What is the central idea of this text? *
Related questions
Question
![5. What is the central idea of this text? *
Free Blacks in the North
African Americans in the North lived freer lives, but blacks experienced discrimination,
or unequal treatment, everywhere they turned. In many states, African Americans were
denied the right to vote. They had trouble finding good jobs. In the 1850s, some 87
percent of free blacks in New York held low-paying jobs. "Why should I strive hard?"
asked one young African American. "What are my prospects?... No one will employ
me; white boys won't work with me."
In addition to unequal treatment, policies of segregation separated blacks from whites
in nearly all public places. Black children were often denied entry into public schools.
Those states that did educate black children set up separate schools for that purpose.
A New Yorker observed around 1860,
"Even the noblest black is denied that which is free to the vilest [worst] white. The
omnibus, the [railroad] car, the ballot-box, the jury box, the halls of legislation, the army,
the public lands, the school, the church, the lecture room, the social circle, the
[restaurant] table, are all either absolutely or virtually denied to him."
Douglass discovered how deeply rooted this racism was when he tried to join a church
in New Bedford, Massachusetts, and was turned away. "I tried all the other churches in
New Bedford with the same result," he wrote.
African Americans responded to discrimination by organizing to help themselves. In
1816, Richard Allen, formally enslaved, became the first bishop of the African
Methodist Episcopal Church. The AME, which still exists today, quickly became a
center of African American life. Allen also created organizations to improve the lives of
blacks, such as the African Society for the Education of Youth.
Other Northern blacks started their own schools, churches, and self-help organizations.
In 1853, free blacks formed the National Council of Colored People to protest the
unequal treatment they received. Such treatment, the council declared, "would humble
the proudest, crush the energies of the strongest, and retard the progress of the
swiftest." That blacks were neither humbled nor crushed by prejudice and
discrimination was evidence of their courage and spirit.
A. Free blacks in the North were denied the basic rights of citizens and subject to
mistreatment, so they often formed communities to help one another.
B. Some free blacks in the North had a great deal of freedom and equality while
others had none. It varied by state.
C. Free blacks in the North were almost always mistreated and therefore organized
military groups to fight the American government.
D. Free blacks in the North were almost always mistreated and therefore gave up the
fight for a better life.](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2Fcbc4dc92-c251-4053-86f8-bdacb38a6c07%2F3717e9c0-6065-4937-a0e9-52a394a6b58b%2F1opy02q_processed.jpeg&w=3840&q=75)
Transcribed Image Text:5. What is the central idea of this text? *
Free Blacks in the North
African Americans in the North lived freer lives, but blacks experienced discrimination,
or unequal treatment, everywhere they turned. In many states, African Americans were
denied the right to vote. They had trouble finding good jobs. In the 1850s, some 87
percent of free blacks in New York held low-paying jobs. "Why should I strive hard?"
asked one young African American. "What are my prospects?... No one will employ
me; white boys won't work with me."
In addition to unequal treatment, policies of segregation separated blacks from whites
in nearly all public places. Black children were often denied entry into public schools.
Those states that did educate black children set up separate schools for that purpose.
A New Yorker observed around 1860,
"Even the noblest black is denied that which is free to the vilest [worst] white. The
omnibus, the [railroad] car, the ballot-box, the jury box, the halls of legislation, the army,
the public lands, the school, the church, the lecture room, the social circle, the
[restaurant] table, are all either absolutely or virtually denied to him."
Douglass discovered how deeply rooted this racism was when he tried to join a church
in New Bedford, Massachusetts, and was turned away. "I tried all the other churches in
New Bedford with the same result," he wrote.
African Americans responded to discrimination by organizing to help themselves. In
1816, Richard Allen, formally enslaved, became the first bishop of the African
Methodist Episcopal Church. The AME, which still exists today, quickly became a
center of African American life. Allen also created organizations to improve the lives of
blacks, such as the African Society for the Education of Youth.
Other Northern blacks started their own schools, churches, and self-help organizations.
In 1853, free blacks formed the National Council of Colored People to protest the
unequal treatment they received. Such treatment, the council declared, "would humble
the proudest, crush the energies of the strongest, and retard the progress of the
swiftest." That blacks were neither humbled nor crushed by prejudice and
discrimination was evidence of their courage and spirit.
A. Free blacks in the North were denied the basic rights of citizens and subject to
mistreatment, so they often formed communities to help one another.
B. Some free blacks in the North had a great deal of freedom and equality while
others had none. It varied by state.
C. Free blacks in the North were almost always mistreated and therefore organized
military groups to fight the American government.
D. Free blacks in the North were almost always mistreated and therefore gave up the
fight for a better life.
Expert Solution
This question has been solved!
Explore an expertly crafted, step-by-step solution for a thorough understanding of key concepts.
This is a popular solution!
Trending now
This is a popular solution!
Step by step
Solved in 2 steps
