Women s Role During The Civil Rights Movement - 1272 Words

Women’s status has changed dramatically over the years in the U.S. When the nation was first established, women had no rights. They were not even considered legal citizens until 1868. Their role was being â€Å"in the home,† also known as cooking, cleaning, etc. They had absolutely no power. Women have fought for everything they have achieved in the past and continue to fight today for gender equality. The 1970s were the main part of the women’s revolution; Title IX was born. Before this was made, there was a lot of discrimination in sports. Female athletes first became noticed by the nation during World War II. Since the baseball players were away fighting, women stepped up and formed the All-American Girls Baseball League in 1943. After the war, women’s sports organizations continued to grow. Women became curious of what else they could accomplish in the world. The push for their rights truly began during the Civil Rights Movements in the 1960s. Title IX was signed in 1972 by President Nixon. Before Title IX, funding for women’s athletics were practically nonexistent at most coeducational colleges and universities. Due to the lack of support, only sixteen percent of college athletes were women. Title IX has increased this number to forty percent. Although the law has progressed the women’s rights movement, it took a few years to develop its reputation. The first time the words â€Å"Title IX† were heard nationally, was in 1976. The New York Times wrote an articleShow MoreRelatedThe Women s Rights Movement1547 Words   |  7 PagesFlorida SouthWestern State College The Women’s Rights Movement What was the significance of the Seneca Falls Convention on the Women’s Rights Movement? Jennifer Flores AMH2010 Mr. Stehlin 16 November 2015 The Women’s Rights Movement began in 1848 with the first assembly of women and men gathering to discuss the civil, social, and other conditions of women. The Seneca Falls Convention was the start of the women’s movement. The two women who organized this event were Lucretia Mott andRead MoreAfrican American Women During The Civil Rights Era942 Words   |  4 PagesThe Civil Rights Era, which took place during the years of 1955 till 1968, was indeed the movement that gave African Americans the push to achieve their first major accomplishments of the decade. The Civil Rights Movements goals were to break down the walls of legal segregation in public places, achieve equality and justice for African Americans, and to help make African Americans become more self-conscious when standing for all their interest. This movement not only benefited men, but it also benefitedRead MoreWomen s Rights During The Civil War1557 Words   |  7 Pages the American Civil War came at a key time to change the women’s rights landscape. The period leading up to the Civil War, however, did not see a society ready to change, and thus, little work was done towards the women’s rights movement. According to Women’s Civil War History author Mary Elizabeth Massey, women’s rights activists before the Civil War were small in numbers, but opinionated (qtd in Hall 1-2). Dogmatic women’s rights activists were stuck in a world that deemed women as inferior, whichRead MoreEssay on The Civil War: A Women’s Time to Shine1334 Words   |  6 PagesThe Civil War was a defining point for the United States. The people of America were forced to step back and reevaluate what defined the American Citizen: a person with the rights and privilege to cast a vote for what or who he believes in. The key word here is â€Å"he†. The Civil War brought freedom and rights to African Americans, yet it had no directly positive effect on women’s right s. While African Americans were seeing their lives and futures change, to many observers the women’s rights movementRead MoreThe Feminist Movement1137 Words   |  5 Pagesalways been a common belief that women exist inferior to men. The Bible demonstrates that God made the first woman Eve from the rib of Adam and God â€Å"[does] not permit a woman to teach or to exercise authority over a man; rather, she is to remain quiet† (1 Timothy 2:11-15). However, understanding their important role in the family and society and feeling tired of being undertreated by men, women finally stood up for themselves. In the 19th century, the Feminist Movement emerged and completely changedRead MoreEssay about Frq Analysis1138 Words   |  5 PagesRuhani Malik Period 4 1960’s HW FRQ Questions Due by April 26-27, 2012 Be sure to provide a strong and specific thesis statement with a nice introduction to your essay. Also be sure to provide names, dates, book titles, court cases, statistics and any and all other relevant facts you can think of to support your answer. Staple this sheet to the front of your essay and be sure to follow the formatting rules discussed for previous FRQ’s. 1. With respect to THREE of the following,Read MoreThe Critical Race Theory ( Crt )921 Words   |  4 Pages The Critical Race Theory (CRT) began as a form of legal studies by liberals and turned into a movement. The movement is a collection of activists and scholars interested in studying and transforming the relationship between race, racism, and power. The movement walks a similar path as conventional civil rights studies; however, they look at an even broader perspective, such as economics, history, context, and even self-interest. â€Å"Race, Gender, and Social class are all common interests in our AmericanRead MoreRoaring 20 s Vs. Swinging1072 Words   |  5 PagesRoaring 20’s vs. Swinging 60’s Taking a look back in time, so much has changed, especially in the time period between the 1920’s and 1960’s. The 1920’s and 1960’s are two decades that have really defined the United States’ culture. From flappers to hippies, jazz music to rock, and Civil Rights movements, these two decades have helped shape the beliefs and rights we have today. The 1920s were an age of social and political change that would change the face of history in the United States. The 1960sRead MoreThe During The 19th Century902 Words   |  4 PagesThe events in the 19th century had changed the lives of women and blacks completely. It was an age where the impact of the industrial revolution caused a sharp differentiation between the gender roles, especially of the upper and middle classes. In 19th century, appeared the events such as African American Civil Rights Movement, Civil War, and The Women’s Rights Movement had put women and blacks’ role to a new l evel. During the Civil War, women stepped out of their domestic domains to support the soldiersRead MoreSocial Changes During The 1960 S1254 Words   |  6 Pages1960’s was a decade filled with change in the existing conditions of the social, political, and economic spectrums. These social changes involved challenges to the conservative status quo of the time. Parts that contributed to this social revolution were new developments in the Feminist Movement, the Civil Rights Movement, and a rebellious counterculture. The political changes of this time period were embodied by the continuation and extension of the Vietnam War, new laws pertaining to civil rights

The Case Of Vincent Chin Case - 1143 Words

On June 19, 1982, Vincent Chin was murdered after his bachelor party in a hate crime driven by an outrage towards the Japanese auto industry misplaced onto himself (Embracing). Neither of his murderers ever spent a day in prison, despite appeals made in court (Embracing). Vincent Chin and his case still matters to Americans and should be made aware to the Wayne State faculty and students by the Filipino Student Society (FilSoc). Not necessarily every single person needs to be told directly by the FilSoc, but at least a small portion of the faculty and student body should become aware of the Vincent Chin case through FilSoc’s efforts. Jerry Heron, the dean of the Irvin D. Reid Honors College at Wayne State University, gives a lecture to†¦show more content†¦Multiple religious and labor organizations, as well as the Detroit chapter of the National Association for the Advancement of Colored people were fighting for Chin’s justice (Embracing). The Detroit City Coun cil also spoke out for the Chin case, showing how widely this issue influenced Detroit’s past, and therefore Detroit’s present (Embracing). The murder of Vincent Chin’s influence also had a nation-wide influence on the Asian American civil rights movement. Never before had such an influence from one event had such an impact on uniting Asian Americans. Many incidents relevant to Asian American history are taught in schools, such as anti-Chinese legislation, Japanese Internment camps, or even the multiple wars against Asian countries such as the Philippines, Korea, or Vietnam (Wu). However, none of them caused a pan-Asian movement like the Vincent Chin case was able to, and the Vincent Chin case isn’t taught in schools (Wu). The Vincent Chin case united Asian Americans from multi-ethnic background and gave them something to rally against- the killing of innocent Asian Americans (Wu). In a brief, informal survey the author took of her classmates, not a singl e person knew about Vincent Chin. There are even members of FilSoc who are unaware of Vincent Chin and how his death influenced both Detroit and Asian Americans nationwide. The near invisibility of the Vincent Chin case is and should be alarming. Great numbers of students and faculty are interacting with

The Law of Conservation of Mass Free Essays

string(171) " to the law of conservation of mass and design a controlled experiment in which they attempt to explain data and confirm or refute a hypothesis on the basis of this data\." To identify the parts of a chemical equation. Students need to identify subscribe pets, coefficients, reactants, products, chemical formulas, and chemical symbols 2. To appreciate that scientific discoveries are often the result of inquiry. We will write a custom essay sample on The Law of Conservation of Mass or any similar topic only for you Order Now 3. To distinguish between an element, a compound, and a mixture (and between heterogeneous and homogeneous mixtures) 4. To balance a chemical equation in order to prove that the Law of Conservation n of Mass works quantitatively as well as conceptually 5. To respect that chemicals can be both helpful and harmful safety must be a p rarity and the intention of scientists can play a large role in determining if chemicals do ended hurt or help humanity 6. To prove experimentally the Law of Conservation of Mass that matter is not car dated or destroyed in a chemical reaction Standards NJ CORE CURRICULUM (SCIENCE) STANDARD 5. 2 (science and society) All stud .NET will develop an understanding of how people of various cultures have control etude to the advancement of science and technology’, and how major discoveries and even TTS have advanced science and technology. You can either print o t the story or tell the story in your own words. This lesson corresponds with slides 14 on the pop written presentation. Slide 4 contains a short video (approximately 5 minutes) in which h the work of Lavisher is discussed. Be sure to mention the connection between his scientist fix work and the necessity of the work for Paris at this time in history. Why did he begin this pr Eject? And similar questions can be used to place this work in its proper historical context. B. Introduce the law of conservation of mass experiment. Be sure to emphasis zee the purpose of the experiment, mainly, to serve as a comparison to the work of Lavisher. C. Students should perform the activity. You may want to have students perform ram part A in day 1 ND save part B for day 2 unless you have a nice block of time. D. Following the conclusion of parts A and B, as well as the conclusion queue’s ins, discuss the conclusion questions. Specifically, spend time on number 7 and 8. Number 7 asks students to draw connections between Lavaliere’s work and what they have done. Number r 8 asks students to brainstorm ideas for other law of conservation of mass experiments. This is is unification because students will be choosing one of these ideas and designing an experiment lat err on. Lesson 2 Instructions for Teachers: Tell the story of Lavaliere’s work with combustion. Make the connection bet en science and mathematics. Precise measurements were not common until Lavisher m dad them so. Observations, estimations, and generalizations were commonly found in ice once investigations. If you are planning on handing out the story rather than tell it be sure to explain what is meant by call. Powering slides 57 pertain to the connection between the law of conservation of mass and math, namely balancing equations. Slide 7 is a short video (approximately 5 minutes) in which balancing is explained as well as a short e explanation on naming compounds. Math teachers can teach balancing equations. This ca n be done in edition to the time that we spend balancing equations in science or the mat h teacher may take full responsibility for the balancing of equations. To further explain call a demonstration may be valuable. You can burn magma enemies and allow students to make observations, qualitatively and quantitatively. 2. First, introduce coefficients and subscripts and explain how they can help to s how us how the law of conservation of mass is present in every chemical reaction. Balance a simple equation, the formation of water is a good one to start with since most studs ants are familiar with the chemical formula for water. After 1 or more examples have students attempt to balance equations based on level of comfort with balancing. Have an answer key posted in the room so that students can see that they have correctly balanced the aqua actions. There are many websites dedicated to balancing equations. I usually have my more am obvious students Google search a good site and write it on the whiteboard so that pee people who need extra practice or more of a challenge know where to go. 3. The selfsameness rubric can be completed by students at the end of this less son or at the end of this minutia. Suggest completing it at the end of the unit since you m y introduce more equations within the context of the lessons thus allowing students audit IANAL opportunities to improve their understanding. Lesson 3 Instructions for Teachers Begin this lesson by telling the story of Lavaliere’s role in discovering oxygen. Be sure to mention the role played by Joseph Priestley. This is a good opportunity to disc us how technology, or the lack of technology played a role in the dispute regarding car edit for the discovery. Language barriers, difficulty in traveling far distances, and slow communication definitely played a role. Slides 810 should accompany this less son. Slide 10 contains a short video narrated by Bill Nee in which he discusses, with a m ember of the Chemical Heritage Foundation, the story of the work of Lavisher and his role discovering oxygen. Joseph Priestley role in this discovery is also mentioned. Have students refer back to our first law of conservation of mass experiment, specifically conclusion question number 8. Students will now decide on a scientific quests on that relates to the law of conservation of mass and design a controlled experiment in which they attempt to explain data and confirm or refute a hypothesis on the basis of this data. You read "The Law of Conservation of Mass" in category "Law" I live that students should be encouraged to choose a question that allows for a lengthy study, requiring multiple measurements. This will reinforce the concepts pert air-ling to the law of conservation of mass and allow you, the teacher, to draw connections between the law and your other chemistry topics. The final activity is a reflection pertaining to a science demonstration. The bur inning of paper ties in nicely with many aspects of Lavaliere’s work. See the attachment and ask students to discuss, in words, the similarities, or differences that they notice. This can be completed in class or it can be a homework assignment. A homework assign meet may be more appropriate if you feel that students need time to review the story of the e law of conservation of mass that you have told. Towards this end it is also useful to post your notes of the story on your aboard or whatever form of communication you ha eve with students. While I have dedicated the story of Lavatories work to some of his experiment s there is another story that can be told. Lavisher, who founded a business whose prim responsibility was collection of taxes, was beheaded during the French Revolt Zion. This sad story can be told in science of course, or it can take place in humanities (h story) or in language arts (English). The stow of Lavisher can tie in to the American and F ranch Revolutions for history class. In English class it can be told within the scope of excerpts or entire books that tell stories relating to revolutions. An example might be while e reading Charles Dickens’ A Tale of Two Cities. The language arts connections offers the teacher an opportunity to focus on the irony that with the beheading of Lavisher the Free inch people removed a person who had arguably helped them a great deal and who wool d most likely have made many more significant contributions to the life of Parisian. Background Information A: the Antoine Lavisher lived and worked in the 18 century, during the time of the French revolution (Grey, 1982). Lavisher is often referred to as the father of modern chemistry (Discovery Education, 2005). Lavaliere’s first experiment to lead him toward the e discovery of the law of conservation of mass was part of an experiment to study the CLC manliness of the drinking water in Paris (Culled, 2005). Lavisher boiled drinking water. According to Culled (2005) the first part of this experiment involved cleaning a glass flask, drying it, and then carefully weighing it. Next, a precisely assured sample of water was poured into the flask and for 101 straight day s heated. The water was heated so that it just reached the point of boiling. Eventually, solid sediment formed on the glass walls of the flask. Culled adds that after weighing the flash k Lavisher concluded that the weight of the flask, the water, and the solid sediment was exactly the same as the mass of the flask and the water with which he started this experiment. If anally, Lavisher removed the water and found that the mass of the water had not chi engaged. However, the mass of the flask and the solid sediment was equal to the mass of the origin anal clean flask. At this point in the experiment Culled (2005) tells us that Lavisher concluded t hat due to the longer exposure to high temperatures the flask some part of the flask muss t have turned into a new substance, although mass had not been lost. It is worth noting that in his time, many, if not all scientists believed that the e earth was comprised of the four elements of earth, fire, air, and water (Culled, 2005). Du ring the aforementioned experiment Lavisher wondered if water could be converted t o earth, which at the time, Culled states, included any solid substance. Because the mass oft he water in the experiment did not change Lavisher concluded that the answer was that no, water was not converted into earth. A less perceptive scientist would have concluded others sis due to the presence of the particulate. It was his attention to the mass and to exactness in measurement that allow De him to conclude that contrary to what others were espousing, the water did not Chain GE. Grey (1982) adds that the mass of the particulate was exactly equal to the mass that was missing when Lavisher measured the weight of the dried flask at the end of the 101 days. L bolster included that part of the glass flask had undergone a change due to constant t exposure to high temperatures. Grey adds that this experiment was also significant because SE it lead Lavisher to conclude that â€Å"just looking at an experiment wasn’t enough to fin d out what was really going on† (p. 40). This experiment, notes Culled (2005) was significant n tot only because it lead Lavisher toward the law of conservation of mass but also beck cause lead Lavisher to the realization that precise measurements are critical in experiment notation, something that most scientists did not deem a necessity at the time. Many of Lavaliere’s experiments, including the water experiment, involved co marring the weight of reactants to the weight of products. In other words, comparing the mass Of the substances he was experimenting with before a reaction to what he had after a reaction. Due to his emphasis on precise measurements Lavisher was able to show that the difference in weight between reactants and products was always small (Culled, 2005). Whew n he initially started these experiments Lavisher was not certain if these tiny differences in mass were due to his inability to make more exact measurements or if matter was indeed bee g created or destroyed, a view that many scientists of the time thought was possible (Grey, 1982). Read about the science of alchemy if you are interested in how and why scientists o f the time believed that this was possible. It’s worth noting that Lavisher was eventually able to conclude that matter is not able to be created or destroyed in part because he asked the question, a simple queue’s n actually, concerning the missing mass. Grey, (1982) notes that â€Å"He believed there were lots of questions about the world all around him that needed answers. He wanted to look for things no one else had ever found† (p. 26). As we learn more regarding the stories be hind science discoveries, large and simple, we will notice that almost every one involves in acquisitiveness on the part of the scientist followed by an experimental procedure designed t o answer the question, but it all starts with the question. Background Information B: Lavaliere’s next area of interest was combustion. By the time Lavisher turned to the question of combustion he was well known for his emphasis on precise mess ornaments (Culled, 2005). This was helpful in experiments in which he was attempting to determine if mass had indeed been created, destroyed, or remained the same. Lavaliere’s combustion experiments consisted of burning metals and compared weights of the metal s before and after heating (Mechanical, 2004). When Lavisher burned sulfur, tin, lead, and phosphorus he found that the m ass of the metal actually increased. However, he also found that when burned in a closed flask the mass of the air inside the flask decreased by the exact amount that the metal increased (G ere, 1982). When Lavisher heated the scales, metal bonded with air due to combustion) he found that air was given off as the mass of the metal decreased while the mass of the air in t e container increased by the same amount. Mathematics, which provides quantitative data, allowed Lavisher and later, tot her scientists, to prove that matter was not created or destroyed (Tab, 2004). The word co inspiration means that nothing has been lost. After Lavisher, scientists began to conclude e that in an isolated system (for example, a closed flask) mass is a constant (Johnson, 200 8). We know that a constant does not change. If we are able to find the mass of the â€Å"system m† before anything reacts we can compare it to the mass Of the System after the reaction and the difference should be zero, according to Lavisher. Johnson (2008) notes that Lavisher was the first to conclude that the total ma as of a system must be equal to the mass obtained in the beginning of the experiment, regard idles of changes in states of matter. Johnson adds that in France, the law of conservation of m ass is still known as Lavaliere’s law. We will attempt to prove experiment with chemical r actions in an open system as well as a closed system and yes, we will use mathematics to a assist us in doing so! As scientists learned more about elements and compounds (again, thanks to Lavisher) they ere able to further explain, in more detail, what is indeed happening in chew magical reactions in terms of elements and compounds being rearranged. Today we know that this accounting is done through balanced equations. Balancing chemical equations is a techno queue employed by scientists in which simple, and sometimes complicated, mathematics IS use d to demonstrate the specific ratios of the substances involved in a chemical aqua Zion. We will also partake in the balancing Of equations and I think that you will find it inter sting to see that what Lavisher, the pioneer, first hypothesized over 200 years ago, because e he dared to ask a question, is now being analyzed and proven in our middle school science e class. Background Information C: Lavisher is credited with discovering the element oxygen. He arrived at the co inclusion that oxygen must exist as a result of his interest in combustion. Prior to Lavisher, scientists such as Joseph Priestly who was based in London, had found that when something burned, like metal, the weight of the metal call would be greater than the mass of the origin IANAL substance (Mechanical, 2004). This Priestley explained, was due to the presence of a most absence that was thought to be found in any substance that burns, called p Hollister (Grey, 1982). Scientists reasoned that the added mass (to the call’) after something b runner was attributed to phlogiston. Grey notes that at this time scientists were aware that t the mass of the original piece of metal also decreased, which lead them to the conclusion, alb tit falsely, that phlogiston was transferred when something burns. While most scientists were satisfied with the explanation, others such as Olivia sire found a problem. When metals were burned the mass of the burned metal (called call ) actually increased (Mechanical, 2004). How to cite The Law of Conservation of Mass, Essays