DFWK4
Please see attachments. Due tonight at 10pm est.
2 years ago
10
TheAmericanMosaic_TheAfricanAmericanExperience-MilitaryServiceinWorldWarI.pdf
Wk4DFs.docx
- ENG201W4Aeneid.pdf
TheAmericanMosaic_TheAfricanAmericanExperience-MilitaryServiceinWorldWarI.pdf
From ABC-CLIO's The African American Experience website https://africanamerican2.abc-clio.com/
Military Service in World War I African Americans proved themselves able soldiers in World War I. While stationed in Europe, many Black soldiers experienced for the �rst time white people who welcomed their aid and enjoyed their company. These experiences overseas made the prospect of returning to a segregated South unappealing to a number of Black soldiers.
Draft and Assignments
More than 96% of the 367,710 Black people who served during World War I were conscripted. African Americans formed 13% of the wartime army even though they represented only 10% of the civilian population at the time. There were several reasons for this. During the limited time that the army accepted volunteers, it reserved only 4,000 slots for African Americans; therefore, there were many able-bodied Black men available to draft. Southern draft boards proved notoriously unsympathetic to Black claims for deferments, as fears circulated that the draft would drain Southern communities of all their white men. In addition, Black servicemen were paid $30 a month, which was a signi�cant raise for many Black workers and made it easier to support their families while in uniform.
Within the military, Black soldiers found themselves disproportionately assigned to labor and service positions rather than to combat units. African Americans made up approximately one-third of the army's laboring units and one-thirtieth of its combat force. Noncombatant work was essential in a modern army that assigned more than 60% of its total force to positions that helped train, transport, and supply the frontline forces. Despite the importance of noncombatant work to the overall war e�ort, these were still considered low-status assignments given to troops who did not have the physical or mental ability to �ght in the trenches along the Western Front. Assignment to a noncombatant post in the rear did not even protect Black troops from death because the in�uenza pandemic of 1918 hit domestic training camps, troop transport ships, and rear-area camps particularly hard. Many civil rights leaders initially hoped that the example of Black troops �ghting valiantly for their country would help undermine the entire Jim Crow system. Limited opportunities to �ght, however, meant few chances for African Americans to demonstrate their equality to white America. Instead of receiving consideration from a grateful nation, civil rights groups realized midway through the war that they would have to demand and insist upon the end of discrimination and segregation, a crusade that Black veterans enthusiastically joined when they returned home.
Experiences in France
Black people served in segregated units and were often commanded by white o�cers. Only 1,200 (less than 1%) of the 200,000 o�cers who held commissions during the war were Black. More than 40,000 Black troops served in the two combat divisions reserved for African Americans, the 92nd and 93rd divisions. The 92nd saw limited combat in France. After one of its regiments performed poorly at the beginning of the Meuse-Argonne o�ensive in September 1918, the division spent the rest of the war trying to redeem its reputation. The 93rd Division existed only on paper, composed solely of four infantry regiments that spent the war serving under the French. The 369th Infantry Regiment, a National Guard regiment from New York popularly known as the Harlem Hell�ghters, boasted the most illustrious war record of all Black units during the war and served for 191 days at the front, the longest of any American regiment. The 369th and two other infantry regiments of the 93rd Division all received the Croix de Guerre from the French in recognition of their bravery under �re. The 369th also claimed the most celebrated Black heroes of the war, Henry Johnson and Needham Roberts, as their own. On the night of
6/23/24, 3:52 PM Print Display - Military Service in World War I - Reference Articles
https://africanamerican2-abc--clio-com.us1.proxy.openathens.net/Search/Display/1400516?sTypeId=2 1/2
May 14, 1918, Johnson and Roberts fought o� a patrol of 25 Germans who attacked them as they sat in a listening post in no-man's land. The two were severely wounded but lived to return home to acclaim within the Black community.
The positive experiences of the 200,000 Black troops who went to France during the war extended beyond the French willingness to use them as combat troops and decorate deserving units with military medals. Behind the lines, Black troops found the white French population welcoming and eager to make contact with the American troops who had come to help them drive the Germans out of their country. Angered by the hospitality the French bestowed on American Black troops, American white soldiers tried to transport American-style racism to foreign soil by warning the French that Black people had tails and were all rapists and thieves. The willingness of French women to date African American soldiers was a particular point of controversy between white and Black troops. As a result, racial violence between white and Black American soldiers overseas was common. Army o�cials tried to stop racial confrontations by reserving French villages for one race or prohibiting Black soldiers from appearing in public with respectable French women. These measures only slightly curtailed contact between African American soldiers and the French civilian population and instead mostly served to underscore the racist character of the American army to its Black troops. By the Armistice on November 11, 1918, the image of France as a color- blind society that alone understood the true meaning of democracy was solidly established among Black troops.
Military service gave large numbers of Black soldiers their �rst experiences outside the South when they trained in Northern training camps or served overseas in France. Both experiences gave African American troops a taste of living in a society that, if not exempt from all racial prejudices, was at least free of legal segregation and disfranchisement. Many Black veterans thus resolved to join the Great Migration of Black Southerners and seek their fortunes in the North. Jennifer D. Keene Further Reading
Barbeau, Arthur E., and Florette Henri. The Unknown Soldiers: African American Troops in World War I. Philadelphia: Temple University Press, 1974; New York: Da Capo Press, 1996; Ellis, Mark. Race, War, and Surveillance: African Americans and the United States Government during World War I. Bloomington: Indiana University Press, 2001; Keene, Jennifer. Doughboys, the Great War, and the Remaking of America. Baltimore: Johns Hopkins University Press, 2001; Schneider, Mark Robert. We Return Fighting: The Civil Rights Movement in the Jazz Age. Boston: Northeastern University Press, 2002.
COPYRIGHT 2024 ABC-CLIO, LLC
This content may be used for non-commercial, course and research purposes only.
Image Credits
Henry Johnson and Needham Roberts: National Archives
APA Citation Keene, J. D. (2024). Military Service in World War I. The American Mosaic: The African American Experience. Retrieved June 23, 2024, from https://africanamerican2.abc-clio.com/Search/Display/1400516 http://africanamerican2.abc-clio.com/Search/Display/1400516? sid=1400516&cid=0&oid=0&subId=0&view=print&lang=&useConcept=False Entry ID: 1400516
6/23/24, 3:52 PM Print Display - Military Service in World War I - Reference Articles
https://africanamerican2-abc--clio-com.us1.proxy.openathens.net/Search/Display/1400516?sTypeId=2 2/2
Wk4DFs.docx
Week 4 Discussion Forums
HIS 122 (APA Format 200+ words)
After reading the causes of the Spanish-American War and its outcome, I would like for you to discuss how this episode in American and World history contributed to the United States becoming a world power. Your answer should provide specifics and leave the discussion open for debate as to whether or not our entry into the war was justifiable.
Support your points with examples or illustrations from the text. Remember to include a lot of details and information from the sources in your initial post, as these are formal and should be treated as such and remember to cite your paraphrased and quoted information with APA in-text citations. You are not required to directly quote, but all information should be paraphrased and cited.
Required Reading: https://openstax.org/books/us-history/pages/18-introduction
· Chapter 22 Age of Empire: American Foreign Policy, 1890-1914 pages 641-668
· Chapter 23 Americans and the Great War, 1914-1919 pages 669-700
· https://www.georgiaencyclopedia.org/articles/history-archaeology/spanish-american-war-in-georgia/
· Also see attached document labeled “Military Service in World War I”
|
|
7 points |
|
Engagement / Interaction |
engaged in a meaningful and relevant dialog with two or more peers |
|
Participation and Timeliness |
participated on two or more days and responded to main topic the day of the first post due date |
|
|
6 points |
|
Content and Mechanics |
Civil Discourse forum contributions always addressed the main topic, contained critical thought/analysis. Posts are substantial with quality research from the GMC database and are written in a professional manner, free of grammatical, spelling or punctuation errors and citations/references are in APA format |
ENG 201 (MLA FORMAT- 150 words)
Meaningfully respond to the following prompt for this week’s discussion. You can only use the sources provided. No outside sources.
Address the prompt below.
· Focus on one of two major characters of The Aeneid: Aeneas or Dido. First, choose three adjectives that you feel best describe your chosen character, and provide your rationale for these choices. Then, rank the three words you’ve chosen in order of importance/significance to the character. Support your points with textual evidence.
Required Reading:
Also See Attached: The Aeneid (read books 1, 2, 4, and 6 only - I, II, IV, VI)
Civil Discourse Forum participation will be graded using the following criteria:
|
|
2 points |
4 points |
|
Timeliness |
N/A – no points are available for this criterion |
Main response posted on or before stated first-post deadline |
|
Engagement |
N/A- no points are available for this criterion |
2 or more days of substantive participation during active course week |
|
Interaction |
N/A- no points are available for this criterion |
Two or more substantive replies to peers (in addition to main response) |
|
Content |
Main response content is substantive, but fails to specifically or correctly address some aspect of content instructions |
Main response content is substantive, relevant, organized, and meets or exceeds 150 words in length |
|
Mechanics, Tone, and Style |
Posts contain minor or infrequent errors in tone, grammar/mechanics, or MLA-style documentation |
Posts are written in a polite, professional tone and are essentially free of errors in grammar/mechanics; any necessary documentation is proficient in MLA style |
MAT 200
From the list below, choose one problem, write it down, and solve it in detail (show all of your steps). Please label your solution with the corresponding question number. In your solutions, you are only to use the math concepts that have been covered in this course up to this point.
See the syllabus for complete grading information
Problem #10: a) How many ways can an IRS auditor select 3 of 9 tax returns for an audit? Discuss if the order of the 3 tax returns matters or not and how that helped you decide which counting method to use.
b) From 9 kids, you need to select a pitcher, catcher and hitter. The first one that you select will be the pitcher, the second the catcher, and the third the hitter. How many different ways can 3 kids be selected from the 9 kids? Discuss if the order of the 3 kids selected matters or not and how that helped you decide which counting method to use.
- Write a General article on commercial gas range
- Worksheet
- Discussion Question
- The following are body mass index (BMI) scores measured in 12 patients who are free of diabetes and
- for madam-professor
- In a well-written paragraph, describe how a landmark Supreme Court case extended civil liberties. Choose one of the following cases: Brown...
- CMGT 410 Week 4 Individual: Project Controls
- Week 3 Individual Assignment Quality Management Assessment Summary-HCS 451
- Hey i need a paper done for my history 2 the topic is annexation of phillippines
- Kevin Smith received a welcome surprise in this management science class; the instructor has