHOOL OF ARCHITECTURE Ikhlas Sabouni, Prairie View A&M University EXECUTIVE EDITOR Akel Kahera, Prairie View A&M University ASSOCIATE EDITORS Frank Jackson, Prairie View A&M University Cristal Truscott, Prairie View A&M University ADVISORY BOARD Clifton Ellis, Texas Tech University Zain Abdullah, Temple University James Jones, Prairie View A&M University Carla Jackson Bell, Auburn University Finnie Coleman, University of New Mexico Aminah McCloud, DePaul University Suad Abdul Khabeer, Princeton University Craig Anz, Southern Illinois University Sherman Jackson, University of Michigan-Ann Arbor Ralph Johnson, Florida Atlantic University The Texas Institute for the Preservation of History and Culture and the School of Architecture at Prairie View A&M University prairie view, texas Copyright © 2011 by The Texas Institute for the Preservation of History and Culture and the School of Architecture at Prairie View A&M University All rights reserved. No part of this publication may be reproduced or utilized in any manner or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system without the expressed written permission of the publisher. Inquiries should be sent to: Akel Ismail Kahera, Ph.D. Director Texas Institute for the Preservation of History and Culture School of Architecture, Suite 260B Prairie View A&M University Nathelyne Archie Kennedy Building L.
    [Show full text]
  • World War II and Movements for Equality ​
    Inquiry Set 11.7: World War II and Movements for Equality ​ I. Inquiry Set Introduction Inquiry Set Title World War II and Movements for Equality Brief Description This inquiry set is designed to introduce eleventh-grade students to the ways in which World War II served to advance movements for equality. Historians regard the war effort as an important turning point for the modern civil rights movements because of the demographic, economic, and ideological transformations that took place during that era. The documents in this collection span a variety of ethnic, racial, national, and gender perspectives. Authors Beth Slutsky, CHSSP Grade Levels 11 Topics/Concepts World War II, women, African Americans, Rosie the Riveter, Jim Crow, Double Victory, Bracero Program, Zoot Suit Riots, Second Great Migration, Japanese internment CA HSS United States History and Geography: Continuity and Change in the Twentieth Century Standards / 11.8 Students analyze the economic boom and social transformation of post–World War II America. Frameworks ​ 11.8.1 Trace the growth of service sector, white collar, and professional sector jobs in business and ​ government. 11.8.2 Describe the significance of Mexican immigration and its relationship to the agricultural economy, ​ especially in California. 11.8.4 Analyze new federal government spending on defense, welfare, interest on the national debt, and ​ federal and state spending on education, including the California Master Plan. 11.8.5 Describe the increased powers of the presidency in response to the Great Depression, World War II, ​ and the Cold War. California Historical Society 1 World War II and Movements for Equality 11.10 Students analyze the development of federal civil rights and voting rights.
    [Show full text]
  • This Document Is Designed to Assist Educators in Interpreting Louisiana's 2011 Social Studies Standards. It Contains the Prio
    This document is designed to assist educators in interpreting Louisiana’s 2011 social studies standards. It contains the prioritized content and concepts aligned to GLEs for each unit. The intent of this document is to clarify the essential content and concepts, allowing teachers more flexibility to focus on the three shifts prescribed in the social studies vision: 1. Use sources to learn content. 2. Make connections among people, events, and ideas across time and place. 3. Express informed claims supported by evidence from sources and outside knowledge. As a general caution, this companion document should not be used as a checklist. Teachers should not approach a unit by teaching each piece of prioritized content from the companion document in the order it is presented. The companion documents describe the range of content for a given GLE in each unit, but they do not reflect the sequence in which or method by which content should be taught. The content presented in the companion document is organized by standard and not integrated (as standards should be taught). If not taught in an integrated way, it is unlikely students will master course content or be prepared for the next course of study. Instead, the companion documents should be used alongside the instructional tasks in the Updated Social Studies Scope and Sequences or the curriculum adopted by the school. Companion documents should be used as a reference guide to ensure prioritized content is being adequately covered within a unit and to guide supplementation from current teaching resources. This companion document is considered a “living” document, as we believe that teachers and other educators will find ways to improve the document as they use it.
    [Show full text]
  • The World War II Era and the Seeds of a Revolution
    M20_HINE8817_05_SE_CH20.QXD 9/25/10 6:49 AM Page 538 CHAPTER 20 The World War II Era and the Seeds of a Revolution How did African Americans use the World War II crisis to protest racial discrimination? What role did African-American physicians and nurses play in the struggle to desegregate the military during World War II? How did the Tuskegee Airmen contribute to victory in World War II? How did the war exacerbate tensions and competition over housing and jobs between black and white Americans? How did the Italian invasion of Ethiopia help to shape black internationalism? Why did Ralph Bunche receive a Nobel Peace Prize? Racial segregation as practiced by the U.S. military reminded African Americans of their second-class status in America. The World War II crisis made impossible continued acquiescence to blatant inequalities. The black “Double V” campaign sought victory against racism on the home and foreign fronts. 538 M20_HINE8817_05_SE_CH20.QXD 9/25/10 6:49 AM Page 539 M20_HINE8817_05_SE_CH20.QXD 9/25/10 6:50 AM Page 540 “The treatment that the Negro soldier has received has been resented not only by the Negro into the Cold War. This long conflict, which lasted soldier but by the Negro civilian population as well. until 1989, led to a vast expansion in the size and power In fact, any straight-thinking person with a sense of of the federal government, particularly its military, and greatly influenced domestic politics. justice and right, without any respect to color or International events replaced the Great Depres- race, must realize the dangers inherent in the evil sion as the defining force in the lives of African practices that have been permitted to exist in the Americans.
    [Show full text]
  • NYPL Education Innovation Institute WWII Double V Lesson
    The Double V Campaign Social Studies – Grades 10-12 World War II – Causes and Impact - The United States in World War II Focus Question(s): A. The war’s impact on minorities • How did the war affect African-American communities? • How did the African American Home front contribute to America’s war effort? B. What was the ‘Double V CampaiGn’? • Who created and promoted the Double V campaiGn? • What injustices did the Double V campaiGn brinG to liGht durinG World War II? • What did the Double V campaiGn accomplish? • How did the Double V campaiGn serve as a catalyst for the civil riGhts movement? C. Experiences of men and women in military service • How did America react to the attack on Pearl Harbor? • How did the war affect the role of women? Gr 9-10 1050L-1335L Gr 11-CCR* 1185L-1385L TEXTS BOOK: “Dr. Seuss VIDEO(S): ARTICLES: ORAL HISTORY BOOK: BOOK: and Video Goes to War The http://www.pbs.o “Treason” and TRANSCRIPT: The Double V Bitter Fruit: African World War II rg/thewar/detail_ “PittsburGh Courier” Ray Elliot - 1939-1945: Campaign: African American Women in Editorial 5373.htm Articles "Two Wars to Win" Americans and World War II/Maureen Cartoons of 1. African- From PBS The Black http://www.americance World War II Honey, Editor Theodor Seuss American Troop Press: Soldiers nturies.mass.edu/centa /Michael Cooper (The Double V CampaiGn – Geisel” by Training video Without Swords pp/oh/story.do?shortNa Pp. 257-314) Richard Minear clip from Ken Study Guide me=elliot1939vv (selected Burns’ “The War” http://www.pbs.org/ cartoons) (and/or Episode blackpress/index.ht Three ml 1.
    [Show full text]
  • The 1944 Philadelphia Transit Strike and New Deal Black Activism in World War 2
    “To make their bid for democracy for all people under all circumstances…” : The 1944 Philadelphia Transit Strike and New Deal black activism in World War 2 Joe Mariani History 91 Mariani 2 Introduction On the Tuesday morning of August 1st, 1944, two and half million Philadelphians found themselves without a ride. When the Philadelphia Evening Bulletin published pictures of Thomas Allen(Image a) and James Stewart(Image b) being trained to operate trolley cars for the Philadelphia Transportation Company (P.T.C.), thousands of white workers called out sick and blockaded vehicle depots rather than abide by integration. And so the nearly 1600 trolleys and 400 buses that crisscrossed the City of Brotherly Love and its environs, bringing workers — women and men, black and white — to and from work every day, never appeared at any stops. Industry in the city, making everything from “buttons to battleships” took a nosedive. The stoppage alarmed the War Department, which released a list of critical war materials being held up by the strike, including flamethrowers, radar equipment, jungle hammocks, cotton ducks and artillery shells.1 Racial tensions in the city reached a fever pitch and many Philadelphians feared a repeat of the racial violence that had convulsed Detroit the summer before. News of the heated situation reached President Roosevelt as he sailed to Alaska. Unable to accept the mounting losses to the war effort and under pressure from black activists across the country, F.D.R.’s administration had 5,000 troops bivouac in Fairmount Park, ready to operate the P.T.C. if necessary and hopefully to compel the strikers to return to work.
    [Show full text]
  • Racism, Prejudice, and Democratization: the Westernization of Japan Under U.S
    Bowling Green State University ScholarWorks@BGSU 21st Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 8th, 9:00 AM - 10:15 AM Racism, Prejudice, and Democratization: The Westernization of Japan Under U.S. Occupation, 1945-52 Jasmine Mitchell Oberlin College Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Mitchell, Jasmine, "Racism, Prejudice, and Democratization: The Westernization of Japan Under U.S. Occupation, 1945-52" (2019). Africana Studies Student Research Conference. 3. https://scholarworks.bgsu.edu/africana_studies_conf/2019/001/3 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. Jasmine Mitchell Occupied Japan Research Paper Racism, Prejudice, and Democratization: The Westernization of Japan Under U.S. Occupation, 1945-52 Abstract: Following the unconditional surrender of Japan on September 2, 1945, the Allied forces set out to establish a military occupation in Japan to instill democratic ideals upon the nation and rid Japan of its militarist and fascist sentiments. In facilitating Japan’s transformation into a democratic nation with values of freedom, liberty, and equality, there was also an influx of cultural exchanges between the American occupation forces and Japanese citizens. In fact, the issue of race revealed itself as a major component of American democracy that created a strain on the interactions and relationships between African American GIs, white GIs and the citizens of Japan.
    [Show full text]
  • FREDI WASHINGTON BLACK ENTERTAINERS and the “DOUBLE V” CAMPAIGN THESIS Presented to the Graduate Council of Texas State Univ
    FREDI WASHINGTON BLACK ENTERTAINERS AND THE “DOUBLE V” CAMPAIGN THESIS Presented to the Graduate Council of Texas State University-San Marcos in Partial Fulfillment of the Requirements for the Degree Master of ARTS by Kimberly N. Davis, B.A. San Marcos, Texas May 2006 COPYRIGHT by Kimberly Nicole Davis 2006 DEDICATION For Fredi. May we never forget why she chose to fight. ACKNOWLEDGEMENTS Above all else, I thank God for giving me the strength to finish what turned out to be the most challenging scholarly project I have ever undertaken. I want to thank my mother, Vanessa Davis, for never doubting me. I must also thank my father, Michael Davis, for instilling in me the values of persistence, diligence, and perseverance. I thank my granny, Mary Alice Davis, for doubting me just enough to motivate me to prove her wrong. I owe a special thanks to Yoma Esiso, my husband and friend. He always understood that finishing this project was more important to me than anything else in life. I owe a great debt of gratitude to my thesis committee. I thank Dr. Andrews for his willingness to exchange ideas with me which helped me widen the focus of my research. I thank Dr. Watson for loaning me countless books. Finally, I thank my advisor, Dr. Bynum, who introduced me to Fredi Washington. Dr. Bynum believed in me, encouraged me, and helped me stay focused over the past three years. I went through a period of doubt about whether I could finish this thesis. During that time, she told me, “I believe in you.” Dr.
    [Show full text]