Great Migration Essays and Research Papers

Instructions for Great Migration College Essay Examples

Title: African American History

  • Total Pages: 10
  • Words: 2799
  • Works Cited:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: In essays of at least 500 words each (about 2-pages double-spaced), address five of the following six essay topics. Your essays should properly cite all of your sources, including textbooks and any other sources you may use.

1. Analyze the workings of the sharecropping system, and explain why many African Americans preferred it to wage labor; explain why so many sharecroppers ended up destitute and tied to a plantation.

2. Analyze the main factors that impelled black people to leave the South, and the main factors that drew them North between 1914 and 1929. Explain why the Great Migration is considered a ?watershed? (a turning point) in African American history.

3. Compare and contrast each of the following in light of the historical period in which they appeared: the ?New Negro? movement, Marcus Garvey and the UNIA, and the Harlem Renaissance. Analyze the relationships among them and explain why they appeared almost simultaneously, and why New York was so important to all of them.

4. Explain the various ways that the Great Depression and World War II affected African Americans in the South, North, and West, countryside and the city; analyze their main responses to this economic disaster.

5. Explain the philosophy of nonviolence as articulated by Martin Luther King, Jr., and other leaders of the civil rights movement in the context of the Cold War and resurgent Southern segregationism, and evaluate how successful it was as a strategy for in the many struggles that occurred between 1956 and 1966.

6. Analyze Black Power as a phase of the freedom movement and as a political outlook; explain why it emerged after 1965, how it differed from the civil rights phase of the movement, and its overall impact on African American life and history in the last four decades of the economic stagnation and political crisis.

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Works Cited

Black1 Panther Party. Retrieved October 03, 2006 at http://en.wikipedia.org/wiki/The_Black_Panthers

Black Power Movement. Retrieved October 03, 2006 at http://en.wikipedia.org/wiki/Black_Power

Crew, Spencer R. (1987 March 01). The great migration of Afro-Americans, 1915-40.

Monthly Labor Review. Retrieved October 03, 2006 from HighBeam Research Library.

The Great Migration. African-American World. Retrieved October 03, 2006 at http://www.pbs.org/wnet/aaworld/reference/articles/great_migration.html

The Great1 Migration. Retrieved October 03, 2006 at (http://en.wikipedia.org/wiki/Great_Migration_(African_American)

The Harlem Renaissance. Retrieved October 03, 2006 at http://encarta.msn.com/encyclopedia_761566483/Harlem_Renaissance.html

Marcus Garvey. Retrieved October 03, 2006 at http://en.wikipedia.org/wiki/Marcus_Garvey

Martin Luther King's Philosophy of Non-Violent Resistance. Retrieved October 03, 2006 from http://afroamhistory.about.com/od/martinlutherking/a/mlks_philosophy.htm

Munro, John. (2005 March 23). Black Bourgeoisie at 50: Class, Civil Rights, and the Cold War in Black America. Tennessee TRIBUNE. Retrieved October 03, 2006 from HighBeam Research Library.

The New Negro. Retrieved October 03, 2006 at http://www.iniva.org/harlem/negro.html

Riddle, Wesley Allen. (1995 December 22). The origins of black sharecropping.

The Mississippi Quarterly. Retrieved October 03, 2006 from HighBeam Research

Library.

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Title: African American History

  • Total Pages: 9
  • Words: 3383
  • Bibliography:6
  • Citation Style: APA
  • Document Type: Research Paper
Essay Instructions: In essays of at least 500 words each (about 2-pages double-spaced), address five of the following six essay topics. Your essays should properly cite all of your sources, including textbooks and any other sources you may use.


1. Analyze the workings of the sharecropping system, and explain why many African Americans preferred it to wage labor; explain why so many sharecroppers ended up destitute and tied to a plantation.


2. Analyze the main factors that impelled black people to leave the South, and the main factors that drew them North between 1914 and 1929. Explain why the Great Migration is considered a "watershed" (a turning point) in African American history.


3. Compare and contrast each of the following in light of the historical period in which they appeared: the "New Negro" movement, Marcus Garvey and the UNIA, and the Harlem Renaissance. Analyze the relationships among them and explain why they appeared almost simultaneously, and why New York was so important to all of them.


4. Explain the various ways that the Great Depression and World War II affected African Americans in the South, North, and West, countryside and the city; analyze their main responses to this economic disaster.


5. Explain the philosophy of nonviolence as articulated by Martin Luther King, Jr., and other leaders of the civil rights movement in the context of the Cold War and resurgent Southern segregationism, and evaluate how successful it was as a strategy for in the many struggles that occurred between 1956 and 1966.


6. Analyze Black Power as a phase of the freedom movement and as a political outlook; explain why it emerged after 1965, how it differed from the civil rights phase of the movement, and its overall impact on African American life and history in the last four decades of the economic stagnation and political crisis.

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The Black Power Movement emerged as a separate approach to the issues of civil rights and racial inequality. Those who were frustrated with the status quo, and with the slow progress of the non-violent philosophy, were often quick to back the more militant wing of the Black Power Movement. Some African-Americans felt very strongly that in order to change the status quo there needed to be a real physical threat from African-Americans looking to secure their fair share of power and liberty in America (Cone, 1997). Nowhere was this more apparent than with the Black Panther Movement. These people believed that the power that had been stolen by the whites during and after slavery needed to be forcibly taken back. The national response to this movement was one of fear, and many people saw the Black Panther Movement as illegitimated by the violence they so often advocated.

The Black Power slogan enjoyed a multitude of functions. It functioned as a call to arms for the Black Panthers while also helping to solidify black capitalism and intellectual attitudes in America during this time period. Many consider the Black Power movement to be a direct reaction or result of the Civil Rights Movement, and felt as though stressing Black Nationalism and pride at every level was, to a lesser degree, successful in changing the attitudes of Americans toward African-Americans (Cone, 1997). The impact of this movement can still be seen today. The culturally popular and change-affecting "Black is Beautiful' movement came from the Black Power movement, as did many of the cultural, social, and political attitudes that modern day African-Americans hold relative to their perception of their place in society (Cone, 1997). The Black Power movement helped to define "blackness" as a positive identity, instead of something to be ashamed of. It often functioned as a rallying cry for African-Americans caught up in the struggle for cultural equality directly after the Civil Rights Movement.

Cited: Cone, JH. (1997). Black Theology and Black Power. Orbis Books: Maryknoll, NY.

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Title: African American history

  • Total Pages: 8
  • Words: 2461
  • Sources:3
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: In essays of at least 500 words each (about 2-pages double-spaced), address five of the following six essay topics. Your essays should properly cite all of your sources, including textbooks and any other sources you may use.

1.Analyze the workings of the sharecropping system, and explain why many African Americans preferred it to wage labor; explain why so many sharecroppers ended up destitute and tied to a plantation.
2.Analyze the main factors that impelled black people to leave the South, and the main factors that drew them North between 1914 and 1929. Explain why the Great Migration is considered a “watershed” (a turning point) in African American history.
3.Compare and contrast each of the following in light of the historical period in which they appeared: the “New Negro” movement, Marcus Garvey and the UNIA, and the Harlem Renaissance. Analyze the relationships among them and explain why they appeared almost simultaneously, and why New York was so important to all of them.
4.Explain the various ways that the Great Depression and World War II affected African Americans in the South, North, and West, countryside and the city; analyze their main responses to this economic disaster.
5.Explain the philosophy of nonviolence as articulated by Martin Luther King, Jr., and other leaders of the civil rights movement in the context of the Cold War and resurgent Southern segregationism, and evaluate how successful it was as a strategy for in the many struggles that occurred between 1956 and 1966.

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References

African-American Protests. Retrieved June 9, 2007, at http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=443

Cashmore, E. (2003). Encyclopedia of Race and Ethnic Studies. New York: Routledge. Retrieved June 9, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=107717605

Great Depression and World War 11, 1929-1945. Retrieved June 13, 2007, http://memory.loc.gov/learn/features/timeline/depwwii/race/race.html

McElrath J. Martin Luther King's Philosophy on Nonviolent Resistance. http://afroamhistory.about.com/od/martinlutherking/a/mlks_philosophy.htm

RASTAFARI: ACCORDING to the ENCYCLOPEDIA of AMERICAN

RELIGIONS. Retrieved June 13, 2007, at http://www.inithebabeandsuckling.com/EAR.html

Sharecropping. Retrieved June 13, 2007, at http://www.encyclopedia.com/doc/1E1-sharecro.html

The Sharecropping System. Retrieved June 13, 2007, at http://blueslyrics.tripod.com/dictionary/sharecropping.htm

The Great Depression. Retrieved June 13, 2007, at http://www.pbs.org/wgbh/amex/dustbowl/peopleevents/pandeAMEX05.html

The Great Depression: A History in the Key of Jazz. Retrieved June 13, 2007, at http://www.pbs.org/jazz/time/time_depression.htm

The Great Migration: Blacks in White America. Retrieved June 13, 2007, at http://us.history.wisc.edu/hist102/lectures/lecture09.html

Vickers N. (1999) the Sharecropping System. Retrieved June 13, 2007, at http://www.clt.astate.edu/sarahwf/elainrt/sharcrnv2.htm

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Title: UNIT 2 ESSAY SHARED STRUGGLES This meant expository paper Prompt How foreign immigrant groups California share similar struggles quest American citizens Explanation Using reading find struggles foreign immigrants face coming California hopes a citizen

  • Total Pages: 4
  • Words: 1749
  • References:15
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: UNIT 2 ESSAY: SHARED STRUGGLES
This is meant to be an expository paper.

Prompt-
How have the various foreign immigrant groups to California share similar struggles in their quest to become American citizens?

Explanation-
Using the reading, find three struggles that foreign immigrants face in coming to California in the hopes of becoming a citizen. For a struggle to be a shared similarity between two groups, it must be present in at least two distinct cultures. The three struggles you choose to write about will become three of your four body paragraphs. Your fourth body paragraph will be the "concession:" the paragraph where you discuss a struggle that is a difference between cultures.

Specifics-
Introduction:
-Use either a directly stated thesis or personal narrative and thesis
-Write thesis in parallel structure
Body Paragraphs:
-3 Comparison / 1 contrast
-Follow say/show/so structure
-Provide a clear topic sentence
-integrate quotes from two readings
-provide academic context for both quotes
-discuss the connections
Conclusion:
-pull your essay together
(without repeating your intro or thesis)
-leave your reader something to consider
(with out writing empty questions)
-be poetic

Format:
Follow the MLA format for the overall document, integrated quotes, and a works cited page. Follow the standard rules of English grammar (of course!)

+Say/Show/So structure is...
Say= Main Idea basically (topic sentence)
Show= Supporting details (quotes)
So= So what? This is when you create the context (discuss quote)
This is VERY BASIC outline of how the body paragraphs should be, please go more in depth than this. Remember this is an EXPOSITORY PAPER, just explaining.

+For a direct thesis...
It should transition from a few sentences of immigration struggles then to a thesis.

+The thesis should be in a style of "Although... x,y,z"
Here is just an EXAMPLE (DO NOT USE THIS ONE): Although immigrants face different hardships in traveling to California, when they arrive they share struggles of x, y, and z.




+Here is what short stories you will have to read and pull quotes from for each paragraph:
Body Paragraph #1- Shared struggles of Iranian & Mexican (Identity conflicts)
Women and the Family in Iran/ Maid in LA/ Invisible Men/ Iranian Women and Gender Relations in Los Angeles/ Individual and Political Freedom/ Acculturation and Changes in Gender Roles/ The Impact of Migration/ My Latino Heart/ Of Cholos and Surfers/ Immigrants of California/ Contra Costa Times, Revamp Immigration

Body Paragraph #2- Shared struggles of Iranian women & Chinese women (Gender conflicts)
The World of Our Grandmothers/ Iranian Women and Gender Relations in Los Angeles/ Women and the Family in Iran/ Acculturation and Changes in Gender Roles

Body Paragraph #3- Shared struggles of Iranian & Vietnamese (Generational conflicts)
Vietnamese Youths No Longer Look Homeward/ Individual and Political Freedom/ Women and the Family in Iran/ State Needs a "Time-out" from Mass Immigration

Body Paragraph #4- Different struggles of Iranian & Mexican (Reasons for leaving the homeland)
Proofs/ The Great Migration: Immigrants in CA/ Maid in LA/ Invisible Men/ Women and the Family in Iran/ Individual and Political Freedom/ Acculturation and Changes in Gender Roles/ Iranian Women and Gender Relations in Los Angeles/ Immigrants of California/ Contra Costa Times, Revamp Immigration







+Here is my own BASIC outline of what the body paragraphs should consist of/revolve around (DO NOT USE EXACT SAME WORDING AS ME, & SHOULD CONSIST OF MUCH MORE DETAIL THAN THIS):

Body Paragraph #1- Shared struggles of Iranian & Mexican (Identity conflicts)
-Women from struggle to find identity and balance homeland culture and new Americanized culture
-Mexican women and men try to discover what to call themselves, as well struggle with trying to balance their homeland culture and new americanized culture

Body Paragraph #2- Shared struggles of Iranian women & Chinese women (Gender conflicts)
-Iranian women struggle with Identity and being independent, men dictate everything; women are meant to cook, clean, take care of children etc.
-Chinese women are considered to be prostitutes just merely stepping outside of their houses at all. They are treated like property and have no say in what men/their fathers tell them to do.

Body Paragraph #3- Shared struggles of Iranian & Vietnamese (Generational conflicts)
-Younger Vietnamese Americans do not know about war or what the older generation went through. They are struggling to still know where and how they came from Vietnam to American. Parental conflicts usually arise, due to the youth is slowly but surely becoming americanized hence the "1.5 generation" while the parents typically go unquestioned in traditional Vietnamese culture.
-Younger Iranian Americans do not know much about the revolution or what the parents went through exactly. Parents are typically very strict and custom to Iranian culture but, when coming to America with their youth there is this constant struggle of the parents and youth to find this happy medium of being Americanized yet still following their traditional homeland culture.

Body Paragraph #4- Different struggles of Iranian & Mexican (Reasons for leaving the homeland)
-Many Iranians left because of the revolution. Some left because of the government and how religion was becoming involved. Many women especially left to have an identity and have freedom.
-Many Mexicans left for a better life, or for more opportunities to get a job. Some needed to leave so they could get money and send back some to their families. Others left for children as well, so they could have a better education and live a better life here in America.





IMPORTANT!!
I HAVE TAKEN SNAP SHOTS OF ALL THE SHORT STORIES SO YOU MAY READ THEM YOURSELF AND/OR PICK OUT QUOTES. THEY ARE ON THREE MICROSOFT WORD DOCUMENTS IT IS TOO LARGE TO UPLOAD HERE. PLEASE EMAIL ME ASAP ON HOW TO EMAIL YOU THIS INFORMATION ENABLE TO DO THE PAPER.

THERE WAS ONLY ONE SHORT STORY I FOUND ONLINE NEEDED FOR THIS ESSAY, HERE IS THE LINK TO IT: https://www.msu.edu/user/carterca/yu.htm


I tried making this as easy as possible and providing as much information as I could, hope it helped!
Thank you!

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References:

Work cited

Massey, Douglas S, Jorge Durand, and Nolan J. Malone. Beyond Smoke and Mirrors: Mexican

Immigration in an Era of Economic Integration. New York: Russell Sage Foundation,

2003. Print.

Borjas, George J. Mexican Immigration to the United States. Chicago [u.a.: Univ. Of Chicago

Press, 2007. Print

Chen, Edith W.-C, and Grace J. Yoo. Encyclopedia of Asian-American Issues Today. Santa Barbara, Calif: Greenwood Press, 2010. Print.

Zu-n-iga, Vi-ctor, and Rube-n Herna-ndez-Leo-n. New Destinations: Mexican Immigration in the United States. New York: Russell Sage Foundation, 2006. Print.

Powell, John. Encyclopedia of North American Immigration. New York: Facts On File, 2005.

Internet resource.

Mobasher, Mohsen M. Iranians in Texas: Migration, Politics, and Ethnic Identity. Austin:

University of Texas Press, 2012. Print.

Nomani, Farhad, and Sohrab Behdad. Class and Labor in Iran: Did the Revolution

Matter-Syracuse, N.Y: Syracuse Univ. Press, 2006. Print.

Parker, Lewis K. Why Vietnamese Immigrants Came to America. New York: PowerKids Press,

2003. Print.

Bui, Hoan N. In the Adopted Land: Abused Immigrant Women and the Criminal Justice System.

Westport, Conn. [u.a.: Praeger, 2004. Print.

Farley, Reynolds, and John Haaga. The American People: Census 2000. New York: Russell

Sage, 2005. Print.

Vigdor, Jacob L. From Immigrants to Americans: The Rise and Fall of Fitting in. Lanham, Md:

Rowman & Littlefield Publishers, 2009. Print.

Lee, Erika. At America's Gates: Chinese Immigration During the Exclusion Era, 1882-1943.

Chapel Hill: University of North Carolina Press, 2003. Print.

Aarim-Heriot, Najia. Chinese Immigrants, African-Americans, and Racial Anxiety in the United

States: 1848-1882. Urbana: University of Illinois Press, 2003. Print.

Sutter, Robert G. Us-chinese Relations: Perilous Past, Pragmatic Present. Lanham, Md:

Rowman & Littlefield, 2010. Print.

Mitchele Shaffer. Short stories: Nancy Wride-Vietnamese Youth No Longer Look Homeward,

Jack Lopez-Of Cholos and Surfers, The Great Migration: Immigrants in California

History, Tohidi: Iranian Women and Gender Relations in Los Angeles

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