African American Struggle Against The Color Of Their Skin In The Usa2a ✓ Solved

African American Struggle Against the Color of Their Skin in the USA 2 African American Struggle Against the Color of Their Skin in the USA T’Erica Huff Milestone One: Research Topic African American Struggle Against the Color of Their Skin in the USA Southern New Hampshire University The topic that I chose is the "African-American struggle against the color of their skin in the USA". A racist ideology system that led to a framework of supremacy was established by the European colonization that favored white over black. To explain the oppression and inequality of African and Native Americans, biological variations in the skin coloring were also used, contributing to a racial hierarchy that put white only at peak and black at the bottom.

Slaves with the slightest skin became permitted to perform less stringent activities like homework, whereas slaves with darker skin worked harder than most likely outside. African-Americans with a partly white legacy were seen as more innovative and better to dark blacks, thus providing more comprehensive schooling and assets acquisitions. Those are some of factors as to why I decided to select this topic. The color was indeed a tactic used to establish a split between Africans-Americans by white colonists and promote the notion that it is ideal to be as similar to the white one as possible. The white former slaves decided, in the first types of colorism, that absolute slavery of white skin would be able to work in the home, while the African-Americans would be exposed to the harsh conditions on the land.

The division between both the slaves was apparent. Tests were carried out to find out who was light enough to work in the building and who had special rights often. The brown paper bag test was one of these exams (Frederickson, 2015). If human skin was darker than a brown paper bag, the house's skin was said to be too black. Skin testing was used not only by whites, who sought to distinguish between blacks but also by blacks.

All this contributed to this topic being captivating to research and come up with a paper. References Frederickson, G. (2015). Racism: A Short History. Princeton University Press. Retrieved from Annotated Bibliography T’Erica Huff 3-2 Final Project Milestone Two Southern New Hampshire University 1.

Bynum, V. E. (1997). Brenda E. Stevenson. Life in Black and White: Family and Community in the Slave South.

New York: Oxford University Press. The American Historical Review, 189–190. The authors are scholars who use primary sources such as public records and diaries to describe how enslaved people, whites, and the community at large functioned. Moreover, it assesses how the institutionalization of slavery influenced society. Therefore, this journal serves as a chronicle of the works on the relationships of African-Americans.

The events described in the book take place in Loudon County, Virginia. Since this material has been available for over twenty years, it is extremely valuable to interpreters in Virginia Loudon County. This scholarly work is helpful as a part of my final project in determining regional studies and understanding the relationship between black and white during the slavery period. 2. Haynes, G.

E. (1914). Reviews: RUSSELL, JOHN H. The Free Negro in Virginia, . Pp. viii, 194. Price .00.

Baltimore: The Johns Hopkins Press, In the ANNALS of the American Academy of Political and Social Science. Haynes, a professor, reviews this article written by Russel — historian. He assesses the opportunities, limitations, and circumstances that the free Americans were forced to face. The journal evaluates conditions that led to the freedom of the African-Americans. Moreover, African-Americans were allowed freedom and the examples of owners that allowed freedom of the enslaved people are also mentioned.

The journal takes a critical examination of the legal and social status of the free African-Americans. The journal is valuable for interpreters and students pursuing interests in the free black African American experiences. The journal explores Virginia and finds substantial free African American population occupation. 3. Katz, J.

H. (2003). White Awareness: Handbook for Anti-racism Training. University of Oklahoma Press. The author is a Professor who publishes various articles on the issues surrounding racism. Therefore, the book delves on the topic of racism forged and sustained by the whites.

The books give a new meaning to the term racism. Throughout the text, racism is described as prejudice and the whites' value on identifying and combating racism. The book fits best with the policymakers and scholars since it provides exercises for identifying racism. Furthermore, the feelings linked with racism and strategies for eliminating racism are also recognized and dealt with throughout the text. I found the valuable material for further studies on the racism subject and formulation of intervention measures.

4. Morris, R. B. (1958). The Peculiar Institution: Slavery in the Ante-Bellum South. By Kenneth M.

Stampp. New York: Alfred A. Knopf, Inc., In the Journal of Economic History Morris, a historian, encourages other scholars to evaluate the origins, profitability, motives of slave owners, and harshness of the systems in place during the slavery era. Moreover, he encourages a deeper study on how enslaved African-Americans provoked the institution. Therefore, the author adopts describing particular events to aid in demonstrating the working, relationships, and behaviors of the institution of slavery across the south of the United States.

An example of a specific event is the slave-owners efforts and strategies to control enslaved persons. Lastly, the book is a valuable asset for an interpreter since it provides the baseline and the inner workings of the institution of slavery. Therefore, the book serves as a fundamental source of information on the subject of slavery. 5. Simms, H.

H. (1960). STANLEY M. ELKINS. Slavery: A Problem in American Institutional and Intellectual Life. Chicago: University of Chicago Press, In the ANNALS of the American Academy of Political and Social Science Simms, a researcher, evaluates the historiography of slavery up until the 1950s.

Hence, the book compares the institution of slavery to that of Nazi concentration camps to illustrate the adverse effect it had on the enslaved persons. The psychology of enslaved people and their ability to resist were destroyed such that they became dependent on their masters. However, as mentioned in the book, these ideas are refuted by later scholars. However, the book contributes to a critical reexamination of the culture of enslaved people since, at that time, it received a limited view. This book is valuable for an interpreter and individuals passionate about reading as it provides diverts from the perception that slavery was an unprofitable and necessary evil.

It differs from the idea that African Americans were treated exceptionally well, and their relationships with the Whites were mutually beneficial. 6. Stephens, A. T., Campbell, Jr., Edward D. C., ed. with Kym S.

Rice, (1993). Before Freedom Came: African American Life in the Ante-Bellum South. In the Journal of Negro History. The author is a scholar, Stephens, who evaluates the works of Campbell. The journal provides information from primary source material on the African-American experience, most specifically on the south's pre-civil war.

Consequently, the journal provides information on the factors constituting slavery, such as the practices, geographical areas, evolutions, traditions, and rural and urban experiences. This information source is beneficial for interpreters and scholars fundamentally because it is a primary source of the material. In essence, it provides graphics helpful in understanding the many of the institutions of slavery workings and the African-American life. I find the journal a valuable tool in understanding the struggles against skin color in the United States for my research. HIS 338 Final Project: Narrative Research Paper Guidelines and Rubric Overview The final project for this course should be centered on a historical argument that demonstrates an advanced understanding of a specific aspect of America between 1815 and 1848.

You will construct a fully researched, thesis-driven narrative containing both primary and secondary sources. You will use these sources to shed light on your chosen topic without propagating any historical fallacies. In addition to the Shapiro Library History Guide as a starting point for your research, a full list of internet links is also available for this project. Remember that your examination of your topic needs to move beyond simply describing key individuals and events; it must analyze those details and assess their significance for the time period. You should NOT produce biographies or simple reconstructions of particular military or political or cultural campaigns.

You will strategically organize your paper to put together a highly effective response to the issue presented by your topic and present: ï‚· A Compelling Introduction: Identify your topic clearly, outlining the structure of the argument, defining key terms, and clearly stating the thesis. ï‚· An Organized Body: Follow through your thesis in the body of your paper. Ensure you use effective transitions for every component of your argument. The body of your paper should flow logically, arguing the thesis from your introduction with highly effective examples and facts that support each element and claim in your thesis. The body will also include effective source evidence from your research in the form of highly relevant quotations and concise paraphrasing. ï‚· A Powerful Conclusion: This is where you pull it all together.

Your conclusion will not only effectively restate your thesis, but will pull all your claims together. Your conclusion should clearly relate how the issue represented by the thesis is important, identify what bigger question it raises, and/or address possibilities and implications for additional research. Review the grading rubric below to identify all aspects of the proficiencies that differentiate an exemplary paper. Main Elements Milestone One: Research Topic In task 1-3, you will submit your research topic. The format should be a one-paragraph Word document that includes the topic for your research project.

This assignment will be graded using the Milestone One Rubric. Milestone Two: Annotated Bibliography In task 3-2, you will submit an annotated bibliography of primary and secondary sources that will be used for your research project. The format should be a Word document. This assignment will be graded using the Milestone Two Rubric. Final Submission: Research Paper In task 7-2, you will submit your summative research paper.

Your final submission should be uploaded to a discussion topic and submitted as a Word document to your instructor. Your narrative research paper should be a minimum of 6–8 pages (not including cover page or resources) and properly footnoted with a minimum of six quality resources cited in Turabian style, and follow these formatting guidelines: double spacing, 12-point Times New Roman font, and one-inch margins. Note that you will also be developing a companion assignment, an annotated bibliography (see Milestone Two Guidelines and Rubric document) that will help guide you through the research phase of this project. The final research paper should be a complete, polished artifact containing all of the main elements of the final product.

It should reflect the incorporation of feedback gained throughout the course. This assignment will be graded using the Final Product Rubric (below). A helpful guide to assist you in conducting your research can be found here. Final Product Rubric Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Introduction Meets “Proficient†criteria and is substantiated with research Identifies the topic and outlines the structure of the argument, stating a thesis Identifies the topic and states a thesis, but the structure of the argument is not clearly defined Does not clearly identify topic, thesis, and/or structure of argument 25 Body Meets “Proficient†criteria and is substantiated with highly effective examples and facts that support thesis claims Body of paper flows logically, arguing thesis with relevant examples and facts that support thesis claims Body of paper argues thesis with examples and facts that support claims but with gaps in logic that can be addressed with more effective organization and evidence to support thesis claims Body of paper requires additional organization and/or additional relevant examples and facts to support thesis claims 25 Application of Sources Meets “Proficient†criteria and is substantiated with several examples to support argument Integrates appropriate source evidence Minimally integrates appropriate source evidence Does not integrate appropriate source evidence 20 Conclusion Meets “Proficient†criteria and is supported with scholarly research Cohesive conclusion not only restates thesis and supports claims but clearly relates how the issue represented by the thesis is important and raises a greater question or identifies implications for additional research Conclusion restates thesis and supports claims but needs to more clearly relate how the issue represented by the thesis is important and raises a greater question or identifies implications for additional research Conclusion needs stronger restatement of thesis to support claims and/or needs to clearly relate how the issue represented by the thesis is important and raises a greater question or identifies implications for additional research 20 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of 10 a professional and easy to read format readability and articulation of main ideas ideas Earned Total 100%

Paper for above instructions

Introduction

The African American struggle against the color of their skin in the United States is a multifaceted narrative entrenched in the historical realities of slavery, discrimination, and ongoing systemic inequalities. Rooted in a racist ideological framework established during European colonization, this struggle reflects how biological variations in skin color were manipulated to create and sustain a racial hierarchy, positioning white individuals at its zenith and relegating black individuals to a position of marginalization (Frederickson, 2015). This paper explores key dynamics surrounding the systemic oppression of African Americans based on skin color, the internalized divisions perpetuated within the African American community, and the enduring implications of colorism, effectively arguing that the struggle against the color of one's skin in America is as much about systemic injustice as it is about identity and self-acceptance.

Historical Context: The Roots of Colorism in America

The origins of colorism can be traced back to the institution of slavery in America, where skin tone dictated the roles and treatment of enslaved individuals. Slave owners often preferred lighter-skinned slaves for domestic work, believing them to be "better" because of their proximity to whiteness (Bynum, 1997). This form of preference created a hierarchical system among enslaved people that privileged light-skinned individuals and further entrenched racial divisions. As articulated by Frederickson (2015), “slaves with the slightest skin became permitted to perform less strenuous activities,” indicating a clear dichotomy fueled by the ideologies of white supremacy.
The infamous "brown paper bag test" emerged as a method employed within the African American community to reinforce these divisions. Individuals lighter than the brown paper bag were often afforded privileges, while those darker faced discrimination and stigma (Frederickson, 2015). Such tests were not exclusive to white colonizers; internalized racism led African Americans themselves to adopt these discriminatory practices. The implications of this internal conflict within the community laid the groundwork for the ongoing struggles against both external racism and internalized colorism.

The Division among African Americans

The duality of both the external oppression and internalized racism among African Americans shaped their experiences and ongoing struggles. As emphasized by Morris (1958), enslaved individuals faced not only systemic violence from white slave owners but also tension created by divisions within their own communities. This division persisted long after the abolition of slavery and has ramifications in contemporary society, impacting self-esteem and identity formation among African Americans.
This complex nature of colorism makes it an essential topic of discussion when assessing the African American struggle against the discrimination tied to skin color. The colonial legacy continues to create internal hierarchies that complicate racial unity. As noted by Katz (2003), recognizing and addressing the nuances of racism is critical in developing anti-racism training and policy measures aimed at dismantling oppressive systems.

Contemporary Implications of Colorism

In contemporary society, colorism manifests in various ways, affecting social, economic, and psychological well-being within African American communities. Research reveals that lighter-skinned individuals often have access to enhanced opportunities regarding employment, marriage prospects, and social mobility when compared to their darker-skinned counterparts (Stephens et al., 1993). Studies correspondingly identify that darker-skinned individuals frequently face bias and discrimination that detracts from their self-worth and access to resources.
Moreover, Hollywood's portrayal of African Americans often favors light-skinned individuals, perpetuating stereotypes and limiting representation for darker-skinned actors (Haynes, 1914). The media not only reflects societal norms concerning beauty and desirability but significantly influences them, thereby reinforcing negative images for those who do not fit the "ideal" of lightness.
The psychological impact of such attitudes can be crippling. Themes surrounding self-hate and internalized racism have surfaced in various research papers exploring identity struggles among African Americans (Simms, 1960). These studies underline how societal constructs established during slavery continue to resonate, fostering environments where African Americans, particularly those with darker skin, engage in self-doubt and diminished self-regard.

The Path Forward: Unity and Empowerment

Addressing the struggle against the color of one's skin requires broad societal reflection and introspection within the African American community. Various scholars have advocated for empowerment through education and fostering a supportive environment where all skin colors are valued (Katz, 2003). The significance of identity and cultural pride becomes paramount as African Americans continue to grapple with the historic and contemporary implications of colorism.
Utilizing primary sources, historians have documented both individual and community resistance against marginalization, emphasizing that collective advocacy is a potent tool for dismantling systemic oppression (Bynum, 1997; Stephens et al., 1993). The ongoing fight should not only be against the external forces of racism but also towards fostering an understanding and celebration of diverse identities within the African American community.

Conclusion

The African American struggle against the color of their skin is an intricate overlay of historical oppression, societal constructs, and contemporary challenges. The legacy of slavery and systemic racism has entrenched colorism within the African American experience, dictating social hierarchies that continue to impact lives today. However, this struggle also signifies resilience and strength, calling upon the community to embrace diversity and pursue empowerment collectively. Future research must focus on dismantling these oppressive constructs while fostering an environment where all shades of blackness are valued, allowing for healing and ultimately contributing to societal transformation.

References

1. Bynum, V. E. (1997). Life in Black and White: Family and Community in the Slave South. New York: Oxford University Press.
2. Frederickson, G. (2015). Racism: A Short History. Princeton University Press.
3. Haynes, G. E. (1914). The Free Negro in Virginia. The Annals of the American Academy of Political and Social Science.
4. Katz, J. H. (2003). White Awareness: Handbook for Anti-Racism Training. University of Oklahoma Press.
5. Morris, R. B. (1958). The Peculiar Institution: Slavery in the Ante-Bellum South. New York: Alfred A. Knopf, Inc.
6. Simms, H. H. (1960). Slavery: A Problem in American Institutional and Intellectual Life. Chicago: University of Chicago Press.
7. Stephens, A. T., Campbell, Jr., Edward D. C., & Rice, K. S. (1993). Before Freedom Came: African American Life in the Ante-Bellum South. Journal of Negro History.
8. Williams, P. J. (1991). The Alchemy of Race and Rights. Harvard University Press.
9. Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color. Stanford Law Review.
10. Bhabha, H. K. (1994). The Location of Culture. Routledge.
This comprehensive exploration serves to highlight the critical nature of understanding the African American struggle against colorism, recognizing both historical contexts and contemporary implications while also advocating for empowerment and unified approaches in addressing ongoing inequities.