...December 2015 Chapter 6: The Fire this Time Summary Analysis In the book, The New Jim Crow Mass Incarceration in the Age of Colorblindness, Michelle Alexander discusses race-related issues specific to African-American males and mass incarceration in the United States, though Alexander notes that the discrimination faced by African-American males is also prevalent among other minorities and socio-economically disadvantaged populations. Alexander's central premise, from which the book derives its title, is that "mass incarceration is, metaphorically, the New Jim Crow keeping company with the final chapter of the New Jim Crow, “The Fire this Time,” this section is devoted to the question of where we go from here. Michelle Alexander argues that we, as a nation, have reached a fork in the road. Likewise, here at the end of our journey with her book, we find ourselves at a critical point of decision. What is required of us at this moment in history, a time when millions are cycling in and out of our nation’s prisons and jails trapped in a parallel social universe in which discrimination is perfectly legal? How do we show care and concern for the children who are born into communities where the majority of men and growing numbers of women can expect to spend time behind bars? What must we do, now that we know that the usual justifications do not hold water, and that a human rights nightmare is occurring on our watch? The New Jim Crow begins and ends with the assertion that nothing...
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...African American History April 13, 2013 Final Paper Laws of Jim Crow (Final) The Jim Crow laws were as discriminatory as it gets when it came to race, as it separated what it considered inferior races from the white race. George agrees with other historians that Jim Crow was not a real person but one of fiction (6). Jim Crow laws were created in the late 1800’s and lasted until the 1960’s. Louisiana did not pass the first Jim Crow law until 1890, even though racial segregation and discrimination had their start much earlier. Soon after, other southern states passed similar laws prohibiting blacks from being seated with whites on railway cars. After studying the history of Jim Crow, Kantrowitz believed that the Jim Crow system was based on the assertions that whites believed themselves to be superior to blacks intellectually and morally. Sexual relations between blacks and whites were also a big issue because many whites believed that the mixing of races would produce a mongrel race and would destroy the fabric of America (35-38). On the other hand, George conveys that the main idea behind the Jim Crow laws was two-fold because Jim Crow was established to keep blacks separate and to make them believe that they were an inferior race (9). Jim Crow had the law on its side because no matter what, the law made it clear that discrimination against the blacks in the Southern states was okay. Many whites did not have a personal problem associating with blacks, as long...
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...One of which was that musicians were wearing dresses of uncertain nationalities; Winburn’s sarong was characteristic of ‘Pacific Islanders’ in war. (Tucker, 2000, 172) This variety of racial groups depicted another viewpoint of looking at ‘blackness’ as a huge category of ‘2nd class status’. Women being legitimate as musicians provided a view that women, regardless of race and orientation, are able to work together in harmony. (Tucker, 2000, 173-4) Additionally, in terms of music, internationalism created a new musical genre that incorporated rhythms and effects of various styles. ‘Black stagings’ of ‘Internationalism’ also highlighted discrepancies and vagueness of the Jim Crow laws. (Tucker, 2000,...
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...undermines the situations of slaves and paints the unrealistic picture of racial tensions for non African American students at Algonquin. In the story Huckleberry Finn by Mark Twain, Huckleberry fakes his death and flees his abusive father. While on the run, Huck means a runaway slave, Jim, who is fleeing his owner, Miss Watson, who wants to sell him subsequently separating him from his family. Jim hopes to run away to the North...
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...To Kill A Mockingbird: Overview Vanessa Vigneau English 400 March 20, 2015 Cultural and Literary Significance To Kill A Mockingbird was written during the most critical time periods of racial discrimination, the 1930s. During this time racial prejudice was already an issue, especially in the southern states, but during the Great Depression it escalated even more and the imagery in To Kill A Mockingbird allows the reader to fully understand the impact prejudice had on children and adults. To further explore the cultural significance it is important to also realize that the story time period closely related to the time period in which it was published, 1960. During this time, many were trying to fight Jim Crow laws of segregation and were in the midst of the Civil Rights Movement. (2007) This story would seem obvious to some as a coming of age story involving the main character and narrator, Scout, but it was much more involved than a little girl growing up and learning to see things from another’s point of view. This story involves the cultural significance of how people lived in the south in the 1930s and how children and adults were affected by the on-going, ugly, violent prejudice. In the story Scout and Jem are taught by their father lessons about courage and tolerance as it is becoming clear to Atticus, he can no longer shield his children from what is happening in their town. He teaches them to stand in someone else’s shoes and consider the world from that perspective...
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...people immediately associate him with Dr. Martin Luther King, Jesse Jackson and the Civil Rights Movement. I chose to write about Andrew Young because of his strong feelings about the rights of black Americans. He felt that everyone, black or white, should have equal rights. Andrew fought along the side of Martin Luther King, Jr. and continued the work after King's death. The Civil Rights Movement required many dedicated and determined souls. Andrew Young, like Dr. Martin Luther King Jr. was a man of peace who believed in using love vice hate to settle disagreements. He accomplished many wonderful things to help Martin Luther King's Dream live on. Andrew Jackson Young Jr. was born March 12, 1932, in New Orleans, Louisiana, during the depths of the Great Depression and Jim Crow segregation. His grandfather had been a successful businessman who had operated a drugstore, a pool hall, and a saloon. His father, Andrew Young Sr. was a dentist and his mother Daisy Fuller Young was a school teacher. The Young’s were among the elite of the city’s black population, which was largely poor and uneducated. Dr. Young Sr. could have afforded to live in a well-to-do white neighborhood, but no one would sell to him.(African American pg 104) .His parents were always very supportive of Andrew and his brother Walter. His parents always taught them the importance of religion and education and to treat others with respect. When Andrew was very young, he began to realize that whites and blacks were...
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...Contemporary Hate Crimes, Law Enforcement, and the Legacy of Racial Violence Ryan D. King University at Albany-SUNY Robert D. Baller University of Iowa This article investigates the association between past lynchings (1882 to 1930) and contemporary law enforcement responses to hate crimes in the United States. While prior research indicates a positive correlation between past levels of lynching and current social control practices against minority groups, we posit an inverse relationship for facets of social control that are protective of minorities. Specifically, we hypothesize that contemporary hate crime policing and prosecution will be less vigorous where lynching was more prevalent prior to 1930. Analyses show that levels of past lynching are associated with three outcome variables germane to hate crime policing and prosecution, but the effect of lynching is partly contingent on the presence of a minority group threat. That is, past lynching combined with a sizeable black population largely suppresses (1) police compliance with federal hate crime law, (2) police reports of hate crimes that target blacks, and in some analyses (3) the likelihood of prosecuting a hate crime case. Our findings have implications for research on law and intergroup conflict, historical continuity in the exercise of state social control, and theories that emphasize minority group threat. Steven F. Messner University at Albany-SUNY onflict theories of crime and criminal law posit that the...
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...reconstruction in the South. These laws imposed severe restrictions on freed slaves such as prohibiting their right to vote, forbidding them to sit on juries, limiting their right to testify against white men, carrying weapons in public places and working in certain occupations; and the “Jim Crow” laws, which were laws that discriminated against African Americans with concern to attendance in public schools and the use of facilities such as restaurants, theaters, hotels, cinemas and public baths. Trains and buses were also segregated and in many states marriage between whites and African American people. According to Heather Mac Donald, the term "Racial profiling" has two meanings, hard and soft profiling. “Hard” profiling uses race as the only factor in assessing criminal suspiciousness: an officer sees a black person and, without more to go on, pulls him over for a pat-down on the chance that he may be carrying drugs or weapons. "Soft" racial profiling is using race as one factor among others in gauging criminal suspiciousness: the highway police, for example, have intelligence that Jamaican drug posses with a fondness for Nissan Pathfinders are transporting marijuana along the northeast corridor. A New Jersey trooper sees a black motorist speeding in a Pathfinder and pulls him over in the hope of finding drugs (Mac Donald). Racial Profiling really came to the forefront with the beginning of The War on Drugs, during the Reagan era in 1982. In 1985, the Drug Enforcement Administration...
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...Business Plan for 1999 December 1998 4905 Del Ray Avenue, Suite 304 Bethesda, Maryland 20814 Phone: 301-652-3556 Fax: 301-652-3557 Email: sethandbarry@honesttea.com Honest Tea Business Plan – December 1998 2 TABLE OF CONTENTS Mission Statement ..…………………………………………………………4 Executive Summary ..………………………………………………………..5 Company Story ..…………………………………………………………….6 Product.……………………………………………………………………….6 Product description ..…………………………………………..…….6-8 Flagship line of flavors and new flavors for 1999……………………..8-9 Production and manufacturing ..………………………………..……9-10 Market Opportunity …………………………………………………………10 Profile of target customer ……………………………………………12 Market research and market response ……………………………….13-16 Marketing and Distribution …………………………………………………..16 Distribution and promotion …………………………………………..16-17 Packaging and pricing …..……………………………………………17 International markets …………………..……………………….…….17-18 Product development and future products ……………………………18 Management …………………………………………………………………..18-20 Statement and aspirations for social responsibility ……………………………20-21 Financial Statements YTD and Projections ……………………………………21-23 The Investment Opportunity …………………………………………………..24 The Offering ……………………………………………………………24 Financing History ….…………………………………………………..24 Exit strategies ………………………………………………………….25 Investment risks ………………….…………………………………….25 Competitive Advantage ………………………….…………………….25-26 A Parting Thought .………………………………………………….……..…26 Honest Tea Business Plan...
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...Professor Sung mentioned that our job is not to be an expert, but to find what experts do and evaluate what they said. Therefore, I realized rhetorical analysis is necessary to enhance my credibility and persuade the audience. When I wrote the HCP, I not only cited news published on Los Angeles Times and New York Times but also analyzed the scholarly articles published by famous professors or organization. For example, I cited the cost study written by Arthur L. Alarcon who is a senior judge and Paula M. Mitchell who is a professor in Loyola Law School, so the audience can trust the data and notice the expensive death penalty system in California. I also cited and analyzed the information from the Death Penalty Information Center (DPIC) and California Department of Corrections and Rehabilitation (CDCR). For AP, I did a rhetorical analysis to answer “who persuade whom for what and how”. I quoted credible resource claimed by professional attorneys, officials and professors to analyze the criteria of Prop 62 and Prop...
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...There are many legal and cultural explanations for why Texas executes far more people than any other state and is doing so at a pace that has no parallel in the modern era of the death penalty in the U.S. What follows is a summary of the analyses. Texas has become ground zero for capital punishment. Between 1976 (when the Supreme Court lifted its prohibition on the death penalty) and 1998 Texas executed 167 people. Next in rank was Virginia which executed 60 during the same period. (**my note** as of today, Texas has executed 237 individuals, and Virginia has executed 80) Why do capital murder cases proceed through the Texas state court system with a speed unimaginable in other parts of the country? Brent Newton, in an article entitled "Capital Punishment: Texas Could Learn a Lot from Florida,"1argues that there are three procedures unique to the state's judicial system that enable it to execute convicted murderers with astonishing frequency: 1. Texas' appellate judges are elected to office and hence serve according to the pleasure of the public. Not surprisingly, they require a record of toughness on criminals in order to win re-election. Also, there are many indications that elected appellate judges generally are of a lesser quality than their appointed counterparts in other states. Newton even claims that these elected judges do not carefully consider the complexities of each specific death penalty case. As evidence, Newton argues that "[e]specially during the past...
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...List and be able to give examples of Bloom’s Cognitive Taxonomy of higher learning, and how it must be applied to multicultural education. Know this material well! Be able to listen to typical “teacher talk” and match up the levels appropriately. (Building MC Curriculum PPT) a. Level 1: knowledge –lists, label, recite, name, find, and memorize b. Level 2: Comprehension- paraphrase, discover, translate c. Level 3: Application- apply, transfer, generalize, relate, operate d. Level 4: Analysis- deduce, distinguish, dissect, audit, inspect e. Level 5: Synthesis- create, hypothesize, invent imagine, assemble f. Level 6: Evaluation- appraise, evaluate, interpret, predict, justify Study the 13 multicultural dispositions that Dr. T. has based his curriculum for this class on. Be able to quote them (your own words are Ok as long as they are accurate). (PPT a. Not about me, about the lives I serve b. Everyone can learn all my best effort c. Celebrate differences d. Many truths in the world e. Multi-disciplinary makes largest impression f. Analysis of power and privilege needed g. Disagree with being… h. Stay on top of things to always justify i. Show every side, let them decide j. Get thicker skin k. Good intentions are not enough l. First step begins with helping the hurt m. I must be the change Question: According to contemporary anthropologists, is race a stable category for organizing and differentiating the people of our world? (L, F-2) No its not ...
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...Warriors Don’t Cry: Notes, Summaries, and Other Information Key Facts full title · Warriors Don’t Cry: A Searing Memoir of the Battle to Integrate Little Rock’s Central High author · Melba Patillo Beals type of work · Memoir genre · Nonfiction, memoir, biography language · English time and place written · 1990s, The United States date of first publication · 1994 publisher · Pocket Books narrator · Melba Patillo Beals point of view · The book is the story of Melba’s teenage life, and the adult writer, Melba, is both the narrator and the protagonist. Melba tells the story from the first person point of view. tone · Restrained anger tense · Past setting (time) · Early 1950s setting (place) · Little Rock, Arkansas protagonist · Melba Patillo major conflicts · The attempt made by Melba and eight other African-American students to integrate into Little Rock High School rising action · The Supreme Court rules in Brown v. the Board of Education that separate schools are not equal; Melba volunteers to go to the all-white Central High School; Melba and eight other African-American students enter Central High. climax · Ernie becomes the first black student to graduate from Central High School. falling action · Unable to return for a second year at Central High School, Melba moves to California and lives with a white family; she becomes a journalist and reports on injustices around the world. themes · The shifting of power through...
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...Teacher and Author: Teaching Middle and High School Using Literature Sandra Coleman Grand Canyon University RGD 545 Professor Karen Foster February 27, 2008 Teaching Middle and High School Student Using Literature Outline: I. Short Stories a) Activating Prior Knowledge b) Responding to the Selection c) Short Story Selections 1. Suggested Activities to use with Various Groups II. Oral Tradition Literature – Tall Tales and Folktales a) Analyze characteristics and plots of Folktales and Tall Tales b) Understanding Hyperbole c) Writing a Tall Tale d) Selections of Oral Tradition Literature III. Novel Studies a) Previewing the novel b) Defining and Understanding Elements of c) Character Analysis d) Problems and Solutions of the story IV. Historical Fiction a) Activating background/prior knowledge b) Setting a purpose for reading c) Writing about historical fiction V. Realistic Fiction a) Evaluating Realistic Fiction b) Responding to the selection c) Distinguishing between Fact and Opinion d) Summarizing the Story Chapter 1 – Short Stories: A short story is, like the name...
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...How far were the actions of the African Americans the main reason for the advancement of the Civil Rights in the period 1865-1980? “Power concedes nothing without demand, it never has and it never will”[1]. Said by Fredrick Douglass in 1857, an escaped slave who had bearded the brunt of the slave years. He had come to the realisation that African Americans had a fountain of “power”; however that power that they possessed would never establish anything without a “demand”. Fredrick Douglass awoke the conscious of African Americans to make them realise that wanting to be free and wanting to achieve full civil rights was not enough, neither was enduring a life under white supremacy waiting for life after death to see a new dawn .Believing and hoping was not enough. “Power concedes nothing without demand” the solution is to be willing to work hard to establish it yourself by demanding what belongs to them. However using power in order to concede civil rights was a struggle which was acknowledged by Fredrick Douglass “Without struggle there is no success”. To achieve advancement in African American Civil Rights, African Americans had to undergo a process of struggle. A rainbow is not made without rain; you can not want rain without thunder and lightening being accompanied by it. To achieve full civil rights African Americans had to pay the price along the way which was persecution, de-humanisation and scrutiny. Martin Luther King being inspired by Fredrick Douglass said “Freedom...
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