Science and PE Division Essay Example for Free

Science and PE Division Essay Introductory Chemistry 1405 for non-science majors is designed to meet the needs of students with no background in Chemistry or who are in need of additional preparation before taking Chemistry 1411. This course is concerned with the study of matter presented at an introductory level. The prerequisite for this course is DMAT 0091. Topics covered include: chemistry and measurements, matter and energy, atoms and elements, compounds and their bonds, chemical calculations, gas laws, solutions, acids and bases and nuclear reactions. This syllabus is your legal contract for this course.   The first requirement is that you read it entirely. You are responsible for all of the readings and assignments as defined. Questions or issues requiring clarification are welcomed at any time. REQUIRED OR RECOMMENDED MATERIALS (ISBN FOR TEXTBOOK): Required textbook:Introductory Chemistry for Non-Science Majors, the pearson custom edition for Eastfield College, by Timberlake. This book can be ordered from the bookstore http://follett.com/. ISBN#: 1256414824. It is bundled with Eastfield custom edition lab manual for first part of the laboratory and homework code for Mastering Chemistry. Lab Supplies: You must order a lab kit CK-EF. Order your LabPaq online at http://www.labpaq.com. once you are sure to continue the class, as the returned policy is strict. For labPaq order call 866-206-0773 x 114. OR, go to www.labpaq.com/order here, and enter Log in ID: C 000091, Password, labpaq (all lower case) and Choose CK-EF. You can obtain any digital balance with an accuracy of 0.1 grams. Recommended digital weight balance from NorthShore Care Supply ( http://www.northshorecare.com) is Triton T2 digital precision handheld scale, Item # 7400 ($19.95). Other required materials:Laboratory Safety Goggles (may be purchased at campus bookstore ) Scientific Calculator STUDENT LEARNING OUTCOMES: 1. Demonstrate understanding of the subatomic particles and types of matter 2. Use the Periodic Table to identify metals, non-metals and metalloids 3. Make calculations using the metric system of measurements and significant figures. COURSE OBJECTIVES The course is to demonstrate a general knowledge of the basic concepts in chemistry, and to prepare the student for Chemistry 1411. CORE CURRICULUM COURSE OBJECTIVES: I. INTELLECTUAL COMPETENCIES: 1. Reading: The ability to analyze and interpret a variety of printed materials such as book, documents and articles written at a level above the 12th grade level 2. Writing: The ability to produce clear, correct and  coherent prose adapted to a purpose, occasion and audience at a level above the 12th grade level 3. Speaking: Ability to communicate orally in clear, coherent and persuasive language appropriate to a purpose, occasion and audience at a level above the 12th grade level 4. Listening: Analyze and interpret various forms of spoken and visual communication at a level above the 12th grade level 5. Critical Thinking: Think and analyze at a critical level 6. Computer Literacy: Understand our technological society, use computer-based technology in communication, problem solving, and acquiring information II. EXEMPLARY EDUCATIONAL OBJECTIVES: 1. To understand and apply method and appropriate technology to the study of natural sciences 2. To recognize scientific and quantitative methods and the differences between these approaches and the other methods of inquiry, and to communicate findings, analyses, and interpretation both orally and in writing 3. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch on ethics, values, and public policy 4. To demonstrate knowledge of the interdependence of science and technology, and their influence on and contributions to, modern culture MEANS OF ASSESSMENT OF LEARNING OUTCOMES The course learning outcomes are assigned in more detail for each chapter in various learning objectives. These objectives will be assessed by exam questions, terminology, study area quiz, assignment from mastering chemistry and written laboratory report. It is encouraged to start your weekly activities by understanding â€Å"terminology†, which will be followed by reading corresponding units in the textbook. You will continue working on â€Å"Study Area† quiz and Review Questions, and homework assignments from mastering chemistry. Finally, you will perform the lab experiments. These steps are written in order under â€Å"Things to do† in all the weekly activities. EVALUATION PROCEDURE: 1. Lab Grades: This online course of Chem 1405 uses the â€Å"Wet Lab† experiences from Hands-on  lab, Inc. For the first five labs, students use the basic laboratory conceptual practice using Pearson published laboratory manual. After completion of five labs from Pearson published lab manual, students will use their purchased lab kits for the â€Å"Wet Lab† experiences and perform real chemical experiments using chemicals and standard techniques, in the convenience of their house. To ensure the credibility of the lab portion of this course, students will be asked to submit their picture showing their face at one or two specific steps of each experiment along with the data as reflected in their report. The specific steps where they need to submit their picture are well- written in the attached report form in the corresponding experiment on eCampus. Lab grades will be earned from their completed lab reports. These reports have to be typed in Microsoft office word and upload on ecampus in order to be graded, unless otherwise specified (Hand Written lab Report Will not be Accepted). You must use the report attached on ecampus under the folder â€Å"Lab #† of each week activities, and not the one that comes on the CD from LabPaq. You will get ZERO SCORE if you won’t use REPORT FORMAT UPLOADED on ecampus under the â€Å"Lab #†. However, to synthesize the conclusion and discussion of your result in the report, you can use â€Å"Lab Report Assistant† that comes in the CD with the CK-1 kit from Labpaq. The â€Å"Lab Report Assistant† can also be found on ecampus under â€Å"Start Here† button. The CD also has the introduction, safety enforcement agreement and the procedure to perform the lab. You have to sign; scan, and upload the safety agreement in the first week of the semester. Students have to upload the report on ecampus after the completion. The instructions on â€Å"how to upload† the report can be found in eCampus menu under the â€Å"Start Here† button. Students can purchase the lab kit, LabPaq CK-EF, from Hands-on Labs, Inc. Please log on to http://www.labpaq.com/ to order the kit. The lab kits also contain the manual of the experiments on CD. Students CANNOT PASS this course with a failing lab grade. A score of 70% or better and completion of 8/11 labs (cannot miss more than 3 labs) is required to pass the lab portion of this course. The lab reports has to be uploaded on eCampus by 11.30 pm on the specific due date found on the course calendar. Late lab reports will be accepted but they will drop by 25% for each day the reports are late. Students are encouraged to read the helpful suggestions after they read the procedures on the CD and before they do the experiments.  Similarly, it is advised them to complete the lab as early as the y can and do not wait until the last minute. The lab schedules are found under the weekly activity for each week. 2. Weekly Activities: These are located under â€Å"Course Contents† button in eCampus. Every week the learning items are placed in the following order. 1. Things to do: Helps to figure out the things to do quickly 2. Learning Objectives: Helps to focus on the goals to learn units of the chapter 3. Powerpoint: Gives you the main direction of concepts for each chapter 4. Terminology: It is a quick guide to know the definition and brief concepts of the topics 5. Study Area Quiz 1 2 (www.masteringchemistry.com/study area) Key Concept 6. Assignment (www.masteringchemistry.com/study area) 7. Lab report: Attached on the†Lab #† folder. The lab manual is CK-EF from www.LabPaq.com 8. DO NOT BEG FOR THE EXTENSION OF DUE DATES! 2.1. Terminology: These are copyright materials and should not be altered. These terms help you to understand the concepts and to prepare for the exam. Download the list of terms from eCampus on the folder â€Å"Terminology #† under â€Å"Week of #† from the ecampus menu†. Study the terminologies, read the corresponding section in the book and answer them concisely with examples. You can try this as many times as you want, and upload your final version on ecampus with the file name â€Å"Terminology #† (NOTE: Please see â€Å"How to load a document on ecampus under â€Å"Start Here† button) 2.2 Study Area These are self check activities and students can attempt as many times as they want. It helps to understand the concepts as well as to prepare for the exam 2.2.1 Quiz 1 2 After log on to www.masteringchemistry.com/study area, answer the multiple choice questions. These are self check activities and you can try this as many times as you want, scroll down and email the final trial to yourself. Repeat this step for quiz #2. Copy and paste both the quiz 1 2 score and  answers of all the questions in a new file called as â€Å"Study Area # 1† for chapter 1. Upload the â€Å"Study Area #† on eCampus. Follow the same procedure for all the chapters. (DO NOT EMAIL TO THE INSTRUCTOR) 2.2.2 Review Questions To complete this activity, please follow the same procedure as in 2.2.1. However, create a file name â€Å"Study #† where # is replaced by 1, 2, 3, and etc. for the corresponding chapter. 2.3 HOMEWORK (ASSIGNMENT) You will use Mastering Chemistry for the online homework tutorial. This will help you to understand the various concepts and to prepare for the exam. You can go directly to mastering chemistry without going to eCampus, by log on to http:// www. masteringchemistry.com/site. Many of the problems come from the back of the book to help you figure out the right answer. Do not attempt the homework without preparing yourself. You have to study the practice problems and worked out examples related to various units before to attempt the homework questions. . Your COURSE ID is for this course is MCADHIKARI89707 It is advised to complete the assignments in preparation for the tests. Late homework will worth’s 50% of the total possible points. Homework due dates will be shown in Mastering chemistry web site. It is recommended to do the homework questions little by little, rather than solving all the problems at one sitting. Once you have completed the homework assignments, you can revisit them even after the due dates during the preparation for the exam. The total score of the homework from all the chapters will be posted on your ecampus grade book at the end of the semester. DO NOT LOOK THE ANSWER before you solved the problems, if you do so, you will GET ZERO SCORE on that problem. Students have to take full responsibility of THEIR SCORE REPORTED correctly on the website. If you have doubt on any technical issue contact the technical support at 1-877-672-6877. You will get ZERO SCORE IF YOU EMAIL the answer of the ASSIGNEMENT to the instructors’ email. You must answer the assignment on the website. Syllabus Quiz: A quiz over syllabus material will be taken on eCampus. The quiz worths 10 points. It will be used to determine if students have read the syllabus material. You may use your syllabus on the quiz. You may take it as many times as you like until the deadline. I advise you to take it until you score a perfect 10 points. The quiz can be found on eCampus under the syllabus quiz section. DISCUSSION BOARDS Participation in the thee Discussion Boards (DB) is required. The discussion boards are worth 5 points each for a total of 15 points. DISCUSSION BOARD ETIQUETTE This science course is based on scientific fact alone, not personal opinions. Please refrain from using the discussion board to express political viewpoints, as a dating service, to advertise any and all types of solicitation, from expressing religious viewpoints or quoting Biblical passages, or giving personal opinions. Please refrain from using any inappropriate language in the discussion boards. Please do not â€Å"sign† discussion boards. The discussion board will automatically be posted with your name. ***Failure to adhere to discussion board etiquette may result in the student being blocked from using the discussion board and a loss of points. EMAIL ETIQUETTE When sending an email message to an instructor there are a few guidelines to follow: 1. Address the instructor as Mr., Ms., Mrs. or Professor, and in subject line please mention your class and section number 2. Always include your name, course, and section number in the email. 3. Never use foul, vulgar, inappropriate, discriminatory, rude, or otherwise unprofessional language in the email. 4. Remember, the relationship between the student and the instructor is a professional relationship not a friendship; therefore, be sure not to include instructors in your forwarded emails to friends, chat rooms, or personal updates. 5. Email between the instructor and student is to relate to course, campus, or educational matters INSTITUTIONAL POLICIES: Withdrawal Policy (with drop date): STOP BEFORE YOU DROP For students who enrolled in college level courses for the first time in the fall of 2007, Texas Education Code 51.907 limits the number of courses a student may drop. You may drop no more than 6 courses during your entire undergraduate career unless the drop qualifies as an exception. Your campus counseling/advising center will give you more information on the allowable exceptions. Remember that once you have accumulated 6 non-exempt drops, you cannot drop any other courses with a â€Å"W†. Therefore, please exercise caution when dropping courses in any Texas public institution of higher learning, including all seven of the Dallas County Community Colleges. For more information, you may access: https://www1.dcccd.edu/coursedrops If you are unable to complete this course, it is your responsibility to withdraw formally. The withdrawal request must be received in the Registrar’s Office by Januay 06, 2014. Failure to do so will result in your receiving a performance grade, usually an F. If you drop a class or withdraw from the college before the official drop/withdrawal deadline, you will receive a W (Withdraw) in each class dropped. Repeating This Course: Effective for Fall Semester 2005, the Dallas County Community Colleges will charge additional tuition to students registering the third or subsequent time for a course. This class may not be repeated for the third or subsequent time without paying the additional tuition. Third attempts include courses taken at any of the Dallas County Community Colleges since the Fall 2002 semester. More information is available at: https://www1.dcccd.edu/cat0506/ss/oep/third_attempt.cfm . Financial Aid: Students who are receiving any form of financial aid should check with the Financial Aid Office prior to withdrawing from classes. Withdrawals may affect your eligibility to receive further aid and could cause you to be in a position of repayment for the current semester. Students who fail to attend or participate after the drop date are also subject to this policy. The Texas Success Initiative (TSI) The Texas Success Initiative (TSI) is a statewide program designed to ensure that students enrolled in Texas public colleges and universities have the basic academic skills needed to be successful in college-level course work. The TSI requires assessment, remediation (if necessary), and advising of students who attend a public college or university in the state of Texas. The program assesses a students basic academic skills in reading, writing, and math. Passing the assessment is a prerequisite for enrollment in many college level classes. Students who do not meet assessment standards may complete prerequisite requirements by taking developmental courses in the deficient area and passing them with a grade of C or higher. Additional information is available at https://www1.dcccd.edu/cat0506/admiss/tsi_requirements.cfm . Academic Honesty: Academic honesty is expected, and integrity is valued in the Dallas County Community Colleges. Scholastic dishonesty is a violation of the Code of Student Conduct. Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion. As a college student, you are considered a responsible adult. Your enrollment indicates acceptance of  the DCCCD Code of Student Conduct published in the DCCCD Catalog. More information is available at https://www1.dcccd.edu/cat0406/ss/code.cfm . Academic Dishonesty Course Contract: Academic dishonesty is defined in the District Catalog includes, but is not limited to, cheating on a quiz, a test, or assignment or lab work; plagiarism (including the internet); copying another student’s lab or lecture work; or allowing another student (even lab partners) to copy all or any portion of an assignment. All written assignments are to be in the students’ own words. Written assignments for both the lab and lecture works are to be completed solely by the student, not in collaboration with other students unless otherwise noted in the assignment or instructed by instructor in exceptional cases. Academic dishonesty will not be tolerated. Any student found to be violating any portion of the academic dishonesty policy will automatically receive a zero (without exception or discussion). Students repeating the course are not permitted to use any old assignments or graded materials. All written assignments must be new, not just modifications of old assignments. When working in partners or groups, each student is expected to turn in his or her original work in their own words. Exact (or overwhelmingly similar as per the instructors discretion) duplication of an assignment (in any form), from any group or partner set, will not be accepted, and a grade of zero will be given. If further clarification of this policy or explanation of actions that will be taken for any and all violations is necessary, please see the instructor. ADA Statement: If you are a student with a disability and/or special needs who requires accommodations, please contact the college Disability Services Office. Religious Holidays: Absences for observance of a religious holy day are excused. A student whose absence is excused to observe a religious holy day is allowed to take a make-up examination or complete an assignment within a reasonable time after the absence. Students must notify the instructor of any religious holiday that will impact his/her time in this course by no later than the certification date. Family Educational Rights and Privacy Act of 1974 (FERPA) In compliance with the Family Educational Rights and Privacy Act of 1974 (FERPA), the College may release information classified as â€Å"directory information† to the general public without the written consent of the student. Directory information includes: (1) student name, (2) student address, (3) telephone numbers, (4) date and place of birth, (5) weight and height of members of athletic teams, (6) participation in officially recognized activities and sports, (7) dates of attendance, (8) educational institution most recently attended, and (9) other similar information, including major field of student and degrees and awards received. Students may protect their directory information at any time during the academic year. If no request is filed, directory information is released upon written inquiry. No telephone inquiries are acknowledged. No transcript or academic record is released without written consent from the student, except as specified by law. The institution strives to protect an environment most conducive to teaching and learning for all enrolled students. Children who are taking part in organized scheduled activities or who are enrolled in specific classes are welcomed. Minor children, however, should not be brought to the institution unless closely supervised by their parent. Minor children should not be brought into classrooms, laboratories or other facilities of the college. This practice is disruptive to the learning process. In the case of an emergency where the student-parent has no alternative but to bring the child to campus, classroom faculty or the administrative heads of other units have  full discretion as to whether a child may be allowed to quietly stay in the location. These individuals may require that children be removed by the student-parent from the setting if, in their opinion, the presence of the child is deemed to be disruptive to the learning process. For reasons of security and child welfare the institution will not permit unattended children to be left anywhere on the premises. Parents who have problems with childcare should visit the Counseling and/or Advisement Center to receive referrals to childcare services in the area. Final Grade Reports are no longer mailed. Convenient access is available online at www.econnect.dcccd.edu. Use your identification number when you log onto eConnect, an online system developed by the DCCCD to provide you with timely information regarding your college record. Your grades will also be printed on your Student Advising Report, which is available in the Admissions Office.

The Crucible - Character Responsibilities Essay -- Essay on The Crucib

The Crucible was a revolutionary play which clearly depicted the Salem Witch Trials and what went on in the lives of the individuals in Salem. Some of these people were convicted of being a witch, some were not, and some were somehow connected to those being convicted. Despite the fact that everyone played some part in the Witch Trials, there are three key people who are mostly responsible for the mayhem. Overall, the three people that was most responsible for these trials would be Abigail Williams, John Proctor, and Deputy-Governor Danforth. The play erupted near the beginning with many people getting ill and the accusations of people being witches beginning. Though many may not see this, I personally view Abigail Williams being the one mainly at fault. She is responsible for the young girls getting together with Tituba to conjure up spirits. To put her further at fault, though not quite so much as being a witch, she had an affair with the respected citizen John Proctor. This affair however causes her to make many brash decisions which condemn many people. She feels that Proctor loves her and wants to be with her, but can’t do so because of Elizabeth, so Abigail plots to get rid of Elizabeth in an attempt to get Proctor to marry her so she can fulfill her crazy hallucinations. When she talks to Proctor, she tries to make him see that his wife is an evil woman. â€Å"That jab your wife gave me’s not healed yet, y’know†¦ I think sometimes she pricks it open again while I sleep† (P...

Effects of War on Soldier in Generals Die in Bed

The Horror of war on the Soldier in Charles Yale Harrison’s Generals Die in Bed Eng 22 PB 963 Words Some people say that war can change a man. What exactly do they mean by this phrase? What are some possible things that a soldier could experience in war? What are some things a soldier has experienced enough of that can fundamentally change his life? In Charles Yale Harrison’s novel Generals Die in Bed, the horror of war is a vital theme and is characterized through many challenges the narrator encounters in the novel.The horror of war is portrayed throughout the novel through things such as having a perpetual fear of the unknown, the psychological effects of war, and conclusively: death. Not knowing what is going to happen is always an intimidating feeling. The idea of not knowing what is coming up always makes us believe that something horrendous is going to take place. In Generals Die in Bed, a non-stop fear of the unknown is an important point throughout the novel. I n war, there are only millions of things that could take place during one single day.Charles Harrison has made this point clear to the readers by focusing on one scenario after another of unexpected events right in the narrator’s face. It is through what the narrator experiences that we glimpse the true nature of war. In Chapter 4, â€Å"Back to the Round†, the narrator and the rest of his company have to move around the trenches on their bellies. This is because there are snipers in the trees which causes consistent fear of death. Although they identify that there is a sniper, they still fear it because they cannot anticipate exactly when he will strike. Sooner or later this German sniper, who keeps us cowering in a cold fear, will be caught in an advance by our troops. † Also in chapter 4, the character of Brown, is killed by the sniper. Brown’s death would have made the narrator even more frightened of the unknown because he now knows what a sniper is t ruly capable of. This is the same fear that drove the narrator to long for a biting hunger for safety. This would seemingly show us exactly why the narrator would dismay the unknown. â€Å"The shattering explosions splinter the air in a million fragments. † â€Å"The air shrieks and catcalls. â€Å"The air screams and howls like an insane woman. † These are all statements that the narrator uses to interpret the sounds a shell makes as it collides through the sky and as it climactically annihilate anything and everything around it. These sounds would drive anyone psychotic. How can the soldiers even go through the war without going deaf? Being exposed to those noise levels would have a few long term effects on human being. In London, it is visible to us that the narrator has been affected in some way or another, by even exposure to the deafening sounds. Bang! An explosion on the street. I leap to my feet. My hearth thumps. She laughs. † That bang was in reality j ust a motorbike back firing. Since the narrator had been so used to the loud sounds that were made when being shelled, he started to consider that every single loud sound is either a gunshot or a sound of a shell going off. This clearly shows us that war can psychologically affect soldiers for long periods of time, maybe even for the rest of their lives. This can be considered as a horror of war because it is a lifelong consequence.Generals Die in Bed should not all be classified as a typical war novel because all of the deaths that occur in the novel, the death of the enemy German soldier â€Å"Karl† is what stands out the most. This is because out of all of the deaths the narrator has witnessed, Karl’s death is what truly affected his life the most. â€Å"The image of Karl, he who died on my bayonet, seems to stand before my eyes. The shaking becomes worse. The movements are those one of who is palsied. † The feeling of knowing that you have killed a man would be unbearable.The narrator himself could not take it. â€Å"I begin to sob. I am alone. † The nature of his language highlights the damage war causes. This shows psychological effect that the narrator would have had to bear with himself for the rest of his life. The constant fear of war is something that cannot be avoided. This constant fear is what drives soldiers to keep fighting. This constant fear is the fear of death and the soldiers are fighting for survival. Death is one of the distinct, recurring themes that Charles Harrison has plainly placed in Generals Die in Bed for a purpose.The idea of having to witness a comrade dying is a horrible thing. Death is an important point of the horrors of war because death takes everything from an individual. It strips them of their honour, dignity, memories and their life. The narrator is stripped of his friends. The people he had considered brothers throughout the novel. â€Å"Like the hundreds of other men I had seen die, Broad bent dies like a little boy too – weeping, calling for his mother. † The most important word in that quote is â€Å"hundreds. The narrator clearly shows us that he has witnessed many men dying. Without any doubt, death summarizes â€Å"the horror of war. † The narrator, who is still nameless, is a perfect example of one of the horrors of war. The way the narrator is kept nameless throughout the course of the novel is proof that war can transfer loss of individuality and loss of one self. The way that this clearly is kept constant throughout the course of the novel also proves that the horror of war is the underlying theme of Generals Die in Bed.

The Civil Rights Movement And The American Civil Movement

The Civil Rights Movement, also known as the American Civil Rights Movement and other names, is a term that encompasses the strategies, groups, and social movements in the United States whose goals were to end racial segregation and discrimination against African Americans and to secure legal recognition and federal protection of the citizenship rights enumerated in the Constitution and federal law. The movement was characterized by major campaigns of civil resistance. Between 1955 and 1968, acts of nonviolent protest and civil disobedience produced crisis situations and productive dialogues between activists and government authorities. The movement was led by social activists like Ralph Abernathy, Victoria Gray Adams, Maya Angelou,†¦show more content†¦The Civil Rights Act of 1964, which ended segregation in public places and banned employment discrimination on the basis of race, color, religion, sex or national origin, is considered one of the crowning legislative achievem ents of the civil rights movement. First it was proposed by President John F. Kennedy, it survived strong opposition from southern members of Congress and was then signed into law by Kennedy’s successor, Lyndon B. Johnson. In the following years, Congress expanded the act and also passed additional legislation aimed at bringing equality to African Americans, such as the Voting Rights Act of 1965. Martin Luther king jr is was Baptist minister and social activist who led the civil rights movement in the United States from the mid-1950s until his death by assassination in 1968. He was born on January 15, 1929, in Atlanta, Georgia. King, a Baptist minister and civil-rights activist, had a seismic on race relations in the United States beginning in the mid-1950s. Born as Michael King Jr. on January 15, 1929, Martin Luther king jr was the middle child of Michael King Sr. and Alberta Williams King. The King and Williams families were rooted in rural Georgia. In 1946, Martin Luther king jr. earned a sociology degree from Morehouse College and he attended the liberal Crozer Theological Seminary in Chester, Pennsylvania. He thrived inShow MoreRelatedThe American Civil Rights Movement1519 Words   |  7 PagesThe American Civil Rights Movement is personified through several prominent personalities. These figures exhibited strong character throughout their careers in activism th at revolutionized the ideals and opportunities of the 20th century, standing as precedents for courage and perseverance in the face of widespread systemic oppression. However, not all of these figures received the acknowledgment and acceptance that their legacy deserved. One such figure was Bayard Rustin, a lifelong Civil RightsRead MoreThe American Of The Civil Rights Movement949 Words   |  4 Pagesstatement. As a whole, the Civil Rights Movement accounted for a drastic amount of changes to black businesses that primarily served black consumers. For instance, African American people stayed at blacked owned hotels, resorts, and restaurants, which gave way for African American entrepreneurship (Blackford 149). Once segregation was outlawed, African American consumers leapt at the opportunity to shop at white owned businesses. Post-Civil Rights Movement, the African American community has becomeRead MoreThe American Civil Right Movement922 Words   |  4 PagesIt was just a single line in a speech given more than fifty years ago, yet many still remember it as one of the most important turning points in Southern political history and the American civil right movement. As many civil rights activists were fighting for the abolishment of Jim Crow laws, newly elected Governor George Wallace stood at the podium under the Alabama State House to deliver his inaugural speech which would later cement his legacy amongst the most controversial figures in SouthernRead MoreThe American Civil Rights Movement586 Words   |  2 PagesHas someone ever told you that you were not allowed to do something that others had the right to? Maybe it was your parents, your boss, the government, but you thought you had just enough right as anyone else did? Well, during the 1960’s not everyone had the same rights. During the C ivil Rights Movement, African Americans were fighting for equality. They didn’t want â€Å"separate but equal† they wanted full equality for their people. This caused many riots throughout the US. When we look at riots weRead MoreThe American Of The Civil Rights Movement1886 Words   |  8 PagesFrom slavery to the Civil Rights Movement, the African American community has faced hardships, discrimination and prejudice based on their position in the racial hierarchy in the United States. Although the melting pot called the American population has learned to coexist in the twenty first century, the African American community continues to face these problem even after the Civil Rights Act of 1964 was passed by Congress prohibiting discrimination of race, color, religion, sex, or national originRead MoreThe American Civil Rights Movement912 Words   |  4 Pagesthe Ferguson Riots after a young, unarmed teenager named Michael Brown was shot by a police officer. Some believe that these events and the emergence of the #BlackLivesMatter campaign could be the beginning of yet another American civil rights movement. The first LGBT movement bega n in 1969 after the raid of one of the few gay bars in the United States, Stonewall Inn. Often, the story of this seedy nightclub is distorted or hardly taught at all. A huge example of this is the recent movie on the riotsRead MoreThe American Civil War And The Civil Rights Movement1725 Words   |  7 PagesAfter the American Civil War (1861-1865), major changes which were crucial to the establishment of African Americans in the American society took place. Before the bloody war, slaves were comprised of thirteen percent of the total population of the United States. The treatments they receive from their masters ranged from generous to abusive. The issue of slavery was becoming more and more apparent in social, economic, and most importantly political aspects of the country. In fact, even before theRead MoreMovement : Native American Civil Rights Movement3155 Words   |  13 PagesMovement: Native American Civil Rights Movement A: How When did people involved become aware of themselves/ How When did people identify as part of this movement? Native Americans have always had a strong sense of pride of their culture and traditions and identity, though it was when they were becoming stripped of their traditions that the movement towards their original freedom began. 1. Overview (Why then, why there?) The basic summary of events that went down in Native American historyRead MoreThe American Civil War And The Civil Rights Movement1539 Words   |  7 PagesIn elementary school, students study the Civil War, and the Civil Rights movement. Teachers speak about slavery and racism as if it were a thing of the past; and juvenile minds are lead to believe that Martin Luther King Jr.’s dream has finally come true. But as these futile minds mature, they encounter different versions of this â€Å"dream†. Caucasian faces may live to believe the world is a blissful place, but scoff at the waitress who struggles to speak english. Brown faces may look at the homosexualRead MoreThe American Civil War And The Civil Rights Movement901 Words   |  4 PagesStates were slave owners (Piersen 1996: 24). However, the controversy over slavery was a hotly debated topic in American society, leading eventually to the American Civil War (1861-1865), which finally brought slavery to an end. Af ter the emancipation, overcoming slavery s legacy remained a crucial issue in American history, from Reconstruction following the war to the Civil Rights Movement a century later. The practice of slavery dates to prehistoric times, although its institutionalization