For this assignment, you will compare and contrast the political and social rights of the group that you have previously selected to examine with those of another disadvantaged group, as of 1924
The ratification of the 19th Amendment in 1920 was the result of an organized 72-year struggle (and a much longer struggle in general) for political rights for women in the United States. Since African American men gained the right to vote in 1870 with the ratification of the 15th Amendment, it may seem that the late 19th and early 20th centuries saw a massive expansion of political rights for traditionally disenfranchised groups in the United States.
However, while women triumphed in their quest for political rights, social equity was still a struggle. Additionally, the end of Reconstruction and the legalization of racial segregation severely curtailed the political rights of African Americans and laid the groundwork for the political disenfranchisement of other racial and ethnic groups within American society, including Asian Americans and Latinos. Asian immigrants, for example, lost the ability to become citizens in the 1920s, though children born in the U.S. gained citizenship upon their birth, as is detailed in the Week 2 Lesson. In 1924, Native Americans finally gained citizenship, but immigration from Asia was completely banned, while immigration from Southern and Eastern Europe was severely curtailed, effectively limiting who could be considered an “American.”
After reviewing chapters 1-6 and section 7.3 in your text, as well as the lessons from weeks 1 and 2, reflect on the growth of political rights – or the lack thereof – for millions of Americans in the years 1865-1924. Think about the movements that supported the expansion of political rights and those opposed, as well as the relationship between political rights, civil rights (that is, guarantees of equal citizenship under the law, and in society), and social equity. Were those groups that had attained political rights by 1924 (women, Native Americans, European immigrants) seen as social equals to white men? Why or why not? How was the disenfranchisement of Latinos, African Americans, and Asian Americans related? How were political and social rights connected to mainstream ideas of race, gender, and social class?
For this assignment, you will compare and contrast the political and social rights of the group that you have previously selected to examine with those of another disadvantaged group, as of 1924. As a reminder the groups that are examined in this class are:
African Americans
Native Americans
Women
Immigrants
For example, if the group you are examining throughout the course is African Americans, you would compare and contrast their experiences regarding social and political rights with that of a different one of these groups, that is women, immigrants, or Native Americans.
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In a 2-3 page (5-6 paragraph) essay, compare and contrast the Political and Civil Rights in the 1920s
Political and Civil Rights in the 1920s of the group you selected in week one of this course with that of another of the groups examined in this course as of 1924 (please make sure to review the lesson and section 7.3 of your text for updates from 1920-1924). In your essay compare and contrast:
The constitutional nature of political rights (or the lack of these rights) for these groups.
For this component of your essay, reflect on the U.S. ConstitutionLinks to an external site. as originally written, pertinent constitutional amendments (e.g. 13th, 14th, 15th, and 19th amendmentsLinks to an external site.), as well as federal laws and court decisions discussed in the Lessons and the course text.
The process that these groups used in their fight for political rights and the challenges that they faced.
Examine how these groups faced challenges with regard to civil rightsLinks to an external site. in this period. Examine specifically the relationship between social pressures, such as discrimination, and political rights for each of these groups.
Make sure that you have an introduction with a thesis statementLinks to an external site., 3-4 body paragraphs that compare and contrast the experience of both groups and where they stood with regard to political and social acceptance in 1924, and then a conclusion which sums your argument and your main points. View the Basic Essay StructureLinks to an external site. and Compare & Contrast AssignmentsLinks to an external site. resources from the UAGC writing center for guidance.
You will be required to use at least four sources for this assignment:
Your textbook
Two sources from the selected sources below (one for the group you have previously selected, and one for the new group you are comparing.
At least one additional scholarly source from the library
Sources:
African Americans
Coit, J. S. (2012). “Our Changed Attitude”: Armed defense and the new negro in the 1919 Chicago Race RiotLinks to an external site.. The Journal of the Gilded Age and Progressive Era, 11(2), 225–256. https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fwww.jstor.org%2Fstable%2F23249074
Materson, L. G., & Trotter, J. W. (2018). African American urban electoral politics in the age of Jim CrowLinks to an external site.. Journal of Urban History, 44(2), 123–133.
Oks, D. (2021). The election of 1916, “Negrowumpism,” and the black defection from the Republican PartyLinks to an external site.. The Journal of the Gilded Age and Progressive Era, 20(4), 523-547.
Payne, B. J. (2017). Defending black suffrage: Poll taxes, preachers, and anti-prohibition in TexasLinks to an external site., 1887-1916. The Journal of Southern History, 83(4), 815–852.
Native Americans
Bruyneel, K. (2004). Challenging American boundaries: Indigenous people and the “gift” of U.S. citizenshipLinks to an external site.. Studies in American Political Development, 18(1), 30-43. https://doi.org/10.1017/S0898588X04000021
Cahill, C. D. (2020). “Our Democracy and the American Indian”: Citizenship, sovereignty, and the Native vote in the 1920sLinks to an external site.. Journal of Women’s History, 32(1), 41-51. https://www.proquest.com/docview/2368695602/C3FED6EA8B3E465DPQ/1?accountid=32521
McCoy, M. G. (2016). Hidden citizens: The courts and Native American voting rights in the SouthwestLinks to an external site.. Journal of the Southwest, 58(2), 293–310. https://doi.org/10.1353/jsw.2016.0010
White, L. (2016). White power and the performance of assimilation: Lincoln Institute and Carlisle Indian SchoolLinks to an external site.. In J. Fear-Segal, & S. D. Rose (Eds.), Carlisle Indian Industrial School: Indigenous histories, memories, and reclamations. University of Nebraska Press.
Women
Dumenil, L. (2007). The new woman and the politics of the 1920sLinks to an external site.. OAH Magazine of History, 21(3), 22–26. https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fwww.jstor.org%2Fstable%2F25162125
Gidlow, L. (2018). The sequel: the Fifteenth Amendment, the 19th Amendment, and southern black women’s struggle to voteLinks to an external site.. The Journal of the Gilded Age and Progressive Era, 17(3), 433-449. https://doi.org/10.1017/S1537781418000051
Interchange: Women’s Suffrage, the 19th Amendment, and the right to voteLinks to an external site.. (2019). Journal of American History, 106(3), 662–694. https://doi.org/10.1093/jahist/jaz506
Robertson, S. (2002). Making right a girl’s ruin: Working-class legal cultures and forced marriage in New York CityLinks to an external site., 1890-1950. Journal of American Studies, 36(2), 199–230.
Immigrants
Benton-Cohen, K. (2011). Other immigrants: Mexicans and the Dillingham Commission of 1907-1911Links to an external site.. Journal of American Ethnic History, 30(2), 33–57. https://doi.org/10.5406/jamerethnhist.30.2.0033
Johnson, V. (2006). “The Moral Aspects of Complex Problems”: New York City electoral campaigns against vice and the incorporation of immigrants, 1890-1901Links to an external site.. Journal of American Ethnic History, 25(2/3), 74–106.
Lee, E. (2020). America first, Immigrants last: American xenophobia then and nowLinks to an external site.. The Journal of the Gilded Age and Progressive Era, 19(1), 3-18.
Teel, S. C. (1998). Lessons on judicial interpretation: How immigrants Takao Ozawa and Yick Wo searched the courts for a place in AmericaLinks to an external site.. OAH Magazine of History, 13(1), 41–49.
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