BLS Chapter 3 Assessment Africans Confront Americans-2016
docx
keyboard_arrow_up
School
Northern Kentucky University *
*We aren’t endorsed by this school
Course
100
Subject
Philosophy
Date
Dec 6, 2023
Type
docx
Pages
4
Uploaded by BaronPigeonPerson549
Nick Burns
BLS Chapter 3 Assessment Africans Confront Americans Pages 47-73
Insert responses in red
Possible 100 points Late penalty
Deadline: October 29, 11:59 PM
1. Use the labeled map provided earlier as well as the site games provided to assist you in identifying the numbered countries below. Write the appropriate numbered location on the blank left blank line below: (5 points, 1 each)
a.
_
4
__ Congo/Republic of Congo
b.
_
1
__Guinea
c.
_
3
__Liberia
d.
_
5
_ Mauritania
e.
_
2
_ Sierra Leone
Read Thoroughly: Do 'Black' Names Matter in Hiring? By Dan Woog, Monster Contributing Writer
….Loquisha is a "black" name, and names affect destiny. That premise gained scientific backing with "
Are Emily
and Greg More Employable than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination
," an MIT-University of Chicago study conducted in 2001 and 2002 and published by the National Bureau of Economic Research
(NBER) in 2003. Researchers sent 5,000 fictitious resumes for sales, clerical and customer service positions in Chicago and Boston. Applicants with white-sounding names were 50 percent more likely to be called for initial interviews than those with African American-sounding ones. The racial gap was uniform across occupation, industry and employer size.
…
The response was immediate. Newspapers headlined the report. African Americans debated whether the "responsibility" of giving a child the "advantage" of a white-sounding name outweighed the cultural or social "right" to name a child whatever the parents chose. And human resources personnel rushed to make sure company hiring practices
did not follow the patterns the study described…..
Using data covering every child born in California over a four-decade period, Levitt and Fryer conclude that the perception of a name is less important in hiring than the actual race of an applicant. Their study found no negative impact of a distinctively black name on life outcomes and say in the report, "The stark differences in naming patterns among blacks and whites is best explained as a consequence of continued racial segregation and inequality, rather than a cause that is perpetuating these factors."….
"The reality is, white people joke about those names," he says. "Kids are very aware of what names mean -- look at that Coach Carter
line -- and employers do, too. They have a reaction when they see the name Loquisha or Tyrone. I suppose it's OK for entertainers. If you want to call yourself Ice Cube or Snoop Dogg, go ahead. But most kids are not going to go into entertainment, so I don't think we should be putting up unnecessary barriers to employment among our kids."
Author and commentator Keith Boykin says parents should be able to name their children whatever they want. "It can be Shaneequa, Latisha or Lexus Nexus," he says. "We should not blame parents for giving kids ethnic names. BLS 100-3 Chapter 3 Africans Confront Americans
5
3
4
1
2
Instead, we should examine what it is in American society that leads people to discriminate simply because of someone's parent's choice of names. It's not Loquisha's fault -- or her parents' fault -- how people react to her name. It's the fault of people who don't understand or accept that we live in a pluralistic society, and that good workers can be found in many different places." Boykin applauds the studies for "introducing racism to white people. It's sad we need that validation to say that yes, racism exists….
http://career-advice.monster.com/in-the-office/workplace-issues/do-black-names-matter/article.aspx
2. As a result of the readings the Professor’s Overview
, provide an academic summary of the information provided.
(6
points
based on Rubrics)
View Video 1:
Names
3. As a result of the reading above and the Roots video
, provide your opinion about the name issue during slavery as well as its impact on employment for Blacks in 2016. (7
points
based on Rubrics)
View Video 2: Wise
4. Compare the discussions on pages 58 about Bacon’s Rebellion (how he challenged the governor
), page 63 about the “two implications of the creation of chattel Africans, and the Wise
video. Explain how the end of English indenture is related to the creation of chattel Africans and development of the term “
White.
” (10
points
based on Rubrics)
5. As a result of the reading, list
and define
the two (2) basic forms of chattel? (8
points
based on Rubrics)
6. As a result of the assigned reading (research if desired), provide a thorough
summary of the story of
the
joint heirs of the Tyre kingdom, Elisa
, (founder of Carthage)
and Pygmalion
, pages 55-57. (10
points
based on Rubrics)
Read: Transportation Act
7. As a result of the assigned reading, select the individual, law, or organization in “a thru k” that is best described below. Place the appropriate alphabet on the left line: (27
points, 3 each
)
Individuals, Law, Organization
A.
Chattel Africans B
1718 Transportation Act
C
George Hegel D.
Indentured Servitude E
American Racism origin F
Bacon’s Rebellion G
Black Gold H
George Washington/colonial militia I
1661 Barbadian Slave Code ___ It was a legislative process where as the government paid merchant companies and standardized method of sentencing and shipping criminals to the New World. The system provided England a means of disposing of the growing number of people convicted of serious crimes and offered convicts a choice between death and exile to the New World. Judges could sentence condemned felons of certain crimes to work in the new colonies in America and the West Indies and help with the desperate need for cheap labor. _
_
_ A slave owner along with the colonial militia who refused to enlist blacks because it would supposedly lead to Africans leaving their enslavers without permission, blacks with guns could endanger the white social order and that blacks were too cowardly to fight. ___ A basis for categories of slavery, subordination, and the construction of the hegemonic (dominance/controlling) idea where an oppressive systematic form of sinister dehumanization of Africans was created. ___ Asante states that this individual established the basis for the belief in European superiority and that Africa was not A part of history. Although they were well documented black civilizations, he tried to accredit the accomplishments of Egypt and
Carthage/Tunisia to forces outside of Africa. ___ This revolt confirmed the fear plantation owners had about enslaved Africans, white servants and freemen combining their forces against the slavery and indentured servant system. As a result, laws against whites
and blacks socializing, and the enforcement of laws limiting perpetual slavery to Africans and heathens only, thus setting the white servants on a different path which ultimately led to the end of the indenture system. ___ A system that included a legal, written contractual obligation
binding one party into the service of another for a BLS 100-3 Chapter 3 Africans Confront Americans
specified term. It was introduced in Colonial America to meet the growing demand for cheap, plentiful labor in the colonies. The participants were contracted to work for a fixed period of time usually from five to seven years in exchange for transportation and the prospects of a job and a new life in the American colonies. ___ A name Europeans dub for Africans as a result of their value as property. ___ The two implications of this creation were the invention of the white race
, although the Europeans did not claim
to be the same race or perceive themselves in a common way, as well as the commodification/commercialization of the Africans.
___ The first system establishing the English legal base for slavery in the Caribbean and the ideas were adopted by South Carolina and formed the legal basis of slave law in many English colonies in North America. The enslaved Africans, Native Americans, and mulattoes were bought and sold like any property. The Africans were degraded to chattel, giving the enslaver absolute control and ownership. A white woman could become, by virtue of her marriage to a black man, black but a white man who had children by a black woman remained white. However, his children were chattel.
8. As a result of the assigned reading, select the individual, law, or organization in “a thru j” that is best described below. Place the appropriate alphabet on the left line: (27
points, 3 each
)
Individuals, Law, Organization
A.
James Forten B
Samuel Cornish C
American Colonization Society (ACS) D.
Richard Allen E
John Brown Russwurm F
Paul Cuffee G
David Walker H
Peter Salem I
Law of Admiralty _
_
__ An African who had been freed from slavery, distinguished himself in the first battle of the war for
Independence; joined the Minutemen (those who were ready at a minute’s notice) of Framingham and held their ground until the British retreated toward Boston.
___ Published three editions of the Appeal to the Colored Citizens of the World
; declared that no people had been as cruel and barbarous as the white Christian Americans; in 1829 he wrote that “the result of my observations has warranted the full and unshaken conviction, that we, (colored people of these United
States) are the most degraded, wretched, and abject set of beings that ever lived since the world began….
_
_
_ Its two aspects were how to control the crew in the middle of the sea and how to control goods, prizes, and property, real and personal.
___ Preacher and one of the African Methodist Episcopal Church (AME) founders, the longest continuous black U.S. organization. __ Established in 1816 by Robert Finley as an attempt to satisfy pro-slavery groups as well as philanthropists, clergy and abolitionists who wanted to free African slaves and their descendants as well as provide them with
the opportunity an to return to Africa.
__ Businessman and seaman in Massachusetts; prosperous ship owner and ardent campaigner for the rights
of African people; organized the Friendly Society of Sierra Leone and convinced 38 emigrants to
move from the U.S. to Sierra Leone.
_
_ Abolitionist and wealthy businessman who was born free in Philadelphia; apprenticed and mastered making sails,
supported temperance, women’s suffrage; and full citizenship for all Americans.
_
_ A preacher, abolitionist and supporter of black organizations. He was taught the elements of public speaking, biblical interpretation and the liturgy by Rev. John Gloucester. He later became an itinerant preacher and worked to build Presbyterianism among black people.
_
_
__ He was born in Port Antonio, Jamaica to an English father and an enslaved African woman; became one
of the Freedom Journal newspaper’s creators; leading member of the American Anti-Slavery Society; BLS 100-3 Chapter 3 Africans Confront Americans
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
served on the executive board of the American and Foreign Anti-Slavery Society, etc.
BLS 100-3 Chapter 3 Africans Confront Americans