ERS 101: ethnic studies

Description

Assignment #4

1619 is a New York Times audio series hosted by journalist Nikole Hannah-Jones, who created The 1619 Project initiative for The New York Times Magazine. You can find more information about the podcast along with transcripts for listening at https://www.nytimes.com/2020/01/23/podcasts/1619-podcast.htmlLinks to an external site. . Episode one explores the many ways in which Black Americans have fought to help the U.S. move toward the ideal of democracy it was founded on. This episode includes some scenes of graphic violence.

Answer the following questions in short answer format.

In what ways does the podcast suggest the Declaration of Independence and the Constitution were hypocritical when written? Do you agree?What is some evidence that Thomas Jefferson and some of the other founders of the country were aware of this hypocrisy?This section is bookmarked by the reflection of an elderly Black gentleman whose grandfather was enslaved by Jefferson. Why do you think it was important to the podcasters to include his voice?What did Abraham Lincoln and James Mitchell want and expect Black people in America to do once they were freed?What questions do you have about Lincoln and his leadership after listening to this section of the podcast?The Black abolitionists who chose to stay and fight for the American ideal claimed the U.S. as their home. What defines home for you?

What initially allowed for some progress in developing rights for Black Americans during Reconstruction? Why was that progress eventually halted?Have you heard the term “The Great Nadir” before?What questions do you have about the experiences of Black Americans during this period of history?

The section (34:35) lists several groups of people, the NAACP, young Black people, activists like Martin Luther King Jr., and Congress members. How did individuals from each of these groups help in the fight for civil rights and true democracy?How have the laws and amendments fought for by Black people helped other groups of Americans?

Why did the assignment Nikole Hannah-Jones’ teacher gave her make her feel ashamed? How could the teacher have improved the assignment with the history of her Black students in mind?What is research? What did doing research about Black history help Nikole understand about her dad and about herself as an American?

How has listening to this episode changed your understanding of the rights and liberties you have today?

What inequities do you think still exist in the U.S. today? Who in your community do you know fighting to make positive changes in this area?

What additional research do you want to do about U.S. history after learning about the ways in which research can expand your understanding of a topic?

Worksheet #5 Instructions

Objective:

The goal of this assignment is to critically engage with concepts related to the intersection of race, criminality, and systemic structures in the United States. You are required to respond thoroughly to each question and its sub-questions, incorporating evidence from assigned readings and other scholarly sources. Aim for 1-2 paragraphs for each question, ensuring depth and clarity in your responses.

Instructions:

1. Answer All Questions and Sub-Questions:

Each response should fully address the main question and any sub-questions presented. Provide detailed explanations, examples, and analyzes to support your points.

1. Cite Your Sources:

Use relevant citations from the assigned readings, including Michelle Alexander’s work, the documentary “13th,” and any other credible academic sources you find pertinent. Ensure you are using the appropriate citation format (APA, MLA, or Chicago style) and include in-line citations for direct quotes or specific ideas.

Questions:

1. Discuss the reasons for Blackness becoming conflated with criminality in the US after emancipation. How and why did the incarceration of Black people increase at such exponential levels immediately after the abolition of slavery? Discuss in terms of how this serves both capitalism and white supremacy.

Analyze the historical context of Blackness and its association with criminality following emancipation. Explore the socio-economic and political factors that contributed to the rise in incarceration rates among Black individuals in the post-slavery period. Discuss how these trends benefited systemic capitalism and upheld white supremacy.

1. Define and explain the differences and similarities between the “old” and the “new” Jim Crow.

Provide a detailed definition of the “old Jim Crow” laws, which enforced racial segregation, and contrast these with the “new Jim Crow” system that perpetuates racial discrimination today. Discuss both similarities in the underlying structures of oppression and differences in methods and public perception.

1. What was Jim Crow segregation? When did it start/end? What was it in response to, and what were the repercussions of its legal end?

Explain the historical significance of Jim Crow segregation, including when it began and ended, and its socio-political context. Discuss the responses to its abolition and assess whether Jim Crow practices have truly ended, considering the backlash and ongoing implications of systemic racism.

1. What is meant by the “new Jim Crow”? Cite Michelle Alexander’s work (what we read for class and her other works), the movie 13th, and any other readings you have found on the topic.

Define what is meant by the term “new Jim Crow” by referencing Michelle Alexander’s analysis of mass incarceration as a contemporary system of racial control. Incorporate insights from the movie “13th” and any additional readings to explain how the new Jim Crow manifests in current societal structures and practices.

Assessment Criteria:

Your worksheet will be graded on the thoroughness of your responses, clarity of expression, organization, the relevance and rigor of your evidence, and adherence to citation guidelines. Be sure to proofread your work for grammatical accuracy and coherence