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Strategies Ida B. Wells Employed and the Concept of Self-Determination

Coursework Instructions:

have so many sources.(not 80, just dont want to count)

Please carefully read the following instructions before you begin. And please carefully read each question before answering.

For your midterm, you must answer the following questions 1 - 4. The first three are short answer questions and the fourth is an essay question. Your responses to each of the three short answer questions should be 200 - 400 words long. Your response to the essay question should be at least 500 words. Please note that for each question, you must choose only ONE of the questions provided to answer (either A or B). Please identify the question you are answering by writing the appropriate number followed by the letter (i.e. "1A" or "1B", "2A" or "2B" etc.)

Please answer in complete sentences. Please remember to include specific examples from the readings and lecture in your responses.

Please read over the full exam before you begin so that you have a sense of what is expected of you and how much time to spend on each question.

Please answer the questions as written. You do not need to include a formal introduction or conclusion in your essay response.

Please upload your answers as a single document in the form of a PDF or DOCX file (i.e a PDF or a Microsoft Word file).

1.) Please answer EITHER question A or B:
A.) Describe the concept of the “Black metropolis”. What was the relationship between working class Black laborers and respectable Black elites in Chicago’s Black metropolis, and how did that relationship contribute to the economic independence of Chicago’s Black community?

B.) How did Ida B. Wells attempt to address the problems of anti-Black violence and Black oppression? Describe three of the strategies she employed and what she hoped to achieve with each one.

2.) Please answer EITHER question C or D:

A.) How did women’s labor organizing evolve during the Progressive Era? How did issues of class help to shape women’s organizing in the period? (In your answer, be sure to mention at least one of the organizations and one of the women organizers/activists that we read about)

B.) How did non-white intellectuals and activists like Ho Chi Minh and Marcus Garvey engage the concept of “self-determination?” In light of what you learned about Woodrow Wilson, was it hypocritical for Wilson and the United States to promote self-determination in the wake of World War 1? Why or why not?
3.) Please answer EITHER question E or F:

A.) What factors contributed to the internment of Japanese Americans during World War II? In your opinion, why were German and Italian Americans treated differently than Japanese Americans?

B.) How did anti-Communist sentiment during the Cold War impact left-wing political activism in the United States? In your answer, discuss at least three US activists who were impacted. You may include examples from the period immediately after WWII, the Civil Rights movement, or the anti-war movement.

Please answer EITHER question I or II:

A.) The article “The Strategies and Contexts of Social Protest: political mediation and the impact of the Townsend Movement in California” by Amenta, Halfamann, and Young provides insight on how the success or failure of the strategies employed by members of a social movement is determined, in part, by the political climate that the social movement faces. When the political climate is favorable for the objectives of a social movement, the movement is likely to find success even by using less assertive or “mild” tactics. When the political climate is not favorable, then the members of that social movement will likely need to employ tactics that are more assertive and more radical. We have read about various twentieth century US social movements including the women suffrage movement, various labor movements, the Garvey movement, the Townsend movement, American Socialist and Communist movements, the Civil Rights movement and the anti-war movement and others. These movements employed a number of strategies including publishing articles, circulating petitions, labor strikes, boycotts, sit-ins, and mass migration to name a few.

In this essay, pick any one of the social movements we have discussed and one or two of the strategies they used. Using the information you have from course readings, assigned videos, and class lectures about the political climate that the social movement you picked faced, discuss whether you think the argument of the article by Amenta, Halfmann, and Young holds true in this case or not.

B.) The assigned chapter from Charles Payne’s I’ve Got the Light of Freedom discusses the philosophy behind the organizing strategies of Ella Baker, Septima Clarke, and Myles Horton. Each of these incredibly important organizers adopted a strategy that focused on teaching, mobilizing, and empowering everyday people. One of the reasons this course focuses on the history of social movements is to highlight the impact of everyday people, like the ones these organizers sought to empower, on shaping history. In this essay, discuss how the approach of Baker, Clarke, and Horton resembles or differs from that of other social movements we have read about in this class. Please use concrete examples from the course readings, assigned videos, and class lectures to make your case.

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History Mid-Term
Question 1 (b)
Ida B. Wells was a well-known African-American journalist and civil rights believer who devoted her life to addressing the problems of anti-Black violence and Black oppression in the United States. The following are three strategies she employed. The first technique is Investigative Journalism; Wells wrote numerous articles and pamphlets exposing the brutal realities of lynching, a common form of anti-Black violence at the end of the 19th and early 20th centuries (Mia 3). She conducted her investigations into lynchings, gathering and publishing data on the number of victims, their ages and genders, and the reasons for their deaths. By exposing this wickedness and revealing the systemic racism that fuelled them, Wells hoped to raise public awareness and trigger action to end the practice of lynching.
The second is legal action; Wells used it to combat anti-Black violence and oppression. After three of her friends were lynched in Memphis, Tennessee, Wells wrote an editorial criticizing the lynching and urging Black people to leave the city. “Not until the Negro rises in his might and takes a hand resenting such cold-blooded murders,” Mia then wrote, “will a halt be called in wholesale lynching” (12). The white owners of the newspaper she worked for were outraged by her editorial and fired her. Wells then sued the newspaper and won, but her victory was short-lived as the decision was later overturned (White Backlash after Reconstruction 6). Despite this setback, Wells continued to use the legal system to challenge discriminatory laws and practices, hoping to secure greater legal protections for Black people.
The third strategy is organizing and activism. Wells was a strong advocate for the rights of Black women, who were often marginalized within the more significant civil rights movement. Wells helped found the National Association of Black Women, which aimed to address the social and economic issues facing Black women. Wells also worked with other civil rights activists, including Frederick Douglass, to organize boycotts and protests against discriminatory practices. For example, the eminent ex-slave leader Frederick Douglass saw the Kansas migration as “a premature, disheartening surrender” that would secure freedom and free institutions by migration rather than by protection, by flight rather than by right (Mia 13). By organizing and mobilizing black communities, Wells hoped to build a solid and united movement that could effectively challenge the systemic racism that pervaded American society.
Question 2 (b)
Non-white philosophers and activists such as Marcus Garvey and Ho Chi Minh engaged with the thought of self-determination as a means of asserting the right of colonized peoples to govern themselves and determine their destiny. The Vietnamese Communist leader believed that the Vietnamese people had the right to independence, and he invoked the principles of self-determination and national sovereignty to support this claim. For example, the Striving for Self-Determination article asserts that he proclaimed "Vietnam's independence in 1945 with the words of Thomas Jefferson: All men are created equal. They are endowed by their Creator with certain unalienable rights. And among these are life, liberty, and the pursuit of happiness" (7). Similarly, Marcus Garvey, head of the Universal Negro Improvement Association, voiced for Black self-determination and independence from white-dominated societies.
In light of what we now know about Woodrow Wilson's views and actions, it could be seen as hypocritical for Wilson and the US to promote self-rule in the wake of World War I. While Wilson championed the idea of self-governance in his Fourteen Points speech, he applied it selectively and inconsistently. For example, he supported the idea of self-determination for certain nations, but not for colonized people (Arthur et al. 1). Wilson also failed to address the racial discrimination and oppression faced by Black Americans in the United States.
The United States also supported European powers' continued colonization of African and Asian territories. Moreover, the United States was engaged in colonial expansion at the time, including not protecting black women from slave masters (Garvey 4). This contradiction between Wilson's rhetoric of self-rule and the reality of American domination and support for European imperialism suggests that his support for self-determination may have been more a matter of political expediency than a genuine commitment to decolonization and the rights of colonized people.
Question 3 (b)
Anti-Communist sentiment throughout the Cold War significantly affected left-wing political activism in the United States. The fear of Communist infiltration led to a climate of political repression and suppression of dissent, particularly on the left wing (World War II 12). Here are three US activists who were impacted by this event. One of the activists was Paul Robeson, a singer, actor, and civil rights activist whom the government targeted during the Red Scare of the 1950s (Creighton 128). Robeson was blocked and denied work in the entertainment industry due to his association with Communist groups and outspoken criticism of American racism and imperialism (Creighton 135). Robeson was subjected to harassment, surveillance, and attempts to revoke his passport. He was also called to testify before the House Un-American Activities Committee (HUAC) and faced the threat of imprisonment for his political beliefs.
The second activist was Bayard Rustin, a prominent civil rights believer and Martin Luther King Jr's advisor. He was a socialist who believed in peaceful resistance to achieve social change. Rustin's political beliefs and past associations with Communist organizations made him a target of government surveillance and persecution during the McCarth...
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