Holocaust Prejudice, Hatred, and Discrimination - Free Essay Example

Sample details Pages: 6 Words: 1667 Downloads: 4 Date added: 2019/04/26 Category History Essay Level High school Topics: Holocaust Essay Did you like this example? I am so excited to share my personal perspective on a topic so closely held to my Jewish Heritage. Growing up as an observant Jew I was taught about so many historical events that go back thousands of years. Amongst them, the Holocaust resonates in my mind as an event that I feel as a Jew, I need to understand. I continue to go back to 1933 when the onset of the Holocaust in Europe began, and had continued through 1945, taking roughly 8.5 million lives, including roughly 6 million Jewish Lives. The holocaust is thought of only being a tragedy of where people were murdered in concentration camps but the holocaust has more to its story than that. It seems to me to truly understand what the conditions were during the horrific time you need to experience it first hand. That being said, I had traveled back in time to 1933 when I had the privilege of personally getting to know many faces and voices of the holocaust. To set the stage let me share some insight into the state of Chaos of the Holocaust through my readings of Ms. Sally Rogow, an esteemed Professor at the University of British Columbia. Don’t waste time! Our writers will create an original "Holocaust: Prejudice, Hatred, and Discrimination" essay for you Create order According to Sally Rogow, author of Child Victims in Nazi Germany, In the beginning of the worst thing that many people experienced in their lifetime reality began to change before their eyes. The popular schools, hospitals and institutions were changed from a reputable place to a place of destruction and the unknown. During the first period of change children specifically were isolated for their differences whether they had disabilities, had emotional problems or were orphans and were forced into institutions. Children were given impassable tests in school and when they failed they were considered hopeless cases and were sent away like the other children. The parents who opposed the idea of their child being taken away were threatened to lose guardianship. Ms. Rogow emphasized the absurd conditions by not leaving out detail. Rogow mentions in her writing when Jewish caregivers were dismissed there was a budget decrease and overcrowding became a large issue, one physician could be responsible for 400 to 500 patients. Also, after the professional nurses were dismissed women Nazis with no experience in child care took their place and did as they were told. Next, children were constantly being moved from institution to institution without parental knowledge or consent. In my opinion, things became most inhumane during this fiasco when children were being used for medical experiments. Special needs children who had mental and physical disabilities were used as lab rats. They had blood and spinal floods drawn and replaced with air so they could take clear x-rays of their brains then theyd inject them with different substance to see the reaction. Later their organs were sold for research after they were killed. In addition, Hitler gave the ok ay for physicians to kill children so it became a game since they knew theyd get a bonus. After gas chambers were created 3000 to 4000 lives were saved when the physicians gave false reports about the patients by labeling them able to work the people that were labeled fit to work were hidden the days the busses were in transit. Postwar persons involved with killings resumed their jobs like nothing happened. The first person I met was six-year-old Thomas Buergenthal, he was forced to leave his home and adapt to his new environment Kielce, Poland widely known as a ghetto. Me: How were you able to survive the trauma and conditions, what happened to those less fortunate? Thomas: I had convinced the Nazis that I was able to work a variety of jobs. For those the less fortunate children were isolated from the rest of us for a period of time and then were taken away to a Jewish Cemetery and killed After I left Thomas in Poland I allowed myself time to reflect on his experience and balance my emotions. I had immediately begun further research as I continued my journey. I was very fortunate to meet with Ursula Rosenfeld, a thirteen-year-old Jewish Public School student. I had come to learn that Ursula had first hand knowledge and experiences of Kristallnacht. Me: Ursula what had happened to create such a level of dissent for Jews in the community, and how to it spread so rapidly? Ursula: Prior to the Holocaust various denominations of German students had attended public schools cohesively without any animosity. That was until the Nazis had infiltrated and influenced local politicians opinions of Jews. This had created considerable hatred, violence and separation of the classes (denominations). Shortly there after, the events have escalated to a period of absolute chaos and desperation. Simply put, those of us who were deemed intelligent and capable had managed to survive. Me: Can you share your experiences youve had with your peers since the turmoil began? Ursula: Yes, I was verbally assaulted by peers specifically based off of my religion. As fellow peers watched a local synagogue burn one made a comment saying, oh theres a Jew, lets throw her on fire as well My interview with Ursula had me thinking about how did the parents plan for the safety of their children during this time period. As the intensity of the war picked up many parents made the impulse decision to send their children away to ensure their safety. Two days before Britain entered WWII 10,000 children were moved out of Nazi invaded countries to Britain. Once the children reached their destination of London they were either placed in a sponsor home or at a vacation camp called Dovercourt Bay. Although being in an actual home seems more glamorous and reality friendly at times it could have been a toxic environment. Its been documented by survivors that sometimes relationships were never meshed together or the children were overworked. The next person Id like to introduce to you is a survivor who was hidden after her parents made the decision to send her away at nine months old, its a pleasure for me to share my interview I had with Aviva Sleslin. Me: Aviva can you please express the feeling you possess after youve realized you survived? Aviva: I believe we were lucky. Our childhoods were blessed with great rescuers who showed us in humanity theres still good when theres a lot of evil, and held courage for us during the unknown and great losses. I had paused from interviewing and resumed my research. I was sickened to learn that many families were forced to abandon their religious identity and blend with the rest of the community in order to escape the outcome of concentration camps. By 1939 many people were forced from their homes and moved to in ghettos. Ghettos were designated areas where Jewish people were forced to live. Conditions were terrible it was overcrowded, unsanitary, disease spread fast and many people faced starvation. Ghettos were controlled by most unmerciful private police force, originally formed as security for Hitler, the schutzstaffel. The identities of holocaust prisoners at Auschwitz that were capable to work were stripped away from them when their heads were shaved, they were given rubbish clothes and had a number tattooed on their arm to replace who they were entirely. In addition, they were overworked and starved to the point of where they resembled skeletons. Holocaust survivors saw the light at the end of the tunnel when American troops liberated the camps April 1945 and left by June 1945 American troops were astounded by the conditions the kids were in. The commander of the American troops sent a message to the childrens rescue group asking for help in evacuating the children As result of the trips being upset by the conditions of the children they tried to nourish them as fast and as much as possible. Although it was a nice gesture their bodies couldnt handle the rich foods and it caused them to be sick and caused some to die. Inevitably after being in the conditions they were in and experiencing scarring events children had a hard time adjusting back to normal life. They had a hard time disassociating adults as enemies and rarely spoke to outsiders. They wanted to get away from where they were. When they wrote about their experience they wrote about the emotions and actions of other peoples over theirs, and similarly all children wrote about lost loved ones. Once again resuming my interviews the next person I spoke to was Elizabeth Zadek who had a close relationship with children recovering from the holocaust at the Lingfield house located near London. Me: How would you describe the childrens mentality after they left the concentration camps? Elizabeth: The children appeared mature and from the bitter experience they lost trustfulness and faith of the child. While I learned a lot and enjoyed all of the interviews that I was fortunate enough to complete, my last interview will leave me with everlasting memories of the struggles during the Holocaust period. I had the rare opportunity to interview 15-year-old Anne Frank. Me: Would you mind sharing some background on your experience through the Holocaust? Anne: During the holocaust my family felt safe at first, we were tucked away in an annex behind my fathers business, it was only accessible through the inside. We often depended on outside sources for our information on the conditions of society, and I wrote all of my experiences down in my diary until Nazis took my family. Me: Where to you relocate to after leaving Germany? How old were you. Anne: My family relocated to Amsterdam when I was 4 years old because we thought since it wasnt taken over by Nazis we were safe. In my opinion, there will always be various levels of prejudice, hatred, and discrimination, its unfortunate how some sectors and cultures are wired. As I consider what Ive read and thought through my interviews I realized that we have to even more so prevent that catastrophic events from occurring again by never forgetting.

FINANCIAL CRISIS, HOME MORTGAGES, CREDIT MARKETS, FINANCIAL

Essays on FINANCIAL CRISIS, HOME MORTGAGES, CREDIT MARKETS, FINANCIAL INSTITUTIONS, MORAL HAZARD, ADVERSE SELECTIONS, Case Study FINANCIAL CRISIS, HOME MORTGAGES, CREDIT MARKETS, FINANCIAL S, MORAL HAZARD, and ADVERSE SELECTIONS. [Insert al Affiliation] Question 1 The 2007-08 financial crisis is largely attributed to financial innovations such as sub-prime mortgage and securitization, which were envisioned to better the financial market, but desolately became the forces that drove the financial market into an all-time dissipated crisis. Rather than being a sustaining innovation, securitization became a disruptive innovation. It is a financial engineering technique where financial enterprises pool assets, such as loans and mortgages, and merchandise the repackaged assets. A typical example of ABS (asset-backed security) is an MBS (mortgage-backed security) which is a prominent type of securitization and of particular importance due to its role in the 2007-08 financial crisis. Additionally, securitization allowed banks to have huge amounts of capital to give as loans to prospective homeowners through transformation of existing loan portfolios to cash (Manoj, 2010). Noteworthy, securitization is a precarious cause of financial flux. According to Shleifer and Vishny (2009), financial markets are swayed by investor sentiments. Through securitization, investor sentiments tainted the banking industry in early 2006, and domineered a cyclicality of returns and investments prompting banks to use all their capitals during boom. Banks extend themselves fully during boom to amass the available opportunities and make money (Bonner Wiggin, 2006). The commercial banks engage in money creation through giving loans and imposing interest on the loans. However, if they participate in financial markets using leverage and securitizing loans, financial instability and bank instability occurs and the two types of instability strengthen each other. In the mortgage market, as securitization gained supremacy, COD (Collateralized Debt Obligation) which enabled the manipulation of risks concomitant with mortgage emerged and ranked mortgages as a low risky investment (Co val, Jurek Sttafford, 2009). Apparently, securitization transferred ownership of mortgages from lenders who had information regarding their borrowers default probability to non-bank financial institutions and investment banks that were not conversant with borrowers, but rather used CDO computations to ascertain the probability of default. However, the calculation of CDO default probability disregarded the progression of the mortgage sector; the sub-prime mortgage innovation had prompted the mortgage sector to morph into a speculative bubble. Consequently, banks experienced losses related to mortgage defaults and delinquencies while they had little money left to finance mortgage loans. Hence, an innovation such as securitization should be carefully assessed before a bank decides to engage in it since it potentially reduces banks capital reserves and increases default risks due to declined underwriting standards. Question 2 In reference to the philosophy of laissez-faire capitalism, commercial institutions will circumvent risks since failure to be risk-averse will inherently lead to liquidation (Christensen, 1997; Greenspan, 2004). However, the Community Reinvestment Act, Long-Term Capital Management hedge fund salvage in 1998, and liberation of Continental Illinois created the notion that the American government could protect institutions that failed to apply due diligence. Consequently, morale hazard developed as big financial institutions believed that the government would not allow them to fail. They were convinced that their profits will be privatized while bankruptcies will be socialized, and many engaged in risky mortgage loan extensions as they were certain that the government will bear the innate risks. Likewise, during boom, people in the mortgage supply chain received enormous fees with those originating loans receiving fees for selling the loans notwithstanding the performance of the loans. Through financial innovations such as securitization, mortgage originators transferred credit risks and default risks to investors. This resulted to a morale hazard as the mortgage originators were left with nothing to worry about and lending to households proliferated at extraordinary rates. Equally, adverse selection contributed to the crisis. Financial institutions faced adverse selection problems when offering mortgages since they were forced to give mortgage loans to borrowers whose credit worthiness they could not ascertain during the underwriting process. Since finance syndicates were not exposed to the kind of regulatory oversight that banks were subjected to, incentive for responsibility plummeted, and borrowers sought more loans which they would default and lead the world into a financial crisis. Question 3 The subprime predicaments distinctive issues forced central banks all over the world and the U.S Federal Reserve to increase money supplies to circumvent the risk of a deflationary spiral where high unemployment and low wages leads to declining consumption. While the government intervention helped in resolving the crisis by increasing consumption, investment, and wealth, it is only a short-term measure and may lead to occurrence of an even worse crisis in future due to the kind of morale hazard it created (Bernanke, 2009). For instance, since the demand in private sector declined as a result of the crisis, the government resulted in enactment of huge fiscal inducement packages and borrowed funds that would help increase its expenditure and offset the reduction in demand and consumption. In US, this stimulus package had reached $1 trillion by 2009 (Glaeser Sinai, 2013). Whereas the U.S federal reserves extended liquidity was aimed at enabling the central bank to return to its traditi onal role of lender of last resort and mitigate stigma, banks are using this opportunity to expand their investments. Similarly, through currency creation, the government wanted to battle the liquidity trap and spur banks to refinance mortgages and offer domestic loans, banks have reinvested the funds in more profitable ventures as they strive to create wealth. The reduction of discount rate to 1.75% and federal funds rate to 1% in 2008 also added onto the risk of emersion of another crisis as more money will be available in the economy (Friedman, 2011; Phillips, 2008). What’s more, the National Economic Stabilization Act of 2008 which created $700 billion, a corpus to be used in purchasing distressed assets such as MBS puts the American and world economy into a more susceptible situation and might culminate in another crisis (In Alesina In Giavazzi, 2013). Question 4 Due to the need to stop the crisis and governments’ intoxication by power, governments resulted in borrowing, a factor that led to the ballooning of the national debt. A ballooning of the national debt has adverse effects in an economy (Conaghan et al., 2013). Government borrowing is in form of bonds which attract interest. The accrued interest is paid for many years from the limited government receipts, and may result in deficit budgets for many years to come (Krugman, 2009; Taylor, 2009). Consequently, the government will be forced to cut its spending so as to meet its obligations. Similarly, the interest is dead money which implies that taxpayers will have to carry a heftier burden for more years to come (Foster Magdoff,  2009). A huge national debt that results from increased borrowing upsurges demand for credit in the economy. Consequently, borrowing costs will escalate thus making it costly to finance investment in capital goods, stock and equipment. The capable effect of this is a reduced aptitude and capability of the private sector to create jobs and generate wealth required to drive an economy out of recession (Batten Szilagyi, 2011). In extreme situations, it might lead to collapse of the currency, as the country will be to print more money to repay the debt, and put the country into an even worse economic distress. Bibliography Batten,  J., Szilagyi,  P.  G. (2011). The impact of the global financial crisis on emerging financial markets. Bingley, U.K: Emerald. Bernanke, B. (2009), Financial innovation and consumer protection, Federal Reserve System’s sixth biennial community affairs research conference, Washington DC, 17 April. Bonner,  W., Wiggin,  A. (2006). Empire of debt: The rise of an epic financial crisis. Hoboken, NJ: Wiley. Christensen, C. M. (1997). The innovator’s dilemma. Boston, Mass.: Harvard Business School Press. Conaghan,  D., Smith,  D., Julian Flanders,  N. (2013). The book of money: Everything you need to know about how world finances work. London: Mitchell Beazley. Coval, J. Jurek, J., Sttafford, E. (2009), The economics of structured finance, Journal of Economic Perspectives, 23, pp. 8-25. Foster,  J.  B., Magdoff,  F. (2009). The great financial crisis: Causes and consequences. New York: Monthly Review Press. Friedman,  J. (2011). What caused the financial crisis. Philadelphia: University of Pennsylvania Press. Glaeser,  E.  L., Sinai,  T.  M. (2013). Housing and the financial crisis. Greenspan, A. (2004), Risk and uncertainty in monetary policy, American Economic Review, 94, pp. 33-40. In Alesina,  A., In Giavazzi,  F. (2013). Fiscal policy after the financial crisis. Krugman, P. (2009), â€Å"Out of the Shadows,† The New York Times, 18 June, 2009. Manoj, S. (2010). The 2007-08 Financial Crisis In Review. Retrieved from http://www.investopedia.com/articles/economics/09/financial-crisis-review.asp Phillips,  K. (2008). Bad money: Reckless finance, failed politics, and the global crisis of American capitalism. New York: Viking. Shleifer, A., Vishny, R. W. (2009), Unstable banking. NBER Working Paper Series, February. At http://www.nber.org/papers/w14943.html. Taylor, J.B. (2009), The financial crisis and the policy responses: an empirical analysis of what went wrong, NBER Working Paper Series, February. At http://www.nber.org/papers/w14631.html.

Comparing “Is Google Making Us Stupid” and “a Life of the Senses” Free Essays

Throughout the course of history, technology has changed us. It gave us a way to communicate in long distances. It gave us a way to produce goods faster and more efficiently. We will write a custom essay sample on Comparing â€Å"Is Google Making Us Stupid?† and â€Å"a Life of the Senses† or any similar topic only for you Order Now And it gave us the convenience to acquire knowledge with just one click of a button. However, there are bad effects as there are good. Nicolas Carr’s â€Å"Is Google Making Us Stupid? † and Richard Louv’s â€Å"A Life of the Senses†, discusses the different effects of technology on people. Carr’s essay, â€Å"Is Google Making Us Stupid? discusses technology’s effect in our way of thinking, while Louv’s essay, â€Å"A Life of the Senses† discusses the change in our lifestyle and our senses. From the get go, Carr says that â€Å"†¦I’ve had an uncomfortable feeling that someone, or something, has been tinkering with my brain, remapping the neutral circuitry, reprogramming my memory† (1). Sure enough, it actually has been. Most of us probably have had this feeling; a feeling like something was off. It becomes more apparent when we try to read a long essay, or a novel. We sit around and read a few paragraphs or a few pages, but not for long we â€Å"†¦begin looking for something else to do† (1). We come to realize that we can’t concentrate, we feel impatient and we find ourselves staring at an LCD screen, or maybe an LED screen, doing what we usually do: nothing. When a question arises about that essay we were about to read, we push a few keys, click a few link and voila! Here is a whole page in which we will exercise more of our laziness. We then start to wonder what causes this. Surprisingly, one of our most important means of communication and source of information is causing this. The Net, is chipping away our capacity for concentration and contemplation (1). Louv refers to this in his essay as the â€Å"know-it-all state of mind† (667). We browse and browse and browse and we skim everything we see. We want to acquire information and we want it immediately. This want to acquire information as fast as we can load the page, becomes a habit and changes us into something like the very machine we use to get all of this information. We are turned into something like our favorite search engine. It can get you answers fast, but it doesn’t understand any of it. As Louv and Carr would say, we are skimming at the surface but we don’t penetrate vertically. (667, 1) It’s scary to know that the Net made us developed a habit that turns us into robots, but it’s much scarier when we find out that it’s actually changing the way we think. We seek maximum speed, maximum efficiency, and maximum output just like Taylor’s system mentioned in Carr’s essay. This system was created to boost production in factories, and is still used even now. It did us a lot of good economically, but without even noticing, this system has wormed its way to our brains and made it our philosophy, or, as Louv quoted from Daniel Yankelovich, our religion. This faith is taking over our minds. It’s making us stupid in terms of our depth of understanding, but it doesn’t end there. The Net or technology as a whole is changing the way we live. Long ago, before the inventions of portable gadgets, people used to look out the car window, people used to go out with friends and kids used to play outside and exercise their imaginations, but now technology has changed everything. Instead of looking out in the horizon people stare at their small radioactive devices, throwing birds that need counseling at pyramids of sticks and stones built by green mutated pigs. Instead, of going out with friends they try and fit all their thoughts and feeling into a box that can only contain one hundred forty letters. Instead of playing outside they stay inside watching television, tinkering with their gaming consoles, and or trying to win the title â€Å"heaviest kid on earth. † People are missing out on all of the good things the outside world can give us. Their missing out the kind of fun I felt when my siblings and I played â€Å"Whoever counts the most cow wins. † I miss those days, and sure enough we’re all going start looking for it. And when we do, businesses are going to be there to â€Å"provide† you with a quick and easy way to fulfill this need. Industries soon get profit from â€Å"concocted nature† even when we can get it for free. We fall for it anyways, because even if the â€Å"nature† we see is just a simulation our brain thinks that it’s fine. Synthetic or real, it doesn’t matter, and I suspect that the system embedded in our brains is the cause of this. When we start to feel that we want something, we automatically think that we want it now, and the closest thing that can give fulfill this need is our computer, or, if were up to it, the mall. It’s just a much faster and more efficient way to fulfill the current task. On the other hand, when we start looking at artificial nature we start to lose our appreciation and understanding for actual nature. For example, before all of the images of the Grand Canyon people used to at it in awe. They would explore it, admire it and speculate how all of it came about, but now, we take a picture, post it in a social media site, caption it with half-hearted praises and since there’s nothing more to see or say we turn around and drive away. We saw it and now it’s time to leave, just like another webpage. The system digs even deeper. To obtain something, you must first lose something. In this case, to obtain information faster we must lose our traditional way of learning by experience. As Louv quotes Edward Reed, â€Å"We are beginning ‘to lose the ability to experience our world directly. What we have come to mean by the term experience is impoverished; what we have of experience in daily life is impoverished as well’† (670). We rely so much on the information we know from the Net that we think we can do anything, well, as long as we can search the instructions online, or we can watch how to, via online streaming. We become uninterested in actually doing something, since we already â€Å"know† how to. We are left in the dark on how something actually works, because we don’t really need more than knowing how to turn something on. As a result, the most important means of gathering information is now missing. However, just like Carr and Louv I think that some of us are focusing on the negatives too much. We have exponentially advanced in terms of production, distribution, processing information and a lot more. My grandmother survived cancer because of technology, and God, knows that the internet has helped me many times in homework’s and projects. It’s the primary tool for students after all, well that and the library. Nevertheless, it’s definitely not all bad. There may be some possibilities that we are turning into robots, but there may also be more chances that we’re just changing into something better. One can develop a machine to process information and someday it may be able to fully understand it, but people are not machines. We can process information and we can understand them; it’s just that we developed a certain affinity of getting what we need first rather than understanding. I think of it a testing period for a prototype of the perfect machine, but this time it’s a prototype of a perfect way of thinking. We may find a way to get something fast and fully understand it in the future, but for now we are evolving. If you still think that we are turning into nothing more than computer, always remember that computers can never feel, and no matter what we humans do, we will always feel. How to cite Comparing â€Å"Is Google Making Us Stupid?† and â€Å"a Life of the Senses†, Essays

For Their Rights As Citizens Essay Research free essay sample

For Their Rights As Citizens Essay, Research Paper For Their Rights as Citizens During the Civil War, about 200,000 African Americans fought aboard white people. What did these African Americans battle for? Some fought for the freedom of others of their sort. While others fought for equality in the eyes of white people. Even some fought for retaliation against the Southern manner of life. But what I believe that they fought for was their rights as citizens. They wanted to be treated as Citizens of the United States of America, and have all of the privileges endowed to citizens. ? If we fight to keep a Republican Government, we want Republican privileges # 8230 ; ..all we ask is the proper enjoyment of the rights of citizenship, ? p205. This Tells me that the African Americans were believing of their rights of citizenship before the war had concluded. To them, being a citizen of the United States meant that they could make what of all time they wanted to make. We will write a custom essay sample on For Their Rights As Citizens Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They could prosecute dreams they had to travel visit everyplace and anyplace in this state freely. Cipher would be keeping them down or selling off their kids any longer. They would no longer be zombis, they would hold a say in what they wanted to carry through in life, from banking to farming, to being land proprietors themselves. The African Americans besides wanted to show that they were willing to contend for their rights. Sergeant Charles Singer wrote, ? show the whole universe that we are willing to contend for our rights # 8230 ; ? p.215. This shows that they wanted to turn out that they were willing to decease for those rights allotted to citizens. ? Let us by a common cause now made sanctum by our blood, raise ourselves from the quag, ? p.216. To me this shows the willingness of the African Americans to fall in together battle for a cause, and non fear decease. Because in the terminal, they would gain citizenship and all of its benefits. This is a good ground to contend, gain freedom from subjugation, and be given the rights allotted to all citizens. Some contending under the streamer of citizenship and its rights, believed that they disserved the same rights as the white people. ? # 8230 ; I am non willing to contend for anything less that the white adult male battles for # 8230 ; # 8230 ; .Give me my rights, the rights that this Government owes me, the same rights that the white adult male has, ? p.208. This tells me that the African Americans wanted no less than what the white people already had. And that is non a bad thing. Everyone diss erves to be treated every bit, where does it state the black adult male is a lesser being than a white adult male. It says that nowhere, throughout clip oppressed people have earned their freedom from the oppressors. For illustration expression at ancient Egypt, what happened to those slaves, they were freed, the Roman Empire which thrived for so long collapsed, lived off of bondage. Time has proven that societies that live off of bondage prostration after clip. A batch of African Americans wanted a say in the Government, and who was elected into office. This meant the right to vote, which is the right held by all Americans now. Back so merely male landholders could vote. The African American adult male wanted that changed, ? he wanted the right to vote and be voted for. ? p.208 This quotation mark is stating that the African American non merely wanted the right to vote, but to run for a authorities place. ? We ask to be made equal before the jurisprudence ; allow us this and we ask no more, ? p.225. The manner I interpreted this is that the African Americans wanted all of the same rights granted to the white people. I don? T fault them for desiring that, after being drug off from their places, forced to work to decease, they disserved no less from people. The? Afro-american soldiers fought for full citizenship in the United States, ? p.206. In 1857 the Supreme Court had regulations that African Americans were non citizens. So there were limitations on free inkinesss before the war. They could non travel to another province, or serve on juries and attest in tribunal, and non go to public schools. The African American was contending for these privileges, rights, bestowed on any white individual of the clip. They were contending for the right to vote, lend revenue enhancements, be voted for, and particularly freedom to prosecute their ain felicity. During the disruptive epoch of the Civil War, African Americans had a batch to lose if the North lost the war. For illustration they would lose their rights as people, and be treated as zombis in Fieldss. This is the ground the black adult male fought, he fought to be recognized as a individual, non as belongings. With the acknowledgment as a individual, he would derive rights, these rights meant he was a citizen with duty towards their state. With these rights he could do this state a better topographic point to populate for all races. In the terminal, ? they were contending for their rights as Americans, ? p205. Bibliography A Grand Army of Black Men, Edwin S. Redkey, Cambridge University Press, 1992