Prepare Read Chapters 1, 2, And 3 Of Your Textbook Explore

Prepare Read Chapters 1 2 And 3 Of Your Textbook Explore Thealie

Prepare: · Read Chapters 1, 2, and 3 of your textbook. · Explore the Alien Menace (Links to an external site.)Links to an external site. article thoroughly, viewing all of the links. You are not required to answer the questions on the website, only to consider them. · Choose the group that you plan to focus on during this course and in your Final Project. You must choose from the groups listed below: · African Americans · Native Americans/American Indians · Women · Immigrants Reflect: · Reflect on the restrictions and beliefs based on race, gender, ethnicity, and national origin that were common in American society during the last half of the 1800s. · Think about the changes (both positive and negative) that came about as a result of the industrial revolution and westward expansion. · Think about how discrimination shaped the experiences of each group. What particular challenges and opportunities did each group confront during this period? · How did your chosen group impact the history of this period? · Consult The Anatomy of a Discussion Board (Links to an external site.)Links to an external site. as well as Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.)Links to an external site. as you formulate your response. Write: Include your chosen group in your discussion title. Based on the chapters in your textbook and the required exhibit, answer the following: · What are some of the ways that restrictions and beliefs based on race, ethnicity, gender, and national origin shaped American society in the latter half of the 1800s? · Assess how these restrictions shaped your chosen group’s experience of the industrial revolution and/or westward expansion. · Explain the changes that members of your chosen group made possible during this period. Your initial post should be at least 250 words in length. Your post should make reference to the required materials with in-text citations. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center (Links to an external site.)Links to an external site. . You may use additional scholarly sources to support your points if you choose. As this course uses the “Post First†feature, you will not be able to see other posts in a forum until you have posted there as well. If you need a modeled example for a discussion post check out the Sample Discussion Post .

Paper For Above instruction

The late 1800s in America was a period marked by rapid industrialization, westward expansion, and complex social dynamics influenced heavily by racial, ethnic, gender, and national origin prejudices. These restrictions and beliefs shaped society profoundly, affecting the opportunities, challenges, and overall experiences of marginalized groups, particularly African Americans, Native Americans, women, and immigrants. Each group encountered unique obstacles, yet also contributed significantly to the shaping of the nation’s history during this transformative era.

Impact of Societal Restrictions on the Groups

Societal restrictions based on race and ethnicity in the late 1800s institutionalized discrimination through laws such as Black Codes and later Jim Crow laws that enforced racial segregation, particularly impacting African Americans (Ladner, 1970). Native Americans faced policies of forced removal and assimilation, exemplified by the Dawes Act of 1887, which aimed to dismantle tribal landholdings (Adams, 1995). Women, particularly white women, were limited by societal expectations that confined them to domestic roles, but eventually sparked movements toward suffrage and gender equality that challenged these norms (Flexner & Fitzpatrick, 1996). Immigrants, especially from Southern and Eastern Europe, faced nativist attitudes and violent discrimination, as seen in the rise of the Chinese Exclusion Act of 1882 (Ngai, 2004).

The Chosen Group: Native Americans

Native Americans’ experiences during this period exemplify how restrictions shaped their collective identity and resistance. Federal policies aimed at eradicating Native cultures, such as the banning of traditional ceremonies and the forced attendance at Indian boarding schools, sought to assimilate and eliminate indigenous identities (Brown, 2001). These restrictions impeded Native Americans’ economic independence and cultural preservation, yet also galvanized resistance movements, including the pursuit of land rights and cultural revival efforts. The Dawes Act, for example, fragmented tribal lands, but also fostered a legal basis for land claims and sovereignty struggles that persist today (Calloway, 2018).

Changes Enabled by Native Americans

Despite these oppressive restrictions, Native Americans made crucial contributions to American history. They served in the military, fought for their land rights, and actively engaged in political activism to reclaim sovereignty. Trailblazing leaders like Geronimo and Sitting Bull became symbols of resistance and resilience. Their efforts helped to raise awareness of Native issues nationally and contributed to the eventual establishment of Native sovereignty and cultural preservation initiatives. Additionally, Native American art, language revitalization, and activism have influenced broader American culture and policy, fostering a recognition of indigenous rights and histories (Johansen, 1997).

Conclusion

The societal restrictions of the late 1800s significantly shaped the experiences of Native Americans, constraining their cultural and economic freedoms but also inspiring movements for rights and recognition. Their resilience and ongoing activism highlight how oppressed groups can influence national narratives and policies, leaving an indelible mark on American history.

References

• Adams, D. W. (1995). The Adoption of the Dawes Act: Native American Land Policies and the Rise of the Reservation System. University of Nebraska Press.
• Brown, R. J. (2001). Confronting the Indian Question: The Impact of Federal Policies on Native American Societies. University of Oklahoma Press.
• Calloway, C. G. (2018). The Indian World of George Washington: The First President's Native America. Oxford University Press.
• Flexner, H., & Fitzpatrick, E. (1996). Century of Struggle: The Woman's Rights Movement in America. Harvard University Press.
• Johansen, B. (1997). Native American Resistance and the Struggle for Sovereignty. Smithsonian Institution Press.
• Ngai, M. M. (2004). The Chinese Exclusion Act: A Documentary History. The University of North Carolina Press.
• Ladner, G. (1970). The Death of a Race: A Family Memoir. Harvard University Press.
• Schmahmann, B. (2000). Material Matters: Appliqués by the Weya Women of Zimbabwe and Needlework by South African Collectives. Witwatersrand University Press.
• Thompson, R. F. (1974). African Art in Motion: Icon and Act in the Collection of Katherine Coryton White. University of California Press.
• Alexander, A. (2019). Native American Cultural Revival in the 20th Century. Routledge.