The Dangers of Alcohol Used Minors Essay Example for Free

The Dangers of Alcohol Used Minors Essay â€Å"Plastered, Hammered, Wasted, Drunk, Lifted.. These are all terms my friends use on any given Friday or Saturday night to ask if I want to party for the weekend! When we do get to parties, kids are doing keg stands (Where someone holds your legs up in the air, you grab the keg with both hands, and someone else feeds your beer through the hose upside down. ) We play quarters, beer pong, and flip cup. The drinking games are endless as in the alcohol available to teens. â€Å"Hey Ryan, let’s go out tonight, find a few girls, and throwback a few brewskies! Temptation to drink alcohol as a minor is everywhere! Some corner stores sell it to us, older brothers and sisters get it for us, or we can just wait for someone who looks cool to go in and buy it for us. Before having to do the research on teens and alcohol, I truly did not think it was that big of a deal. I though alcohol was acceptable because everyone does it casually and in order to be popular, you want to fit in at the parties. I believed I could drink 6 beers and 2 shots and probably arrive home safely. I’ve seen kids drink 11-17 beers and still be standing. The amount teens are drinking is truly scary. I have even seen kids get behind the wheel, not realizing how intoxicated they were until they had to get out of the car. These things all frighten me. I know my mom would completely devastated if she knew I was drinking and driving. I have seen tragedy in alcohol related events with my friends, and I do not want to end up being statistic like they were. In March of 2011, 6 of my friends were consuming alcohol and taking Zanax Bars. They weren’t driving, but were so intoxicated, the home caught on fire, and they didn’t wake up in time to get out. All six of my friends died. I’ve seen my friends get arrested and thrown in the back of Police cars for Intoxication. I’ve had a friend fall asleep because she was so drunk and died from crashing her car. The dangers that I have experienced personally go on and on. Having to write this paper has really opened up my eyes to the shocking statistics of teen and alcohol abuse. First, let’s discuss why teens drink alcohol in the first place. Teenagers, like adults, drink alcohol for many different reasons, although some of them are different for teens. Teens are more likely to start experimenting with drinking if they have parents who drink, if they have friends who are also deinking, and if their parents don’t give those clear messages about not drinking outside the house. Also, Alcohol is a powerful drug and changes how you feel. Some of the initial sensations at lower blood alcohol levels are pleasant. It really makes you feel good and lose all the inhibitions you have when you are sober. You will say and do almost anything. It is this sensation that many teens crave. Alcohol is a central nervous system depressant. So if you’re tense or uptight, drinking some alcohol will, at least in the beginning, reduce some of that tension and will help you â€Å" chill out â€Å". We as teenagers need to consider talking with an adult you trust or a counselor if drinking is something we really want to do. Drinking, especially heavy drinking(4 or more women, 5 or more men) can significantly increase your risk for alcohol-related problems and health problems even as a teenager beginning to experiment with alcohol. It can cause dependency early on, pushing teens to try other things, and either end up in Juvenile Hall, rehab facilities, or even dead. Significant relationships were found between young people’s drinking behaviors and perceptions of risk and protective factors in the family environment. Parental monitoring was strongly associated with modifying teen behavior. There is a real need for alcohol misuse prevention interventions and classes in the high schools. I am currently a sophomore and have not had any classes or assemblies about the dangers of alcohol in teens. Now, let’s discuss the dangers of teen drinking.. Teens don’t just drink. They drink to excess. As I mentioned before, I have seen teenage boys drink even as much 17-18 beers in a night. More than 7 percent of eighth graders, 16 percent of sophomores and 23 percent of seniors report recent binge drinking ( 5+ drinks on the same occasion). Binge drinking used to mean drinking heavily over several days. Now, though, it means drinking way to much in a short amount of time. Liquor stores, commercials advertising alcohol, all make drinking seem attractive and fun. It is so easy for teens to get caught up in a social scene with lots of peer pressure to drink to fit in. Teens love the feeling of alcohol and the way it makes us â€Å"Bulletproof. † We believe it will make us feel good, but don’t think about getting sick or hung over the next day. It helps to relieve stress, but eventually just causes more. Drinking also makes teens feel older and more free. Statistics show that the majority of current teen drinkers got drunk in the previous month. That includes 50 percent of the high school sophomores who drink and 65 percent of the high school seniors who drink. Underage drinking is linked to injury and risky behavior. We can get alcohol poisoning, which is potentially life threatening. It can cause confusion, vomiting, seizures, and low body temperature. Finally, when I am adult and have children, I will educate them before they come in contact with the temptations of being a teenager. It’s easy to see why using alcohol as a solution to problems, or a way of trying to cope, is trouble. Drinking should never take the place of talking things through and working out difficulties in other ways.

Strategies For Teaching Listening Skills In Classroom

Strategies For Teaching Listening Skills In Classroom Because of requiring quality for teaching students, especially teaching listening skills in the classroom, assorted schools, colleges, and universities have tried to look for good strategies (Teaching listening skills), for this area is the most complicated to teach students, and then this issue has developed into a good subject for teachers and those institutions to be concerned about. On the other hand, these concerns are dealt with many books and journal articles with new strategies for teaching listening skills in the classroom these days. In online publication date: 29 July 2010 article written by Dorothy R. and Sid T. states Most teachers are aware that students listening skills are not what they once were. Our classrooms are filled with students who either do not listen or listen with their ears but not with their brains. (Dorothy R. Sid T. (2010, july 29). 56, 310-311). Instead, many more authors or writers in numerous books and journal articles can respond to this issue with out any hesitation. In order to answer this issue, authors and other teachers assert that copious strategies in abundant books and articles are much better than only one.Penny contends that in principle, the objective of listening comprehension in the classroom is that students should learn to function successfully in real-life listening is(Penny 1996, p 105).Moreover, a statement states that there is no one way of doing a listening skills lesson- it depends on such factors as the aim, the text type, the level of the students, etc.(Roger, Diane, Steve 1983, p89). Hence, studies of the strategies for teaching listening skills in the classroom according to various references- both books and journal articles- embrace a variety of techniques and strategies. I, however, now extract one of those to outline this. Depending on the journal article written by Dorothy R. and Sid T., it reveals that there are several ways of teaching listening skills in the classroom effectively (Dorothy R. Sid T. (2010, july 29). 56, 310-311). First, Call attention to careful listening will heighten childrens awareness of the importance of the skill. An oral check of student responses will call immediate attention to errors and eliminate paper checking for the teachers. Second, Taped selections can be played to students, followed by questions about their content. Questions that encourage beneficial listening skills include those that ask about cause and effect, sequence, main ideas, terminology, drawing conclusion, and the names of the main characters. In addition, Mrs. King a third-grade teacher in the Huntsville, Texas public school system starts the school year by telling the students that her very quiet voice is her teaching voice. She does not yell, and she insists on politeness speaking only with permission and not talking when others are speaking. As a result of this and other techniques, the noise level in her classroom is always low. Finally, exercises in careful listening habits are being learned by our television- oriented young people (Dorothy R. King (2010, july 29). 56, 310-311). These diverse approaches have been applied to peruse good strategies for teaching listening skills in the classroom, and how much the students understand those. This proof is shown that most of the students in listening class demand many strategies for improving their listening skills. Only studies, nevertheless, of Dorothy R. Sid T. are not sufficient for teaching listening skills in the classroom, for one skill requires a variety of strategies or techniques in order that instructors are convenient to impart knowledge to students effectively. Therefore, Roger, Diane, and Steve state that there is no one way of doing a listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc.( Roger, Diane, and Steve 1983). Besides, the shortage of searching more information related to the strategies for teaching listening skills in the classroom is deplorable because it is advantageous to our skills (Teaching as career). Not only do you believe in one authors documents, but you also try to search the work of arts of others in order to have new ideas or techniques to teach the students both effectively and successfully. In conclusion, this study attempted to donate the knowledge base related to teaching listening skills by probing as many strategies for teaching listening skills in the classroom as possible to make sure that students are contented to accept those effectively. In order to apprehend this research clearly, you are asked a few questions as follows: 1. What are the strategies for teaching listening skills in the classroom? 2. With what benefits do they provide you? 3. How do these strategies respond to the students in the classroom and the real world? Annotated Bibliography 1. Æ’ËÅ" King, D. R Womack, S. T. (2010, july 29). Strategies for Teaching Listening Skills. The Clearing House: A Journal Of Education Strategies, Issues and Ideas, 56, 310- 311. Dorothy R and Sid T., in this journal article, show off teachers difficulty in teaching students listening skills because theirs are not what they once were, and the classrooms are filled with the students who do not pay attention to teachers explanation (Teaching listening skills). When listening, they use only their ears but not the brains. Therefore, the purpose of this article is focused on several strategies which can help teachers teach listening skills in the classroom successfully. Even though this article is not the most perfect one, it can provide good methods for dealing with this issue and my research, especially the strategies for teaching listening skills in the classroom, and then this tool is used to conduct the next one in general classes. Finally it is also able to help me to apply all the strategies in my study in order to improve the skills as teacher of English in the future. 2.Æ’ËÅ" Scrivener, J. (1994). Tearning Teaching. Great Britain: Macmillan Jim, in this book, offers several procedures and strategies that can help students improve their listening skills, such as task-based listening, the task feedback circle, how we listen, and listening ideas, which are effective to upgrade students listening skills in the classroom; also, it is really significant to the study because this research (Teaching listening skills in the classroom) is applied to the real world. This book also provides a great deal of information related to teaching listening skills for research, particularly the key points. Moreover these strategies can help many researchers and learners create more methods to conduct next research effectively. Last of all, they do assist me to use the key concepts of these strategies in my study successfully, and I also have a good opportunity to upgrade my knowledge teaching as career. 3.Æ’ËÅ" Ellis, R. (2003). Task-based Language Learning and Teaching. China: Oxford University Press. In this book (tasks, listening comprehension SLA), Rod shows that this chapter based on listening tasks has contributed to theory (as it concerns both listening and language acquisition), research methodology, and language pedagogy. These three key terms are really crucial to the research related to teaching listening skills; for example, Academic listening task research has shown that when learners lack relevant schemata their ability to take notes and comprehend a lecture suffers. Thus Rod offers a promising tool for investigating the micro processes involved in comprehending and language acquisition. These strategies are very much valuable for the study since it not only focuses on the classroom teaching but also concentrates on learners in general, and this task too is very useful to my study because it is the guideline to achieve either the next new research or the teaching listening skills in the classroom. 4. Æ’ËÅ" Ur, P. (1996). A Course in Language Teaching. Great Britain: Cambridge University Press Penny, in this book (Chapter 8: Teaching listening, Unit one), teaches about Real-life listening in the classroom. In the unit, he indicates three main steps to teach listening skills, such as Guidelines, Practical classroom application, and Implementing the guidelines: some specific practical implications. These key points are very essential, for they can make teaching listening in the classroom effective and beneficial. Furthermore it is able to provide a lot of information and new strategies to my study, which relates to the teaching listening research. Therefore this research can be applied not only in my classroom but also in the real world. 5. Æ’ËÅ" Pearse, E. Davies, P. (2000). Success in English Teaching. New York, Hong Kong: Oxford University Press. In this book, Paul and Eric provide the strategies for teaching listening skills; that is, the strategies generally recommended are: pre-listening, while-listening, and post-listening, which are absolutely useful to draw students attention on teaching listening class effectively. In addition this book classifies listening text in terms of learner control and some more activities that can help both teachers and learners achieve the objectives during their processes. All the strategies can be applied to all teaching listening classrooms not only one class as they are absolutely practical to all learners, in particular they are very crucial to my research study, for my topic is related to this area, and it can assist me to apply the strategies in the real classroom teaching. 6. Æ’ËÅ" Gower, R., Phillips, D., Walters, S. (1983). Teaching Practice Handbook. China: Macmillian,Heinemann. Roger, Diane, and Steve, in this book, raise good strategies related to the skills how to improve students listening skills, which help the students find it easier to embrace this area. In addition they say that there is no one way of doing listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc. and they also give the example involving in guidelines on one way of conducting a listening skills lesson which is divided into three sections before listening, first listening, and second listening; i.e. all these are included with its feedback too. These strategies are applied to implement classroom teaching, in particular these key points used to do the survey on students understanding of listening skills effectively. They will also help me to conduct the authentic research on my field- teaching as career successfully. 7. Æ’ËÅ" Hedge, T. (2000). Teaching and Learning in the Language Classroom. China: Oxford University Press. In this book, Tricia tells a lot about the strategies related to teaching listening skills in the classroom. First he talks about the role of listening in the ELT curriculum, such as pre-listening task and listening note taking, which can be assumed that listening ability will develop automatically through exposure to the language and through practice of grammar, vocabulary, and pronunciation. Next he shows what we know about listening process bottom-up processes and top-down processes in listening, which can be applied with real knowledge of learners. Furthermore he also indicates the purpose of listening; i.e. it refers to conversation of a personal kind in which the listening is reciprocal or participatory and so on, especially designing listening activities for the classroom, which is really vital to the academic course because I need this for my teaching listening classroom. All these key strategies will make my research study more and more advanced as teacher of English. 8. Æ’ËÅ" Peterson, P. W. Teaching English as a Second or Foreign Language. (M. C. Murcia, Ed.) the USA. Pat W., in this book, indicates a few prompts related to the strategies for listening skills. First he shows the types of strategies specific to listening comprehension, such as categories of metacognitive, cognitive, and socioaffective strategies, which are very important to the study because each has a various function in teaching listening methods. Next, he spots a development view of listening skills. In this section he focuses on profile of the beginning, intermediate, and advanced-level student in listening good strategies which can be segregated for teaching in each class. Moreover he sets the goals for them Bottom-up and Top-down processing, Goals and exercise types, and beginning, Intermediate, advanced-level learners which can make teachers easy to teach them successfully. All these strategies are valuable to the study, for they are classified differently. I hope that these will not only help me teach my students in the class but also be helpful to my MA research program . 9. Æ’ËÅ" Hadfiekd, Jill Charles. (2008). introduction to teaching English. Portugal: Oxford University Press. In this book, Jill and Charles show the explanation to the stages of a listening lesson set up as follows: First he talks about before a listening Lead-in method engages learners interest, introduce the topic and context, activate learners background knowledge, help the learners to predict what the speakers might say, and introduce some key words and expression; also, Language focus introduces some key vocabulary, and other words. Second it is about during a listening lesson; that is, Tasks show that you should aim to repeat the listening several times with a series of listening tasks. Finally it is about after a listening lesson; i.e. Language focus concentrates on some of the language in the text, such as new vocabulary, and Transfer uses the listening and the language work as the basis for work in a different skill. These strategies are really practical to the study. Even though they are not the perfect ones, they show off good advantages to teachers in order to implement these t echniques in the classroom successfully. Also they will be useful to me because I become a teacher of English and I have to use these as my teaching tools. 10. Æ’ËÅ" Fernandez-Toro, M. (2005). The role of paired Listening in L2 listening instruction. Language Learning Journal, 31, 3-8. Maria, in this journal article, mentions much of the difficulty related to the fact that listening processes cannot be easily observed and shown because they all take place inside t he listeners mind. She, however, indicates that paired listening offers a number of potential benefits, both as a diagnostic tool and as a valid learning exercise in itself. Moreover, this research is also profitable for the study, for the writer shows not only the problem to the skills but also the good methods applied to deal with its issues. Thus, this article is really useful to my research because I can use these strategies to operationalize all good points in my own study.

Comparing Kate Chopin’s The Storm and T. Coraghessan Boyle’s Greasy Lak

Comparing Kate Chopin’s The Storm and T. Coraghessan Boyle’s Greasy Lake Kate Chopin and T. Coraghessan Boyle made excellent use of the elements point of view, character, and setting in their short stories â€Å"The Storm† and â€Å"Greasy Lake†. Kate Chopin’s characters and events follow the setting—the storm. This greatly enhances her work. Boyle’s characters mirror his setting as well—a greasy lake. It is amazing how much greater depth and deeper the insight is for a story when the potentials of elements of writing are fulfilled and utilized. Chopin’s â€Å"The Storm† is written in third-person objective point of view. The narrator is not involved with the characters in any way, just telling the story as it happened. The narrator is also omniscient which makes the point of view a normal, usual telling of the story. Chopin uses this to emphasize the uniqueness of her setting. It is also interesting to know how characters feel that the reader hasn’t even been introduced to yet in the story. Clarisse, Alcee Laballiere’s wife was not even in the main events of the story and yet we know that â€Å"their intimate conjugal life was something which she was more than willing to forego for a while† (Chopin 116). Boyle’s short story â€Å"Greasy Lake† is written fro the point of view of the main character of the story. This is important because the reader needs to feel the fear and see the murkiness of the lake through the eyes of a participant in the story.  "I suddenly felt a rush of joy and vindication: the son of a bitch was alive! Just as quickly, my bowels turned to ice† (Boyle 133). Calixta is the main character in Chopin’s â€Å"The Storm.† Calixta is a fairly flat character who plays a static role in... ...X. J. Kennedy and Dana Gioia. Literature: An Introduction to Fiction, Poetry, and Drama, 8th Ed., edited by Joseph Terry. New York: Longman, 2002. Chopin, Kate. â€Å"The Storm.† Eds. X. J. Kennedy and Dana Gioia. Literature: An Introduction to Fiction, Poetry, and Drama, 8th Ed., edited by Joseph Terry. New York: Longman, Cutter, Martha J. â€Å"The Search for a Feminine Voice in the Works of Kate Chopin†. Unruly Tongue: Identity and Voice in American Women’s Writing, 1850-1930, pp. 87-109. Mississippi: University Press of Mississippi, 1999. Hennessy, Denis. Dictionary of Literary Biography, Volume 218: American Short-Story Writers Since World War II, Second Series. A Bruccoli Clark Layman Book. Edited by Patrick Meanor, State University of New York at Oneonta, and Gwen Crane, State University of New York at Oneonta. Gale Group, 1999. pp. 70-77.

Essay --

MEDICAL HISTORY/BACKGROUND Concussions are probably one of the most known injuries to the brain right now, especially when it comes to sports. The life-long question has yet to be answered on how to truly cure concussions. Whether its sports, war explosions, or just falling off a ladder concussions are bound to happen to anybody and likely in one’s lifetime. Although most brain trauma is just mild and not very serious (Mayo Clinic, 2011). As far as determining if one has a concussion it can sometimes be very difficult. The symptoms between concussions and Post-Concussion Syndrome (PCS) can be very similar and can be hard to outline. This can be a nuisance later on if symptoms persist to determine on the treatment type (Beth Israel Deaconess Medical Center, 2013). SYMPTOMS There are many symptoms of a concussion, but none are that profound. Symptoms can a lot of times not be immediate if conscious. Usually victims are not unconscious. Symptoms can last for days and even months (Mayo Clinic, 2011). There are three general areas that concussions can fall under: physical, cognitive (brain function), and psychological or emotion (Beth Israel Deaconess Medical Center, 2013). Some symptoms include; headache, confusion, dizziness, amnesia, ringing in the ears, nausea, fatigue, and slurred speech. These are most but there are still plenty of symptoms still out there and more to be discovered (Mayo Clinic, 2011). This paper is mostly going to focus on the cognitive symptoms and how they affect patients. Victims of a concussion usually see all categories of symptoms but one sever category that a concussion can affect a person is cognitively. Cognitively means it deals with the brains functions and how trauma can affect its functions dai... ...the person gets a lot of rest and takes care of his body, then they should recover in not time, a few months top. Again it also varies based on the severity of the injury (Mayo Clinic, 2011). Now, the glutathione that had just been recently discovered to neutralize the brain cell killing molecules has not been tested on humans yet. It has been tested on rat’s and the deceased human’s brains. After applying the glutathione directly onto the skull after the injury it reduced the cell death to 67 percent, 50 percent three hours after the injury, which is a great thing that they are able to still treat even if they don’t diagnose a concussion at first (Roth, 2013). Yeah this isn’t a huge break-through considering that they haven’t tried it on humans, but it is a very big step to finding a way to effectively repair the brain after a concussion and even a possible cure.

american gothic design :: essays research papers

The most important aesthetic and philosophical style was developed in the eighteenth century, yet this style did not reach its apex until the nineteenth. With Christian elements and strong moral the movement appealed to the newly wealthy middle classes. The notable increase in prosperity that accompanied the Industrial Revolution was largely based on the accumulative benefits of inexpensive imports for the colonies. This new found affluence and status for the middle-class, has naturally revealed in the types of homes they lived in and the style in which they decorated and ornamented them. Unsure how to begin this new style of living, they chose architecture and furnishings that had previously been only for the aristocracy and the upper class. The critics of high Victorian style, known as the Aesthetic Movement, objected not only to the style and quality of machine-made furnishings but also to the manner in which they were used in the home. The typical middle-class drawing room was c rammed full of furniture, fabrics were used in abundance and every available surface was overflowing with knickknacks. Such displays were a means of showing off their new-found cultural interests, prosperity and status. They were also in accord with the fashionable notion that bareness in a room was in poor taste. Victorian Gothic style was zenithed in the mid-nineteenth century by those who yearned to return to the complexity of the skilled craftsmanship and design that prevailed in the Middle Ages. Architecture in the Middle Ages in northern Europe was based on arches, such as the gable, buttress, and ribbed vault. These houses had roofs that were high and sloping, which were imperative in wetter climates of the north, and inspired the used of decorative elements such as stonework and brick, oriel and lancet windows, or weathervanes. Colonettes rose to these ceilings and eliminated the used of masonry walls, now leaving enough interior room and wall space for windows. Large windows were made of stained glass, in later years portraying religious figures, and the glow of light was said to symbolize â€Å"heavenly spiritual light.† These subjects soon passed as the sixteenth century approached with a more classical form of architecture. This style, full of symmetry, rounded arches, and columns, and lacking culture, branded medieval design â€Å"barbaric†. Now collectively called Victorian the architecture was made up of several main styles. These include Italianate, Second Empire, Stick-Eastlake, and Queen Anne. Facades of Victorian Gothic homes were asymmetrical with steeply pitched roofs.

How significant was Che in the Cuban Revolution

How significant was Che in the Cuban Revolution . I am researching about a great figure Ernesto Guevara, the Argentine revolutionary doctor, who is known in the world as Comandante Che. Seen in the world as a T-shirt, hero, a symbol of liberty, a man that absorbed the borders in order to fighter for the poor and oppressed workers. He Earned all that fame because of his important contribution in the the Cuban Revolution, from 1953-1959 and in the revolutionary government until 1965 which I will cover. In this research I will use Che’s personal writings in which he reported everything in his life, newspaper information because as a symbol newspaper wanted to find everything that he did during the Cuban Revolution, and also I need information told by his comrades who saw him first-handed about what he did. Part B: Summary of Evidence MAIN IDEA 1: Importance in Guerrilla BattlesSupporting inside informations: Che lead a little guerilla unit that liberated a cardinal metropolis of Gabaiguan. [ 1 ]He assisted with the Cuban Revolution and was instrumental in developing people to defy the invasion of the United States in the Bay of Pigs invasion. [ 2 ]Without Che’s part particularly in Santa Clara and Bay of Pigs we the Cuban Revolution would hold lasted longer or it may non hold win. [ 3 ]We may non speak about a Cuban Revolution without Che’s part to it. [ 4 ]MAIN IDEA 2: Santa Clara battleWe with merely 340 work forces won the battle in Santa Clara against 3000 soldiers with every type of instrument of decease and putted an terminal at Batista’s government. [ 5 ]By May 1958, Guevara was virtually second-in-command of the big group of revolutionists that had gathered around Castro in the Sierra Maestra ( history 1990s ) [ 6 ]Che has to take the recognition for the triumph of Cuban Revolution as he was the 1 who fought in Santa Clara as Fidel was in the mountains. Che won the impossible battle and made Batista leave the state. After he won he called Fidel and said to him that the Road is unfastened for Havana2MAIN IDEA 3: With CompanerosHe had no scruple in confronting an enemy with immensely superior strength, and besides his unbelievable bravery, the guerillas could number on a leader with an extraordinary sense of tactics and scheme ( Interview of Che’s Companero ) [ 7 ]He exuded a sense of security and assurance that made the military personnels he led feel supported at all times, even in hard fortunes ( Remembering Che )1During the twenty-four hours he was the unmerciful disciplinarian, intolerant of failing and inspiringly confident. In the eventide he taught tactics and the usage of arms, read to his work forces organize Cervantes, Robert Louis Stevenson and the Venezuelan novelist ( and ex-president ) Romulo Gallegos, or recited Pablo Neruda’s Communi st Poetry from memory. As they proved themselves in conflict, his work forces proudly christened themselves â€Å"Che’s Suicide Squad† . [ 8 ]Che proceeded to Cuba’s foremost true, peasant based revolution. Che proceed to nationalise cuba’s industry and agribusiness8The step of Che ‘s competency is the fact that it was he who led the military action that eventually overturned Batista. Thrusting out of the sheltering Sierra Maestra, he led his men—perhaps 150—boldly through the canebrakes and swamps of Camaguey state, contending toward Cuba ‘s bosom. Batista ‘s forces blasted off with combatant planes, armored combat vehicles and machine guns, but could non halt Che ‘s work forces. When they swept into Santa Clara, in cardinal Las Villas state, Cuba was cut in two, and Batista boarded a plane for expatriate.8Che except than a Comandante was besides a physician and a instructor to his squad [ 9 ]When they heard gunshot from a little aeroplane that was bombing the town they retreated [ a group of Rebels ] . Che responded instantly, telling the military personnels to remain and contend. He grabbed a machine gun and started firing. More than anything, his action was symbolic he helped get the better of the terror.1MAIN IDEA 4: Che as Castro’s BrainGuevara provided Castro with broader skylines, a wider reading list, an penetration into other radical experiments and considerable first-hand cognition of Latin America. ( Cuba-Book )Castro rapidly made him from a physician to a Commander ( Comandante Che )He allowed Fidel to take recognition for Guevara ‘s achievements, he carefully contusing the monolithic Castro self-importance. ( Time )He convince Castro to Communism with competency, diplomatic negotiations and forbearance.When grenades were needed, Che set up a mill to do them. When staff of life was wanted, Che apparatus ovens to bake it. When new recruits needed to larn tactics and subj ect, Che taught them. When a school was needed to learn provincials to read and compose, Che organized it. ( Time [ Besides in Companeros ] )Che encouraged Castro ‘s leftism, planted the seeds of a deep-cutting and basic grab for power. [ 10 ]In November Fidel eventually turned Cuba ‘s economic system over to Che by calling him to run the National Bank, which in add-on to moving as Cuba ‘s cardinal bank and bank of issue controls foreign trade.8Che has increased Cuba ‘s foreign exchange militias from $ 50 million to $ 196 million8Guevara had ab initio come along as the force’s physician, but he had besides trained in arms use, and he became one of Castro’s most-trusted Plutos. Indeed, the complex Guevara, though trained as a therapist, besides, on juncture, acted as the executioner ( or ordered the executing ) of suspected treasonists and apostates.9Part B: Summary of Evidence ( Continued ) SUMMARY REFLECTION QUESTIONS:Do all of the facts straight relate to replying your research inquiry?Did you mention uncommon cognition? Is your commendation from legion beginnings?Is your information particular and free of analysis?Part C: Evaluation of Sources [ 1 ]To gain an Ad:Approx. 250-400 words ( 125-200 words each )Beginning–who, when, where beginning was createdAim– province why your beginning was createdValuess– explain why the beginning and intent aregood intelligencefor your probe ; explain why youtrustthis writer and his/her grounds for making the beginning ; reference the text and its beginningsRestrictions– explain why the beginning and intent arebad intelligencefor your probe ; explain why youmake nontrustthis writer and his/her grounds for making the beginning ; reference the text and its beginningsV & A ; L– These subdivisions may non stop up being balanced. One side of the statement may be greater than the otherDO NOTusage any ency clopaedia or WikipediaDO NOTusage children’s booksDO NOTuse general info web sites ( like history.com )YOU SHOULD USE: academic articles, books from commissioned historians/authors, primary beginnings, newspaper articles, web sites that have an writer and mention their infoCitation of 1stBeginning:Che Guevara on revolution ( Che Talks to immature people ) The beginning of this beginning is a book written by Che Guevara and Mary-Alice Waters. The book contains primary beginnings such as addresss of Che’s, image and besides contains secondary beginnings such as Che’s life and historical context of the addresss. The book was published in 2000 in USA from the University of Wisconsin Madison. The writer is believable because he is Che who had lived the Cuban Revolution and had taken portion as a leader and wants to inform the people of Cuba for the difficult times they passed in order to subvert Batista. The beginning is valuable because the writer took portion in the facts that he is speaking about and besides it contains primary beginnings in which we can see and read the poignancy and the feelings. The beginning is restricting because the addresss have been given in a Spanish linguistic communication and the book is written in English and during the interlingual renditions a significance or a few feelings may hold been lost. The intent of this beginning is meant for the populace to read the addresss that Che gave about Cuban revolution and the battles they won O in order to subvert the absolutism. Besides the book contains history context about the battles and Che’s part to them The intent is helpful because Che was seeking to inform immature people about the troubles of subverting the dictator. The intent is restricting because there may be some prevarications as Che was seeking to act upon them to communism and communist leaders used to lie. But it is valuable because it is checked by a university. This beginning helped me understand more about my research inquiry and besides helped me to acquire thoughts of how to reply it. Citation of 2neodymiumBeginning:Cuba: Castro ‘s Brain – Time This beginning is a secondary beginning magazine written by HP-Time.com and it was published by Time magazine in August 8, 1960 in the USA. This is a believable beginning because it is originated from Time magazine 1 # most read magazine in the universe which is seeking to inform people of all the states what is go oning around them. The beginning of this beginning is valuable because it is written by a universe magazine which tries to inform people and does non desire to state a batch of prevarications because it will lose readers. The beginning is restricting my research because it is coming from 1960 a twelvemonth which Cold War was traveling on and the US that this beginning is originated and Cuba were in a war and some information may be inaccurate because of the deficiency of beginnings because Americans could non acquire into Cuba. The intent of this beginning is to inform people about Fidel Castro’s encephalon who was Che and how of import he was in Cuban Revolution to be named as Castro ‘s encephalon. The intent is helpful because it tried to demo how of import was Che in the Cuban revolution. The intent is restricting my research because it may incorporate propaganda in order to demo that communist leaders are bad as US was in a war with them. This beginning helped me see different position of the state of affairs go oning to Cuba and how non Cuba’s viewed the state of affairs. Part C: Evaluation OF SOURCES REFLECTION QUESTIONSDid you take your two strongest beginnings?Did you to the full explicate how the beginning was used in your research and its value in replying your research inquiry?Part D: AnalysisTo gain an Ad:Approximately 500-650 wordsMerely utilize the facts you found in Part BHistorical Context– Explain other of import events were traveling on in your country/around the universe at the clip of your subject that may hold had an impact on or been impacted by your subjectSignificance– You must incorporate an analysis of the author’s statements into this subdivision ; explicate how the values and restrictions of the writers in Part C helped or ache your investigation/conclusionsDifferent Interpretation– explicate how person else might reply your research inquiry and whyExamination– answer the inquiry utilizing your factsAll facts used must be cited to the beginning and writer they are fromHISTORICAL CONTEXT: What o f import events were traveling on in your country/around the universe at the clip of your subject that may hold had an impact on or been impacted by your subject? In 1956 the twelvemonth in which Che became a member of the Cuban revolution, In Cuba dictator Batista had created a state Eden for rich Americans while the Cuban citizens lacked of money and nutrient. That made the Cubans unhappy and wanted by every mean to subvert him. Around the universe Cold war was traveling on. USSR was seeking to distribute communism doing revolutions in different states while US wanted by every mean to halt it. That state of affairs created proxy wars in about every state. Explain the significance of the beginnings from Part C to replying your research inquiry:Write critical remarks on the grounds from those beginnings and how they answer your research inquiry. Make certain you cite your information. Critically discuss the author’s statements from those beginnings and how they influenced your conclusion/answer to the research inquiry. In the book â€Å"Che negotiations to immature people† there are some addresss that Che gave to immature people which some of them involved Che’s memories about the manner to subvert dictator Batista. Che in those addresss negotiations about his experiences and the determinations that they had to do. Che gives his side of the narrative and believes that everything that he did was right. In the other manus the information from a US magazine which are from a state that did non desire Communism and assist Che’s enemies with gun and money, they give information about Che’s importance and accomplishments but besides they criticize some of his Acts of the Apostless which they think they are incorrect doing him non look so good in the reader ‘s eyes. This two beginning give you different positions of what happened and leting you to look both sides of the narrative. Critical scrutiny of one reply to your research inquiry, establishing it off of the grounds you provided in Part B.This is where you Show how all the small inside informations in portion B come together to make a bigger image.Show: cause-effect relationships, underlying premises, and interrelatednesss between the facts. Che’s significance in the Cuban revolution is in really high extend as first of all he was a physician, a combatant and a commanding officer [ 11 ] . He was the adult male that would make everything in field and out of field, out of field When grenades were needed, Che set up a mill to do them. When staff of life was wanted, Che apparatus ovens to bake it. When new recruits needed to larn tactics and subject, Che taught them. When a school was needed to learn provincials to read and compose, Che organized it [ 12 ] . Che educated his adult male learning them how to read and compose and giving them books. He exuded a sense of security and assurance that made the military personnels he led feel supported at all times, even in hard fortunes even when aeroplanes were bombing them. In the field he was the cat that took every mission despite how unsafe it was. Che won the Santa Clara battle with merely 340 work forces when the enemies where 3000 while Fidel who was the leader of revolution was non even at that place. He was the adult male that got Batista out-of Cuba and proceeded to Cuba ‘s first and true provincial based revolution. He did care about taking the credits of his win and part because he didn’t do it for himself but he did for the people, and allow Fidel take the recognition for him. He was the adult male that convinced Fidel to be a Communist. When the radical authorities was established Che became the president of the National bank. He increased Cuba’s exchange from 50 million $ to 196 million. Che was the most of import in the Cuban revolution as he helped in every field and without him the Cuban revolution would hold lasted much longer or it may non hold succeeded. Critical scrutiny of a different reading, a different reply to your research inquiry. Discuss critically how person may be able to look at your grounds and see different connexions, make different premises. Again, discuss cause-effect relationships, underlying premises, and interrelatednesss between the facts. Che was a great commanding officer and really important in the Cuban Revolution and no 1 can reason his importance. But despite that his significance made Cuba a communist state by act uponing his companions and Fidel. That significance which was great subsequently was non so good as the people lost their right in vote and right in democracy by the constitution of the â€Å"Dictatorship of the Proletariat† . Che’s significance in emancipating and liberating people became significance of doing them lose their rights. Analysis Reflection Questions:Did you rewrite your Part B with more item? ( If so, ERASE IT ) i?SDid you critically analyze your subject, grounds and historical context to turn out your reply?Did you critically show the significance of different sentiments on your subject?Did you mention your beginnings?Part Tocopherol: DecisionTo gain an Ad:Approximately 150-200 wordsWrite the reply or decision to the original research inquiryMay, include your concluding judgement on the two beginnings you evaluated – this means to depict whether the beginnings you used are good plenty to go on utilizing them for farther research if necessaryDOES NOTstarts with â€Å"In conclusion†¦Ã¢â‚¬ Answer to your research inquiry( This may non stop up being the reply you wanted ) : Che was truly really important in the Cuban revolutions as he was the 1 who lead in and out the field. In the field he was the 2nd in bid who won the most of import battle holding a disadvantage of more than 2000 work forces. He was the 1 who was besides foremost in line and and gave bravery to his work forces. The 1 who guided Fidel and he whose ideas Cuban economic system achieved the top. How your grounds proves your reply: The grounds prove his significance because most of them are facts that happened and his companions write about how much helped them. Besides in Che’s Hagiographas he wrote what happened without seeking any peculiar esteem. Besides the newspaper articles who wrote about Cuban Revolution saw his importance besides and articles and books were written in his name. Part F: List of BeginningsTo gain an Ad:Word count for entire paper: 1500-2000 wordsDoes non number headers, rubrics, or footersUsed at least 6-10 beginningsStrong and believable: with a known writer, from a believable organisation, an academic diary, a historian, etc.Bibliography – List all beginnings you used in alphabetical orderFull commendation information for your beginning in Chicago/Turabian StyleLeave a infinite between each beginningDo non utilize slug points1stline of beginning flower left, any line after that indentedStandard data formatsystem used throughoutChicago/TurabianNo mentions to Wikipedia, Encarta, Wordbook, Grolier’s, or other encyclopaediaNo mentions to GoogleDosal, Paul J. Comandante Che: Guerrilla Soldier, Commander, and Strategist, 1956-1967. University Park, Pa. : Pennsylvania State University Press, 2003. HP-Time.com. â€Å" CUBA: Castro ‘s Brain – Time. † August 8, 1960. Mottas, Nicolas PhD. â€Å" I? I I ¬  © Guevaristas. † I? I I ¬  © Guevaristas. October 3, 2011. Accessed May 10, 2015. Translated in English from Greek by Dimitri Zografi Guevara, Che. Che Talks to Young People. New York: Scout, 2000.â€Å"I? I ­ ( From Ernesto to Che ) † , produced in 2002 for the Grecian province telecasting show, Athens Greece. Translated in English from Greek by Dimitri Zografi.â€Å"Interview with Castro† interviewed by in 1998. Torre, Aleida, and Pilar Aguilera. Remembering Che: My Life with Che Guevara. Havana, 2012.

African American and Their Rights Essay

Since slavery, African Americans have gone through a lot to reach their current state. In the early 20th century, African Americans faced discrimination, isolation, and were segregated according to their skin color. It started when Europeans brought the first Africans to America, and continued throughout the Civil War. The American government made some changes in policies. A variety of leaders shaped the successful struggle toward black equality in America (Bowles, 2011). Ever since slavery begun, African Americans have been determined to end segregation, discrimination, and isolation. Activists such as, Martin Luther King Jr. and Malcolm X, and others, joined together to put an end to segregation, discrimination, and isolation to attain civil rights and equality. Slavery had changed dramatically in the late 1600s. About this time the slave trade to American colonies also began increasing to meet the demand for cheap labor. Traders sold slaves to the Northern colonies, but English and other European immigrants satisfied the demand for labor there (Echerd, 2009). Slaves in America came from western and central Africa. African tribes sometimes enslaved those defeated in intertribal wars and sold their captives to European slave traders. The tribes raided villages to obtain slaves to trade for European goods. Slave traders had even offered the Africans guns and other goods for the slaves. Slaves lived a rough, hard life. Cheap labor was a huge part of their lives. They had to work from sunrise to sunset. The work consisted of clearing land, tended to fields of tobacco, rice, and vegetables. They also performed many other tasks that had helped make plantations almost completely self-sufficient. No slaves saw any money for their tasks that they had performed, but they did receive food, clothing, and shelter. The slaves had resided in small one-room huts, which had no windows and the floors were all dirt. Most slaves accepted their living condition, however, they knew no other way of life (Koehler, 2009). However, white Southerners regained control of state governments in the South during the late 1870s, however, and reversed most of the previous gains made by former slaves. For example: segregation. What is segregation? According to Webster’s Dictionary, to segregate is defined as to separate or set apart from others; isolate or to require, often with force, the separation of a specific racial, religious, or other group from the body of society. Segregation has been a part of our American heritage, almost from the moment slaves arrived on the shores of the New World (Bowles, 2011). In 17th century Virginia, the theocratic government feared that racial mixing between freed and enslaved blacks and white indentured servants would become a means to usurp government power. They passed laws in which the color line was clearly defined in any criminal punishments. By treating whites and blacks separately and unequally, these Virginian leaders set up a system of white supremacy that would become an essential component of American slavery. Separation and segregation was the order of the day, with African Americans being forced to ride in separate railroad cars, have their own hotels and courthouses, and even get water out of their own drinking fountains. Their children could not attend the same schools with the White children. To further push the color-line, they then added in segregation with the Jim Crow Laws. This is mainly because the Whites were considered to be superior, and hence were thought to deserve better schools with better facilities. African Americans on the other hand were considered inferior, and hence their children attended low-quality schools that lacked adequate facilities (Sitkoff & Franklin, 2008). The Northern States, which had grew and prospered during the war, believed the former slaves to be equal as any other person. The Southern States, still angry over the loss of the war and their firm belief in White superiority, took a different approach. They created and enforced what were known as the Black Codes. These were legislations passed in Southern states to control labor, migration and other activities of the freed slaves. Black Codes allowed legal marriage, property ownership and limited access to the court systems. It prohibited them from testifying against whites, serving on juries or militias, voting and publicly expressing any form of legal concerns ( www. history. com). Any former slave that did not sign yearly labor contract with the plantation owners could be arrested and hired out. The Black codes in short allowed for the continued and legal discrimination against the former slaves (www. history. com). Congress quickly responded to these laws in 1866 and seized the initiative in remaking the south. Republicans wanted to ensure that with the remaking the south, freed blacks were made viable members of society. But the strong southern legislatures finally gave in; in 1868 they repealed most of the laws that discriminated against blacks. Things were starting to look up. But by 1877 Democratic parties regained their power of the south and ended reconstruction. In 1882, southern states passed Jim Crow laws that enforced strict segregation between blacks and whites and limited African-American civil rights. This was devastating to the blacks. After all the strides they made were reversed. From holding political offices, the right to vote, and participating as equal members of society was changed. The south gradually reinstated the racially discriminatory laws. The two main goals they wanted these laws to achieve: disenfranchisement and segregation. To take away the power that the blacks had gained, the Democratic Party began to stop Blacks from voting. There were many ways to stop blacks from voting. Some of these things were poll tax, which were fees were charged at voting booths and were expensive for most blacks, and the literacy test. Since teaching blacks were illegal, most adult blacks were former slaves and illiterate. And the other goal, segregation, causes the democrats to create laws that segregated the schools and public facilities. The Northern States, which had grew and prospered during the war, believed the former slaves to be equal as any other person. The Southern States, still angry over the loss of the war and their firm belief in White superiority, took a different approach. They created and enforced what were known as the Black Codes. These were legislations passed in Southern states to control labor, migration and other activities of the freed slaves. Black Codes allowed legal marriage, property ownership and limited access to the court systems. It prohibited them from testifying against whites, serving on juries or militias, voting and publicly expressing any form of legal concerns. Any former slave that did not sign yearly labor contract with the plantation owners could be arrested and hired out. The Black codes in short allowed for the continued and legal discrimination against the former slaves. Just like some African Americans activists fought this segregation, some Whites had some groups of their own to carry the segregation on and on. The Ku Klux Klan was one of them. The Ku Klux Klan, Knights of White Camellia, and other terrorists murdered thousands of blacks and some whites to prevent them from voting and participating in public life. The KKK was founded in 1865 to 1866. They directed their violence towards black landowners, politicians, and community leaders. They also did this to people who supported Republicans or racial equalities (Anti-Defamation League, 2012). After the abolishment of slavery in the U. S. the KKK formed. They hated blacks and would commit crimes against them. Murders, hangings, and lynches are just some of the crimes against the blacks (www. kkk. bz, n. d. ). The Ku Klux Klan claims to be just defending their people like other races do. What is a lynching? Lynching is a form of punishment with no legal permission. Most times lynching occurred against African Americans by hanging them. This was very popular during the Gilded Age after the American Civil War when African Americans were freed from slavery. Many White men would use lynching against Black men for being in a mixed relationship with a White woman. However, because lynching had no legal basis, it was thought to have been a tool that was used against freed slaves that had achieved financial stability and authority in order to remain a White-dominated nation. Lynching was most likely performed by White Supremacy groups like the KKK. Lynching was done by hanging or shooting, or both. However, many were of a more hideous nature. Burning at the stake, maiming, dismemberment, castration, and other brutal methods of physical torture are all part of a lynching. Lynching therefore was a cruel combination of racism and sadism, which was utilized primarily to sustain the caste system in the South. Many white people believed that Negroes could only be controlled by fear. To them, lynching was seen as the most effective means of control. Defending your people is one thing, but to torture another human being is inhuman. The KKK has several stories out there today on how they treated the blacks, whether they did anything wrong or not. For instance, a Louisiana woman is in critical condition after she was set on fire, resulting in burns on roughly 60 percent of her body, and her car appears to have had racial slurs written on it at the time of her attack (Mach, n. d. ). They had even gone as far as church bombings. The KKK launched a bomb into a church during a Sunday service, which left four innocent teenage girls dead. The men responsible hid behind the cloak of secrecy, intimidation and the white robes of the oldest terrorist organization in the world, the Ku Klux Klan (Gado, n. d. ). Therefore, until the Civil Rights Act of 1964, racial discrimination is an issue that was not seriously tackled. The act was a successful result of most wide-ranging civil rights legislation and Civil Rights Movements for close to a century (Finkelman, 2009). The act declared discrimination on the basis of color, race, ethnicity, religion, and many other aspects as unconstitutional. During the critical years from 1954 to 1963, a variety of leaders with different backgrounds, such as lawyers from the NAACP, women sitting on buses, ministers from southern black churches, militants from black power organizations, and youth from colleges had shaped the successful struggle toward black equality in America (Bowles, 2011). In 1896, the Supreme Court’s Plessy v. Ferguson decision established that â€Å"separate but equal† facilities for whites and blacks were allowable under the U. S. Constitution. Local governmental officials could designate separate public facilities like drinking fountains, restrooms, and schools. Even courthouses often had separate Bibles according to the defendant’s race. The problem was that separate usually meant unequal, and segregation subverted the freedom of every African American (Sundquist, 1993). Now, it is time for the African- Americans to fight back. The incident that made them want to make a difference was the Rosa Park bus ride. After a long day of work on December 1, 1955, Parks, feet hurt, looked forward to sitting on the bus for her ride home. At the time, there was a city ordinance stating that African Americans had to give up their seats on a train or bus if a white man asked for them. When a white man approached Parks and told her that he wanted her seat, she simply said no. Although she acted as a private citizen, her response was as an informed, committed member of the NAACP movement. The bus driver had asked Parks to move. When she did not, the bus driver said, â€Å"Look, woman, I told you I wanted the seat. Are you going to stand up? † When Parks again said no, the driver threatened, â€Å"If you don’t stand up, I’m going to have you arrested. † She gave no reply but at the next stop, Rosa was arrested (Garrow, 2004). A pastor known as Martin Luther King Jr., organized a boycott, the Montgomery bus boycott. King Jr. took this to a higher level and maintained and organized the Southern Christian Leadership Conference (SCLC), which coordinated similar bus boycotts in other cities. Shortly after the boycott, King had found a bomb on his porch. King went to Birmingham, Alabama, where he continued his nonviolent protests and marches. However, the police authorized force to disband King’s followers by using electric cattle prods, tear gas, and fire hoses (Bowles, 2011). King was arrested with the others, but upon his release from jail he went to Washington, D. C., where he and demonstrators met at the National Mall and addressed them with his famous â€Å"We Shall Overcome† speech on August 23, 1963. King’s words at the capital that day were a defining moment of the Civil Rights movement. Other demonstrations and civil disobedience campaigns sought to increase African-American voter registration and win better jobs. Malcolm X actively promoted the Black Muslim cause. Even after speaking about non-violence and wanting peace, Martin Luther King Jr. was assassinated. The civil rights movement dramatically increased participation of African- American voters in both the South and the North today. By the mid-70s some 4000 African-Americans have been elected to political office at all levels of government. Qualified African-Americans now have a wider range of opportunities than ever before. Whether you are White or African-American, each group has faced its own peculiar challenges on its approach to democracy (Rappaport, 2001). This racism is wrong and unconstitutional. The 13th Amendment is ratified, abolishing slavery, which some people still went against it. The 14th Amendment granted citizenship to the former slaves and forbade states from denying any person life, liberty, or property without due process of the law. The 14th Amendment also guaranteed equal protection of the law for all citizens. The 15th Amendment barred states from denying citizens the right to vote based on race, color, or previous servitude (Hertz, 2009). In a perfect world, everyone would be equal. The color of one’s skin, religious beliefs or sexual preference would mean nothing. We would accept everyone for whom and what they are. We would rejoice in the differences between each other instead of belittling, hating and discriminating against those differences. We don’t however live in a perfect world. We live in a world filled with distrust and hate. If we don’t know or understand it in our society, then it is wrong. It will be discriminated against in one form or another. We as a country have made major strides in overcoming racism, however we still have far to go. In conclusion, African Americans faced isolation, discrimination, and segregation during the post-construction period. Racial discrimination was also prevalent in the military where back soldiers were considered inferior to white soldiers and hence poorly trained and equipped. The issue of racial discrimination, isolation and segregation was not seriously tackled until the Civil Rights Act of 1964 was enacted. Civil rights activists such as Malcolm X and Martin Luther King Jr. organized the famous 1963 protest in Washington that eventually forced President John Kennedy to pass the Act. It is therefore, clear that the journey to end isolation, discrimination, and segregation to attain equality and civil rights has been hard but worthwhile. ? References Bowles, M. (2011). American History 1865- Present End of Isolation. San Diego, CA: Bridgepoint. Retrieved at: https://content.ashford. edu/books/AUHIS204. 11. 2 Finkelman, P. (2009) Encyclopedia of African American history, 1896-present, Madison Avenue, New York: Oxford University Press Rappaport, D. (2001). Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. Sitkoff, H. , & Franklin, J. (2008) The Struggle for Black equality. Hill and Wang Publication http://www. adl. org/learn/ext_us/kkk/default. asp? LEARN_Cat=Extremism&LEARN_SubCat=Extremism_in_America&xpicked=4&item=kkk http://www. history. com/topics/black-codes Civil Rights Act of 1964 http://www. ourdocuments. gov/doc. php? doc=97&page=transcript.