Why does DuBois think the treatment of American Negros is disastrous to white American as well?

Why does DuBois think the treatment of American Negros is disastrous to white American as well?

Week 3 discussionDQ1 Human Rights or Civil RightsObjective: Students will examine the development of theNAACP and how the organization raised Human Rights awareness within the CivilRights Movement.Post World War II the global community was foreverinterconnected and the issues of human rights were synonyms with democracy andself-determination. In fact, it was one of the core principles and purpose ofthe United Nations Organization. However, where people were held accountablefor violating human rights all over the globe, here in America many southernblacks basic human rights were being violated. Racial segregation,disenfranchisement, and exploitation of freemen, despite the 14th and 15thAmendment to the United States Constitution, still existed in America. At thesame time, the NAACP’s mission statement seemingly aligned with the UN yet in1951 the NAACP charged the UN with a genocide ” against the negropeople”. American’s were at odds with each other on the grounds of humanrights and civil liberties.Read the following:1947- W.E. B. DuBois, “An Appeal to the World”1948- The United Nations, “The Universal Declaration ofHuman Rights”1951- NAACP, “We Charge Genocide”1st Post: Examining these three documents listed and otherresources made available to you in this module (or outside;), answer the followingquestions:How do these documents demonstrate a shift from basic humanrights to one of civil rights and liberties?Questions to consider and/or incorporate into yourdiscussionsWhy does DuBois think the treatment of American Negros isdisastrous to white American as well?Why do you think the Universal Declaration of HR felt it wasnecessary to compare the functions of the UN with the treatment of“mankind” in general?In the introduction to the document, how does Mr. Pattersondefine Genocide and how does it relate to the Negro citizens of the US?2nd Post: Post thisnext discussion under your 1st and answer the question:Why do you think the integration of “blacks” intoa “white man’s” world meet with so much opposition and how could ithave been different if they were accepted into society as equal?This is more an opinion and does not need to includecitation material unless your opinion derives from a specific source.3rd Post: Read thought your fellow students posts andrespond to one that views these issues thought a different “lens”than your own. Counter, ask for clarification/supporting evidence, extend,and/or debate but make sure you DO use supporting evidence to qualify yourposition.Be sure to use the sources as supporting evidence when youformulate your discussions. Direct quotes are welcomed as long as you cite themin text and with a footnote (Chicago style)See the discussion guide and rubric for further details.
DQ2 Separate but Equal?Side PanelExpand side panelBreadcrumb:Discussions List View TopicSettings HelpSearchSearch W3D2: Separate but Equal?W3D2: Separate but Equal?Actions for ‘W3D2: Separate but Equal?’SubscribeHide DescriptionObjective: Students will examine various Civil Rights casesand evaluate how the interpretation of the 14th Amendment effected the outcomeof the case.Throughout the Civil Rights Movement the rights granted bythe 14th Amendment were continually challenged within the southern territoriesof the United States. Using the sources provided in this module and under theCourse Resources, focus on the issue of “separate but equal” andselect a court case that reflects the changing interpretation of the 14thAmendment and how: based on the time period, state, context of the case, andoutcome- prepare the following information:Starting with the Constitutional language of the 14thAmendment, go to Cornell University Law school and read the 14th Amendment inits entirety: http://www.law.cornell.edu/constitution/amendmentxivThen look over: http://www.civilrights.org/judiciary/supreme-court/key-cases.html1st Post: Select a case and post a summary to include theinformation/focus from the objective.Include the title in your subject line and attempt toprovide a variety of cases for the class to choose from.2nd & 3rd Post: Read though your fellow classmates postsand select two cases (other then your own) to compare/contrast based on thetime period, state, context of the case, and outcome. Don’t forget to supportyour analysis with quoted material from primary/secondary sources.Don’t forget to look over your discussion requirements andrubric!Week 3 discussion DQ1 Human Rights or Civil RightsObjective: Students will examine the development of theNAACP and how the organization raised Human Rights awareness within the CivilRights Movement. Post World War II the global community was foreverinterconnected and the issues of human rights were synonyms with democracy andself-determination. In fact, it was one of the core principles and purpose ofthe United Nations Organization. However, where people were held accountablefor violating human rights all over the globe, here in America many southernblacks basic human rights were being violated. Racial segregation,disenfranchisement, and exploitation of freemen, despite the 14th and 15thAmendment to the United States Constitution, still existed in America. At thesame time, the NAACP’s mission statement seemingly aligned with the UN yet in1951 the NAACP charged the UN with a genocide ” against the negropeople”. American’s were at odds with each other on the grounds of humanrights and civil liberties.Read the following:1947- W.E. B. DuBois, “An Appeal to the World”1948- The United Nations, “The Universal Declaration ofHuman Rights”1951- NAACP, “We Charge Genocide”1st Post: Examining these three documents listed and otherresources made available to you in this module (or outside;), answer the followingquestions:How do these documents demonstrate a shift from basic humanrights to one of civil rights and liberties?Questions to consider and/or incorporate into yourdiscussionsWhy does DuBois think the treatment of American Negros isdisastrous to white American as well?Why do you think the Universal Declaration of HR felt it wasnecessary to compare the functions of the UN with the treatment of“mankind” in general?In the introduction to the document, how does Mr. Pattersondefine Genocide and how does it relate to the Negro citizens of the US?2nd Post: Post thisnext discussion under your 1st and answer the question:Why do you think the integration of “blacks” intoa “white man’s” world meet with so much opposition and how could ithave been different if they were accepted into society as equal?This is more an opinion and does not need to includecitation material unless your opinion derives from a specific source.3rd Post: Read thought your fellow students posts andrespond to one that views these issues thought a different “lens”than your own. Counter, ask for clarification/supporting evidence, extend,and/or debate but make sure you DO use supporting evidence to qualify yourposition.Be sure to use the sources as supporting evidence when youformulate your discussions. Direct quotes are welcomed as long as you cite themin text and with a footnote (Chicago style)See the discussion guide and rubric for further details.DQ2 Separate but Equal?Side PanelExpand side panelBreadcrumb:Discussions List View TopicSettings HelpSearchSearch W3D2: Separate but Equal?W3D2: Separate but Equal?Actions for ‘W3D2: Separate but Equal?’ SubscribeHide DescriptionObjective: Students will examine various Civil Rights casesand evaluate how the interpretation of the 14th Amendment effected the outcomeof the case.Throughout the Civil Rights Movement the rights granted bythe 14th Amendment were continually challenged within the southern territoriesof the United States. Using the sources provided in this module and under theCourse Resources, focus on the issue of “separate but equal” andselect a court case that reflects the changing interpretation of the 14thAmendment and how: based on the time period, state, context of the case, andoutcome- prepare the following information:Starting with the Constitutional language of the 14thAmendment, go to Cornell University Law school and read the 14th Amendment inits entirety: http://www.law.cornell.edu/constitution/amendmentxivThen look over: http://www.civilrights.org/judiciary/supreme-court/key-cases.html1st Post: Select a case and post a summary to include theinformation/focus from the objective.Include the title in your subject line and attempt toprovide a variety of cases for the class to choose from.2nd & 3rd Post: Read though your fellow classmates postsand select two cases (other then your own) to compare/contrast based on thetime period, state, context of the case, and outcome. Don’t forget to supportyour analysis with quoted material from primary/secondary sources.Don’t forget to look over your discussion requirements andrubric!

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