Social interaction and how we rapidly forms impressions

Social interaction and how we rapidly forms impressions Human beings are social creatures. Our interaction with another is important as it provides us with a vast amount of information necessary to carry out daily activities. With the amount of information that is available to us at one time, the human mind has naturally developed shortcuts that allow us to function more efficiently in a social world. One function of human interaction is the ability to make rapid assessments about other people. We often form impressions about people within seconds of meeting them. Impressions of personality form quickly and easily. It is quite hard to forget our impression of a person once it has been formed in our minds. These impressions form automatically and instantly provide us with important information about others. Then, this information provides us with a foundation on which we make additionally judgments and effects future attitudes about an individual. This ability to form rapid impressions of people is neither bad nor good. According to Asch (1946), it is simply a precondition of social life. Concerning social psychologists in particular are questions regarding the manner in which our impressions of other people are established, and what are the principles that regulate the formation of these impressions. It has been found in social psychological research, that impressions of personality can be influenced by certain cognitive biases. An excellent example of a cognitive bias that influences our perception of personality of others is the halo effect. The halo effect is a cognitive bias that occurs when the perception of one trait of a person or object influences the perception of another trait or multiple traits. Thorndike (1920) was the first to support the theory of the halo effect using empirical research. Commanding officers were asked to use a rating scale to assess traits of their soldiers. The results of his study showed a high cross-correlation between positive and negative traits (Thorndike, 1920), which suggests that people do not think of others in mixed terms, but rather as generally good or bad across different categories of measurement. Primarily, the halo effect biases our perception with a tendency to focus mainly on the good. A classic example would be judging a good-looking person as more sociable or more intelligent. Another example would be perceiving an individuals personality differently based on information given about that person. This includes influencing expectations of another person through the use of interchangeable adjectives. An overwhelming amount of research supports the notion that describing a strangers personality using particular words can significantly affect the way that person is perceived by others (Asche, 1946; Mensh Wishner; 1947; Kelley, 1950; Biggs McAllaster; 1981; Widmeyer Loy, 1988). A strangers disposition can be perceived to match up to the personality traits previously stated, despite the actual nature of the person. Influential Social Psychological Research Over sixty years ago, Asch (1946) demonstrated that certain labels can affect the entire impression of a person. Asch read a list of adjectives which were supposed to describe a hypothetical person. His subjects who were all college students (mostly women) were then asked to characterize that person. Asch found that by simply using interchangeable adjectives representing central qualities, such as warm and cold, he could influence the descriptions given by subjects about the personality of a hypothetical person. However, it was also found that including words to describe peripheral qualities, including terms such as polite or blunt, did not have a significant effect on subjects perceptions of the personality of the hypothetical person. A number of the Asch experiments were replicated by Mensh and Wishner (1947) to determine if the results of Aschs experiment were population specific. In their study, they used subjects that were a mix of both male and female students. Furthermore, they took measures to make sure that subjects were graduate and undergraduate students, and they also selected subjects from different geographical locations. Despite Mensh and Wishners modifications to Aschs experiments, the findings in Aschs study were effectively confirmed and reinforced by Mensh and Wishner (1947). Aschs experimental work was also extended by Kelley (1950) who demonstrated that the warm/cold manipulation extends to actual people, as well. That is, Kelley found that this warm/cold manipulation effected subjects perception of a person with whom they had actually encountered, instead of just a hypothetical person whom they had never met. In Kelleys study, a man posing as guest lecturer was introduced to subjects in a neutral manner. Later, one of two notes about the stimulus person were randomly distributed to subjects. One note contained a description of him as being rather warm, while the other note described him as rather cold. Then, the guest lecturer proceeded to give a 20-min discussion to the subjects, while the verbal interaction that between the subjects and the stimulus person was recorded. The recording of the subjects interaction with the instructor was novel, because according to Kelley (1950), no previous studies reported had dealt with the importance of first impres sions for behavior (Kelley, 1950). After the discussion, subjects were asked to rate the personality of the stimulus person on 15 different scales that were predetermined. In addition to rating the stimulus person, subjects were also asked to write free descriptions of him, as well. It was by observing the interaction between the subjects and the stimulus person that Kelley found support for the autistic hostility hypothesis (Newcomb, 1947). The autistic hostility hypothesis states that when someone perceives another individual as cold, that person will limit his or her interactions with the cold person. It was observed by Kelley that students who were in the warm group engaged in discussions more freely and more frequently than those in the cold group (Kelley, 1950). Like Asch, Kelley found that subjects total impression of a person is significantly influenced by the attribution of a central quality such as warmth. Kelleys results showed that subjects who were given preinformation describing him as warm, gave him consistently better ratings on multiple personal attributes than did those who were given preinformation describing the stimulus person as cold. Furthermore, Kelly found that 56% of the warm subjects actively participated in the discussion, as opposed to only 32% of the cold subjects. These studies conducted by Kelley (1950) and Asch (1946) are important because they were both novel and influential. Their early studies stimulated a considerable amount of research concerning the perception of people, specifically a study by Widmeyer Loy (1988). They designed their study with the primary intent to determine whether or not Kelleys warm/cold effect could be replicated in a classroom setting 35 years later. More specifically, they examined the effects of warm/cold manipulation on first impressions of individuals and their teaching ability. In Widmeyer Loys study (1988), a man posing as a guest lecturer gave a neutral lecture to 140 male and 100 female college students. Before the lecture, as in Kelleys study, forms were randomly distributed to subjects describing the instructor. One half of the group received information describing him as rather cold, while the other group received information describing him as rather warm. To half of each of these groups, the stimulus person was said to teach physical education, while the other half of these groups were told that he taught social psychology classes. Following the stimulus persons 40-min lecture, subjects evaluated his personality and teaching ability though a Likert scale and through additional written comments. Results showed that subjects who were told the stimulus person was rather warm rated his personality and his teaching ability more positively than did subjects who were told he was rather cold. Additionally, it was found that the manipulations of both discipl inary status of the instructor and the sex of the subjects had no significant influence on subjects ratings of the stimulus persons teaching ability. Research done by Asch, Kelley, and others is strongly supported by the findings of a similar study conducted by Biggs McAllaster using warm/cold manipulation (1981). In this study, it was found that subjects who were told that a guest lecturer was warm tended to evaluate that person as more favorable than subjects who were led to believe he or she was cold. Additionally, the use of the neutral group (one that was told that the speaker was neither warm nor cold) also helped to reinforce the findings of Asch (Biggs McAllaster, 1981), which will be discussed in further depth along with some interesting novel occurrences within the experiment. Critical Review of Research The studies conducted by Asch, Mensh Wishner, Kelley, Biggs McAllaster, and Widmeyer Loy are similar in ways that link them together and give them the ability to use modifications in order to add to existing research. It is because of these modifications that they all contain important differences that extend the level of research to a new level. One important similarity is that they use all warm/cold modification to discover if subjects total impression of a person is influenced by the attribution of a central quality such as warmth or coldness. All studies found that this modification of adjectives did affect the way the stimulus person was perceived by subjects. Additionally, four out of the five studies use a male as a stimulus person. Interestingly, Biggs McAllister (1981) intentionally uses him or her when discussing the stimulus person. This raises an important question regarding the sex of the stimulus person. Would subjects rating across multiple characteristics such as personality and teaching ability differ if the stimulus person used was a female? It might be interesting to see how a female instructor might be rated by female subjects, and also by male subjects, as well. Another variation of this experiment might seek to investigate the length of the description of the instructor provided to the subjects. It might be interesting to examine whether a longer description would increase or decrease the differences between the cold ratings and the warm ratings. In a longer description, for example, the word warm or cold might be glossed over given the larger amount of information being provided or ultimately missed all together. It is possible, however, that people might accidently read only certain words that help them to form an impression of the stimulus person due to an overload of too much information. Varying the length of the description could be another possible modification of these experiments. It should also be noted that while the study conducted by Asch (1946) found that the use of interchangeable adjectives could influence the descriptions given by subjects about the personality of a hypothetical person, Kelley (1950) found that this warm/cold manipulation effected subjects perception of a person with whom they had actually encountered, instead of just a hypothetical person. Furthermore, as mentioned earlier, no previous studies reported had dealt with the importance of first impressions for behavior according to Kelley (1950). This made Kelleys recording of the subjects interaction with the instructor quite novel, as it had not been reported to have been done by a previous study. Widmeyer Loy (1988) sought to modify and extend Kelleys work in three specific ways which will be discussed below. Since Kelleys study only examined teaching performance indirectly by looking at whether the observers expectation of the instructor was favorable or not, Widmeyer Loy tried to determine whether warm/cold manipulation would affect subjects impression of the instructors teaching ability specifically. Secondly, according to Wilson (1968), an instructors perceived status has an influence on subjects perception of an instructor. For example, physical education is likely to be seen as being less academically prestigious than other disciplines that are more traditional (Seater Jacobson, 1976). These finding were of particular interest to Widmeyer Loy who wanted to determine whether the labels of physical education professor and social psychology professor would have different influences on subjects judgments on an instructors teaching performance, and on their central and peripheral personality traits, respectively. They found, however, that the disciplinary status of the instructor had no significant effect on subjects ratings of the stimulus person. Thirdly, based on evidence that suggests male and female college students assess college-level instructors differently (Lombardo Tocci, 1979), Widmeyer Loy were interested in the sex of the subjects. The subjects in Aschs study were mostly female college students, while Kelleys study included only male college students. Just as Biggs McAllister intentionally used gender-neutral terms when discussing the stimulus person, the sex of the subjects was also went unreported. Widmeyer Loy specifically made efforts to determine if male and female subjects were influenced differently by the preinformation given about the instructor, in regards to the warm/cold variable, by using a mixture of both male and female college students as subjects. It should be noted that Mensh Wishner (1947), seeking to extend on the original research of Asch, also used subjects that were a mix of both male and female students, but despite their modifications to Aschs experiments, the findings in Mensh Wishne r showed that subject sex had significant influence on subjects impression of the stimulus person. Despite the finding that the manipulations of disciplinary status and the sex of subjects has no significant effect on subject ratings (Widmeyer Loy, 1988), effects were found in regard to perceptions of personality and perceptions of teaching ability. In regard to the warm/cold manipulation, significant effects were reported. More specifically, subjects who were told that the stimulus person was warm, perceived him (with regard to personality) as less unpleasant, more sociable, less irritable, less ruthless, more humorous, less formal, and more human compared to subjects to were led to believe that has was a cold person (Widmeyer Loy, 1988). Additionally, in regard to perceptions of teaching ability, it was found that subjects who were told that the stimulus person was rather warm perceived him to be more intelligent, more interesting, more considerate of the class, and more knowledgeable of his material than subjects who were given information that the instructor was cold. These findings strongly support previous research in a number of ways. First, they confirm the hypothesis that the attribution of the central quality of warmth greatly influences the overall impression of subjects on the personality of the instructor. These results also lend support to Kelleys observation that the size of this effect seems to depend upon the closeness of relation between the specific dimension of any given rating scale and the central quality of warmth or coldness' (Kelley, 1950). In other words, it was asserted by Kelley that the warm/cold manipulation does not have an equal influence on all variables. In the studies conducted by Asch, Kelly, Biggs McAllastar, and Widmeyer Loy found that being sociable, humorous and considerate were positively related to warmth, while being proud ruthless and irritable were negatively related to warmth. It was also found that being proud, self-assured and dominant were not related to warmth at all. The discovery that the warm/cold manipulation affects the ratings of some characteristics more than others supports an assertion made by Kelley concerning the extent of the halos effects influence. Kelley states that, the effect cannot be explained altogether on the basis of a simple halo effect (Kelley, 1950). The pattern found by Widmeyer Loy with regard to the differential effects across 12 common scales is similar to the patterns found by both Asch Kelley. This pattern lends support to the explanation given by Kelley of how the effect is dependent on the closeness of the characteristic being rated to the quality of warmth (Kelley, 1950). Any discrepancies in the findings of Widmeyer Loy that do not parallel the patterns in the other studies, lend support to an idea asserted by Mensh Wishners (1947) that depending on the context, the strength of the effect of the warm/cold manipulation can vary. For example, formality was not related to warmth in Widmeyer Loy, while it was related in Kelleys investigation. Biggs McAllister (1981). Using warm/cold manipulation, subjects who were told that a guest lecturer was warm tended to evaluate that person as more favorable than subjects who were led to believe he or she was cold. Additionally, the use of the neutral group (one that was told that the speaker was neither warm nor cold) also helped to reinforce the findings of Asch (Biggs McAllister, 1981). More specifically, the warm/cold comparison made it possible for Biggs McAllister to replicate Kelleys experiment, while the addition of the neutral group allowed them to make sure that other words in the biography were not contributing to differences in the evaluations between the warm and cold groups, as Asch did in his study. Something else that should be taken into consideration is the lecture or discussion led by the stimulus person. In Asch and Mensh Wishners experiments the person described was merely hypothetical, so there was no lecture or discussion. In Biggs McAllisters (1981) study, the stimulus person used was real as opposed to hypothetical. This stimulus person gave a lecture as opposed to an interactive discussion, but not amount of time was reported regarding the length of the lecture given. In Kelleys experiment, the stimulus person led the class in a 20-min discussion and subject verbal interaction was recorded. In Widmeyer Loys experiment, however, the stimulus person gave a 40-min lecture to the subjects, and there was no reported subject interaction with the lecturer. Discussions can vary in formality and the comfort-level of the atmosphere can be influenced, while lectures do not tend to vary as much in these respects. It could be possible that one of these conditions could be easie r or harder for the stimulus to demonstrate intelligence and knowledge of the subject. Also, it may be the case that subject interaction with the instructor could provide a different foundation on which subjects base personality ratings and ratings regarding teaching ability. As previously mention, there were some interesting occurrences within the Biggs McAllaster (1981) experiment. There were two occurrences in particular that should be noted. First, some students realized later, after talking to each other, that some descriptions of the instructor contained the world warm, while others contained the word cold. What was interesting, though, was that one subject later told the instructor that the cold groups description of contained words such as vicious and unforgiving, as well as other negative thing that were not included in the description. It seems that in the perception of the instructors personality, the word cold became combined with extra negative characteristics. The second occurrence to be noted is that one individual from the class felt that she did not have sufficient information to rate the instructor. Her refusal to finish the questionnaire was turned into a positive point of discussion in this study because it demonstrated that her decis ion regarding the personality of the instructor did not have to be made based solely on the information that was provided. Conclusion Each of these studies replicates, modifies, and/or extends the original Asch study pertaining to warm/cold manipulation in a variety of ways. They all lend support to hypothesis that a subject who is told that another person, whether real or hypothetical, is warm will tend to evaluate the stimulus person more favorably than another person who is led to believe he or she is cold. These studies demonstrate how easily first impressions are formed despite limited or even invalid information. Additionally, the experiments can be used to discuss trait theories of personality perhaps and why it would be important to be careful when make predictions based on single traits. Furthermore, the error in cognition referred to as the halo effect can be pointed out since the evaluator is making generalizations about a person from a single personality trait. It is noteworthy that personality characteristics as well as teaching abilities can be influenced by the halo effect. By being perceived as a wa rm person, an instructor would be able to influence students rating of his or her personality as well as teaching abilities. When considering the role that students evaluations of their instructors play in regard to tenure and promotions, these findings have considerable implications within the educations system. Teachers who would like to get ahead, for example, should present themselves being warm. It is possible that students expectations of professors can be influenced by student ratings. These expectations can, in turn, have an influence on the attitude and behavior of the instructor. Thus, these studies have significant educational implications.

Resemblence Between Christ and Aslan Essay

In the first two books, Aslan is a clear-cut figure. Aslan is what Jesus would be like in Narnia. He acts as a parallel and inspires fear in his enemies and love and devotion in his friends. He makes the four children high kings and queens, and banishes evil from his kingdom. It is like a fairy tale. He undergoes development through the sequence of seven books though, becoming more distanced and formal. In The Voyage of the Dawn Treader, Aslan seems more distant; he appears in other forms, such as a lamb. In the New Testament, Christ is depicted as a lamb. Lewis deepens the spiritual experience of his characters by making Aslan harder to find. Faith now enters into the equation, belief without seeing. An example is the mouse Reepicheep, who is determined to find Aslan’s Country (symbolizing Heaven), even if he has to swim to the end of the world to do so. The last two Chronicles address the beginning and end of Narnia. The Magician’s Nephew gives us Narnia’s Genesis account. Here Aslan is established as the Creator and he sings Narnia into existence. It is very similar to the story in Genesis of God creating the world. Aslan tells the creatures, â€Å"I give to you forever this land of Narnia. I give you the woods, the fruits, the rivers†¦The Dumb Beasts whom I have not chosen are yours also†. Other examples of the similarities between Christ and Aslan include when Aslan says â€Å"I am the great Bridge-builder†. Christ in the New Testament too says, â€Å"I am the Way, the Door†: In The Horse and His Boy Aslan tells â€Å"‘Touch me. Smell me. Here are my paws, here is my tail, these are my whiskers'† which is like Jesus telling John to touch his hands and side when he doubts Him. Another resemblance is that the blood of both Jesus and Aslan can bring the dead to life. A drop of blood from Aslan’s pierced paw revives the dead Prince Caspian and brings him to a younger version of himself in The Silver Chair. Christ’s shed blood has the power to resurrect believers into new life too. In the same book, Aslan replies â€Å"I am† which parallels the reply God gave Moses, â€Å" I Am Who I Am†. There is a Stone Table in The Lion, the Witch, and the Wardrobe that is where the Witch slew Aslan. However, the Witch did not know of magic even older than the stone table â€Å"that when a willing victim who had committed no treachery was killed in a traitor’s stead, the Table would crack and Death itself would start working backward†. This mimics the resurrection of Jesus after He dies on the cross. After the resurrection of both Christ and Aslan, it is first discovered by the female followers. In this case it being Susan and Lucy for Aslan and Mary Magdalene along with the other women for Christ. After Aslan returns to life, he goes to the White Witch’s castle and breaths life back into the creatures she had once turned into stone. Jesus creates life after death after he resurrects and holds the keys of death and Hell. The Bible and The Chronicles of Narnia have a shared likeness.

Manchester Dbq

The Industrial Revolution of the nineteenth century led to the growth of Manchester into the industrial center of England. Although Manchester held an abundance of manufacturing power, the effects of this growth were not all positive and many issues faced the people living in urban environments. Healthy lifestyles the social and economic liberties of the people were being sacrificed for the sake of industrial growth and though some recognized and worked to fix these problems, others ignored these issues for personal gain.Though this time was prosperous for certain individuals, the majority of lower classes faced a number of problems. In a comparison between maps of Manchester in 1750 and 1850 made in document 1, we see that the size of the city grew exponentially during the industrial revolution. Robert Southey, and English Romantic poet, commented on the condition of the city after visiting Manchester in 1807, â€Å"A place more destitute than Manchester is not easy to conceive. In size and population it is the second city in the kingdom.Imagine this multitude crowded together in narrow streets, the houses all built of brick and blackened with smoke† (Doc. 2). Southey continues by describing the monotonous work and â€Å"the everlasting din of machinery† being the control of the city. As an English Romantic poet, Robert Southey could have been slightly biased, but still fairly reliable, due to the fact that he wouldn’t have fabricated what he saw completely, but as a poet he could have exaggerated the details of the situation to reflect them more dramatically.In Report on the Sanitary Conditions of the Laboring Population of Great Britain, public health reformer Edwin Chadwick concisely reports, â€Å"Diseases caused or aggravated by atmospheric impurities produced by decomposing animal and vegetable substances, by damp and filth, and close and overcrowded dwellings, prevail among the laboring classes† (Doc. 6). Here, the conditions of the city are directly described as being detrimental to the health of its citizens.As well as being harmful to their physical health, Chadwick describes its effect on their mental health and social practices, â€Å"The exposed population is less susceptible to moral influences, and the effects of education are more temporary than with a healthy population. † This reveals not only the physical issues facing the people, but the way they have been changed morally.As a medical reformer, Edwin Chadwick is unbiased based on the fact that he would likely be truthfully reporting the facts of the situation, thus making his report reliable. Reflecting the statements of the sanitary issues and deteriorating health made by Chadwick, a table published by Thomas Wakley in his British medical journal, The Lancet, shows the average age at death for people in different professions and living conditions.Based on the table, the age of death for citizens in any of the listed professions is l ower if they reside in industrial districts. It also displays that people working as laborers or artisans, more common jobs in crowded, industrialized towns, died much earlier (The average death age for laborers in Manchester being 17, while the age for professional workers was 38). Lastly, the ages for citizens of Manchester, of any profession, were lower than those of all other cities, including the other industrialized district shown (Doc. ). This document displays the extreme conditions faced by common industrial workers, reflecting the dangers they faced in the briefness of their lifespan. As another medical reformer, Wakley was unlikely to have forged this information as it was for permanent record and education of the situation, therefore making this information unbiased. Despite the advancements in technology and industry during the time, common citizens were forced to live lives reminiscent of the squalor faced in medieval times. Manchester Dbq The Industrial Revolution of the nineteenth century led to the growth of Manchester into the industrial center of England. Although Manchester held an abundance of manufacturing power, the effects of this growth were not all positive and many issues faced the people living in urban environments. Healthy lifestyles the social and economic liberties of the people were being sacrificed for the sake of industrial growth and though some recognized and worked to fix these problems, others ignored these issues for personal gain.Though this time was prosperous for certain individuals, the majority of lower classes faced a number of problems. In a comparison between maps of Manchester in 1750 and 1850 made in document 1, we see that the size of the city grew exponentially during the industrial revolution. Robert Southey, and English Romantic poet, commented on the condition of the city after visiting Manchester in 1807, â€Å"A place more destitute than Manchester is not easy to conceive. In size and population it is the second city in the kingdom.Imagine this multitude crowded together in narrow streets, the houses all built of brick and blackened with smoke† (Doc. 2). Southey continues by describing the monotonous work and â€Å"the everlasting din of machinery† being the control of the city. As an English Romantic poet, Robert Southey could have been slightly biased, but still fairly reliable, due to the fact that he wouldn’t have fabricated what he saw completely, but as a poet he could have exaggerated the details of the situation to reflect them more dramatically.In Report on the Sanitary Conditions of the Laboring Population of Great Britain, public health reformer Edwin Chadwick concisely reports, â€Å"Diseases caused or aggravated by atmospheric impurities produced by decomposing animal and vegetable substances, by damp and filth, and close and overcrowded dwellings, prevail among the laboring classes† (Doc. 6). Here, the conditions of the city are directly described as being detrimental to the health of its citizens.As well as being harmful to their physical health, Chadwick describes its effect on their mental health and social practices, â€Å"The exposed population is less susceptible to moral influences, and the effects of education are more temporary than with a healthy population. † This reveals not only the physical issues facing the people, but the way they have been changed morally.As a medical reformer, Edwin Chadwick is unbiased based on the fact that he would likely be truthfully reporting the facts of the situation, thus making his report reliable. Reflecting the statements of the sanitary issues and deteriorating health made by Chadwick, a table published by Thomas Wakley in his British medical journal, The Lancet, shows the average age at death for people in different professions and living conditions.Based on the table, the age of death for citizens in any of the listed professions is l ower if they reside in industrial districts. It also displays that people working as laborers or artisans, more common jobs in crowded, industrialized towns, died much earlier (The average death age for laborers in Manchester being 17, while the age for professional workers was 38). Lastly, the ages for citizens of Manchester, of any profession, were lower than those of all other cities, including the other industrialized district shown (Doc. ). This document displays the extreme conditions faced by common industrial workers, reflecting the dangers they faced in the briefness of their lifespan. As another medical reformer, Wakley was unlikely to have forged this information as it was for permanent record and education of the situation, therefore making this information unbiased. Despite the advancements in technology and industry during the time, common citizens were forced to live lives reminiscent of the squalor faced in medieval times.

The Emancipation Proclamation Was Issued By President Abraham

The Emancipation Proclamation was issued by President Abraham Lincoln. It declared slaves to be free. This set forth the 13th, 14th and 15th Amendments: abolishing slavery; all persons born in the United States are citizens, all citizens are entitled to equal protection under law; and barring the denial of the right to vote based on race, color, or previous condition of servitude. In the decades since then, it has been a major battle for African Americans to be free and have equal rights. This began the African American Civil Rights Movement. It would be the 1960s before the determination of the movement would end segregation and allow them the absolute right to vote without any small provisions that would try to deny them this right.†¦show more content†¦By 1900 Southern states passed many laws that would formally segregate everything. During the 1920s Marcus Garvey believed in empowering blacks economically. He founded the Universal Negro Improvement Association based in Harlem, New York. Deemed The Harlem Renaissance, it was the center of black politics and culture. In 1936, â€Å"Gallup polls estimated that 76 percent of Northern blacks had voted for [Franklin D. Roosevelt].† Some of the New Deal programs by FDR offered federal and state aid to African Americans. As the black vote became critical to the Democratic Party, the administration was more receptive to African Americans demands. â€Å"FDR appointed the first federal black judge and the unofficial Black Cabinet to investigate civil rights abuses and advise him on racial matters.† World War II would provide an opportunity to cease racial prejudice. At first, wartime industries refused to hire blacks and FDR issued an executive order that â€Å". . . forbade discrimination in the defense industries and government . . . and established the Fair Employment Practices Committee to handle complaints of discrimination.† During the war almost one million blacks served includ ing having the first African American general in the United States Army. Although the military was still segregated. After the war, the legality of segregated schools was challenged successfully. In the 1954 case of Brown v. Board of Education,Show MoreRelatedThe Emancipation Proclamation Was Issued By President Abraham Lincoln1206 Words   |  5 Pages The Emancipation Proclamation was issued by President Abraham Lincoln in 1863. Lincoln issued this document during the American Civil War. A massive percentage of people believe it was issued solely to end slavery. However, abolishing slavery was never a main goal of the Emancipation Proclamation. The Emancipation Proclamation was issued to gain troops for the union army while destroying the Confederacy’s economy and to prevent foreign nations like England and France from becoming allies with theRead MoreAbraham Lincoln s Emancipation Proclamation859 Words   |  4 PagesThe Emancipation Proclamation Although Abraham Lincoln produced numerous timeless events in the history of the United States of America, perhaps none more effective as the Emancipation Proclamation. The innovative and impactful Emancipation Proclamation consisted of two executive orders issued by President Lincoln. The first order was issued on September 22, 1862 and gave freedom to all slaves in the Confederate States of America that did not return to Union control by January 1, 1863. One hundredRead MoreSignificance And Impact Of The Emancipation Proclamation1658 Words   |  7 PagesJonathan E. Luzniak Mr. Deeb U.S. History 1A 5 May, 2015 Significance and Impact of the Emancipation Proclamation Abraham Lincoln once said, A house divided against itself cannot stand. I believe this government cannot endure permanently half-slave and half-free. I do not expect the Union to be dissolved - I do not expect the house to fall - but I do expect it will cease to be divided. It will become all one thing or all the other. (Lincoln s House-Divided Speech in Springfield, Illinois,Read MoreThe Legacy Of Abraham Lincoln1614 Words   |  7 PagesAustin Leishman Political Science 1100 Dr. Michael Petersen Abraham Lincoln I chose to do my research project on one of our presidents and the president I chose is Abraham Lincoln. I chose to do it on Lincoln because in my eyes and in the eyes of many other people, he was our nation s greatest president. He was considered our greatest president for everything he was and stood for and for all the things he did for our country. The first thing people should know about lincoln is that he did notRead MoreThe Reasoning And Significance Of The Emancipation Proclamation1090 Words   |  5 PagesHistory 101 08 November 2017 President Abraham Lincoln was a bold individual who acted on what he felt was ethically correct. Despite congress being against his wishes, he did not waiver in what he believed in. This courage is very difficult to find even to this day. This was a time when the country was at war. President Lincoln had just lost his son Willie to typhoid in February of 1862. (CivilWar.Org Staff 2017) When everything seemed to be going wrong President Lincoln committed an act that wouldRead MoreEssay on Abraham Lincoln - the Greatest President1069 Words   |  5 PagesAbraham Lincoln There have been forty four U.S. presidents over the past two hundred and twenty years. What president has served the best for our country? None other than Abraham Lincoln. Abraham Lincoln is the greatest president ever because he did great things such as ending slavery, getting the us through the Civil War, and helped our country a lot. The American Civil War was a war between the Southern states and the Confederate states. Abraham Lincoln was not very prepared for the war militarilyRead MoreLincoln And The Emancipation Slavery990 Words   |  4 Pages Lincoln and the Emancipation Slavery caused many violent events in the 17 and 1800’s. The South and the North could not agree with slavery; the North was anti-slavery and the South were pro-slavery. The south considered slaves to be their own personal property and the slaves were not allowed to be counted as a citizen of the United States; they were only considered to be counted as 3/5 of a person. Because slave owners were so harsh to their slaves, the slaves generated many slave rebellionsRead MoreLincolns Emancipation Proclamation Essay1011 Words   |  5 PagesGilbertson Connor Period 1 The Emancipation Proclamation consists of two executive orders issued by United States President Abraham Lincoln during the American Civil War. The first one, issued September 22, 1862, declared the freedom of all slaves in any state of the Confederate States of America that did not return to Union control by January 1, 1863. The second order, issued January 1, 1863, named ten specific states where it would apply. Lincoln issued the Executive Order by his authorityRead MoreThe Legacy Of The American Civil War1030 Words   |  5 Pagesbegan, President Abraham Lincoln carefully framed the issue concerning the preservation of the Union rather than the abolition of slavery. As an individual, Lincoln hated slavery, he knew that neither Northerners nor the residents of the border slave states would support abolition as a war aim. As a Republican, he wished to eliminate it from the territories as the first step to putting the institution â€Å"in the course of ultimate extinction.† But as president of the United States, Lincoln was destinedRead MoreThe Impact Of Abraham Lincolns Emancipation Proclamation1093 Words   |  5 PagesPresident Abraham Lincoln, sometimes called â€Å"The Great Emancipator†, is best remembered today for his Emancipation Proclamation. This proclamation, issued in September 1862 and enacted at the start of 1863, freed all slaves in rebelling states in the Confederacy and had a dramatic impact on the outcome of the Civil War. However, even though Lincoln was morally against the concept of slavery, he had previously stated that he had no intention of abolishing it. Why did he explicitly violate his own