Final Assignment – Exploring Black Political Thought in Action: Researching a Community Organization
Final Assignment – Exploring Black Political Thought in Action: Researching a Community OrganizationAssignment Title: Exploring Black Political Thought in Action: Researching a Community Organization
Objective:
The objective of this assignment is to deepen your understanding of Black political thought by researching a community organization that aligns with one of the Black political ideologies covered in this semester’s curriculum. You will investigate the organization’s history, mission statement, the services it provides to its community, and analyze how its activities reflect its ideological stance.
Instructions
1. Selecting an Organization:
– Choose a community organization that aligns with one of the Black political ideologies discussed in class. You can refer to ideologies such as Pan-Africanism, Black Feminism, Black Nationalism, or others.
2. Research:
– Conduct in-depth research on the chosen organization. Utilize a variety of reputable sources such as the organization’s official website, academic articles, news reports, and scholarly publications.
– Gather information on the following aspects:
– History:** Explore the founding and development of the organization. When and why was it established? What were the historical and social contexts that influenced its creation?
– Mission Statement: Analyze the organization’s mission statement. What are its core values and objectives? How does it articulate its goals in serving the Black community?
– Community Services Investigate the range of services and programs offered by the organization. How does it directly impact the lives of individuals within the Black community? What specific initiatives does it undertake to address social, economic, or political challenges?
– **Ideological Alignment:** Examine how the organization’s actions and initiatives reflect its ideological stance. How does its work embody principles of the chosen Black political thought? In what ways does it contribute to advancing the goals and aspirations of the ideology it aligns with?
3. Analysis and Reflection:
– Write an analytical essay based on your research findings. Your essay should:
– Provide a comprehensive overview of the organization, its history, mission statement, and community services.
– Analyze the organization’s ideology in relation to the chosen Black political thought. Discuss how its actions and initiatives align with the core principles of the ideology.
– Reflect on the effectiveness of the organization in serving the needs of the Black community. Evaluate its impact and success in achieving its stated objectives.
– Offer critical insights into the challenges and opportunities faced by the organization in realizing its goals.
– Provide your own reflections on the significance of the organization within the context of Black political thought and its contributions to community empowerment and social justice.
Submission Guidelines:
– Your essay should be typed, double-spaced, and formatted according to academic standards.
– Include proper citations and a bibliography to acknowledge your sources. (Chicago, MLA, APA)
– -5-6 Page (excluding Bibliography)
Grading Criteria:
– Depth of research and quality of sources utilized.
– Clarity and coherence of writing.
– Analysis and critical reflection on the organization’s alignment with Black political thought.
– Insightfulness and originality of ideas presented.
– Adherence to formatting and citation guidelines.
Note: If you encounter any challenges during your research or have any questions about the assignment, don’t hesitate to reach out to your instructor for guidance and support.
Category: American Studies
Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
The United States was founded on principles of equality and liberty but many people did not experience these. How did Americans between independence and the Civil Was address this contradiction? Choose at least three groups to focus on in your essay and use at least one of the assigned documents for each of these groups. Must use 6 assigned documents. Outline with required documents and citations already provided. Do not use any sources other than the once provided. Chicago style citations.
Requirements: 750-1500 Words (Closer to 750) Times New Roman Size 12 Font Double-Spaced Chicago Style Excluding the Footnotes and Bibliography | .doc file
Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
Please be sure to include an introduction paragraph with a clear thesis statement in the last sentence of the introduction paragraph and a conclusion paragraph.
Please be sure to carefully follow the instructions.
No plagiarism & No Course Hero & No Chegg. The assignment will be checked for originality via the Turnitin plagiarism tool.
This week we explored variations in automotive gender dynamics and how they have been represented within the realm of certain vehicles. From the Mustang to the “Texas Mustang,” you learned about how some vehicles have a more diverse set of expected kinds of owners and drivers, while certain types tend to lean toward one gender over the other. However, this has been changing within the past few decades.
Before you begin the class discussion, examine all of the material from this week. Integrate quotes and other evidence into your analyses to support your observations.
To begin, you read and watched materials showcasing the Ford Mustang over the past sixty years. You were tasked to consider the ways that the car came to represent certain gender identities. Since its inception in late 1964, the Mustang has fostered a legacy. In that time, the car has evolved several times. The early years were more of a sports car, those years were the very beginnings of the muscle car era. While the 1970s and the “gas crunch” oil embargo forced Ford to resize the Mustang to a more fuel economic platform. By the late 1980s and through the 1990s, the Mustang came back into form with muscular V8s. And in 2005, the pony car body harkened back to its legendary early-’60s styling. A design that is still can be seen in today’s models. Recently, Ford even introduced the… *gasp!* electric Mustangs! And now they’re pushing boundaries to the limit with the all-new supercar Mustang GTD coming in 2025.
As you read the Ingrassia chapter you learned about the history of the vehicle. What began as mundane Falcon unpinnings, quickly became an American icon with a little imaginative vision and oversight. You learned how different Ford executives influenced the car’s future, and how exactly the car became a metaphorical “sexpot librarian.”
With that niche established, Ford intentionally created various advertisings that sought out different demographics for potential buyers. This included the housewife, the college student, and the middle aged businessman. Based on the readings, how did the early advertising appeal to people across so many demographics?
Additionally, you previewed various commercials and multiple videos portraying the Mustang’s modern influences on popular culture. The Mustang has evolved into an American icon. All forms of popular culture now pay homage to the classic platform. Film and television continue to “star” the model in leading roles. During that time, many songs have also celebrated the brand. With that in mind, what exactly makes the car so iconic that the vehicle is portrayed in film and other media decade after decade?
From the Mustang to the Texas Mustang, the American pickup truck has also carved out its own cultural niche. From Texas to Massachusetts, the truck has come to express certain cultural values. The once utilitarian vehicle has become more of a cultural status symbol, that of blue collar America and more masculine, conservative ideologies. Yet, these roles are not withstanding. Despite the cyclical themes in film and within modern country music, small numbers of women truck enthusiasts have become more outspoken and represented.
You were asked to assess this weeks materials. Consider the points mentioned in this week’s coursework, and then to write a comparative Discussion response. Be sure that your analysis covers BOTH the Mustang AND the pickup truck. You must integrate the Ingrassia readings that illustrates the cultural dynamics explored this week. Think about the ways in which automobiles affect Identity and automotive gender perceptions, like the two platforms explored this week.
Utilizing examples from the readings and other materials, explain in detail how the automobile (car and truck) impact notions of gender and Identity.
What happens when people challenge those social norms through vehicles that they own or drive?
Using American Studies concepts, explain how the cultural Identity of the pickup has evolved over time.
Is the pickup “pliable” enough to appeal to the masses, like the Mustang has been for generations?
Examine the impact of the pickup truck on popular culture and how it is defined, redefined, and repurposed for our cultural expectations and wants. Compare it in the same way to the evolution of the Mustang.
Explain the cultural milieu of the evolution of the pickup truck and its growing popularity.
How did the pickup become a status symbol?
Expand on the impact of the pickup.
Explore the ways gender materializes in culture and then the way other challenge those roles. This does NOT have to be specific to women.
Are there ways that men challenge automotive gender roles?
Ponder these prompts and more. Integrate quotes or paraphrasing to support your argument, remain objective, and have fun with the Discussion.
Tell me about a problem and solutions to fix it. This relates to the USA. Examples may include 1Cost of College 2. Rise of Ai 3. Cost of living. Immigration abortion etc. Note you can interview five people from your age group to see what problem they believe confronts them.
You will complete an interview project (either individually or in a group of no more than 3 people) with an individual who identifies as Asian American Pacific Islander (AAPI) — this can include a relative — at least 21 years old. The interview may focus on the subject’s life experience or professional experience in a given area. The interview subject can also be the representative of a local Asian American organization. Note: the more interesting the interviewee is, the more interesting (i.e. better) your project will be. Consider using pictures, video, even music, to make your project a multimedia experience and therefore more interesting to watch
Please be aware that the term “Asian American Pacific Islander” (AAPI) does not mean the interview subject has to be both Asian American and a Pacific Islander. The term refers to people in the United States who are usually of Asian or Pacific Islander decent. Of course, it is possible for someone to be both. AAPI also refers to anyone of Asian or Pacific Islander descent; therefore, it can refer to first generation, second generation, third generation, etc. In other words, it doesn’t only refer to someone who has migrated to the United States. It also refers to people who were born in the United States.
Central to the interview (i.e. the subject matter of the questions) with your subject must be the theme of Asian American identity and historical experience. Students will write up their findings (2-3 pages), and present these findings to their classmates as a 5 to 10-minute recorded video presentation. Consider using pictures, video, even music, to make your project a multimedia experience and therefore more interesting to watch.
Don’t forget the analytical component to your presentation.
Some ideas:
For interviews: Is the experience of your interviewee typical or atypical? Does it support or challenge interpretations of such experiences we have discussed in class?
For organizations: What is the organization trying to accomplish or change? Is it simply about preserving culture and ethnicity, or is it addressing a need that exists for structural reasons we have discussed in class or that have been addressed in the readings.
You will find a guide to Oral History Interview Questions attached to this document (scroll down!).
Remember – the purpose is twofold. One is to uncovered elements of Asian American history and experience that is unfolding around you while the other is to address that history with an informed and critical eye.
You will submit three parts of the project in order to complete it:
1) The oral history interview itself: either video, audio, or written transcription is acceptable. The interview must be translated into English, if it is conducted in another language. If the interview is in another language you must hand in a written transcript of the interview with all questions and answers included translated into English. If your interview subject doesn’t want to be recorded on either video or audio, you may hand in a transcript of the interview instead of a recording.
2) A short 5 to 10-minute video presentation based on the interview. Do not present the entire interview, but rather present the parts of your choosing that overlap with the historical events and themes you will discuss in the presentation (see the first PowerPoint for the class for the important themes in the class). This part of the project will necessitate you using the Erika Lee textbook and the lectures (if possible) as a source of historical background information for your interview. Considering the interview subject (or their family) *likely* immigrated in the last 80 years, you’ll want to consult the reading and the Modules that deal with the history of the last 80 years (since the end of WW II). For example, what historical events (this would include enacted laws) allowed more immigration for people from Asian countries?
If you are doing a group project, please upload only one copy of each document but make sure all you group member names are on each document
3) You will also submit a written copy of this presentation uploaded on the due date to the Turnitin portal on Canvas. In other words, this written copy is just the written text of everything you’ve said in your presentation and everything on the slides. It should be formatted like a short essay — with an introduction of your subject, a “body”, and a conclusion (your presentation should have the same format).
IMPORTANT: The presentation should provide historical context where ever necessary. This part of the project/presentation should be well-written and be correctly cited (as needed). Please use the class lectures/discussions and the class text for appropriate contextual information. All external sources must be approved in advance by me. Papers must be grammatically correct, well-structured, and have citation of relevant texts and page numbers.
Sources of information (lectures and readings) must be correctly cited in your paper. Information taken from a source (even if it is not in direct quotation marks) that is not correctly cited is technically considered plagiarism, a very serious academic crime. It does not matter, in this assignment, what particular citation style you choose to use. APA, MLA, Chicago, etc. are all appropriate. But please choose to use one of them. A Works Cited page or Bibliography is required in this paper.
Use formal academic writing in your presentation; in other words, college appropriate language and vocabulary. Please do not use slang or text-speak abbreviations. You are free to use the first person (i.e. “I” or “my”) in this project.
The paper part of the presentation should be written with proper MLA citations. Please use the following link for information on MLA citations:
https://owl.english.purdue.edu/owl/resource/747/02…
Please also use the HOW_TO_CITE_A_CLASS_LECTURE.pdf Download HOW_TO_CITE_A_CLASS_LECTURE.pdf.
The written version of the presentation should be approximately 2-3 pages typed, double-spaced, with one-inch margins and 12-point Times New Roman font. Please number the pages in your paper.
Oral History Interview Questions: A Guide
This is a “guide” to your oral history interview. Feel free to add or subtract more questions when you believe it necessary — depending on your interview subject. YOU DO NOT NEED TO ASK ALL OF THESE QUESTIONS. Taylor these questions as you see fit. Make sure you take advantage of asking “follow-up” and “open-ended” questions when the answer the interviewee gives is interesting and you believe it needs to be examined further.
Suggested interview questions:
Part I: Basic Biographical Data
Please state your full name and please spell your full name
Where were you born?
When were you born?
What is your current occupation?
What is your educational background?
Please tell me the full names of your parents.
What did they do for a living?
What was their educational background?
How many brothers and sisters do you have?
Where are they living and what do they do?
What was it like growing up?
If he or she is an immigrant, ask the interviewee to describe life in their country of origin.
If they were born in the US, ask what their neighborhood was like. How did they get along with other non-Asians?
Part II: Migration and Settlement
Why did they come to America? What made them leave their home country?
How did they come to America? (That is, who sponsored them for immigration?)
Who made the decision to immigrate?
How was the decision made?
How long did the decision take? (Note: political refugees must make the decision to immigrate in a much
shorter time, often in a few minutes, hours, or a day.)
By what means did they immigrate to America? (Via airplane or across Canada or Mexico?)
Who provided the money for the transportation?
Did they travel together as a family or separately?
How was the health of everyone? Was anyone pregnant during the journey?
Where did they arrive in America?
Who greeted them when they arrived? Was it a relative or a friend or an agency representative?
Where did they go and live once they arrived?
What were their financial resources like when they arrived?
Did they immediately find housing to rent or buy?
What was their neighborhood like?
How did they get along with their neighbors and the community?
How long did they stay in their first home?
Did they find a job immediately? Was there a job waiting for them?
Who helped them find a job?
Did they like their job? What were their working conditions like?
What happened to the rest of their families?
Do they live close to other family members?
Part III: Race/Ethnic relations, Identity, and the Future
Of what ethnicity are their friends?
How did they get along with white people?
Did they experience any racial discrimination? (If yes, please describe.)
How did they get along with other ethnic groups, e.g., African Americans, Mexican Americans?
How did they get along with other Asian Americans?
What kinds of social or professional organizations do they belong?
What kinds of traditions and practices did they keep?
Why do they continue to practice these traditions and customs?
Which did they decide to change or stop practicing?
What do they see as their “identity”?
For example, do they see themselves as Asian Americans, as Vietnamese Americans, as simply Vietnamese or as Americans?
How would they feel if their children married outside their ethnic group?
What kinds of traditions did they pass on or would like to pass on to their children?
Which traditions do their children practice?
What do they see as their “place” in America?
What are their feelings about America?
How did these feelings change from when they arrived in America?
How did these feelings change from when they first arrived in the US?
What was the most important and meaningful event or experience in their life?
What was the happiest moment in their life?
What are their dreams and visions for their future?
Is there anything they would like to add to the interview?
Textbook Erika Lee, The Making of Asian America: A History, Simon & Schuster; Reprint edition, 2016.
ISBN: 978-1476739410Links to an external site.
Gene Luen Yang, American Born Chinese, Square Fish; Reprint edition, 2008.
ISBN: 978-0312384487
Pick one law listed on the website “History of Racist Laws in America” and summarize the law for your peers. THE LAW: Jim Crow Laws (1876-1965)
DB POST TO BE ANSWERED: What role did the KKK and the Red Shirt militias play in southern politics during the 1860s and 1870s? In the last part: At the end of your post please comment in one paragraph on what you have learned that was new, surprising, and interesting.
Pick one historical figure or group on the list provided–each of these people or groups are connected to African American Military History from 1860 to1865. Tell the class the history of this person(s) or units as it relates to African American Military History and remember to cite where you found your information. Harriet Tubman’s service in the Civil War (1860 to 1865 history)
You may use your book and the internet to research sources to help you in your essay. For online sources, you must ask additional questions. What is the domain (.edu?)? Who publishes the site, or sponsors it? Is it recent (has it been updated)? Are there advertisements or signs that it is a poorly designed website with all kinds of distractions? Is the site supposed to be an academic one? Or is it someone’s pet project?
Remember that this is a formal essay and you need an introduction, body, and conclusion. Sources to use to help with research on these topics:
List of United States Colored Troops Civil War units
United States Colored Troops in the Civil War
Black Soldiers in the Civil War
United States Colored Troops (USCT)
The Role of the USCT in the Civil War
THE BRAVE BLACK REGIMENT:THE FIFTY-FOURTH MASSACHUSETTS [NFANTRY VOLUNTEERS(COLORED),
A History of the Negro Troops in the War of the Rebellion 1861186 – 978144009471.pdf
Civil War’s Black Soldiers
The Lost Black Units
Lest We Forget
Soldiers and Sailors database: Civil War
This final essay will require a little more creativity and a little more research—but a little less writing. Is there something you wish we would have studied, but did not? Perhaps a favorite landscape and/or genre of music that did not make it on to the syllabus? Or maybe there is a topic we did discuss, but that you feel could have warranted further time and attention?
Construct a hypothetical day of class on the topic of your choosing, making sure that the topic fits within the “Landscapes of the American West” framing of the course. “Assign” at least one listening selection (music) and one reading and provide full details on where/how to access these. Then, in 400–600 words, describe why you think these assignments would form the basis of an interesting class discussion of your chosen topic. Be as detailed as possible in your description, outlining the themes and questions that you think would come up, and how they relate to the assigned reading and listening.
topics covered in class: grand canyon, the frontier, the wilderness, the desert
we would listen to songs about these landscapes, for instance, Billy the Kid for the frontier.
Read one of the following articles and summarize what the author is trying to tell the reader about slavery’s impact on the economy: Plus add your analysis of the article..did you agree with the author’s theory or view?