HIS206 Week 2 assignment

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Nov 24, 2024

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Political and Civil Rights in the 1920s [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5] | Prepare Prior to beginning work on this assignment,  Review Chapters 1-6 in The American Story: Perspectives and Encounters from 1877  Read: Chapter 7, Section 3 in The American Story: Perspectives and Encounters from 1877, Traditionalism’s Challenge to the New Order.  Read Week 1 Lesson  Read Week 2 Lesson  Watch: Civil Rights and Liberties: Crash Course U.S. Government and Politics #23 Links to an external site. .  In addition, it is recommended that you review the HIS206 Timeline prior to working on this assignment. | Reflect The ratification of the 19th Amendment in 1920 was the result of an organized 72-year struggle (and a much longer struggle in general) for political rights for women in the United States. Since African American men gained the right to vote in 1870 with the ratification of the 15th Amendment, it may seem that the late 19th and early 20th centuries saw a massive expansion of political rights for traditionally disenfranchised groups in the United States. However, while women triumphed in their quest for political rights, social equity was still a struggle. Additionally, the end of Reconstruction and the legalization of racial segregation severely curtailed the political rights of African Americans and laid the groundwork for the political disenfranchisement of other racial and ethnic groups within American society, including Asian Americans and Latinos. Asian immigrants, for example, lost the ability to become citizens in the 1920s, though children born in the U.S. gained citizenship upon their birth, as is detailed in the Week 2 Lesson. In 1924, Native Americans finally gained citizenship, but immigration from Asia was completely banned, while immigration from Southern and Eastern Europe was severely curtailed, effectively limiting who could be considered an “American.”

After reviewing chapters 1-6 and section 7.3 in your text, as well as the lessons from weeks 1 and 2, reflect on the growth of political rights – or the lack thereof – for millions of Americans in the years 1865-1924. Think about the movements that supported the expansion of political rights and those opposed, as well as the relationship between political rights, civil rights (that is, guarantees of equal citizenship under the law, and in society), and social equity. Were those groups that had attained political rights by 1924 (women, Native Americans, European immigrants) seen as social equals to white men? Why or why not? How was the disenfranchisement of Latinos, African Americans, and Asian Americans related? How were political and social rights connected to mainstream ideas of race, gender, and social class? For this assignment, you will compare and contrast the political and social rights of the group that you have previously selected to examine with those of another disadvantaged group, as of 1924. As a reminder the groups that are examined in this class are:  African Americans  Native Americans  Women  Immigrants For example, if the group you are examining throughout the course is African Americans, you would compare and contrast their experiences regarding social and political rights with that of a different one of these groups, that is women, immigrants, or Native Americans. | Write In a 2-3 page (5-6 paragraph) essay, compare and contrast the Political and Civil Rights in the 1920s Political and Civil Rights in the 1920s of the group you selected in week one of this course with that of another of the groups examined in this course as of 1924 (please make sure to review the lesson and section 7.3 of your text for updates from 1920-1924). In your essay compare and contrast:  The constitutional nature of political rights (or the lack of these rights) for these groups.  For this component of your essay, reflect on the U.S. Constitution Links to an external site. as originally written, pertinent constitutional amendments (e.g. 13th, 14th, 15th, and 19th amendments Links to an external site. ), as well as federal laws and court decisions discussed in the Lessons and the course text.  The process that these groups used in their fight for political rights and the challenges that they faced.  Examine how these groups faced challenges with regard to civil rights Links to an external site. in this period. Examine specifically the relationship

between social pressures, such as discrimination, and political rights for each of these groups. Make sure that you have an introduction with a thesis statement Links to an external site. , 3-4 body paragraphs that compare and contrast the experience of both groups and where they stood with regard to political and social acceptance in 1924, and then a conclusion which sums your argument and your main points. View the Basic Essay Structure Links to an external site. and Compare & Contrast Assignments Links to an external site. resources from the UAGC writing center for guidance. Political and Civil Rights in the 1920s Xxxx. University of Arizona Global Campus HIS 206 (United History II) Professor Brandy Robinson Date

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The Political and Civil Rights in the 1920s The 1920s marked a crucial era in North American history, more specifically in the United States of America, a nation founded by mainly British, Dutch and Swedish migrants in the early 17th century who relied heavily on African slave’s labor to grow the country’s early infrastructure and economy; the same country that limited or denied African American and even European immigrants civil and political rights for many years. The questions that we should be asking are, why would a great creation castoff its own maker, why would a work of art discard its own artist and why would anyone reject their true identity. The purpose of this paper is to compare and contrast the evolution of two disadvantaged minority groups by examining the relationship between their social pressures, such as discrimination, and political rights. Immigrants First, it’s very important to identify that the process Immigrants and African Americans had to go throw in order to obtain their right to be considered citizens of the United States of America was full of challenges and roadblocks but at the same time different in essence. Both groups were literally searching for economic opportunities and a better life for them and their families, but their struggles were different. During the 1920s the already established White American population, which obtained their citizenship by being considered free whites of good character, gave rise to the approval of many restrictive laws in response to their growing fear and concerns based on inequality, prevailing currents of racism, xenophobia, language barriers, and cultural differences unleashed by factors such as the rise of the Soviet Union and social political organizations advocating for nativist agendas. An example of some of these laws were the Quota Acts of 1921 and 1924, created to control and reduce the number of immigrants coming in looking for naturalization (Lee, E.2020). As a result, the number of visas available to individuals from Northern and Western Europe increased, the newer immigration from areas

such as Southern and Eastern Europe was limited and new immigration from Asia and Africa was totally banned from naturalization and entry. Immigrants who were able to become new naturalized citizens had the legal right to vote, but the process required resiliency and significant amount of time and effort. These actions against immigrants and even immigrant descendants contributed to a sense of exclusion and hindered their ability to fully participate in a full democratic political process. This was the beginning of an anti-immigrant sentiment, fueled by fears of job competition, cultural dilution, and the perception that certain immigrant groups were less capable of assimilating into American society. African Americans On the other hand, African Americans which were the descendants of original enslaved African immigrants but born and raised in America had to face a long history of systemic racism, discrimination, and legal alienation. African Americans always regarded themselves as citizens and when the U.S. Constitution was sanctioned in 1788, it did not restrict citizenship based on race, but it only counted enslaved people as 3/5ths of a person, rather than as full citizens, in state populations. The 13th Amendment 1865 finally made slavery illegal throughout the United States. But it was the 14th Amendment the one containing key provisions on the definition of citizenship. It stated that “everyone born or naturalized in the United States, and subject to the jurisdiction are citizens of the state wherein they reside the protection of civil rights, and the power of the federal government”. Additionally, it included provisions relating to voting and representation in Congress, but it was the 15th Amendment the one removing voting restrictions based on race. However, by the 1920s, various tactics to suppress the African American vote had become widespread, including poll taxes, literacy tests, and intimidation tactics (Barnes, Bowles, 2015). African American residing in the North faced fewer barriers to

regarding voting because their numbers increased rapidly, their vote importance emerged as a critical factor in elections.

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Lynchings and acts of racial violence were alarmingly common, creating an atmosphere of fear and intimidation that impeded efforts to secure equality (Barnes, Bowles, 2015). The National Association for the Advancement of Colored People (NAACP) was formed in 1909 with the help of progressive whites dedicated to promoting political and civil rights for African Americans. One of their biggest objectives was ending the practice of lynching, and although lobbying efforts did not persuade Congress to pass anti-lynching laws, the 1919 publication “Thirty Years of Lynching in the United States” convinced President Woodrow Wilson to condemn and advocate against the mob violence. One other area where the image of segregation was most visible in the 1920s was in education. Between 1923 and 1929, public high schools for African Americans were built and the supervising segregation task fell to the Division of Negro Education, created in 1921 as part of the State Department of Public Instruction. Also, in 1933, President Franklin D. Roosevelt

provided more federal support to African Americans than at any time since Reconstruction but he did not fully commit to promoting civil rights or an anti-lynching laws due to his fear of alienating Southern whites. However, his wife, Lady Eleanor Roosevelt was more actively committed to black causes and created multiple scandals with the traditional white society like urging the integration of a housing project in Detroit, Michigan. Conclusion In conclusion, both civil and political rights are at the core of international human rights law. Civil rights are meant for each person to exist in a society without facing unfair treatment or discrimination, they should protect social opportunities and equal protection regardless of race, ethnicity, gender, religion, or other characteristic. They basically exist to protect individuals from actions by the government, organizations, or other people. Political rights allow individuals to participate freely in voting and holding public office they are meant to ensure anyone can join a political party, attend a protest, or other political activities without fear of repression. Both groups, Immigrants and African Americans had to fight under different circumstances but with the same resiliency and ultimate goal in mind of obtaining and preserving these rights that molded the United States of America's pursuit of equality and inclusivity. I completely agree with John F. Kennedy quote, when he stated, “this is a nation of immigrants and with the only exception of people with Native American ancestry, we all can trace our heritage back to somewhere else, whether our ancestors came on the Mayflower or a slave ship, into Ellis Island or Angel Island, into JFK Airport or across the Rio Grande”.

References: - Barnes, L. D., & Bowles, M. D. (2015). The American story: Perspectives and encounters from 1877. Constellation. - Doster, D. A. (2018). “This Independent Fight We Are Making Is Local”: The Election of 1920 and Electoral Politics in Black Baltimore. Journal of Urban History, 44(2), 134–152. https://doi.org/10.1177/0096144217746163 - Materson, L. G. (2018). African American Urban Electoral Politics in the Age of Jim Crow. Journal of Urban History. https://doi.org/10.1177/0096144217746134 - Coit, J. S. (2012). “Our Changed Attitude”: Armed defense and the new negro in the 1919 Chicago Race RiotLinks to an external site.. The Journal of the Gilded Age and Progressive Era, 11(2), 225–256. https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fwww.jstor.org %2Fstable%2F23249074 - Lee, E. (2020). America First, Immigrants Last: American Xenophobia Then and Now. The Journal of the Gilded Age and Progressive Era, 19(1), 3 https://doi.org/10.1017/S1537781419000409 - Teel, S. C. (1998). Lessons on judicial interpretation: How immigrants Takao Ozawa and Yick Wo searched the courts for a place in AmericaLinks to an external site.. OAH Magazine of History, 13(1), 41–49. - Civil and political rights — woven teaching. (n.d.). Woven Teaching. https://www.woventeaching.org/civil-and-political-rights - Milestones: 1921–1936 - Office of the Historian. (n.d.). https://history.state.gov/milestones/1921- 1936/immigration-act - American Experience, PBS. (2017, October 11). Eleanor Roosevelt and Race. American Experience | PBS. https://www.pbs.org/wgbh/americanexperience/features/eleanor-jarrett/ - Reconstructing citizenship. (n.d.). National Museum of African American History and Culture.

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https://nmaahc.si.edu/explore/exhibitions/reconstruction/citizenship - A nation of immigrants. (2013, March 29). whitehouse.gov. https://obamawhitehouse.archives.gov/blog/2013/03/29/nation-immigrants

HIS206 Week 2 assignment

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