The Brown Decision

Who is Writing:
Document One-The Supreme Court, delivered by Chief Justice Earl Warren

Document Two- Members of Congress

Document Three- An African-American high school boy from Oak Ridge, Tennessee, 1957

Document Four- An African-American high school girl from Louisville, Kentucky, 1957

Document Five- An African-American high school girl from the Deep South, May 1966

Document Six- An African-American high school girl from the Deep South, May 1966
Audience:
Document One- Anyone and everyone

Document Two- Anyone and everyone

Document Three- Anyone and everyone

Document Four- Anyone and everyone

Document Five- Anyone and everyone

Document Six- Anyone and everyone
Who do the Writers Represent:
Document One- They represent people who believe that education should be a right for all people of any race and background.

Document Two-

Document Three- He represents African-American students in white schools who are trying to make a better future for themselves yet are still faced with discrimination solely based on their skin color

Document Four- She represents African-American students who were accepted as an individual person by their peers, but still faced segregation.

Document Five- She represents all of the African-American students who were met with violence and humiliation when they tried to switch to a better school. Even with that, they strived for a better education and worked hard to graduate.

Document Six- She represents African-American students who were able to get into the white school to pursue a better education while facing the hate of other students
What is being said:

Document One- That “separate but equal” is a bunch of BS, it’s separate but definitely not equal. They are saying that segregation causes minorities to feel inferior and that way of thinking can be irreversible to some people. They are arguing that equal to education should be available to all people no matter their race or background.

Document Two-

Document Three- He like the new school better because there are more opportunities for him to grow in areas such as education and sports. Even though he is a part of the basketball and baseball team, he sometimes doesn’t get to play in games, because of his skin color.

Document Four- She says that she has been accepted as her own person, but that only makes her feel as though she was “…some ambassador from some foreign country”. Despite being accepted, she wasn’t able to participate in extracurricular activities because they were still segregated.

Document Five- On her first day of school she witnessed an uproar followed by violence by people who were opposed to her and five other students attending a white school. When the students showed up, no other students came to school. The community wanted to isolate these six kids. However, there were a few teachers who stayed a stuck it out and were able to witness the six kids graduate.

Document Six- She says that going to the white school gave her a better education and that the course was a lot harder than the colored school. She faced the hate of the other students and studied hard until graduation.
How it’s being said:
Document One- Earl Warren delivers his speech in such a way that it comes off strongly. He knows what he wants and he’s persuading people to be on his side. He goes into depth and even brings up that it may damage the confidence of some minorities and that it could be a lasting wound for them.

Document Two-

Document Three- I think that despite not being able to play in some of the games, he still loves being at the school and part of the teams. In my opinion, he is really optimistic. He recaps he story as is, without much of his own thoughts on the matter.

Document Four- I don’t think the girl is having a very good experience, she still feels alienated from others. In my opinion, she sounds very sad and disappointed because of the fact there are still things she can’t do.

Document Five and Six- Both girls know that attending the colored school would not have given them the opportunities that going to a white school would have. They knew that the people didn’t want them there, yet they worked hard and passed all of their classes for their own sake.

Proof:
Document One- He brings up things like how even though they are supposed to be “separate and equal” things were definitely not equal in any aspect. He spoke very strongly and adamantly about how everyone should be able to have the opportunity to equal education.

Document Two-

Document Three- Even though he wasn’t allowed to participate in some games, he didn’t say anything bad about the fans or community members who were against him. In his last sentence he says “…maybe I’ll get to play the next game” I think that really shows optimism; even though he is not allowed to play he still has his hopes.

Document Four- The proof is near the end of the document where she says “Well what can you do? It just leaves me out. It’s not the school, it’s the community”. She obviously feels left out and alone.

Document Five and Six- Both passed their classes and graduated from the white schools, even though they might have been discriminated against and at times even humiliated.
Historical significance/relevance:
Document One- The Brown decision helped end segregation and moved America in the right direction. Because of the Brown decision, African-Americans were able to get into the schools that they otherwise wouldn’t have ever been able to set foot on.

Document Two-

Document Three- Because of the Brown decision, this boy was able to escape the colored school and go to another school where he would have more opportunities available

Document Four- Even though she was accepted and people liked her, she still had to face segregation. Changes don’t happen with the snap of the finger, even with the Brown decision things like segregation would only change with time.

Document Five- The Brown decision may have ended segregation, but it definitely didn’t end discrimination and racist attitudes. Many African-Americans had to face that fact when they left their colored school for a better one. In the end, after all the years of endurance, graduating with a better education that they otherwise wouldn’t have, made it all worthwhile.

Document Six- Many African-Americans were able to attend better schools because of the Brown decision, and at better schools the courses were harder. Because of that, they studied hard. Even when put in a place where everyone hates them, they were able to pass their classes and graduate.
How does this Document’s Premise or Theme fit into the Historical Context:

Because of the Brown decision African-Americans were able to attend the same schools as white kids. Many African-Americans were able to get a better education. Some still faced racism and discrimination, but there were also some who didn’t. I think that because of the Brown decision many African-Americans lives took a turn for the better, they had more opportunities to things that they wouldn’t have been able to otherwise.

Rosie the Riveter

CDL What Happened to Rosie the Riveter?

During WWII with the shortage of men combined with the need for war machinery women became more valuable in the work places. Employers became desperate and hired women to do hard labor that would normally be reserved for men and even paid them more too. After the war women felt pressure to leave their jobs so that the returning men could take over. Some women left without a second thought which constituted to the rise in marriage rates and birthrates. The women who kept their jobs were given lower pay and a lighter job.

Questions:

Do employers discriminate between the sexes in today’s time?

If you were a women back then what would you have done about being pushed down into the lower paying jobs?

Text Analysis #2

Japanese Interment

Who is Writing:

Document One- General John DeWitt

Document Two- Kazue Yamane

Document Three- Charles Kikuchi

Who is the Audience:

Document One- United States Secretary of War, February 14, 1942

Document Two- Any reader

Document Three-Any reader

Who do the Writers Represent:

Document One- DeWitt represented Americans who believed that all Japanese people in America, citizen or not, were potential enemies.

Document Two- Yamane represents everyone that was sent to an internment camp and all of the feelings and questions that they had harbored among themselves before, during, and after being sent to a camp.

Document Three-Kikuchi represents all of the Japanese-Americans who were legally U.S. citizens who were sent to Japanese Internment Camps regardless of their citizenship.

What is Being Said:

Document One- DeWitt was requesting for the removal of anyone with Japanese ties, by blood or marriage, be gathered and moved into concentration camps. He said that all Japanese, even those who were U.S. citizens, would remain loyal to their homeland thereby making all of them potential enemies to the United States.

Document Two- Yamane basically speaks about how unfair it was to be forced into an internment camp and how families would get split apart. Even letters sent to and from their loved ones were not confidential, but often censored. They were given no privacy and their health deteriorated during their life in camp.

Document Three- Kikuchi writes about his thoughts on the bombing of Pearl Harbor, how America is officially involved in WWII, and what he predicts will happen to Japanese-Americans. He discusses his views and those of his family on democracy and how they wanted to prove their Americanism and fight for democracy.

How is it Being Said:

Document One- When requesting the evacuation of the Japanese into internment camps, DeWitt provides a list that states the mission of the Western Defense Command and Fourth Army. It really shows his seriousness of the matter. He is also very blunt and straightforward in his way of describing the Japanese therefore proving that he holds an unfair bias against the whole of Japan.

Document Two-By the way that she writes you can tell that she was still bitter about her time spent in camp. Yamane, to this day, still can’t get over the fact that she was forced to go even when the government had no proof whatsoever that she was in any way planning something against Americans.

Document Three-This document is Kikuchi’s personal diary therefore everything written were his own personal thoughts and accounts. Even though he was kicked out of Berkeley and forced into an internment camp, his last diary entry someone makes me think that he is an optimist. None of his diary entries were negative. For example, his last entry talks about how the camp gave him an opportunity to connect with his family.

Proof:

Document One- DeWitt said that children who were born of white parents in Japan would end up fighting for Japan even though it was a fight against their parents’ country. With that being said, it was obvious that DeWitt was suspicious of anyone with even the slightest connection to Japan. DeWitt Stated that, “The Japanese race is an enemy race…” which further enforces that he felt very strongly against Japan and its people.

Document Two-She speaks of true events that happened to her and her family. For example, she says that she and even her kids questioned why things were the way they were. I think that her inability to give her kids a clear and acceptable answer made her even angrier at the government. Her husband wasn’t able to visit to attend his own mother’s funeral and the fact that the government censored their letters just goes to show how unjust the government was.

Document Three- Since these were diary entries, he just tells it like it was without trying to convince anyone of anything. He recorded events like they were. For example, he wrote about his family’s thoughts and comments on democracy.

What is the Historical Significance/Relevance of the Documents:

Document One-This letter probably helped spread the fear against the Japanese. This marked the start of Japanese Internment camps from which the Japanese had to suffer years of sorrow, poverty, and humiliation due to the unfair biases and judgments of Americans.

Document Two-This document gives us insight to what the people in internments camps thought and felt. It also shows us a little bit of what they had to go through.

Document Three-Kikuchi’s diary entries show us the Japanese Internment Camp period through the point of view of a Japanese-American. Kikuchi was a U.S. citizen yet he was forced to leave his university and was condemned to life in an internment camp, this gives us another view to look at besides just those of Japanese immigrants.

How does the Documents Premise or Theme Fit into the Historical Context You are Reading About in Your Textbook:

Japanese Internment definitely fits into the historical context of what we are reading because we are now in the WWII section. The whole reason America became involved in the war was because the Japanese bombed Pearl Harbor. As a result from the bombing, Americans thought that the Japanese in America were all potential enemies, therefore, they evacuated anyone who they thought had ties to Japan and sent them to internment camps.

A Place of One's Own: The Quest for Home Ownership

The title “A Place of One’s Own: The Quest for Home Ownership” pretty much says it all. The article talks about how important having one’s own home is to Americans especially in today’s times. But back in the nineteenth century with industrialization was leading the economy; living in the cities became more and more popular. Buying a home in the city suddenly rose in importance to having a family farm. While Americans were able to buy their nice homes using credit, most African Americans and Hispanics were pushed to the bottom of the barrel. Segregation made it hard for them, they were not shown houses in white neighborhoods, banks refused them for mortgages, and whites refused to sell their homes to blacks. One man, Dr. Ossian Sweet, was somehow able to buy a small house inside of a working-class white neighborhood, but on the day they moved in an angry white mob gathered. One thing leads to another and soon gun shots rang out upon the crowd. When Sweet and his family and friends were brought to the police station they were accused of murder, however, in court thanks to defense lawyer Clarence Darrow Sweet was found not guilty. He was simply defending his home and family.
Questions:
If you were in Dr. Sweet’s shoes how would you have felt about the angry mob at your door step and what would you have done?
Today, do you think it is still as hard for people of other races to find their own home in a good neighborhood?

CD

1. After reading about the bleak conditions in which our soldiers fought during this war, do soldiers now-days have it easier? If yes, do you think this is why we have less deaths in our ways now compared to previous wars.
Living condition wise, yes, soldiers today do have it easier than the doughboys. I’ve never heard of anyone every mentioning that they have to live in a “dark, damp, smelly hole” or that their living quarters were “infested with rats, body lice, and bed bugs”. Technology and artillery have advanced since WWI. Computers make it faster and easier for soldiers to get in touch with their families unlike the doughboys who had to wait for letters. Since the living conditions are better, today’s soldiers don’t have to face as much health concerns as before, hence, less deaths.
2. The work of the Doughboys ultimately helped defeat the Germans in France, do you think the American way of fighting [tactical, marksmanship, movement] would have been more affective?
While tactics, marksmanship, and movement are very important components to affectively winning a war, I also think that the most affective thing is to be well trained and ready mentally and physically for the combat ahead. After a soldier is prepared then he should worry about tactics, marksmanship, and movement, because what good would those things be if you were not well trained and prepared to face the harsh battle.
3. Should the two million American soldiers that made up the AEF have been deployed to Europe much sooner in order to have ended the war?
No, because they were already being deployed fast enough as it was. Plus, they were not fully trained and lacked experience. I don’t necessarily think that being there sooner would have changed anything. Being there sooner doesn’t always guarantee that you will have the upper hand that will allow you to end the war sooner.
4. Why were there tensions between French and American during the war even though the doughboys were there to help?
The different cultures just took a toll on the soldiers both French and American. First off, they didn’t even speak the same language. The language barrier made it hard for them to connect on any level of camaraderie. The French and Americans also had different fighting styles. The French put an emphasis on trench warfare while Americans emphasized mobility, tactics, and marksmanship. The differing views on how to fight the war caused a lot of conflicts between the two countries.
5. Do you think there are still troops being shipped to war (Afghanistan) inexperienced and poorly trained just as the doughboys did?
No, because during WWI the soldiers were being drafted in a rush so that they would have a large army to bring over to Europe. Basically during WWI they focused more on quantity then quality. Today’s soldiers are well trained and qualified before they are deployed. But, mentally I don’t think anyone could ever be prepared for war until they are out there in a war zone facing the enemy and various weapons.
6. What were the long lasting societal changes in America that were sped up or created by American involvement in WWI?
While the men were away at war, the women had the opportunity to step up and fill the men’s places. They were able to show that they were capable of doing jobs that were initially meant for men only. I think that’s what really helped the women earn their right to vote.
7. Do you think that African American Doughboys and their experience in France impacted them to act in a different way when they came back to the United States after the war?
I think it did make them at in a different way when they came back to the U.S. because they realized that they have gone as far as to risk their life in order to protect the United States. Yet, they were still being discriminated against and that’s totally not fair. They knew they deserved to be treated better.

TA

Text Analysis #2 The Final Push for Women Suffrage

Who is Writing?

Passing the Baton- Susan B. Anthony, October 1909.

Politicking for Suffrage- Mary Garrett Hay, March 13, 1919.

The President Intervenes- President Woodrow Wilson, September 30, 1918.

Reflections on Victory- Carrie Chapman Catt, Thanksgiving Day, 1920.

Audience:

Passing the Baton- Susan B. Anthony’s best friend, Elizabeth Cady Stanton

Politicking for Suffrage- New York state legislators, specifically Mrs. Maud Wood Park

The President Intervenes- The Senate

Reflections on Victory- Carrie Chapman Catt’s staff at NAWSA

Who does the Writer Represent?

Passing the Baton- Susan B. Anthony is representing the older generation of women who fought long and hard to break out of the traditional women roles and to create a public identity for women. She also represents the meaning of hope. Fifty years ago, she had hoped to earn rights for women. Fifty years later, she’s hoping that the young and educated generation of women will fight to earn suffrage.

Politicking for Suffrage- Mary Garrett Hay represents the strong-willed and hardworking women of the National American Woman Suffrage Association. Women who are out there trying to make a difference by doing whatever they can. From traditional petitions, lobbying, and networking to those who opt for extreme ways in hope to gain attention from the public and the government.

The President Intervenes- President Woodrow Wilson represents the women who are fighting for suffrage and he is also representing democracy.

Reflection on Victory- Carrie Chapman Catt is representing all the women who have fought for women’s suffrage and she also represents all of the hardships that they have been through in order to make a statement and to make a difference.

What is being Said:

Passing the Baton- Susan B. Anthony is reflecting on the long, rocky road that she and her fellow colleagues have treaded, on their mission for the rights of women. In her letter to Elizabeth Stanton she says that even though they, themselves, won’t be able to complete the mission, the young and educated generation after them are fully equipped and well prepared to continue on the quest for suffrage. Susan B. Anthony is very proud of the next generation of women and has absolutely no doubt whatsoever that they will achieve what she and so many others have fought long and hard for.

Politicking for Suffrage- Mary Garrett Hay is a very straightforward person. She is knows what she’s doing and she’s very active in getting all the latest information. She doesn’t trust either the Democrats or the Republicans, she trusts herself to get what she wants and what she wants is for the Suffrage Amendment to be passed.

The President Intervenes-President Wilson wants to convince the Senate to pass the Suffrage Amendment on behalf of the women and democracy. He tries to persuade them by saying how big of a role women have played during the war and how much they have contributed. The president also mentions that other countries look up to the U.S. as an example and that we should be a good role model to them by passing the Amendment.

Reflections on Victory- Carrie Chapman Catt is reflecting on all the years that they have spent on trying to achieve their goal and for it to be finally accomplished is a sacred moment in history. She’s saying that it is a very proud moment to all women who sacrificed themselves in order to be able to vote. The victory was great but what was even greater is the lesson learned through all the years of hard work. That if you want to make a difference, you can. As long as you have the right attitude and are persistent throughout the whole thing then you can definitely make a difference.

How is it being said?

Passing the Baton- Susan B. Anthony speaks very highly of the next generation of women. She speaks confidently about her vision of the future and how she knows that women will be victorious in the end.

Politicking for Suffrage- Mary Garrett Hay is actively doing all that she can in order to get the Suffrage Amendment passed. She seems very confident in herself and she knows exactly what she’s doing. When she says that she doesn’t trust Democrats or Republicans it’s like she’s actually saying that she can’t trust anyone else to get the Amendment passed besides herself. She knows exactly what she wants and she also knows what it’s going to take to get it.

The President Intervenes- President Wilson tries to win the Senate over by talking about major points such as war and democracy. He tries to inspire the Senate by talking about how big of a step it would be towards a true democracy. In a way he tries to butter the Senate up by saying that other countries “…are looking to the great, powerful, democracy of the west to lead them to a new day…”. If they wanted to continue to look great and powerful to the other countries then they would have to pass the Nineteenth Amendment as proof.

Reflection on Victory- Carrie Chapman Catt is glad that they have finally come to the end of the long, exhausting road and victory is upon in their hand. She is proud of the women for making a difference and is filled with admiration for anyone that had contributed to their feat.

Proof:

Passing the Baton- She praises the younger generation of women for being educated, experienced, strong, and courageous. She also believes that because the number of women fighting for suffrage has increased significantly over the years, they now have a better chance of gaining that right. Fifty years ago, there were only a handful of women and now fifty years later, there is an army of them. That huge amount of women cannot simply be ignored by the public and she believes that will help them to achieve their goal.

Politicking for Suffrage- Mary Garrett Hay is very determined to get what she wants. She relies on her own abilities and she seems quite confident with the way that she handles things.

The President Intervenes- President Wilson tries to convince the Senate by bringing up all that the women have done. For example, he said that passing the Nineteenth Amendment would be vital to winning the war. He also brings up the point that if we want to lead other countries into democracy then we first have to show them what democracy is all about.

Reflection on Victory- Carrie Chapman Catt talked about how the victory was the most wonderful thing that the world has ever seen. The women had established a new and good thing in the world. It will inspire people to stand up for what they believe in and to make a difference.

Historical Significance/Relevance:

The Final Push for Women Suffrage is significant because women played a major role during the Progressive Era. They fought for many long years to gain their right to vote and to have a public identity. The Nineteenth Amendment was passed due largely to their determination and efforts combined. The passing of the Amendment was a remarkable time in history. The Nineteenth Amendment gives women a voice in society by giving them the right to vote.

How does this Document’s Premise or Theme Fit into the Historical Context:

The U.S. being involved in the war was the perfect chance for women to show society that they can work and take care of the family even if most of the men are fighting overseas. They were able to prove that they were capable of working just as hard as the men.

Highlighters Are My Best Friends.

Who else is having trouble understanding the book? I hope it's not just me, otherwise, that would just be sad. I get the concept of the text, but there's just so much to take in! So, I decided to re-read the assigned readings from the second day to today's, but with a highligter in hand. As I went back and re-read the text I highlighted all of the important stuff and now I think I understand it a whole lot better than before. Well, enough with that.

How's everyones' day going? This week has gone by pretty fast, it's weird how when I was younger days used to go by so slowly, but now I feel so crunched for time. It's like I never have enough time in the day to get everything that needs to get done, done.

But, on a happier note, I'm so so so excited to watch Sherlock Holmes this weekend! Has anyone watched it yet? What are your opinions of it? Alrighty, this post is getting long enough, so until next time....

Au Revoir !

Update!

So, apparently, we're supposed to update our blog everyday on how we're doing in History. It's the third day and so far, so good. I've been reading the assigned pages and taking notes on them diligently, don't want to start off the quarter on a bad foot. I really hope I can keep this up throughout the whole quarter! I hope you guys are doing well too :) Well, that's it for today!

Ciao!

P.S. For those who don't mind taking a three minute break and are a fan of ballet: watch this!

She is so amazing!

About Me .

Hi everyone !

I hope you guys all had a wonderful break :)

Well first off, my name is Trang. This is my second quarter at Highline, next year I plan on transferring to a four-year college. Hopefully I'll get accepted by either the University of Washington or Seattle University :) This is my first online class so i'm still trying to figure out how to do anything, hopefully i'll get the hang of it soon. I enjoy a variety of interests, things like: reading, painting, tennis, camping, dogs, horses, violin, piano, ect. I'm really looking forward to getting to know you guys!