...BACKGROUND PAPER ON THE TUSKEGEE AIRMEN 1. This background paper will examine the Tuskegee Airmen. It will cover their flying training program, combat record, and the overall historical significance. 2. First, the flying training program will be covered. In 1939, the United States (U.S.) government supported the Civilian Pilot Training Program (CPT) Act which ultimately sponsored African-American flight training and would spawn the Tuskegee Airmen.1 This Act authorized a limited number of schools to provide CPT. These included Tuskegee Institute, Howard University, Hampton Institute, and the Coffey School of Aeronautics.2 Tuskegee cadets received numerous ground school classes in meteorology, navigation, and instruments. Upon completing the ground requirements, they received 60 hours of flight training which included a solo cross-country flight.3 After completing the primary training, they moved to secondary training at Tuskegee Army Air Field where they would receive training on more complex aircraft.4 During the period of this program, 1941 to 1945, over 1,000 black aviators were trained at Tuskegee.5...
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...The Tuskegee Airmen were the group of black pilots trained at the Tuskegee Institute. The Tuskegee Airmen were the first black pilots in the United States Air force. They overcame many racial barriers in their training and during their time in the air force. The careers of the Tuskegee airmen were great strides in the civil rights movement because they showed that African Americans were capable of the same things as whites. The Tuskegee Airmen had great training, they had to go through many racial challenges, and on top of that they were some of the most successful pilots in World War 2. Training The Tuskegee airmen were trained at the Tuskegee Institute in Tuskegee, Alabama. The Tuskegee institute was an all African-American Institute founded by Booker T. Washington. The Tuskegee Institute received a contract from the military and provided training to African Americans while the military built a segregated base. The Tuskegee Institute provided training in meteorology, navigation and instruments. All of the cadets that did very well in these classes were moved to the Tuskegee Army Air Field. The Air Corps provided aircraft, textbooks, flying clothes, parachutes and...
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...1. The purpose of this paper is to cover the Tuskegee Airmen (TA). Topics covered are the aircraft the TA flew, impact on United States Air Force desegregation, and the overall historical significance. 2. Over the course of World War II (WWII) the TA flew several different airframes. When the 99th Fighter Squadron first deployed to North Africa in 1943, they flew Curtiss P-40 fighter aircraft while performing patrol and other tactical missions. When the 332nd Fighter Group was deployed to Italy, where the 99th already was stationed, they began flying Bell P-39’s attacking ground targets. After a mission shift to bomber escort, the TA shifted to flying Republic P-47 aircraft. The final and most notable airframe flown by the TA was the North American P-51 Mustang that the TA started flying in 1944.1...
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...1. This background paper covers a brief history of the Tuskegee Airmen. The main points include the aircraft the Tuskegee Airmen flew, their combat record, and their overall historical significance. 2. The Tuskegee Airmen flew a variety of aircraft throughout World War II. During their time as part of the 12th Air Force, they flew patrol and attack missions aboard the P-39 and P-40.1 The P-39 was a unique airplane in that the engine was located behind the cockpit. The P-39 was equipped with a 37 millimeter cannon, four .50-caliber machine guns, and up to 500 pounds of bombs externally.2 The P-40 was a single engine, single seat, fighter aircraft that proved to be a versatile and successful aircraft during the war.3 When the Tuskegee Airmen were reassigned to the 332nd Fighter Group of the 15th Air Force, they flew the P-47 and P-51 airplanes.4 The P-47 was a single engine, single seat airplane with eight .50-caliber machine guns and up to 2,500 pounds of bombs or rockets.5 The P-51 “Mustang” was a...
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...created very much false impressions of who they were. Jarvis (2008), Reasons for the increasing rates were initially scribed to the effects of emancipation, but as researchers reported rates of psychosis to be on the rise through the first half of the 20th century, the stress of internal migration and social adversity were increasingly invoked as explanatory factors. Even though many changes and the challenges did not seemly to actually change. The involvement in the ending of isolation among African Americans, as well being one of the culture groups of people involved in the struggles, segregation, civil rights movement and the civil war Would be the greatest and most significant impact for a culture and race of change in history. In this paper we will discuss and analyze different factors and events that help to end discrimination, isolation, and segregation within the African American community. After 1970, attitudes influencing the psychiatric assessment of African Americans changed...
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...George Eastman He was a high school dropout, judged "not especially gifted" when measured against the academic standards of the day. He was poor, but even as a young man, he took it upon himself to support his widowed mother and two sisters, one of whom was severely handicapped. He began his business career as a 14-year old office boy in an insurance company and followed that with work as a clerk in a local bank.He was George Eastman, and his ability to overcome financial adversity, his gift for organization and management, and his lively and inventive mind made him a successful entrepreneur by his mid-twenties, and enabled him to direct his Eastman Kodak Company to the forefront of American industry. | George Eastman. | But building a multinational corporation and emerging as one of the nation's most important industrialists required dedication and sacrifice. It did not come easily. | To learn more about Eastman and how he helped bring photography and images into our daily lives, read on and also watch this brief history of his life and Kodak's early years. | BoyhoodThe youngest of three children, George Eastman was born to Maria Kilbourn and George Washington Eastman on July 12, 1854 in the village of Waterville, some 20 miles southwest of Utica, in upstate New York. The house on the old Eastman homestead, where his father was born and where George spent his early years, has since been moved to the Genesee Country Museum in Mumford, N.Y., outside of Rochester.When...
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...The African Americans: The Birth of Equality after 1865 Leonard Stinson HIS204: American History Since 1865 Instructor John Durr December 5th, 2011 The African Americans: The Birth of Equality after 1865 This was a time when America was trying to find herself. These were the years known as the Reconstruction Period from 1865-1877. During this time period, the African-American people became free from slavery but one can only imagine what free really is. While the nation search for ways to establish true meaning of equality, African-American people continued to struggle to find out just what equality means and to have the same rights and freedom as the white people in the nation. Whether as slaves or free people, the political and social status of African Americans has always been to obtain the ability to participate in the nation’s economy. While many historians believe that slavery and politics can be attributed to the Civil War, more than 600,000 Americans died and with the help of the Emancipation Proclamation to start the motion to free the slaves, America became even more a divided country in 1865 than the previous earlier years (Bowles, 2011). Although freedom in the post-Civil War years did not guarantee equality, African Americans continued to struggle from racism, segregation and discrimination for many years, but the birth of equality is beginning to grow and show that all men and women are created equal. The effort to integrate...
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...COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or |All sets are repeatable and| | ...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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