Black Segregation Movements

Black Segregation Movements Free Online Research Papers Black segregation movements had a positive impact on the world. The black community was forced to suffer through acts of violence and hate due to the belief that race accounts for differences in human character. Restaurants, bus stops, and companies throughout the southern United States of America practiced total seclusion of races. The whites looked at the segregation as a way of life, while the blacks felt the need for a dramatic change. The black community demanded equality and respect by organizing black segregation movements which halted the suffrage. Black segregation movements imposed a positive impact on the world through bus boycotts, â€Å"sit-ins†, marches, and civil rights groups, which ended discrimination problems in the United States. To begin, blacks had to overcome difficult challenges to be rid the beliefs behind racism. The white community in the south had the idea that blacks were inferior and uneducated, which caused racism in every public place. The blacks were unable to vote or take any political position in America. Also, black men were forced to step aside to let a white man and were prohibited to look at a white woman. If a white child played with a black child, the parents would whip him until he understood that blacks were not good people. The country made education for blacks difficult to obtain by keeping schools open for only 3 hours daily during crop times. Black segregation was a way of life that people accepted as a normal occurrence. The black children believed that whites were better and often wished they were born into white families. Both children and adults were often offensively referred to as â€Å"niggers† or â€Å"colored.† Thus, black life was extremely difficult in times of segregation. The most integrated public place provided an excellent start to end segregation towards the black community. The southern buses were completely segregated, yet the most popular place to find a combination of both blacks and whites. The blacks paid the same amount of money as a white at the front of the bus, but were ordered to get off and re-enter through the back. At the front of the bus, seats were reserved for whites, while the blacks were forced to move to the back. If the bus was full, and no seats remained for a white person, a black was ordered to get up from his seat and walk to his destination. The blacks became frustrated by the acts of hate, and realized the need for change. On December 1, 1955, an elderly black woman named Rosa Parks refused to give up her seat to a white man. Parks was arrested, yet left a lasting impression on the United States. To show the country the hate needed to stop, the black people organized several bus boycotts. Before the boycotts, forty thous and black people rode the buses, while only twelve thousand whites were found on the popular way of transportation. As the bus incomes began to plummet, the country realized an agreement was necessary. The politicians offered a first-come-first-serve policy, and the blacks accepted. The bus boycotts were important to the end of segregation because the whites began to realize that the black people were a part of the community, and they help the country to grow. The boycotts also shook up the whites, and led them to believe that the blacks were educated and able to come up with intelligent ideas. Also, these boycotts helped the blacks to feel that they could end segregation if they put their mind to it. The people began to realize that segregation only happened if they allowed it to. Therefore, bus boycotts helped stop segregation in the Southern United States. Next, to end segregation, four college students began to â€Å"sit-in† at college counters, despite the â€Å"whites only† signs. Franklin McCain, Joseph McNeil, Ezell Blair, and Davis Richmond became furious when they were constantly told they were not allowed to sit at a popular food counter. The four students decided they would participate in the local scene, just like any white could do. The undergraduates â€Å"sat-in† at the counter, even when ordered to leave. However, the men did not move, for they were tired of being mistreated. The students were arrested, but later freed. The community was shocked at the bravery of the men, and began to take after them. Soon, many blacks, and few whites who joined them, were sitting at the â€Å"white only† counters. In the attempt to end the discrimination, the blacks had to suffer through terrible conditions. The whites poured food and itching powder on their heads, shouted hurtful words at the blacks, and shov ed them out of the food joints. However, the difficult times of pain and sadness brought times of joy and relief to the black community. The blacks performed a cycle where they â€Å"sat-in†, went to jail, got out, sat again, marched, picketed, went to jail, and got out. The endless cycle proved that they could not be stopped, and that the segregation could be ended. The â€Å"sit-ins† gave other black people the strength to protest that they did not have before because they realized it was beginning to become effective. The â€Å"sit-ins† also showed the white community that they can not stop the blacks from trying to protest against the hate. As a result, discrimination was beginning to be defeated. In order to demolish segregation, the black community organized several marches to show the world that discrimination needed to end immediately. Adults asked children to march in order to show the world that the offspring were suffering too. The children marched from the church in Birmingham, signing songs about freedom to support their parents who were attempting to end the hate. Police halted them, putting 959 children into the jails. The children were released, and attempted to march the following day. However, while marching, firemen sprayed the young black children with 100 pounds of pressure per square inch. The hoses slammed the young crowd into parked cars, buildings, and sidewalk curbs. Also, Selma became the center for a major civil protest and focus of national attention. The black community organized a march to Selma, where they could register to vote. They organized â€Å"Freedom Day† in Selma, where two hundred and fifty blacks waited outside of the County Courth ouse with signs at eleven o’clock in the morning. The local officials took the signs away from the protestors and snapped photographs of each black, hoping the photos would result in job losses. The marches helped aid to the end of the hate. The several marches allowed the entire community to participate in the act to end segregation. Also, the marches led the community to register to vote, which gave the blacks more freedom then ever. Hence, as the black community organized marches, segregation began to deteriorate. The black community created civil rights groups in order to organize black segregation movements. For example, the SNCC was one group that worked to better the community. The group walked with high school and college students, visited churches, met with the young and the old, and looked for national leaders. Also, the popular group promised to better the community by getting black neighborhood streets paved, trashed picked up, and the group forced the government to give more money to schools in order to better education. The groups often tested new laws to make sure that they were truly being enforced to enable equality between the races. Another popular group that fought segregation was the NAACP. The assembly forced improvements in black schools by fighting for more money and better conditions. Also, the group realized that the white teachers had fewer students to teach yet made a better income than the black teachers. The organization ordered that black and white teachers must be hired for their skills instead of the color of their skin. Both civil rights groups imposed a positive effect on the strive towards freedom. The groups were often in charge of organizing black segregation movements such as bus boycotts, marches, and â€Å"sit-ins.† Also, the groups bettered education for the black children by requesting more money for black schools. Lastly, both groups promoted better job availability for blacks, and less violence in the communities. Therefore, black segregation was ended with the help important civil rights groups. In conclusion, black segregation movements portrayed a positive image of the black community in the world. Black segregation movements imposed a positive impact onto the world through bus boycotts, â€Å"sit-ins†, marches, and civil rights groups, which ended discrimination problems in the United States. The blacks came together to find ways to put an end to the segregation that was apparent in the country. Thus, the segregation movements helped blacks to regain strength and the country to maintain order and equality. Research Papers on Black Segregation MovementsWhere Wild and West MeetComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraHonest Iagos Truth through DeceptionThe Hockey GameHip-Hop is ArtCapital PunishmentThe Masque of the Red Death Room meaningsThe Effects of Illegal ImmigrationQuebec and Canada

Present Simple Lesson Plan for Adult English Learners

Present Simple Lesson Plan for Adult English Learners Teaching the present simple tense is one of the first, and most important tasks when teaching beginners. Its a good idea to teach the present simple of the verb to be to begin with, and introduce simple adjectives to help students expand their understanding of the verb to be. After English learners are comfortable with the present and past forms of the verb to be, teaching the present simple and past simple will be much easier. 5 Steps for Introducing the Present Simple Start by Modeling the Present Simple Most English learners are false beginners. In other words, they have already studied English at some point. Begin teaching the present ​simply by stating some of your routines: I get up at six-thirty in the morning.I teach at the Portland English School.I have lunch at one oclock. Students will recognize most of these verbs. Model some questions for the students as well. At this point, its a good idea to ask yourself a question and provide the answer. When do you have dinner? - I have dinner at six oclock.When do you come to school? - I come to school at two oclock.Where do you live? - I live in Portland. Continue by asking students the same questions. Students will be able to follow your lead and answer appropriately. Introduce the Third Person Singular Once the students are comfortable speaking about their own basic daily activities, introduce the third person singular for he and she which will prove the most difficult for students. Again, model the present simple third person ending in s for the students. When does Mary have dinner? - She has dinner at six oclock.When does John come to school? - He comes to school at two oclock.Where does she live? - He lives in Portland. Ask each student a question and ask another for a reply, creating a chain of questions and answers changing from you to he and she. This will help students memorize this crucial difference. Where do you live? - (Student) I live in Portland.Where does he live? - (Student) He lives in Portland. Introduce the Negative Introduce the negative form of the present simple in the same manner as above. Remember to continually model the form to the students and immediately encourage a similar answer. Does Anne live in Seattle? - No, she doesnt live in Seattle. She lives in Portland.Do you study French? - No, you dont study French. You study English. Introduce Questions Up to this point, students have been answering questions so they should be familiar with the form. Make sure to point out the difference between yes/no questions and information questions. Start with yes/no questions encouraging students to answer in the short form. Do you work every day? - Yes, I do./No, I dont.Do they live in Portland? - Yes, they do./No, they dont.Does she study English? - Yes, she does/No, she doesnt. Once students are comfortable with short yes/no questions, move on to information questions. Make sure to vary the subjects up to help students become familiar with the tendency to drop the s.   Where do you live? - I live in Seattle.When do you get up in the morning? - I get up at seven oclock.Where does she go to school? - She goes to school at the University of Washington. Discuss Important Time Words Once students become comfortable with the present simple, introduce important time words such as everyday and adverbs of frequency (usually, sometimes, rarely, etc.). Contrast these with common time words used in the present continuous such as now, at the moment, etc.   She usually takes the bus to work. Today, she is driving.My friend sometimes goes out for dinner. At the moment, hes cooking dinner at home.Jennifer rarely talks to strangers. Right now, shes talking to a friend. 3 Strategies for Practicing the Present Simple Explaining the Present Simple on the Board Students will now recognize the present simple tense and be able to respond to simple questions. Its time to introduce the grammar. Use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. I also like to use simple charts showing the underlying structure of this tense. Comprehension Activities Once you have introduced the tense and used the whiteboard to explain forms, continue teaching the present simple tense through activities which use the present simple in context.   Continued Activity Practice Students have learned to recognize the present simple, as well as understand the form in comprehension activities. Its time to continue by having students use the present simple to describe their own lives in both spoken and written form. This detailed lesson on daily routines will help you continue the practice. Expected Problems Here are the most common challenges for students when using the present simple: Confusing with the present continuous for actions occurring at the moment of speaking.Use of s in the third person.Auxiliary verb usage in the question and negative form, but NOT in the positive form.Placement of adverbs of frequency.