The Historical Progression of African American Essay

In Unit One. life for African Americans was transformed by Lincoln’s announcement of emancipation. The social/cultural issue they faced was without economic dependance. effectual freedom would ne’er be had. In response to that issue they chose to derive literacy. construct black churches. and remain working for white land proprietors. The result of that was the constitution of black churches controlled by freed staffs. inkinesss were trained to be instructors. and sharecropping understandings were made between white land proprietors and African Americans.

In Unit Two. life for African Americans was plagued by force and bullying. The political issue they faced was reform for the support of white domination. In response to that issue they chose to protest against segregation. favoritism. and disfranchisement. The result was the constitution of the organisation National Association for the Advancement of Colored People ( NAACP ) which rallied for the equal rights and privileges of African Americans. In Unit Three. life for African Americans was tilting toward fiscal independency.

The economic issue they faced was procuring better paying occupations. In response to this issue they sought employment in the railway and car industries. The result was the black owned concerns. Pullman porters. and growing in the amusement industry by manner of the Harlem Renaissance. In Unit Four. African Americans became influential in the telecasting and movie industry. The literary issue that they faced was indifferent portraiture of their civilization. In response to that issue African Americans became free-lance authors and lensmans.

The result was the show window of the gifted African American authors and lensmans who achieved rose above the accomplishments of their equals. In Unit Five. the life of African Americans was ridiculed by the addition in adolescent gestations. The spiritual issue they faced is abstention is more spiritually moral than birth control. In response to that issue they choose use the methods that they saw tantrum to counter act teenage gestations. The result of that was a lessening in the incidents of teenage gestations.

The historical patterned advance of African Americans was accompanied by new found freedom. racism. and battle for equal rights and chances. The Civil War was supposed to be justification of societal and political freedom for all American born people. The terminal of the Civil War bought freedom to enslaved African Americans but the alteration in societal position did non supply much alleviation for them because they lacked economic dependance. The period from 1865-1876 was the most transforming period in history for African Americans.

Emancipation freed slaves from tannings. the dissolution of households. sexual development. and changeless parturiency. For African Americans freedom meant the right to go without the permission of their white capturers. The South witnessed a monolithic migration of freedwomans as they traveled to reunite households and set up lasting places. Politically. it became apparent that emancipation and equality were non synonymous and that subjugation arose in a assortment of signifiers. Political actions influenced an economic state of affairs that was already black ( Meacham. 2003 ) .

Outstanding African American leaders fought the National Republican Party to procure rights promised by the Equal Rights Amendments and to widen those rights into material independency for the freed people. However this would be hard because of the Numberss of freshly freed slaves who were mostly uneducated. extremely migratory while seeking for household or employment. and mostly disorganized by centuries of subjugation ( Meacham. 2003 ) . After the Civil War. the freshly freed southern inkinesss developed many methods to obtain the freedom and equality that they had expected from emancipation. One such attempt was the Exoduster motion.

The Exoduster motion was an effort by Benjamin “Pap” Singleton. a former slave and others to promote migration of African Americans from the old South to Kansas. Singleton worked towards this end within the black community in a assortment of ways and developed support in the dominant society’s establishments. Singleton saw the demand to better the stuff position of freedwomans. In 1880. he told the Senate. “My people want land – we need land for our kids – and our disadvantages – that caused my bosom to sorrow and grieve ; commiseration for my race. sir. that was coming down. alternatively of traveling up – that caused me to travel to work for them.

” Because of the freedwomans history of agricultural labour. land seemed the most expedient demand for their economic development ( Meacham. 2003 ) . Blacks staying in the South after the war had few picks. so they had to go on to work for white landholders. Although they paid some rewards. Whites wished to go on the old system of labour dwelling of close supervising. pack labour. and physical penalty. African Americans’ refusal to work under these conditions or live in the old slave quarters near the master’s house. afforded them the undertaking of raising cabins on plantation land located far off from the chief house.

Wagess were at $ 5 or $ 6 a month but in the twelvemonth 1867 rewards increased to $ 10 a month. Because African Americans farmed were able to farm separate subdivisions of land. a rise in sharecropping developed. African Americans would be given the harvests and divide them with the white landholder at the terminal of the planting season ( Davidson. Gienapp. & A ; et Al. 2008 ) . After the Civil War. instruction became the chief beginning of release from the mental ironss of bondage. During this clip there were many who had ne’er experienced basic instruction due to the restraints of bondage.

However. those who had been exposed to formal every bit good as informal instruction established what was called “Sabbath schools” which were operated in churches on Lord’s daies and through the hebdomad. Religious denominations such as African Methodist Episcopal. Colored Methodist Episcopal. and Black Baptist helped to educate freedwomans because they knew that instruction was a signifier of eliminating illiteracy. poorness. and the debasement of bondage. Education was non merely a work stoppage against favoritism. but a agency of deriving regard and self-respect ( Butner. 2005 ) .

The anti-freedom motion progressed and grew stronger. During the period from 1877 to 1920. the state of affairs barely changed for better. The favoritism of African Americans was ongoing. The 1890’s was one of the lowest points for African Americans. Lynching increased. black vote suffered drastic limitations. and particular installations were used to segregate Whites from inkinesss. This segregation was represented by marks painted with the words “For Whites Merely. ” African Americans from all walks of life began to contend back against such favoritisms.

Booker T. Washington tried to act upon inkinesss to accept segregation but W. E. B. Du Bois believed that rational growing would be damaged if they settled for vocational preparation. Du Bois. non accepting of the prejudiced caste system structured by Whites. besides believe that inkinesss could accomplish a better hereafter if they fought political relations to derive right to vote and equal rights. As a consequence of protest against segregation. disfranchisement. and favoritism ; the Niagra Movement was formed in 1905.

This motion sought political and economic equality for coloured people. However. in 1909 a alliance of black and white reformists came together and changed the motion into the National Association for the Advancement of Colored People ( NAACP ) which challenged the legality of the Jim-Crow system of dogmatism and segregation ( Davidson. Gienapp. & A ; et Al. 2008 ) . Black professionals identified the Achilles’ heel of white domination. Segregation provided inkinesss the opportunity. so. the imperative. to develop a scope of distinguishable establishments that they controlled.

Steering through their organisations and establishments. they exploited that cardinal failing in the “separate but equal” system permitted by the U. S. Supreme Court’s 1896 determination in Plessy v. Ferguson. For all their force. lynching. bias. and hatred. white supremacists could non kill off black people. The white supremacists’ major end. after all. was to keep an exploitable labour force that would stay in a inferior topographic point ( Hine. 2003 ) . However. in 1921-1945. the state of affairs started to better and the civil right motion of African Americans had started to turn stronger.

The 1920s were the period known as the Harlem Renaissance. As a consequence of the Great Migration of African Americans from South to North. their figure of inkinesss in Northern provinces increased steadily. They had more chance to exert their rights because subjugation in the North was non every bit terrible as in the South. The cultural motion. known as the Harlem Renaissance. spread countrywide and became a powerful motion which proved that African American communities had the power and ability to accomplish success in the US ( Tolnay. 2003 ) .

Since the clip of Emancipation in the 1860s. economic circumstance handicapped Baltimore’s African-Americans. They understood that progresss in economic chances were important to other additions in societal entree and civil rights. During the 1930s workplaces across Baltimore Begin to give such entree and chance. Increased entree and chances came in a broad array of industries. The strength behind the alteration rested on the spread outing black population. Ariving by coach. train. and by auto. African Americans came to Baltimore in hunt of higher rewards and to get away from the “hedged-in” experience of the deeper South.

They came in hunt of greater occupation assortment and greater political freedom. By the mid-1940s. Baltimore-bound inkinesss averaged 50 people each twenty-four hours and every bit many as 300 per hebdomad. Drawn to Baltimore for the opportunity at something better. they more than doubled the city’s Afro-american population in the 40 old ages following 1910. Union ends and civil rights aims mostly paralleled each other. Amid the talk of labour reform. a “rights consciousness” developed among inkinesss. providing propertyless combativeness with a powerful. moral foundation.

War-time protests. such of the 1942 “March On Annapolis. ” besides emphasized the demand for chances. For illustration. when white workers walked off their occupations at Western Electric in 1943. in protest of the absence of worksite segregation. in malice of racial tensenesss many inkinesss progressed economically and occupationally. Beyond industrial work. inkinesss struggled through the fortiess. All of the 800 employees in the city’s station worked as keepers or mail animal trainers. The municipal authorities every bit good as many other metropolis sections barred African americans from employment.

By the early 1950s. most municipal entities dropped their colour saloon. including the Baltimore City Fire Department. which appointed 10 black firelighters in 1953. In the private sector. several of import companies offered semi-skilled places to inkinesss for the first clip. including the Yellow Cab Company. which opened driver chances in 1951 ( Terry. 2004 ) . In the post-World War II period. from 1946 to 1974. African Americans became major subscribers in the telecasting and movie industry. African American histrions and actresses were forced to accept take downing functions or have no functions.

However in malice of these take downing portraitures. African Americans starved to see folks who looked like themselves in movies and on telecasting. During the 1970s. several African American households were introduced on American telecasting with series such as The Jeffersons ( George and Louise ) and Good Timess ( James and Florida Evans ) . Both shows were by-products of Norman Lear plans: The Thomas jeffersons hailed from All in the Family and Good Times from Maude. Two of import constituents sing these plans addressed are their overall social injury and/or good and the different manner. in which inkinesss and Whites processed the programs’ contents.

The widely popular Cosby Show arrived in the eightiess. supplying a blunt contrast to the ghetto based comedies of the 1970s ( Mastin. 2006 ) . In 1964. Sidney Poiter’s moving endowment and accomplishment earned him an Academy award. doing him the first African American male to win this esteemed award. Finally. teenage gestation has plagued the African American community for many old ages. The high rate of adolescent gestation among Afro-american striplings and damaging effects of premature rearing do it imperative that schemes be developed to turn to these jobs.

This inadvertence is tragic given that an early stripling gestation frequently predicts the beginning of a rapid sequence of unwanted births and that such repetition gestations have inauspicious effects for the infant’s wellness every bit good as for the mother’s developmental. educational. and occupational wellbeing ( Okwumabau. Okwumabau. & A ; Elliott. 1998 ) The period from 1976-present. several efforts have been made throughout the African-American community to supply plans and services to forestall this job.

However. some bookmans and practicians argue that such bar plans and services are doomed to failure when Afro-american communities lack the ability to acknowledge or construct on the cultural unity of that community. The continued high rate of adolescent gestation among African-Americans. despite extended intercession and bar attempts. brings to the head the issue of cultural consistence as a cardinal ingredient in supplying bar plans ( Okwumabau. Okwumabau. & A ; Elliott. 1998 ) .

The “Let the Circle Be Unbroken: Rites of Passage” plan is a interlingual rendition of the theoretical underpinnings of an Afrocentric conceptual theoretical account into a bar plan. It influences version of socialisation procedures observed in African civilizations. which acknowledge that it is necessary to help striplings in the passage or transition from childhood into maturity. “Rites of passage” is a cultural experience which requires that political orientation. instruction. preparation. and civilization be taught prior to an activity or jubilation taging the successful passage from one phase of development ( adolescence ) to another ( maturity ) .

For illustration. immature people in many African societies are involved in induction and preparation experiences that can widen from a few yearss or hebdomads to several old ages. More frequently than non. the preparation is conducted by seniors in the society and includes a period of entire separation from one’s household and community during which the immature individual lives entirely or together ( communally ) with others who are besides in preparation. The immature person’s return from the separation-back to her household or community-signifies the successful completion of a developmental procedure and the earning of the regard of the community for holding done so.

This is the clip that new duties and privileges are given to the young person The “Rites of Passage” plan began in 1991 as a pilot undertaking of the Memphis City Schools Adolescent Parenting Program. It ab initio targeted pregnant and parenting striplings and was offered as an after-school plan at the Comprehensive Pupil Services Educational Center ( CPSEC ) . place to the system’s particular plan for pregnant and parenting pupils.

The topics that are covered in the “Rites of Passage” plan are: Knowing Africa increases consciousness of planetary Africa. her geographics. people. civilization. beliefs. community. and household. Knowing Self and Others introduces participants. grownup facilitators. leaders. and seniors to the “Rites of Passage” plan as a agency of socialising young person for grownup functions and duties. Family History encourages grasp of the Afro-american household. including its function and map from a cultural and historical position.

The History of African People additions basic apprehension of the history and achievements of people of African descent. Family Life Education increases cognition and consciousness about household life affairs. including human gender and how one’s gender relates to duty. values. and regard for ego and others. Spiritualty: The Journey Within increases understanding and consciousness of the importance of spiritualty to good being.

Taking Care of Self and Etiquette promotes apprehension of the importance of entire health. including physical. emotional. and religious well being and enhances understanding of socially acceptable ( appropriate and inappropriate ) behaviours. Housekeeping and Finances increases apprehension of the overall direction of a family. including fiscal planning. money direction. and housewife accomplishments ( cleaning. food market shopping. cookery. stitching. and repairing ) .

Valuess Clarification and Goal Setting develops consciousness of the traditional value system that guided African people. and explores and begins to clear up single values and encourages behaviour. including life ends. that is consistent with values Conflict Resolution and Violence Prevention increases consciousness and apprehension of force. including the sorts of force that are destructing AfricanAmerican communities and people every bit good as the cause and effects of force.

It besides illustrates that force is preventable and that there are options to force. Creativity increases basic apprehension of the part of people of African descent to the originative humanistic disciplines every bit good as cognition and grasp of the originative humanistic disciplines. peculiarly those related to the history and civilization of African people. X Life Management: Time. School. Work. and Leisure develops accomplishments to suitably pull off one’s life in respect to clip spent at school. work. and at leisure.

HIV/AIDS and Other Dangerous Conditionss additions cognition and consciousness about sexually transmitted diseases and other wellness conditions ( high blood force per unit area. homicide ) that threaten the length of service of people of African descent. Communication increases consciousness of the importance of communicating accomplishments. Assertiveness and Leadership increases consciousness of the qualities of leading. including those qualities shown by celebrated and/or high profile African-Americans. every bit good as the importance of assertiveness and leading to one’s growing and development.

Career Development exposes participants to a assortment of calling options and the demands for each calling ( Okwumabau. Okwumabau. & A ; Elliott. 1998 ) . The “Let the Circle Be Unbroken: Rites of Passage” plan helped to diminish the incidents of adolescent gestation among African American adolescents by supplying them with cognition of ancestrial heritage. ego. household values. spiritualty. and personal accomplishments that influence them to do effectual determination about birth control and gender which will non impede them from wining in life due to teenage parentage.

Conclusion Lincoln’s sign language of the Emancipation Proclamation in Unit One subjected African Americans to a life where economic dependance was critical in procuring true freedom. The aid of black churches enabled them acknowledge the importance of instruction in developing their ain communities. procuring employment. and deriving regard of white land proprietors. Although force and bullying was a portion of the political reform of the Democrats in support of white domination. African Americans remained steadfast.

Protests of societal unfairnesss such as segregation. favoritism. and disfranchisement. influenced the formation of the organisation National Association for the Advancement of Colored People ( NAACP ) guardians of the equal rights and privileges of African Americans. African Americans’ accomplishment of fiscal independency in Unit Three was dependent on procuring better paying occupations. The migration from South to North and the Harlem Renaissance afforded them the chance of employment as mill workers. postal workers and authorities employees.

The indifferent portraiture of African Americans in telecasting and movie in Unit Four encouraged the creative activity of situation comedies and films that presented the patterned advance of inkinesss from take downing functions to present winning functions that showcased their endowments as award winning authors. lensmans. histrions. and actresses. The development of bar plans in Unit Five. helped to diminish the incidents of teenage gestation by increasing community consciousness. References Butner. B. ( 2005 ) . The Methodist Episcopal Church and the Education of African Americans After the Civil War.

Christian Higher Education. 4 ( 4 ) . 265-276. Retrieved July 20. 2009 from hypertext transfer protocol: //search. ebscohost. com. Davidson. J. W. . Gienapp. W. E. . et Al. ( 2008 ) . State of states: a narrative history of the American Republic ( 6th erectile dysfunction. . Vol. 2 ) . Boston: McGraw Hill. Hayes. J. ( 2009 ) . Political-Cultural Exodus: Motion of the People! Black History Bulletin. 72 ( 1 ) . 7-13. Retrieved July 14. 2009. from Research Library. ( Document ID: 1708145821 ) . Hine. D. C. ( 2003 ) . Black professionals and race consciousness: Beginnings of the Civil Rights Movement. 1890-1950. The Journal of American History. 89 ( 4 ) . 1279-1294.

Retrieved July 20. 2009. from Research Library. ( Document ID: 322744531 ) . Mastin. T. ( 2006 ) . Color Television: Fifty Old ages of African American and Latino Images on Prime Time Television/Representing “Race” Racisms. Ethnicities and Media. Review of Journalism & A ; Mass Communication Educator. 61 ( 2 ) . 218-222. Retrieved July 22. 2009. from Research Library. ( Document ID: 1124893681 ) . Meacham. M. ( 2003 ) . The Exoduster Movement. Western Journal of Black Studies. 27 ( 2 ) . 108-117. Retrieved July 20. 2009. from Research Library. ( Document ID: 828030721 ) .

Okwumabua. T. M. . Okwumabua. J. O. . Elliott. V. ( 1998 ) . “Let the circle be unbroken” helps African-Americans prevent adolescent gestation. SIECUS Report. 26 ( 3 ) . 12-17. Retrieved July 21. 2009. from Research Library. ( Document ID: 26859760 ) . Terry. D. ( 2004 ) . Leveling Jim Crow: Challenges to Racial Segregation. 1935 – 1955. Black History Bulletin. 67 ( 1-4 ) . 14-17B. Retrieved July 22. 2009. from Research Library. ( Document ID: 1379490521 ) . Tolnay. S. ( 2003. August ) . THE African AMERICAN GREAT MIGRATION and BEYOND. Annual Review of Sociology. 29 ( 1 ) . 209-232. Retrieved July 21. 2009. from Academic Search Premier database.


I'm Tamara!

Would you like to get a custom essay? How about receiving a customized one?

Check it out