1. Identify an example of cultural bias, stereotyping, and/or prejudice faced by American children during the nineteenth century. Explain how it affected them socially, politically, and economically. 2. Identify an example of cultural bias, stereotyping, and/or prejudice faced by African Americans during the nineteenth century. Explain how it affected them socially, politically, and economically.
3. Identify an example of cultural bias, stereotyping, and/or prejudice faced by Native Americans during the nineteenth century. Explain how it affected them socially, politically, and economically.
4. Identify a widely held example of cultural bias, stereotyping, and/or prejudice in nineteenth century America. Explain how it affected the population as a whole socially, politically, and economically.

Some prejudices share cross-cultural patterns, but others are more variable and culture specific. Those sharing cross-cultural patterns (sexism, ageism) each combine societal status differences and intimate interdependence. For example, in stereotypes of sex and age, lower-status groups— women and elders—gain stereotypic warmth (from their cooperative interdependence) but lose stereotypic competence (from their lower status); men and middle-aged adults show the opposite tradeoff, stereotypically more competent than warm. Meta-analyses support these widespread ambivalent (mixed) stereotypes for gender and age across cultures. Social class stereotypes often share some similarities (cold but competent rich v warm but incompetent poor). These compensatory warmth v competence stereotypes may function to manage common human dilemmas of interacting across societal and personal positions. However, other stereotypes are more variable and culture specific (ethnicity, race, religion). Case studies of specific race/ethnicities and religions reveal much more cultural variation in their stereotype content, supporting their being responses to particular cultural contexts, apparent accidents of history. To change stereotypes requires understanding their commonalities and differences, their origins and patterns across cultures.

Explanation:

um ok so i dont know

Explanation:

- "the civil rights movements"

- "following the american civil war and abolition of slavery, the united states entered a period known as reconstruction, during which black americans continued to suffer from disenfranchisement, racial segregation, and economic oppression. beginning in the early 1950's, black americans launched a series of major campaigns of civil resistance, emphasizing the need for nonviolent protests and civil disobedience."

"such as the montgomery bus boycott of 1955-56, a campaign launched by rosa parks against the policy of racial segregation of the public transit system in alabama. “sit-ins” became popular across the american south, particularly in greensboro, north carolina, increase national sentiment."

- "the counterculture movement"

- "counterculture began to develop in the united states following the rise of conformity in american culture during the 1950s. by 1963, youth, particularly those of the white middle class, began rejecting the cultural standards and normality of their parents, opting for progressive attitudes instead. the movement gained momentum as the civil rights movement became increasingly successful and as the u.s. military intervention of vietnam began to take a negative turn."

"hippie counterculture moved further into popular culture following the summer of love in 1967 when thousands of people came together in the haight-ashbury neighborhood of san francisco. along with greenwich village in new york city, haight-ashbury became a hub for the counterculture movement."

question 1: a) thurgood marshall

question 2: b) the civil rights act of 1964

question 3: c) brown v board of education

question 4: d) creation of the dept of education

question 5: a) welfare and social security

explanation: