Physiological Education Essay Example for Free

Physiological Education Essay Harvard President Lawrence Summers caused quite a stir in January 2005 when he proposed that women are lagging behind in science and mathematics because of innate differences between the sexes (Angier and Chang, 2005). Angier and Chang at the New York Times agree. They write that research has found that there are a lot of discrepanciesthe architecture of their brains, in quantitative test scores, attitudes toward math and sciencebetween men and women (Angier and Chang, 2005). The New York Times report found that boys have outscored girls in the math part of the SATs by as much as 35 points, while verbal scores are very similar. On the other hand, the report notes that there are more boys with attention-deficit disorder, learning disabilities, and autism (Angier and Chang, 2005). Boys, on the other hand, fare rather poorly with reading and writing. NAEP writing tests results in 2003 showed that boys scored 24 points lower than girls. The trend can be seen as early as the fourth grade all the way through college (Connell and Gunzelmann, 2004). Kate Melville explains that girls mainly use a system that is involves more memorization and association of words, while boys rely on a system the deals with the rules of language. Melville, citing a study by Michael Ullman, adds that both boys and girls are using different neurocognitive brain processes in learning language, and information processing (Melville, 2006). Jasna Jovanovic and Candice Dreves sums it up in saying that over the years, the notion is that boys have superior spatial abilities, which helps them in math. While girls are better at language and writing (1995). Do girls learn differently from boys? This paper will provide proof that they indeed do, and will try to delve into why and how they learn differently. Lastly it looks into recommendations for addressing such learning disparities between the genders. Preferences in Learning Styles Erica Wehrwein and her fellow researchers identify the learning style preferences of students to include visual, auditory, read-write, and kinesthetic. They also found that a little more than half of the females preferred a single mode of presenting information, as opposed to only 12. 5% of males (Wehrwein, et. al. , 2007). More than a third of the females favored the kinesthetic mode, followed by the read-write mode at16. 7% (Wehrwein, et. al. , 2007). On the other hand, boys preferred auditory, read-write and kinesthetic evenly (Wehrwein, et. al. , 2007). The researchers conclude that there is a significance difference in learning style preferences between boys and girls. Brain-based Differences Nikhil Swaminathan at the Scientific American says that a growing body of studies over since the 1960s have documented that girls have superior language skills. Swaminathan cites a journal report from the Neuropsychologia that says that girls completing a linguistic-related task showed greater activity in the areas of the brain that are responsible for language encoding, and abstract deciphering of information. The boys showed more activities in the visual and auditory areas, depending on how the words were presented (Swaminathan, 2008). Swaminathan concludes that in a classroom, it implies that boys have to be taught visually and orally (through texts and lecture) to gain a full understanding of the lesson, while girls can pick up the concepts by using one of either (Swaminathan, 2008). The study monitored the brain activities of 62 kids (31 of each) from 9 to 15 years old (Swaminathan, 2008). CBS News correspondent Elizabeth Kaledin cites a study conducted by University of California at Irvine psychologist Richard Haire, which shows that at the very least, mens and womens brains work differently (Kaledin, 2005). Kaledin also cites Dr. Jay Geidds studies showing that boys and girls have different brain development, with girls brains maturing faster than boys, except in the area involved in mechanical skills (Kaledin, 2005). Dr. Leonard Sax offers a much more empirical example, saying that at 12, the geometry area in a girls brain is equal to that of an 8 year old boy, while the language area of a boys brain is three or four years behind that of a girls brain. Dr. Sax concludes that boys and girls see, hear and respond differently (Kaledin, 2005). The Environments Role In an interview Parent News, Jasna Jovanovic stresses that there are no genetically-based differences between girls and boys. Jovanovic, however, says that girls will benefit more from teaching methods that include performance-based assessments, hands-on, active approaches, and cooperative learning. Jovanovic also reiterated that the difference might lie in the childs environment. Jovanovic laments that societal expectations and stereotypes tell girls that they are not good in math or science, so they shouldnt be very interested in it (Understanding Gender , undated). Jovanovic participated in a single-sex education in grades K-12 roundtable discussion sponsored by the American Association of University Women Educational Foundation. Jovanovics view is shared by Barnard President Judith Shapiro who adding that while nature may form part of the loss of interest among girls in science, there is also the nurture part (Kaledin, 2005). Donna Milgram, expounding on the gender differences in math, science, engineering and technology, says that the reason why many girls are floundering in these areas is that they have less experience in the hands-on application of learning principles than boys. Milgram says that the studies show that gender differences, most likely, stems out of nurture, not nature (Milgram, undated). Milgram adds that another important area of concern is that of perception and confidence. Females are most likely to succeed in science, engineering, technology and math if they feel confident that they could master it (Milgram, undated). Recommendations Jovanovic and Dreves recommends that child care providers and teachers give every child the chance to learn math and science. Staff should be trained on the equal treatment of boys and girls in the classroom, as well as be given the necessary resources and materials to give the children hands-on experiences in both subjects (Jovanovic and Dreves, 1995). Jovanovic, in the Parents News interview, also suggests a smaller class size, a core curriculum approach, more personal relationships between teahcers, students and administrators, more higher-order thinking-related activities (Understanding Gender , undated). Teachers, as well as students, need to be aware of learning style preferences. That way, they can tailor-fit their instruction, activities and tasks to optimize learning. Dr. Leonard Sax says that its very important to understand and pay more attention to the learning differences between girls and boys, and even in the differences in the way they develop. Dr. Sax points out that if we continue to ignore these differences, chances are at age 13, wed have girls who think they cant do math and boys who think that poetry is a waste of time (Kaledin, 2005). * * * The body of evidence, the growing of research, the viewpoints held by various authorities may differ, at the very least, and contrasting and confusing at the most. Whats clear, however, is the fact that girls and boys differ in they ways that they learn something. It may be attributed to physiological factors, or it may stem from the childs environment. The debate, however, is important not because we need to determine whether boys are more intelligent than girls. That is way beside the point. Our role as educators is to make sure that our students learn, in a manner thats easy for them. While suggestions have been brought to extremes like a single-sex classroom setting, the bulk of the responsibility rests on our shoulders. We need to understand these differences, be it physiological, or environmental. We need to understand our students. We need to understand their learning patterns. Having understood their strengths, and the innate differences, we can tap it to make it easier for them to learn. We need to find out the proper and optimal mix of instruction, of lectures, of the use of materials and resources. We need to be creative, innovative in the classrooms and outside it, in order to capture our students and interests in they way they were wired to appreciate it. Lastly, and perhaps, most importantly, we need to create a supportive classroom environment where boys and girls can be themselves, and make both understand that each of them are there to learn in his or her own style and pace. Its the only way we can safeguard their self-confidence and esteem. References Angier, Natalie and Chang, Kenneth. (2005). Gray Matter and Sexes: A Gray Area Scientifically. New York Times. Retrieved on 15 April 2008. http://www. nytimes. com/2005/01/24/science/24women. html? oref=loginpagewanted=allposition= Connell, Diane and Gunzelmann, Betsy. (2004). The New Gender Gap. The Instructor, March 2004. Retrieved on 15 April 2008. http://teacher. scholastic. com/products/Instructor/Mar04_gendergap. htm Kaledin, Elizabeth. (2005). Intellectual Gender Gap? CBS News. Retrieved on 15 April 2008. http://www. cbsnews. com/stories/2005/03/14/sunday/main679829. shtml Jovanovic, J. and Dreves C. (1995). Math, science, and girls: Can we close the gender gap? University of Illinois at Urbana-Champaign. Retrieved on 15 April 2008. http://www. nncc. org/Curriculum/sac52_math. science. girls. html Melville, Kate. (2006). Big Gender Differences In Language Learning. Georgetown University Medical Center. Retrieved on 15 April 2008. http://www. scienceagogo.com/news/20061029224800data_trunc_sys. shtml Milgram, Donna. Gender Differences in Learning Style Specific to Science, Technology, Engineering and Math. Retrieved on 15 April 2008. http://www. selfgrowth. com/articles/Gender_Differences_in_Learning_Style_Specific_to_Science_Technology_Engineering_and_Math_STEM. html Swaminathan, Nikhil. (2008). Girl Talk: Are Women Really Better at Language? Scientific American. Retrieved on 15 April 2008. http://www. sciam. com/article. cfm? id=are-women-really-better-with-languageprint=true Understanding Gender Differences that May Occur in Classroom Settings. Adoption. Com. Retrieved on 15 April 2008. http://library. adoption. com/Child-Development/Understanding-Gender-Differences-that-May-Occur-in-Classroom-Settings/article/3379/1. html Wehrwein, Erica, Lujan Heidi and DiCarlo, Stephen. (2007). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiological Education. Retrieved on 15 April 2008. http://advan. physiology. org/cgi/content/full/31/2/153

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humans are by far the most complex species on this planet. we have knowledge, emotions and the ability to know and choose from right or wrong. oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo... ...ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo

Different Types of Soils in India Essay

1. Black soils The principal region of black soils is the Deccan plateau and its periphery extending from 8 °45’to 26o north latitude and 68o to 83o45†² east longitude. They are formed from Deccan basalt trap rocks and occur in areas under the monsoon climate, mostly of semi-arid and sub-humid types. The overall climate of black soil region may be described as hot and dry summer, 40-100 cm rainfall per annum, mild to moderate winters and annual temperature ranges from 24-30o centigrade, mean maximum temperature during April-May ranges from 36~42 °C arid mean minimum temperature during winter ranges from 15-24 ° centigrade. Semi-arid to sub-humid, tropical to sub-tropical monsoon type climate with alternate dry and wet periods and calcification (formation of calcium carbonate) are favourable to the formation of black soils. The soils are characterised by dark grey to black colour with 35-60% clay, neutral to slightly alkaline reaction, high swelling and shrinkage, plasticity, deep cracks during summer and poor status of organic matter, nitrogen and phosphorus. Impeded drainage and low permeability are the major problems. Black soils. are divided into shallow black soil of a depth of 30-50 cms, medium black soils of 50-120 cm and deep black soils of more than 120 centimeters. The natural vegetation comprises dry deciduous species, viz palas (Butes frondoss), sisam (Dalbergia sisu), neem (Azadirachta indica) and teak (Tectona grandis). Cotton, sugarcane, groundnut, millets, maize, pulses, safflower are the common crops grown on these soils. Because of their inherent drainage problem, they are prone to salinity and sodicity under irrigated conditions unless proper drainage is ensured. Because of its high water retaining capacity, rainfed crops like minor millets, pulses like horse gram are vegetables of different types and citrus fruits can also be grown. These soils are also known as regurs, nullah regadi (a telugu word meaning black clay) and black cotton soils as cotton was the major crop grown in these soils. 2. Red soils These soils are derived from granite, gneiss and other metamorphic rocks. These soils are formed under well drained condition. The climate is semi-arid tropical with mean annual temperature of 25 °C and mean annual rainfall from 75-100 cm. The soils are higher textured, friable structure and contains low soluble salts. They are slightly acidic to slightly alkaline, well drained with moderate permeability. They are generally poor in nitrogen, phosphorus, lime, humus etc. In this soil, lime concretions and free carbonates are absent. The red colour is due to the higher degree of hydration of the fericoxide in the soils. On uplands, they are gravelly sandy or stony and porous and light coloured on which food crops like bajra can be grown. On the lower plains and valleys, they are dark, coloured fertile loams, irrigated crops like maize, wheat, pulses, potatoes, fruits, millets etc can be grown. These soils have also been found under forest vegetation. Sometimes they found along with black soils (side by side) and also yellow soils (red and yellow soils). Excessive gravelliness, surface crust formation and susceptibility to erosion due to high slopes are some of the problems in these soils which can be overcome by adopting suitable measures. Morphologically the red soils can be divided into red loams which have a cloddy structure and argillaceous soil and red earths with loose friable top soil rich in sesquioxide type of minerals. 3. Laterites and lateritic soils Laterite is a geological term and means literally a rock. The laterites and lateritic soils have been loosely used in the same sense. The lateritic soils are enriched with oxides of iron and aluminium, under the conditions of high rainfall with alternate dry and wet periods. During rainfall silica is leached downwards and iron and aluminium oxides remains in the top layers. Laterites are usually shallow and gravelly at higher lands, but are very deep loam to clay soils in the valleys where good paddy crops are produced. Higher landy soils are poor in nutrient status where as lower level soils are dark and richer in nutrients and organic matter. All lateritic soils are poor in calcium, magnesium, nitrogen, phosphorus and potash. They are generally well drained and porous. The soil reaction is more on the acidic side. On laterites, as already mentioned, rice is grown at lower elevations and at higher elevations, tea, coffee, cinchona, rubber and cashewnut can be grown under good soil management conditions. On the whole, laterites are poor in fertility and readily respond to manuring and good cultivation. Based on the climate lateritic soils are grouped into high rainfall areas with strongly and weakly expressed dry season and humid zones with pronounced dry & wet periods. 4. Alluvial soils Alluvial soils, cover the largest area in India (approximately 7 lakh km2) and these are the most important soils from agricultural point of view. The main features of alluvial soils have been derived as silt deposition laid down by the Indian river systems like the Indus, the Ganges, the Brahmaputra and the rivers like Narmada, Tapti: Mahanadi, Godavari, Krishna and Cauvery. These rivers carry the products of weathering of rocks constituting the mountains and deposit them along their path as they flow down the plain land towards the sea. Geologically, the alluvium is divided into recent alluvium which is known as Khadar and old alluvium, as bhangar. The newer alluvium is sandy and light coloured whereas older alluvium is more clayey, dark coloured and contains lime concretions. The soils have a wide range in soil characteristics viz. acid to alkaline sandy to clay, normal to saline, sodic and calcareous, shallow to very deep. The climate ranges from arid to humid s ub-tropical. The following groupings of alluvial soils may be recognised: alluvial soils (Khadar, bhangar and highly calcareous), deltaic alluvium, coastal alluvium, coastal sands, calcareous sierocomic and grey-brown soils. a. Alluvial soils The alluvial soils occuring in the Indo-Gangetic plains and the Brahmaputra valley cover a large area. The soils are transported and deposited by the rivers from the parent material. The rivers are the Ganga, Jamuna, Brahmaputra and their tributaries. The soils are deep and hard pans in the subsoil are calcareous (made of calcium carbonate) and acidic. These are deficient in nitrogen, phosphorous and humus, but not in potash and lime. These soils are fertile amongst all the soils of India. They produce a wide variety of crops like rice, wheat, sugarcane, jute and potato. They are distributed mainly in the northern, north-western and north-eastern parts of our country. b. Deltaic alluvial soils They are formed from sediments carried by rivers and deposited in the mouths of rivers joining the sea. The deltas of the Ganga, Brahmaputra, Mahanadi, Godavari, Krishna and Cauvery are the most important ones. In Gujarat, the deltaic alluvial soils which are sandy loam to clay loam are locally called Goradu soils. The Godavari and Krishna rivers pass through basaltic region having black soils and these soils are dark and fine textured. The Cauvery delta soils are significantly clayey and Ganga delta soils show high accumulation of organic matter, as in the Sunderbans of West Bengal, due to swampy vegetation. These soils are fertile and grow a wide variety of crops suited to climatic conditions. c. Coastal alluvium Soils developed on coastal alluvium are found along, the sea coasts. Soils are dark coloured, coarse textured and poor in fertility. Some soils are saline due to the inundation of sea water. Such soils in the Konkan coast of Maharashtra are called Khar soils. d. Coastal sands Sandy soils occur prominently in the coastal area of Tanjavur district of Tamil Nadu, along the Kerala coast, Bapatla in Guntur distrjct of Andhra Pradesh and Puri district in Orissa. If sandy soils are not saline, plantation crops like coconut, cashew and casuarina can be taken up for cultivation. Other soils under alluvium are calcareous sierozomes and grey brown soils. Calcareous sierozomes can be seen in the desertic region of Haryana and Punjab. The word ‘sierozem† denotes a group of soils having a brownish-grey surface horizon with a sub-layer of carbonates which is developed under mixed shrub vegetation in a-temperate to cool, arid climate. Grey-brown soils as the name itself indicates its nature, can be found in, desert soils of Rajasthan. 5. Desert soils In the north-western part of India, desert soils occur over an area of 0.29 million hecta,res, which includes a major part of Rajasthan, south of Haryana and Punjab and northern part of Gujarat. Rainfall ranges from less than 10 cms to 50 cms, mostly contributed during monsoon season. The region consists of sand dunes and undulating sandy plains. The temperature regime is very high throughout the year and a maximum of 50-60 °C is recorded during summer. Due to high temperature organic-matter built up is very low. The soils in the plains are mostly derived from alluvium and are pale brown to brown to yellow brown and fine sandy to loamy fine sand and are structureless. The clay contents low and presence of alkaline earth carbonates is an important feature. The nitrate nitrogen and phosphorus makes the desert soils fertile and productive under proper moisture supply. By increasing the water holding capacity, the productivity of the soils can be increased which involve s addition of organic matter and clay. 6. Tarai soils The word â€Å"tarai† is a hindi word, which means moist. Thus, i is a wet regime having high water table. Tarai soils are foot hii soils and extend in strips of varying widths at the foot of Himalayas in Jammu and Kashmir, Uttar-Pradesh, Bihar and West-Bengal. Soils under the natural conditions are thickly vegetated and swampy. Several types of grasses and trees from the native vegetation on removal of which the soils become highly productive. The soils are formed from the materials that are washed down by the erosion of mountains. They are alluvial origin. High soil moisture content all through the year results in luxuriant vegetation dominated by tall grasses. They are neutral to slightly alkaline with significant amounts of organic matter. The texture varies from sandy loam to silty loam. Generally, these soils are fertile and by providing proper drainage, the productivity can be increased.

Ku Klux Klan And The Civil War - 926 Words

Ku Klux Klan During the Reconstruction Era, Congress passed many laws to provide equal rights to people of color. But at the local level, specifically in the South, many Democrats took the law into their own hands. They supported the Ku Klux Klan (KKK) hoping to restore the pre-Civil War social hierarchy. The texts in Going to the Source illustrate two groups of individuals who opposed the KKK. In testimonies given by white witnesses, Republicans from the North felt the KKK posed a political and social danger in the South, but did not feel intimidated. The testimonies given by black witnesses were people who had experience of the Klan’s violence, and felt their lives were threatened. The Klan’s attacks on whites were more inclined towards social harassment, while their attacks on blacks, which consisted of voting intimidation and night rides, were violent and abusive because the KKK’s main goal was white supremacy. After the Civil War, many white Republicans from the North moved down South in order to develop more economic opportunities. But this meant that white Republicans brought their own political beliefs. According to David Hardin, a post-Civil War historian, Northerners â€Å"play a central role in shaping new southern governments during Reconstruction† (18). The KKK viewed these white Northerners as a moral threat to their political views, so they â€Å"would write notes ordering them to leave the country† (Brown Shannon 12). Even though many white Northerners didShow MoreRelatedThe Ku Klux Klan And The Civil War1186 Words   |  5 PagesYes: Shawn Lay rejects the view of the Ku Klux Klan (KKK) as a radical fringe group comprised of marginal men and instead characterizes the KKK of the 1920s as a mainstream, grassroots organization that promoted traditional values of law, order, and social morality that appealed to Americans across the nation. No: Thomas Pegram, on the other hand, recognizes that Klansmen were often average members of their communities, but this did not prevent most Americans from denouncing the organization’s commitmentRead MoreThe Ku Klux Klan And The Civil War1296 Words   |  6 PagesThe Ku Klux Klan was founded in 1866 in Pulaski, Tennessee and expanded to almost every southern state by 1870. The Ku Klux Klan started off as a social group full of Confederate Veteran’s. The first two words of their group came from the Greek word â€Å"kyklos† which means circle. They selected their first leader in the summer of 1867 who was Confederate General Nathan Bedford Forrest! This group started after the Civil War during Reconstruction. Violence from the Ku Klux Klan started in 1867 afterRead MoreFollowing The Defeat Of The Confederacy In 1865, Nathan790 Words   |  4 Pagesheld in high regards in the south as a â€Å"War Hero†. 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The Klan arose because of social changes such as the increasing Read MoreThe Role of the Ku Klux Klan in U.S. Society Essay1162 Words   |  5 PagesThe Role of the Ku Klux Klan in U.S. Society Originally, the Ku Klux Klan was founded immediately after the Civil war and lasted until the 1870’s, after which it collapsed. The Klan was then reformed in 1915 and is still conducting till the present day. The Activists had set up for many different reasons, the foremost ones being, to create a business or rather as a ‘social club’, invite members who were anti-Civil war and of course to restore white supremacy after theirRead MoreThe Historical Significance of the Ku Klux Klan Essays866 Words   |  4 PagesThe Historical Significance of the Ku Klux Klan The Ku Klux Klan organization is very important in history but unfortunately it was a bad group of people who where racist. Also the end of the Civil war is a very significant part of history. As the struggle of blacks for freedom came to an end, a new form of struggle began to form. Political, social, and economic gains of blacks after the Civil war became really frightening!! The idea of whites loosing superiority over blacks feltRead MoreThe Fourteenth Amendment945 Words   |  4 Pagesratification altered the balance of state and federal power. It prevented states from denying basic civil rights and gave Congress power to implement its assurance of liberty and equality. Despite that each state was required to approve the Fourteenth Amendment which granted â€Å"equal protection† of the Constitution to former slaves, the Ku Klux Klan did not honor this protection. Not only didn’t the Klan disregard the Fourteenth Amendment, the Supreme Court also bec ame unsympathetic to the rights ofRead MoreReconstruction’s Failure to Bring Social and Economic Equality625 Words   |  3 Pagestime just after the Civil War. The Reconstruction failed to bring about social and economic equality to the former slaves due to the southern whites’ resentful and bitter outlook on the matter, the Ku Klux Klan, and the Jim Crow laws. After the Civil War, the southern whites were extremely resentful and bitter. In 1865 the southern states began issuing â€Å"black codes,† which were laws made subsequent to the Civil War that had the effect of limiting the civil rights and civil liberties of blacksRead MoreTaking a Look at the Ku Klux Klan892 Words   |  4 PagesThe Ku Klux Klan was known as the biggest hate group in American History, and they are responsible for thousands of innocent blacks’ deaths. The Ku Klux Klan made it very hard for the blacks, Catholics, Jews, immigrants, and homosexuals to live a normal life. The Klan made them live in fear. The Ku Klux Klan was a racial hate group in the south that made sure blacks did not get any civil rights. Members in the Ku Klux Klan believed whites were superior to other races. The KKK hated the blacks becauseRead MoreThe Resurgence Of The Kkk944 Words   |  4 PagesThe Resurgence of the KKK Racism has been deep-rooted in American history. Racism that arose in the 1920s involved infamous race riots, lynching, the Sweet Case, and the rise of the Ku Klux Klan. However, out of all these other factors, the Ku Klux Klan has left a huge impact on American history. To begin, there were many ways to show racism but, race riots were most common. One of the most famous race riots happened in Tulsa, Oklahoma. On the thirty first of May till the first of June in 1921