The 1954 Supreme Court

The 1954 Supreme Court case Brown v. Board of Education marks a watershed moment for the Civil Rights
Movement. For many, it destroyed the legal basis for Jim Crow; however, a series of laws had to be passed by
the following decade to protect the rights of all Americans. In this essay, your task is to analyze the real impact
of Brown v. Board of Education on the lives of African Americans by the decade of the 1960s. In other words,
did this case usher in significant social, political, and/or economic improvement for African Americans by the
1960s? Be explicit about the specific social, political, and/or economic changes (or lack thereof) which followed
the Supreme Court case. For example, if you will be discussing housing, education, and voting, you will need
to name these in your thesis and in the corresponding topic sentences.
Hint: To adequately answer this question, you need to consider change and continuity over time, key elements
analyzed by historians. The early sources listed below will provide you with context on the social, economic,
and political life of African Americans and other minorities prior to Brown v. Board of Education while the more
recent sources will inform you on how their lives may have changed (or not) by the following decade. Pay close
attention to the observations of Civil Rights activists–Tom Kahn, Malcolm X, Martin Luther King Jr. The sources
are listed in chronological order and your essay should reflect an understanding of this chronology.
Support your post with evidence using all of the sources below:
– http://historymatters.gmu.edu/d/6900
– http://historymatters.gmu.edu/d/6267
– http://historymatters.gmu.edu/d/6338
– https://www.crmvet.org/docs/kahn-economics-equality-pamphlet.pdf
– https://www.youtube.com/watch?v=FZMrti8QcPA
– https://www.youtube.com/watch?v=2xsbt3a7K-8
Additional guidelines:
Be sure to structure your essay with an introduction, body and conclusion.
The introductory paragraph should include the following three parts:
Context or background (2-3 sentences). You should provide context to the material you will be discussing. You
should “set the scene” by providing the what, the where, the when, or the who of the material. There should be
no argument here, just general historical data to set up your historical question and thesis statement.
Historical problem (1-2 sentences). This should be the essay prompt reintroduced as the historical problem you
will be addressing in the paper. Try to find a flow between the background information you provide and the
statement of the historical problem. Why should we care about the historical facts you just discussed in the
preceding background/context section of the introduction? What is their significance?
Thesis statement (1-2 sentences). The thesis statement should have 2 parts. The first states your position or
answer to the historical problem above, and the second provides a blueprint for the paper (or approximately
three elements that will support your position in the body of the paper). ***Note: Each element in the blueprint
should directly correlate to a topic sentence or main idea in a corresponding body paragraph.
Body paragraphs should have topic sentences describing the main idea of the corresponding paragraph. They
should echo one of your thesis elements.
Sources should provide your evidence. Body paragraphs should use primary and secondary sources to
support your argument. You may ONLY use the primary and secondary sources provided on CANVAS or
specified in the prompt(s) above. Absolutely no outside internet sources should be used for this assignment.
The specific number of sources required for each essay question is provided in the prompt(s) above.
Citations: Cite any quotations, paraphrased content, or original ideas from other sources using the Chicago
Manual of Style (CMS). Citations in CMS formatting should be written as footnotes. ***Note: Sources and
citations are two different things. Sources are the repositories of your information (the book, article, or historical
document). Citations are references to the sources, usually with specific page numbers or locations within the
source. The paper should use the minimum number of sources stated above, but it can and should have many
more footnote citations. The minimum number of footnotes will equal the number of sources required, but an
excellent paper will have many more specific footnote citations. ***Note: You do not need a bibliography. The
first time you mention a source in a footnote citation, you should provide the full reference of the source. You
should use “Ibid” (plus the page number, if applicable) for any series of footnotes that reference the same
source. See the Purdue Online Writing Lab
Grammar and Style. Use a concise, professional and academic style of writing, free of grammatical errors and
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colloquialisms.
Quotations: Limit quotations to 1 sentence per page or one longer quotation of 3 to 4 sentences for the whole
essay

Sample Solution

 

 

African-American Folk Songs

GuidesorSubmit my paper for investigation

Note: This is an open area exposition composed by Dorothy A. Johnson in 1922, with alters.

slave cultureMusic as the high craft of which we believe is a nearly late wonders, yet it is likely that music in some structure has existed as long as discourse itself. At the point when mankind first communicated its thoughts in quite a while, it figured out how to communicate its feelings in music. One of the soonest fathomable types of music of the average folks of any nation was the people melody. As the recorded articulation of the feelings of a people, they are priceless, and they are of much more prominent significance, on the grounds that in them, we see a start of the acknowledgment of melodic structure as we have it today.(1) If society music is of such imperative significance in the melodic history of a nation, without a doubt it is important to discover some type of society music as a melodic foundation for our own nation. America as a socialized country is new to the point that her society music is tragically ailing in examination with different nations, however America has people music in the melodies of the African-American. Indeed, even the music of the Native Americans has not had so significant an impact in the melodic history of our nation.

African-Americans are presumably the most talented musically of any individuals; that is today, their music is the closest like the music of the refined countries in structure and tonality. The melodies as we have them today, a significant number of them have been established on the pentatonic scale, in which the fourth and seventh tones are overlooked, and they almost all hold an intriguing character, attributable to their inception. (2) The songs are shockingly sweet and aesthetic.

African-American people melodies are less articulations of bliss and jollity as they are articulations of a slave’s distress in servitude from which they have no expectation of discharge. Consequently, their tunes are generally of a semi-strict character, communicating their desire for discharge on the planet to come. One exceptional component of these “distress tunes” is the way that a note of triumph is constantly present, even in the most hopeless passages.(3) The notable “spirituals” were tunes or psalms the African-Americans made for themselves when they embraced their lord’s religion, and are focused about such natural strict subjects as Samson, the Ark, Daniel, Moses, Judgment Day, and Jesus Christ and his miracles.(4) Satan additionally was a most loved point, being treated in a lot of a similar entertaining design as he was treated in the old supernatural occurrence plays of medieval Europe.(5) There are numerous delightful songs among the old spirituals, including such notable pretense as “Swing Low, Sweet Chariot” and “Take Away to Jesus.” The last is fascinating, as it initially had a basic essentialness a long way from strict. It was sung by the slaves on the estates close to the day’s end as a sort of sign to different slaves that a mystery strict gathering was to be held that night, and when the slave sang “I hain’t got long to remain here,” they were thinking not about the brevity of life, yet the brief timeframe before they would leave difficult work to go to a charming strict meeting.(6) notwithstanding the spirituals appropriate, which were sung plunking down, there were what were designated “running spirituals” or “yell tunes.” The yells occurred on Sunday or on acclaim evenings. At the point when the profound was struck up, the African-Americans present shaped a circle and rearranged around the live with a jerky development. Once in a while they sang the melody of the otherworldly and at times they rearranged peacefully. The repetitive crash of their feet could be heard a large portion of a mile distant.(7)

There are numerous different classes of African-American people tunes other than those of a strict sort. These incorporate kids’ jingles, love tunes, work melodies, and moves. It is difficult to talk about them all in detail.

All things considered, what is the purpose of portraying and talking about African-American society music at such length? The “Scholarly Digest” of October 20, 1917 says, to some extent: “Our solitary unique commitments to the area of American craftsmanship have come to us through our African-American population[.] In the spirituals or slave tunes the African-American has given America its lone society melodies, however a mass of respectable music. How did the individuals who began them figure out how to do it? The conclusions are effectively represented; they are for the most part taken from the Bible; however the tunes, where did they originate from, some of them so abnormally sweet, and others so brilliantly solid? Take, for example “Go Down, Moses.” I question if there is a more grounded subject in the entire melodic writing of the world. African-Americans have an important and genuinely necessary blessing that will add to the future American democracy.(8) To demonstrate reality of this announcement, we have just to take a gander at the impact that African-American people music has just had on American music, and on the music of different countries. George W. Chadwick is the most popular of the American writers who have utilized African-American subjects. He utilized such topics in his subsequent ensemble. Be that as it may, it was a bohemian, Antonin Dvorak, who positions the most noteworthy among authors who have utilized African-American music. His “New World” Symphony is put together predominantly with respect to African-American people tunes, and any individual who has heard it must admit that it contains probably the most excellent songs at any point composed. Samuel Coleridge-Taylor, an African of English birth, was the primary African to win prestige in the field of craftsmanship music. He has utilized African subjects in many beguiling compositions.(9) If outside arrangers perceive the high worth of our African-American society tunes, without a doubt we ought to do all in our capacity to save and create what is our own American people music.

References:

Spaulding. Music: An Art and a Language. p. 20.

American History and Encyclopedia of Music v. 8 p. 50.

In the same place. pp. 51-54.

Talley. Negro Folk Rhymes. p. 314.

American History and Encyclopedia of Music. p. 54.

Talley. Negro Folk Rhymes. p. 301.

Krekbiel. Afro-American Folk Songs. p. 33.

Artistic Digest of Oct. 20, 1917. The Negro’s Contribution to American Art. pp. 26, 27.

American History and Encyclopedia of Music. p. 59.

Book reference

American History and Encyclopedia of Music. Volume 8. W. L. Hubbard. 1908.

Krekbiel. Afro-American Folk Songs. G. Schirmer. New York 1914.

Spaulding. Music: An Art and a Language. Arthur P. Schmidt Co. 1920.

Talley, Thomas W. Negro Folk Rhymes The MacMillan Company. New York. 1922.

The Literary Digest. Vol. 55. No. 16. The Negro’s Contribution to American Art. pp 26, 27.

 

 

 

 

 

 

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