U.S. History: Spring Term Project

Discrimination and America

This project takes a close look at the issue of fear, prejudice, and discrimination in American society.  We’ve discussed the recent concerns of some groups of Americans that gains made toward greater equality and acceptance will be diminished, if not lost altogether, as the country shifts in leadership and focus.  “Make America Great Again,” for some, is not a promising slogan, especially with increasing incidents of racism and violence, state laws and other actions that seem intent on denying basic rights of African Americans, Hispanics, and members of the LBGT community, and campaign rhetoric that arguably has had the ongoing effect of encouraging overt racism, sexism, and prejudice against Muslims, immigrants and people with disabilities.     

Research:

Working in pairs you will examine the historical basis (beginning with World War II) for the current concerns of one of the following groups, the paths taken toward achieving greater equality, and the obstacles and opportunities encountered, particularly those linked to government action, or inaction.

Groups to be assigned:  

Asian Americans                                      Queer Americans (LGBT)

Women                                                    Hispanic Americans

Native Americans                                     People with Disabilities           

• Before you and your partner begin to research the history of the group you are assigned, as a class we will study the impact of World War II on at least several of these groups; next, as you begin your research, we will begin our study of the Civil Rights Movement and looking closely at the tactics used by African Americans as they began to work toward greater equality.  Your initial research should focus on this same time period - the 1940s and 1950s.  Be prepared to compare what you've learned about the group you're tracking with the early CRM.  Class time will be used to discuss similarities and differences.  
•  With those ideas in mind, you will continue your research, looking at the 1960s as the CRM expanded to include more Americans. “Following the example of African Americans, other groups – including women, Latinos, American Indians, and Asian Americans – fought for their rights. Disabled, gay, and older Americans began to organize for equal treatment too.”[1] 
• Look at whether any of the activists who played a leading role in your group’s struggle to achieve equal treatment under the law and in society had connections to the CRM;
• Continue researching the group’s actions, leaders, successes, and setbacks up to the current status and concerns with which we began this conversation. 

Create and Present:

• You will create an annotated, interactive timeline that you will present to the class; several free on-line programs are available.  These are links to four of those programs –

https://www.tiki-toki.com

https://cdn.knightlab.com

          http://prezi.com

http://www.readwritethink.org/files/resources/interactives/timeline_2/

• Your timeline must include pictures as well as text; some programs also allow for a link to video;
• Brief biographies of significant players in the movement should be included;
• Length: Minimum of 25 dates; more may be included as needed or desired
• Presentation dates: Wednesday, March 15, and if needed, Friday, March 17

Keep in Mind to Include or Consider:

• All these groups, in some significant way, have relied on the Fourteenth Amendment to the U.S. Constitution.  “Many scholars and observers have argued that the ratification of the Fourteenth Amendment has been the single most important act in all of American politics.”[2]
• What is guaranteed by the Fourteenth Amendment?
• How has it been used by your group?

• Discrimination and prejudice – and its eradication - is related to many forces – personal, religious, cultural and political.  While the focus of this project is government action or inaction, do not ignore other related factors, especially those made better or worse due to government action.

• Include numerous and accurate facts – use as many specific details as possible to support your general information and arguments/explanations presented as part of the timeline.

• Make use of primary sources as much as possible.

• A LIST OF THE EVENTS INCLUDED ON YOUR ANNOTATED TIMELINE IS REQUIRED
• Please print this - it should just be in simple timeline form, as a list of dates.  Don't try to print the annotated timeline!
• You and your partner may turn in one, shared timeline – include both your names on it
• This is also due on Wednesday, March 15

• A BIBLIOGRAPHY IS REQUIRED
• Please attach this to the printed copy of your timeline
• You and your partner may turn in one, shared bibliography
• Correct formatting is expected; Use the History Department Citation Guide

            [1] Diane Hart, History Alive: Pursuing American Ideals (Rancho Cordova, CA: Teachers Curriculum Institute, 2013) 523

            [2] College Entrance Examination Board, “Free-Response Questions: Question 3” in 2001 AP United States Government and Politics Examination, Advance Placement Program, 3

https://www.tiki-toki.com/timeline/entry/787127/The-Disabilities-of-America/

https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=15AdZwYgFiFIwh16kWJFvLqVr2j087DwgN8PKTQUcn0w&font=Default⟨=en&initial_zoom=2&height=650

http://prezi.com/wjl8wdhtpcdi/?utm_campaign=share&utm_medium=copy