Chat with us, powered by LiveChat In 8 -10 pages, you will evaluate and expand on the research conducted for the annotated bibliography on the history of the African American population in your destination/receiver c - Writingforyou

In 8 -10 pages, you will evaluate and expand on the research conducted for the annotated bibliography on the history of the African American population in your destination/receiver c


This module contains all the resources and links to activities you need to complete. Use this checklist to create your to-do list. 

  • Step 1: Review the requirements for Assignment 3: The Annotated Bibliography
  • Step 2: Answer the 7 questions
  • Step 3: Submit Assignment 3 by – Sunday, 11/19

Term Paper Question

In 8 -10 pages, you will evaluate and expand on the research conducted for the annotated bibliography on the history of the African American population in your destination/receiver city. You should use the outline previously submitted as a frame; however, changes are permissible. You will answer questions including but not limited to, what years did the African American population begin to expand in the city? Where did the Black population migrate from? What industries and organizations were most attractive to the city’s growing Black community? In what ways did the city’s urban and suburban policies impact the expanding community? Did the policy have impact outside of the African American community? What, if any, were other contributing factors impacting the community? Have there been changes in policy and/or political leadership in the city that have affected the African American community especially? Has the condition of the community stayed the same, grown better or worse? Has there been any recent media coverage of your city? The paper should incorporate themes and concepts discussed in the course. You can use no more than two sources provided by the instructor, in addition to those gathered in the Annotated Bibliography. The paper must be in APA format. See course calendar for due date details.



This module contains all the resources and links to activities you need to complete. Use this checklist to create your to-do list. 

· Step 1: Review the requirements for Assignment 3: The Annotated Bibliography

· Step 2: Answer the 7 questions

· Step 3: Submit Assignment 3 by – Sunday, 11/19

Step 3: Assignment 3: Annotated Bibliography

You will submit a 1–2-page APA-style Annotated Bibliography pertaining to your previously selected city using scholarly articles, books, and/or documentaries. You may use no more than two of the instructor’s sources. A sample document including both the Outline and Annotated Bibliography can be found attached as “Annotated Bibliography example”  

You must include no less than five sources in your annotated bibliography

· You should use the term paper questions found in the syllabus to guide your research. They should not be used exclusively.

· Each annotation must address the following: 

. briefly summarize the source

. what are the strengths and/or weaknesses of the source

. how does the source relate to your research (does it support it partially/wholly?

Here are helpful video guides on thesis statements, annotated bibliographies and scholarly sources: 

Video 1:

Video 2:

Step 2: Answer the 7 questions

1. Where do you (personally) usually find research articles for academic work?

2. What is a scholarly source? Is it the same as a peer-reviewed source?

3. Why is the peer review process important?

4. Where do you (personally) usually find research articles for academic work?

5. Name two academic/scholarly databases.

6. What is the purpose of an annotated bibliography? 

7. How is an annotated bibliography different from a bibliography?



Assignment 2 – New York: A Tale of Demographic Transformation

The diversity of New York's people profoundly impacts the city's history. The state's black and white populations have seen different demographic changes, which depict a rich tapestry of historical occurrences, migrations, and societal changes. New York kept census records from the first official U.S. Census in 1790. The U.S. Census Bureau first divided people into three racial categories during this first count: Free White Males, Free White Females, and All Other Free Persons, including enslaved people. The crude racial classifications were mainly used to keep track of the population's slave presence(Kasinitz, 2023).

The severe racial gap in New York was evident in the census taken at this time. Particularly in the southern regions, slavery played a large role in the state's economy. About 21% of New York's population was enslaved Africans, according to the 1790 Census. The population of enslaved people gradually decreased due to events like the Emancipation Act of 1817 and its eventual abolition(Jung, 2002). The demographics of New York underwent a tremendous transformation with the abolition of slavery and emancipation. Now free, the black population began to increase. An era of industrialization that followed the end of the Civil War and the abolition of slavery resulted in more people emigrating from Europe, especially among white populations(England, 2023). The Great Migration, a large-scale movement of African Americans from the South to the North, including New York, began in the early 20th century. Job opportunities, fleeing racial violence, and the desire for more civil rights were some of the factors that contributed to this population shift. Particularly in New York City, the black population increased significantly during this time.

Midway through the 20th century, African Americans, Puerto Ricans, and other Hispanic communities continued to migrate to New York. The Civil Rights Movement and legislative developments in the 1960s increased racial equality and civil rights protections, further changing the demographic environment(Shi et al., 2023). White people continued to make up the majority in the state, but their percentage dropped as other racial and ethnic groups expanded. New York has embraced its diversity in recent decades, with an increase in the number of Asian and Hispanic residents. While the city's proportional proportion of white residents has fallen, the black population has been stable. With statistics reflecting shifts in cultural attitudes and patterns of immigration, the 2020 Census represented another watershed.

White and Black remain the two basic categories of race, but the U.S. Census Bureau has changed how it records demographic data. To better reflect the population's evolving variety, new racial categories have been added to the census over time. For instance, the census started identifying specific racial groups among the Asian population in the late 19th century, mirroring the wave of Asian immigration(Pasque et al., 2023). The 2000 Census acknowledged the multicultural makeup of the American population by allowing respondents to select from various racial classifications. This shift reflected the variety of black and white populations and the rising proportion of people who identify as multiracial. Numerous historical occurrences in New York occurred simultaneously with rapid population growth. Many Europeans immigrated to Europe during the 19th century, especially from Italy and Ireland, in search of better economic possibilities. The number of white people significantly increased as a result. Millions of African Americans relocated to the North, notably New York, between 1916 and 1970. During this time, the black population in New York City rose significantly(Pales Espinosa et al., 2023). New York continued to draw immigrants from all origins throughout the 20th century, particularly Latin America, the Caribbean, Asia, and Africa. These waves influenced the demographic growth and variety of the state.


England, S. (2023). Afro Central Americans in New York City: Garifuna tales of transnational movements in racialized space. University Press of Florida.


BY RACE, 1790 TO 1990, AND BY HISPANIC ORIGIN, 1970 TO 1990,



Kasinitz, P. (2023). Global commerce, immigration, and diversity: a New York story. Ethnic and Racial Studies, 1-22.

Pales Espinosa, E., Bouallegui, Y., Grouzdev, D., Brianik, C., Czaja, R., Geraci-Yee, S., Kristmundsson, A., Muehl, M., Schwaner, C., & Tettelbach, S. T. (2023). An apicomplexan parasite drives the collapse of the bay scallop population in New York. Scientific Reports, 13(1), 6655.

Pasque, P. A., Ortega, N., Ting, M. P., & Burkhardt, J. C. (2023). Transforming understandings of diversity in higher education: Demography, democracy, and discourse. Taylor & Francis.

Shi, Q., Liu, T., Zhuo, Y., & Peng, R. (2023). People and Places in the 2020 Census: New Geographies of Population Growth in China? The Professional Geographer, 75(2), 233-247.



Annotated Bibliography: New York City

Student Name



Professor Name



Annotated Bibliography

Weiner, M. F. (2010). Power, protest, and the public schools: Jewish and African American

struggles in New York City. Rutgers University Press.

The book describes the role of education in assisting African American youngsters to

achieve social positions than their parents who were denied such opportunities. The author

explains further development and resources directed to assist in developing education for

the population in New York City. He further explains the challenges faced by the African

youngsters in accessing education during that time. Weiner blames the politicians,

administrators, and the city's history for erecting racial barriers that marginalized and

denied the African American students' equal access to education resources. The book then

provides the intervention that the African American activists took to intervene in the

problem of racial discrimination in education, whose short-term and long-term benefits

spearheaded future activism in other areas that they felt discriminated against. I will use

the book in my research to expound on the challenges African American students faced in

the quest to access quality education in New York City.

Stott, R. B. (2019). Workers in the metropolis: Class, ethnicity, and youth in antebellum New

York City. Cornell University Press.

The book shed light on the working-class context in New York City in the mid-nineteenth

century. The author argues that in 1820, most of the working class in New York City were

native-born, but by the 1850s, immigrants occupied most of the jobs. He further discusses

the disparities immigrants face, such as the African Americans in the city's working-class

group. Stott discusses determinants of the texture of working-class groups in the city, which

he elaborates by exploring the working-class culture economic dimension. The book

explores the disparities in type of work which was race despaired. The whites occupied

light jobs with huge wages, while the blacks considered strong saw themselves doing

complex jobs with little pay. The book is a good source for my research as it elaborates on

the working class in New York City to expound on the lives of the Black Americans during

that time.


Judd, D. R., & Hinze, A. M. (2018). City politics: The political economy of urban America.


Judd and Hinze, in their book City Politics, explore the factors that influenced the growth

of urban America. The factors as explained in the book include policies that encouraged

the settlement of immigrants in the famous cities of America, including New York City.

The African Americans who are part of the minority group in the United States expanded

in New York City due to the urban policies that encouraged the establishment of industries

and businesses that provided them with job opportunities. The authors explain that the

black American community worked hard to support themselves until activism groups

started championing better pay despite being paid low wages. The book also discusses

current factors that have continued to encourage the settlement of the black community in

the city and their role in the city's economic environment. I will use the book in my final

paper on New York City to extract information regarding how city politics helped shape

the development of New York City.