Reconstruction Dealing With Diversity America Reconstruction Through 1920s

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BACKGROUND FOR THE PAPER:After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.

Topic and Thesis Statement—in which you can take a pro or con position:

  • Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.

After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows with the four parts below (see TIPS sheet and TEMPLATE also), handling these issues:

After the fourth part concluding the paper, be sure you have the numbered list of sources at the end.

Length: The paper should be 500-to-750 words in length. [This word-count does not include any title page or sources list.]

Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.

Source list for Assignment 1: Some sources listed below are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having as part of the URL have a permalink to that source in our university’s online library.

SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.

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Name: Course: Professor: Date: Reconstruction from 1865 through the 1920s. The period of reconstruction began before the end of the civil war in an effort to restore the States of the Union and reform the African American’s place in American society. Ideally, the civil war was the deadliest conflict in history touching the lives of nearly every single American. The sense of reunification in the United States began with President Abraham Lincoln as he hoped to turn the tide of the civil war by stoking the Unionist support in the Confederate states. While the period of reconstruction contributed an improved society, the need to maintain slavery rights by the whites in the south, differentiation of services in transportation and tension in education and churches undermined the achievement of diversity by the political movements and policies. The status of the African Americans raised a problem after slavery. The Thirteenth Amendment had abolished slavery. However, the need to prolong the aspect of prejudice resulted in the whites in the South striving to maintain slavery (Sage, n.d.). While Abraham Lincoln strived to ensure that the North and the South were united, the whites in the South fought and hoped to keep their rights to own slaves (Schultz, 2018). Ideally, the whites in the South feared to have similar privileges with the African American as and they knew they would lose their power and control. In addition, the concept of transportation stated in the black codes also brought tension that undermined the diversity of the political policies and movements. The act passed by the General Assembly of the State of Louisiana in 1890 provided separate railways carriages for the colored and the white races (Davis, 1896). While the railway's companies provided equal accommodations for the train passengers, they strived to separate the services for the white and the African American passengers. Ideally, an individual of another race was not allowed to occupy the seats of the other races. This act presents some form of prejudice and conservativeness. The education and style of worship also form part of the aspects that undermined the aim of the political movements and policies to encourage diversity. The period of reconstruction brought about independent churches in the regional, state and national organizations. In addition, the freed slaves anticipated improved education services for their children. The tension between the northerners and the Southerners, however, resulted in the differentiation of churches. Ideally, education and religion did not welcome diversity. The black and white churches were separate. In churches, for example, women continued to fight for equal treatment to access the pulpits like the preachers. The civil war contributed to the period of the reconstruction as Abraham Lincoln aimed to create a unification for the Northerners and the Southerners. Most northern soldiers went toward with the aim of preserving the union and fighting the prevalence of slavery in the South. From 1865 through the 1920s, political movements and policies emerged in an attempt to encourage unified societies and diversity among the white and the colored races. The political changes and policies, however, failed to fulfill the promotion of diversity as the southern whites preferred to reinstate the status of African American slavery. In addition, the inequality in transport services and tension in education and churches also contributed to the lack of diversity. References Davis, J. C. B., 1896. Plessy vs. Ferguson. Retrieved From: rguson_1896.htm Sage, J., n.d. Mississippi Black Code. Retrieved From: Schultz, K. M., 2018. HIST: Volume 2: History since 1865. S .l.:5th Edition.
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