INTRODUCTION Our work is about racism and the discrimination and how this affected the population of USA

from the beginning of their history. We think it is a relevant topic because it has marked the history of the USA and around the world. The first that you need to know is what racism is and what racism people are. Racism is a human behavior showing superiority above people of other ethnic groups and races. These people discriminate, exploit economically and take advantage of their supposed inferiority. This history event is associated with slavery and apartheid. BEGINNINGS OF RACISME Native Americans, who have lived on the North American continent for at least 10,000 years, had an enormously complex impact on American history and racial relations. During the colonial and independent periods, a long series of conflicts were waged, with the primary objective of obtaining resources of Native Americans. Through wars, massacres, forced displacement (such as in the Trail of Tears), and the imposition of treaties, land was taken and numerous hardships imposed. In 1540, the first racial strife was with Spaniard Hernando de Soto's expedition who enslaved and murdered in many New World communities. In the early 18th century, the English had enslaved nearly 800 Choctaws. After the creation of the United States, the idea of Indian removal gained momentum. However, some Native Americans chose or were allowed to remain and avoided removal whereafter they were subjected to racist institutions in their ancestral homeland. The Choctaws in Mississippi described their situation in 1849, "we have had our habitations torn down and burned, our fences destroyed, cattle turned into our fields and we ourselves have been scourged, manacled, fettered and otherwise personally abused, until by such treatment some of our best men have died. Joseph B. Cobb, who moved to Mississippi from Georgia, described Choctaws as having "no nobility or virtue at all," and in some respect he found blacks, especially native Africans, more interesting and admirable, the red man's superior in every way. The Choctaw and Chickasaw, the tribes he knew best, were beneath contempt, that is, even worse than black slaves. Ideological expansionist justification (Manifest Destiny) included stereotyped perceptions of all Native Americans as "merciless Indian savages" (as described in the United States Declaration of Independence) despite successful American efforts at civilization as proven with the Cherokee, Chickasaw, Creek, and Choctaw. An egregious attempt occurred with the California gold rush, the first two years of which saw the deaths of thousands of Native Americans. Under Mexican rule in California, Indians were subjected to de facto enslavement under a system of peonage by the white elite. While in 1850, California formally entered the Union as a free state, with respect to the issue of slavery, the practice of Indian indentured servitude was not outlawed by the California Legislature until 1863. Military and civil resistance by Native Americans has been a constant feature of American history. So too have a variety of debates around issues of sovereignty, the upholding of treaty provisions, and the civil rights of Native Americans under U.S. law. Discrimination, marginalization Once their territories were incorporated into the United States, surviving Native Americans were denied equality before the law and often treated as wards of the state. Many Native Americans were relegated to reservations constituting just 4% of U.S. territoryand the treaties signed with them violated. Tens of thousands of American Indians and Alaska Natives were forced to attend a residential school system which sought to reeducate them in white settler American values, culture and economy, to "kill the Indian, save the man. Further dispossession of various kinds continues into the present, although these current dispossessions, especially in terms of land, rarely make major news headlines in the country (e.g., theLenape people's recent fiscal troubles and subsequent land grab by the State of New Jersey), and sometimes even fail to make it to headlines in the localities in which they occur. Through concessions for industries such as oil, mining and timber and through division of land from the Allotment Act forward, these concessions have raised problems of consent, exploitation of low royalty rates, environmental injustice, and gross mismanagement of funds held in trust, resulting in the loss of $1040 billion. The Worldwatch Institute notes that 317 reservations are threatened by environmental hazards, while Western Shoshone land has been subjected to more than 1,000 nuclear explosions.

Assimilation efforts into American society The government appointed agents, like Benjamin Hawkins, to live among the Native Americans and to teach them, through example and instruction, how to live like whites. Washington formulated a policy to encourage the "civilizing" process. Washington had a six-point plan for civilization which included: 1. impartial justice toward Native Americans 2. regulated buying of Native American lands 3. promotion of commerce 4. promotion of experiments to civilize or improve Native American society 5. presidential authority to give presents 6. punishing those who violated Native American rights. The Indian Citizenship Act of 1924 granted U.S. citizenship to all Native Americans. Prior to the passage of the act, nearly twothirds of Native Americans were already U.S. citizens. The earliest recorded date of Native Americans becoming U.S. citizens was in 1831 when the Mississippi Choctaw became citizens after the United States Legislature ratified the Treaty of Dancing Rabbit Creek. Under article XIV of that treaty, any Choctaw who elected not to move to Native American Territory could become an American citizen when he registered and if he stayed on designated lands for five years after treaty ratification. Citizenship could also be obtained by:
1. Treaty Provision (as with the Mississippi Choctaw) 2. Allotment under the Act of February 8, 1887 3. Issuance of Patent in Fee Simple 4. Adopting Habits of Civilized Life 5. Minor Children 6. Citizenship by Birth 7. Becoming Soldiers and Sailors in the U.S. Armed Forces 8. Marriage 9. Special Act of Congress.

The 1930s: Education: Overview

Few African Americans in the South received any education at all until after the Civil War, as slaves were prohibited from being educated. Slaves had been prohibited from being educated, and there were generally no public school system for white children, either. The planter elite paid for private education for its own children. Legislatures of Republican freedmen and whites established public schools for the first time during Reconstruction. Many public schools in the South were segregated from this point forward; it was a condition that freedmen agreed to in order to get agreement to establish the system. After the Caucasian Democrats regained power in southern states in the 1870s, during the next two decades they imposed legal racial segregation and Jim Crow laws. They disfranchised most blacks and many poor whites by various voter registration and electoral requirements. Services for black schools (and any black institution) routinely received far less financial support than white schools. In addition, the South was extremely poor for years in the aftermath of the war and dependent on an agricultural economy despite falling cotton prices. Into the 20th century, black schools had fewer books, worse buildings, and teachers were paid less. In Washington, DC, however, because public school teachers were federal employees, African American and Caucasian teachers were paid the same. The Virginia Constitution of 1870 mandated a system of public education for the first time, but the newly established schools were operated on a segregated basis. In these early schools, which were mostly rural, as was characteristic of the South, classes were most often taught by a single teacher, who taught all subjects, ages, and grades. Chronic underfunding led to constantly overpopulated schools, despite the relatively low percentage of African American students in schools overall. In 1900 the average black school in Virginia had 37 percent more pupils in attendance than the average white school. This discrimination continued for several years, as demonstrated by the fact that in 193738, in Halifax County, Virginia, the total value of white school property was $561,262, contrasted to only $176,881 for the county's black schools. In the 1930s the National Association for the Advancement of Colored People launched a national campaign to achieve equal schools within the "separate but equal" framework of the U.S. Supreme Court's 1896 decision in Plessy v. Ferguson. White hostility towards this campaign kept black schools from necessary resources. According to Rethinking Schools magazine, "Over the first three decades of the 20th century, the funding gap between black and white schools in the South increasingly widened. NAACP studies of unequal expenditures in the mid-to-late 1920s found that Georgia spent $4.59 per year on each African-American child as opposed to $36.29 on each white child. A study by Doxey Wilkerson at the end of the 1930s found that only 19 percent of 14- to 17-year-old African Americans were enrolled in high school. The NAACP won several victories with this campaign, particularly around salary equalization. PERSONAL VIEW I think racism is only peoples fears and insecurity and they need to give the fault to other people. They think that they are superior only because in the deep of them they know that they are not. In the end of all we all gone to a hole with sand and the only thing that it gone remain is happiness and joy we felt in all our life.