Columbia's School House Dbq

After a study of the 1894 illustration of “Miss Columbia’s School House,” it is impossible to overlook the depiction of non-whites as the “others” in the same. At the gate, a Hawaiian and a Canadian character stand as they ask for permission to go in; however, as “Miss Columbia” remains focused on them, the already enrolled children show instances of mischief. For example, one white boy punches a Chinese boy while another one pokes a black character in prominent cases of bullying (Doc.1). Thus, the “others” were the non-whites that white Americans considered inferior to their persons and the Filipinos mentioned in Document 2 by Emilio Aguinaldo provide a perfect case in point. According to Aguinaldo, the United States had a flaw in its handling of nations considered the home of “ignorant savages”: the federal government feigned concern for the inhabitants of such regions as they insisted on aiding them regardless of their attitude towards outside authority (Doc.2, 97). With interest in the Filipinos, the sentiments permeated the American public to create prejudices against men and women of Filipino descent much to the chagrin of Aguinaldo. Hence, with both documents in mind, one factor becomes evident: the American societal hierarchy placed all non-whites and non-Americans in one category in the
On radicalizing the Civil Rights Movement, the actions of the “Indians of All Tribes” highlighted their frustrations over the government's lack of action and the concurrent need to take action themselves (Doc.4). Unsurprisingly, the photograph in Document 5 shows another instance of radicalization albeit from another point, that of whites protesting desegregation. Again, feeling let down by the law, Caucasians also fought for what they considered their rights despite its limitations on those of the