...The Harlem Renaissance The Harlem Renaissance was a 20th century movement of diverse art forms occurring in New York City. During the time this change was referred to as "New Negro Movement” (Johnston). The movement was responsible for giving new opportunities to African American artists. Additionally, the Harlem Renaissance empowered everyday black Americans that were discriminated against. During this time, there were several notable figures that helped lead and expand the movement. As a result, the Harlem Renaissance has made an enormous cultural impact in the United States. The initial emergence of the Harlem Renaissance can be traced back to 1865. During this time, African Americans were experiencing their first chance of freedom. After...
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...Jon Williams History 102 Historical Paper 3-2-09 Effectiveness of the Harlem Renaissance There has been plenty of talk about our nation’s history and how America became what it is today, and the Harlem Renaissance has been one of the most understated eras of our country’s history. The Harlem Renaissance not only boosted the quality of life for African Americans, but it also sparked tremendous progress with how all of America viewed the once hidden talents of African Americans during that time period. Also, it influenced a whole new generation of African American arts and literature in the United States. The Harlem Renaissance was an African cultural movement that was centered in the Harlem neighborhood of New York City. Some historians say that it is unclear as to when it actually started, but Dr. Cary Wintz, chair of the department of history at Texas Southern University, claims that the Harlem Renaissance began in 1919 and lasted until the mid-1930’s. (Wintz) It began when many socially conscious and intellectual African Americans moved from the economically depressed south to the industrial cities of the north to take advantage of the employment opportunities that had risen because of World War I. As more and more socially conscious and educated blacks moved to Harlem, it started to become the cultural center for black people in America. The Harlem Renaissance had a huge impact on African American literature. Most blacks during that time period had a sense of wanting...
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...The Harlem Renaissance was created in the early 1920’s when a large number of blacks started migrating to the north. It was also a period of time where African American authors, artists, poets, and musicians were giving new ideas on how to live a better life. People like Louis Armstrong , Langston Hughes, Bessie Smith, W.E.B. Dubois, and Countee Cullen was apart of this movement because they wanted their voices to be heard and they also wanted to make a change for today’s society. They were the voice of not only the youth but also for the black African Americans born during this time. The Harlem Renaissance began after the first World War and lasted into the early years of the Great Migration up to the Great Depression in the early 1930’s. It soon came to be known as the great migration and it last for...
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...Harlem Renaissance was a time of explosive culture and growth in the black community. During this time in the 1920s and 30s, it was not only the birth place of jazz but also we heard voices of the African American Authors who were taken serious by their white connects for the first time in history. It focused on portraying black culture and life in the ghetto. And it gave the African American Culture uniqueness within literature and art. Harlem Renaissance was an evident racial pride that symbolized the melodic theme of the New Negro. New Negro challenged the penetrating racial discrimination to encourage socialistic help of art and literature. As to be significant in the Harlem Renaissance the writers used poetry to present the African American experiences. Grabbing the attention between both black and white readers around the world. One Poet that set that bar really was Langston Hughes he was one of the most popular black poets of the Harlem Renaissance. Hughes was great at his job with more diversity in his choice of writings. He had written Plays, Novels, Poems, and Short Stories, Most of his writings were the real situations that really happened in black cultures. Movies were highly looked up upon in the Harlem Renaissance. D.W. Griffith directed “The Birth of a Nation” the film was over African Americans directors who countered negative stereotypes promoted in majority of the mainstream movies. Then released films in The Harlem Renaissance showcased the struggle of the...
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...people to listen to music without the need to physically head out their doors. One of the many music played on these radios was, of course, Jazz. The convenience that the radio gave to people brought more awareness to Jazz and broadened the audience for the music. Along with influencing the changing cultural music in New York during the Harlem Renaissance, Jazz music also inspired the fashion-side of the society: Men had begun to wear baggy pants, and young women cut their hair short. Loose high-cut dresses were practically mandatory for flappers due to dancing along with the fast-paced rhythm that Jazz music consisted of (McClendon). Unfortunately, like all other good things, the prosperous age that began in 1920 came to an end as America—along with the rest of the Western industrialized countries—entered the Great Depression in 1929 (Garraty). The American culture that was heavily based on credit backfired as the stock market on Wall Street crashed, sending millions of people into poverty because of it. When everyone was mourning over the negative impacts of the Great Depression, Jazz music was there to lift the moods of the...
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...How Jazz Music Lead to a Victory in World War II Music is a very powerful tool, it can bring people together, it can make two people hate each other and in some instances it can put words into your head without you even knowing (ie. Hotel California- The Eagles). Music is something that nearly everybody listens to anywhere from church hymns to the ear splitting dubstep music that sounds like Autobots and Decepticons fighting. Since it is so universal that means that it could have a large impact on every population. I shouldn’t use the word could, it has impacted history already as it is. In my paper I will prove this by showing you that the invention of jazz music effected World War II enough to push us onto the winning side of the war. Imagine a time when the United States only consisted of nineteen states, and James Monroe has just been elected president. This time would be the year 1817 and it was also the year that the world of jazz would begin. I use the word begin in a very loose way, because jazz music didn’t just pop out of the ground one day. What I am referring to is that in New Orleans in 1817 Congo Square was designated as the official site for slave music and dance. This was what began what lead up to become jazz music. The music itself wasn’t started until at the very earliest 1892 when African American artist, Tommy Turpin writes what is considered to be the first ragtime song on his piano. [2] Ragtime music is a music style that would eventually turn into...
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...cultural and religious separation, but it did not heal any of the conflict or answer any of the major questions brought up from the crime. After the Scopes Trial was over, both the traditionalists and the modernists still believed in the truth of its position. To this day, evolution is still a major conflict that continues to be...
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...Chapter 21: The Roaring Life of the 1920s Section 1: Changing Ways of Life I. Rural and Urban Differences A. Between 1922 and 1929, migration to the cities accelerated, with nearly 2 million people leaving farms and towns each year (small town values change) 1. City dwellers judged one another by their accomplishments more often than their background a. City dwellers tolerated drinking, gambling, and casual dating (shocking and sinful in small towns) 2. Cities could be impersonal and frightening b. Life was fast paced and neighbors were not as neighborly B. Prohibition: the manufacture, sale, and transportation of alcoholic beverages were legally prohibited 3. 18th Amendment: ratified Jan, 1919 and repealed by the 21st Amendment in Dec, 1933 C. Positive Opinions/Results of Prohibition: 4. Progressives wanted it banned to stop family violence, crime, and poverty c. Support for prohibition was found in the rural native-Protestant dominated West and South d. The church-affiliated Anti-Saloon League led the drive to pass Prohibition e. Woman’s Christian Temperance Union considered drinking a sin 5. WW I reformers advocated prohibition as a war measure f. People were concerned that many German Americans owned many of the brewers g. Drinking reduced the efficiency of soldiers and workers 6. Learned we must...
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...the different type of culture and races that it carries. In the process of building this land, the Americans had help from people that they brought over from Africa in which they turn into slaves. These people were called African Americans, people of color, and Negros. African Americans lived under the rule of the White American people. They served them, and did everything that they were told to do. Many did not know how to read nor did they know how to write. Living as an African American in those times was like not living at all. Many were killed, raped, and treated like animals. With the United States progressing there was another process in the making. With the help from their own people, legislatures, and many other types of movements, African Americans were able to accomplish ultimate freedom. As they came into slavery, they stayed slaves for many years. African Americans worked day and night, not as people but as property. The nation was very much divided in the 1860s because the south highly supported slavery while the north did not, and that division helped bring on the civil war. The war ended but that did not mean the winner got what they wanted. In 1865, The Thirteenth Amendment that outlawed slavery was submitted to the states, “AMENDMENT XIII Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime...
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...Assignment 1 How was the south changed? The chief accomplishment of the new south was the expansion of textile production, as the number of cotton mills grew from 161 to 400. There was also an increase in the lumber industry, coal production, and tobacco growth. Although, the majority of southern farmers were not flourishing, which caused sharecropping and tendancy to increase between blacks and whites. The bourbons perfected a political alliance with northern conservatives and economic alliance with northern capitalists. They also reduced state expenditures and public debt. Attitudes about race became more strongly felt and the prospect of an electoral alliance between poor whites and blacks that could threaten the power structure became a possibility, so the southern states came up with various ways to disenfranchise blacks. Also, “Jim Crow” laws were enacted to mandate public separation of the races. Legalized segregation reinforced the notions of white racial superiority and African-American inferiority, creating an atmosphere that encouraged violence, and during the 1890s lynching’s of blacks rose significantly. Define the New West. After 1865, the federal government encouraged western settlement and economic exploitation. The transcontinental railroads opened the western half of the nation to economic development and created an interconnected national market. Needing rapid communication, companies built telegraph lines along the railroad as the track was laid...
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...Cultural Moves AMERICAN CROSSROADS Edited by Earl Lewis, George Lipsitz, Peggy Pascoe, George Sánchez, and Dana Takagi 1. Border Matters: Remapping American Cultural Studies, by José David Saldívar 2. The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture, by Neil Foley 3. Indians in the Making: Ethnic Relations and Indian Identities around Puget Sound, by Alexandra Harmon 4. Aztlán and Viet Nam: Chicano and Chicana Experiences of the War, edited by George Mariscal 5. Immigration and the Political Economy of Home: West Indian Brooklyn and American Indian Minneapolis, by Rachel Buff 6. Epic Encounters: Culture, Media, and U.S. Interests in the Middle East,1945–2000, by Melani McAlister 7. Contagious Divides: Epidemics and Race in San Francisco’s Chinatown, by Nayan Shah 8. Japanese American Celebration and Conflict: A History of Ethnic Identity and Festival, 1934–1990, by Lon Kurashige 9. American Sensations: Class, Empire, and the Production of Popular Culture, by Shelley Streeby 10. Colored White: Transcending the Racial Past, by David R. Roediger 11. Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico, by Laura Briggs 12. meXicana Encounters: The Making of Social Identities on the Borderlands, by Rosa Linda Fregoso 13. Popular Culture in the Age of White Flight, by Eric Avila 14. Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom, by Tiya Miles 15. Cultural Moves: African Americans and the Politics of...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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...SEVENTH EDITION PROJECT MANAGEMENT A Managerial Approach SEVENTH EDITION PROJECT MANAGEMENT A Managerial Approach Jack R. Meredith Broyhill Distinguished Scholar and Chair in Operations Wake Forest University Samuel J. Mantel, Jr. Joseph S. Stern Professor Emeritus of Operations Management University of Cincinnati John Wiley & Sons, Inc. DeDication To Avery and Mitchell, from “papajack.” J. R. M. To Maggie and Patty for their help, support, and affection. S. J. M. VICE PRESIDENT & EXECUTIVE PUBLISHER Don Fowley EXECUTIVE EDITOR Beth Golub ASSOCIATE EDITOR Jen Devine MARKETING MANAGER Carly DeCandia DESIGN DIRECTOR Harry Nolan SENIOR DESIGNER Kevin Murphy SENIOR PRODUCTION EDITOR Patricia McFadden SENIOR MEDIA EDITOR Lauren Sapira PRODUCTION MANAGEMENT SERVICES Ingrao Associates This book was set in by GGS Book Services PMG and printed and bound by RRD/Willard. The cover was printed by RRD/Willard. This book is printed on acid free paper. Copyright © 2009 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc...
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...Grade 5 Georgia Department of Education November 2014 All rights reserved. Assessment Guide Assessment Guide Georgia Milestones Grade 5 EOG Assessment Guide THE GEORGIA MILESTONES ASSESSMENT SYSTEM GEORGIA MILESTONES END-OF-GRADE (EOG) ASSESSMENTS ASSESSMENT GUIDE 2 3 3 TESTING SCHEDULE 4 DEPTH OF KNOWLEDGE DESCRIPTORS DEPTH OF KNOWLEDGE SKILLS AND QUESTION CUES 4 6 SCORES 7 ENGLISH LANGUAGE ARTS (ELA) DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 ENGLISH LANGUAGE ARTS (ELA): DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES ENGLISH LANGUAGE ARTS (ELA) EXAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEM KEYS ENGLISH LANGUAGE ARTS (ELA) EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES ENGLISH LANGUAGE ARTS (ELA) WRITING RUBRICS 8 8 9 10 11 11 21 34 36 40 MATHEMATICS DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 MATHEMATICS: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES MATHEMATICS EXAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEM KEYS MATHEMATICS EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES 46 46 47 48 49 49 53 61 63 SCIENCE DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 SCIENCE: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES SCIENCE EXAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEM...
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