American Ideas of Racial Hierarchy in The Late 19th Century

American Ideas of Racial Hierarchy in The Late 19th Century

Instructions:

American Ideas of Racial Hierarchy in The Late 19th Century

Can you please just do a response to this person’s discussion post following the guidelines below. I attached resources to so you can site the example, you only have to use one. Students’ discussion (Benjamin):

The American ideas of racial hierarchy were so important in the late 19th century U.S. because they allowed the federal government to justify Western and extra expansion which was wanted for international and economic success. The Federal Government encouraged expansion and territorial acquisition into native land through political moves such as the Homestead Act despite native opposition and war because it would lead to a better economic position for the country. “More land came into cultivation in the thirty years after the Civil War than in the previous two and a half centuries of American history” (Foner, GML, 488).

The government used the notion of racial hierarchy to overlook the lives of natives in search for land and wealth. The government did not need to even state the hierarchy of whites to the public during this time. Although slavery was abolished, it was in the countries recent past still, and equal rights issues were heavily swayed in the unequal direction. In an issue of Puck Magazine from 1899, the illustrator, Louis Dalrymple, offers an image of Uncle Sam scolding children representing foreign lands including Puerto Rico, Cuba, and Hawaii. African Americans, Natives, and the Chinese are also depicted separate from the whites.

The blackboard behind the students reads. “The U.S. must govern its new territories with or without their consent until they can govern themselves” (Dalrymple, Puck Magazine, 9). The U.S. used the ideas of racial hierarchy to justify unfair and cruel acquisition of foreign lands that it had no right of ownership to. The idea that those different to American whites were unequal allowed horrible treatment without problem from the American public.

Compose a thoughtful and respectful response to ONE of the discussion threads created by other students.

Begin your response with a clear thesis statement that responds directly the post AND to the original question, AND establishes a plausible line of argument to support this claim. (Your response must do all three things to earn full credit)

Next, develop at least ONE concrete example to support your argument, drawing from the assigned course materials.

Please cite each of your sources using a simple parenthetical citation form, including author’s last name, abbreviated title, and page. E.g.: (Davidson and Lytle, ‘View from the Bottom Rail,’ 275), or (D&L, ‘VftBR,’ 275).

Responses must be at least 100 words in length. Please use full sentences. (1pt for format criteria – see Grading Rubric and Abbreviations)

https://player.wwnorton.com/iframe?playertype=vide…

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https://video.sdsu.edu/nas/capture/2015/awiese/exp…

American Ideas of Racial Hierarchy in The Late 19th Century

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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