...men are created equal,” in the Declaration of Independence which is something that has been criticized as an immortal declaration. It is also a popular phrase that is a popular theory prediction of the United States Revolutionary period with great continuing importance. The American Revolution would help lead to the national holiday of July 4th and the birth of a new nation that would be celebrated as a day that marked America’s independence. In the nineteenth century, many of the American communities celebrated Independence Day with a ceremonial reading of the Declaration of Independence, followed by a speech dedicated to the celebration of independence and the heritage of the American Revolution of its Founding Fathers. On July 5th, 1952, Frederick Douglass spoke to his black community about the meaning of the Fourth of July. His speech was not to praise the celebration of July 4th, but it was to inform the audience that freedom has not been applied to everyone like how America said it would be. There are connections between our Revolutionary Founder book and Frederick Douglass’ speech that show the struggle of African Americans fighting for freedom before and ongoing after the American Revolution. I chose Frederick Douglass’s document “What to the Slave is the Fourth of July?”, where he touches on the history of African Americans fighting for freedom and what the Declaration of Independence really meant to his people. Frederick Douglass was an African American social reformer...
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...David Walker’s “Appeal to the Colored Citizens of the World”. The essay will attempt to discuss the very famous speech Fredrick Douglas made in 1952 as well as David’s Walker’s appeal while comparing and contrasting both the appeal and the speech. Afterward, a summary will be given and a conclusion will be drawn. As we look throughout history, one would argue that we couldn’t find a more appalling and unjust act as that of slavery. Slavery played a major role of not only history but of an innumerable amount of American people. In David Walker’s appeal and Fredrick Douglass what to the slave is the fourth of July, men and women of African American descent struggle with the reality of slavery and the cruel results and affect it had on people like themselves. Fredrick Douglas was one of the most influential African Americans of his day, in spite of his inauspicious beginning, he was born into slavery on a plantation in Maryland where he was called Fredrick Augustus Washington Bailey. Douglas always suspected that his father was his mother’s white owner, Captain Aaron Anthony. He spent his early childhood in privation on the plantation then he was sent to work as a house slave for the auld family in Baltimore. There, he came in contact with printed literature and quickly realized the relationship between literacy and personal freedom. With help from Mrs. Auld, Douglas learned how to read and write. In 1833, the Aulds, sent him back to the plantation, where he soon acquired a reputation...
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...Frederick Douglas (against slavery) said, “What, to the American slave, is 4th of July?...the gross injustice and cruelty to which he is a constant victim.” (Document g) Frederick Douglas was an abolitionist, he argued that July 4th wasn't a day of independence. He said the Declaration of Independence was stating false statements like liberty and equality for all. American slaves were not free, they were considered as property. They were not nearly as equal as an American. They were treated as if they were animals. They were allowed to neglect them with no punishment. A person who was pro slavery was George Fitzhugh. He once said, “the Negro slaves of the south are the happiest, and, in some sense, the freest people in the earth.” (Document h) He argued that slavery should exist because no cruelty was taking place, slaves were provided with all the necessities they needed, he said. Fitzhugh...
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...“This fourth of July is yours, not mine, you may rejoice, I must mourn”. This was delivered on July 4th,1852 in Rochester, New York by a former slave named Fredrick Douglass. The goal of his famous speech “What to Slave is Fourth of July?” was to convince the people of the wrongfulness of slavery. In his speech he stated that while he hears the joy of the rejoicing citizens he also hears mournful wail of millions whose chains and grievous rendered more intolerable by jubilee shouts that reach them. What this means is that while the whites are celebrating “freedom”, his people mourn. He also questioned his audience by asking “Was I being mocked by them inviting me to speak?”. He believed that fourth of July was a revolting reminder to him and...
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...white and black, the abolitionists came most from the North with hardly any from the South. The beliefs of the abolitionists to end slavery in the mid eighteen hundreds, came from not only their understanding of freedom and citizenship which meant equal rights for all persons regardless of their skin color or racial background, but the fact African Americans had not received any rights, and had used slaves as a source of income. Abolitionists indicated “African Americans should be recognized as American citizens and incorporated into the nation” , since American society intended for everyone living in the United States to be citizens. Black and white abolitionists who tried to end slavery were William Lloyd Garrison, Theodore Weld, and Frederick Douglas. 2. The movement of the abolition of slavery started to intensify as both northern and southern individuals gathered to voice their hostility towards slavery by using the public sphere. Abolitionists focused mainly on changing the views of the public on slavery by publishing pamphlets, gathering signatures on petitions, speaking out against slavery, and getting involved in other crusades. The other crusades included “restraining the consumption of liquor, alleviating the plight of the blind and insane, women’s rights, labor unionism, and educational reform” , all these significant issues needed changing. Antislavery leaders spread their thoughts against slavery through advanced technology and...
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...women’s rights convention was held. Having Elizabeth Cady Stanton and Lucretia Mott as their hosts, more than 300 men and women met to discuss the social and political injustices that women face. There they adopted a document called the “Declaration of Sentiments” which was modeled after the Declaration of Independence. This convention was a significant event in the women’s rights movement. Elizabeth Cady Stanton and Lucretia Mott had met 8 years earlier as delegates to the world Anti-Slavery Convention. There, they had started to discuss the lack of women’s rights. They had also agreed to one day hold a convention to discuss these injustices, which they hadn’t gone through with until 8 years later. Eighteen grievances of male suppression of women were stated in the “Declaration of Sentiments”. All attendees passed the resolutions excluding the one for women’s rights to vote. Although they believed in women’s rights they could still not stand the idea of women voting. The resolution did eventually pass but not until Frederick Douglas gave an empowering speech on the issue. All together 32 men and 62 women signed the “Declaration of Sentiments”. On the morning of the next day...
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...On July 5, 1852, Frederick Douglass was invited to give a speech to the citizens of Rochester, New York. His speech was titled, “What, To The Slave, Is Fourth of July”, in his speech he reveals the hypocrisy, false appearance, of the nation’s freedom and justice. In his speech he states, “Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us” (Douglass p.46). He points out that the celebration of the fourth of July is not for African Americans when millions are enslaved. In the Declaration of Independence, it states, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that...
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...Chapter 9 The Market Revolution 51. Complaint of a Lowell Factory Worker 1. The female factory worker compared her conditions with those of slaves because she felt like they were being treated like slaves by not being allowed to speak for themselves. She felt that they were awed into silence by wealth and power and was under tyranny and cruel oppression 2. She doubt the sincerity of the Christian beliefs of the factory owners because they talk benevolence in the parlor, compel their help to labor for a mean and paltry pittance in the kitchen. They manifest great concern for souls of the heathen in distant lands and care for nobody else besides their own. 52. Immigrants Arriving in New York City 1. The tone the reporter adopted regarding the immigrants is hostile because of how he describes the immigrants and how they looked. He described them having degraded faces with many stamps of inferiority. 2. The aspirations the reporter thinks are uppermost in the immigrant’s minds is hope, freedom, and a chance to work, and food to the laboring man. 53. A Woman in the Westward Movement 1. Moving west altered tradition expectations of women’s roles by proving that they could endure rough conditions from moving west. They were left to be lonely and the burdens of pioneer life. 2. Mrs. Noble’s main complaints about her situation on the frontier was carrying her infants and not being able to sleep because of thinking about wild beasts. She...
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...rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in the Hands of an Angry God” Jonathan Edwards Analyzing: SOAPSTONE and cannons of rhetoric Reading: Teacher Introduction Essay Writing: Students and teacher evaluate where each student’s writing is and where it needs to be by analyzing students’ introductory...
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...and black, the abolitionists came most from the North with hardly any from the South. The beliefs of the abolitionists to end slavery in the mid eighteen hundreds, came from not only their understanding of freedom and citizenship which meant equal rights for all persons regardless of their skin color or racial background, but the fact African Americans had not received any rights, and had used slaves as a source of income. Abolitionists indicated “African Americans should be recognized as American citizens and incorporated into the nation”[1], since American society intended for everyone living in the United States to be citizens. Black and white abolitionists who tried to end slavery were William Lloyd Garrison, Theodore Weld, and Frederick Douglas. 2. The movement of the abolition of slavery started to intensify as both northern and southern individuals gathered to voice their hostility towards slavery by using the public sphere. Abolitionists focused mainly on changing the views of the public on slavery by publishing pamphlets, gathering signatures on petitions, speaking out against slavery, and getting involved in other crusades. The other crusades included “restraining the consumption of liquor, alleviating the plight of the blind and insane, women’s rights, labor unionism, and educational reform”[2], all these significant issues needed changing. Antislavery leaders spread their thoughts against slavery through advanced technology and...
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...STUDENT: PLATON OANA MADALINA SA I TABLE OF CONTENTS 1. INTRODUCTION………………………………………………………………… p.3 2. THE ISSUE OF SLAVERY IN THE UNITED STATES OF AMERICA……….. p.4 3. THE EMANCIPATION PROCLAMATION ……………………………………..p.7 "From a genuine abolition point of view, Mr. Lincoln seemed tardy, cold, dull and indifferent, but measuring him by the sentiment of his country - a sentiment he was bound as a statesman to discuss - he was swift, zealous, radical, and determined." Frederick Douglass, 1876 source? 1. INTRODUCTION He survived the tragedy and depression to become America's Greatest President. He had the courage to destroy slavery, but he took a Civil War and the loss of 600,000 lives; his beliefs cost him his life, but without him the United States of America would not exist today. Abraham Lincoln, America's model hero, was a man whose courage saved the nation from destruction. His early life was poor and brutal; he was born on the 12th of February 1809 in a one room cabin in rural Kentucky, a frontier state of America. His family were farmers, he was the first of his family to read; Abraham Lincoln was different to from his friends. The young Lincoln was a child of induce curiosity, he loved to hear people, gave well crafted, well delivered speeches. He would often go to places where such speeches were being made; he memorized parts of them and he would...
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...of the Northern states passed laws that would eventually abolish slavery. In the South however, slavery not only remained legal, but it grew. But with the Southerner's fear of losing the anti-slavery battle they tried to reach compromises with the North. Both the North and the South figured that if slavery didn’t expand, it was doomed to extinction. So in the 1850’s issues on slavery sky rocketed. Many people in the South believed that liberty and economic independence was defined by ownership of land and slaves, and they saw the opportunity of maintaining that lifestyle gradually dwindle. When the Republicans continued to gain strength, the South fell deeper and deeper into debt. The South felt that if they remained in the Union, they would be restricted of freedom and liberty, which lead to the foundation of an independent South, and thus the idea of Southern Nationalism was born. The Election of 1860 was quite eccentric. Essentially there were two presidential campaigns. The Northern campaign featured Lincoln and Douglas, and the South organized the Constitutional Union Party, whose ideals were to “preserve the Constitution as it is [that is, with slavery] and the Union as it was [without sectional discord.]” (Foner p495) The South believed that slavery was a constitutional right, so when Lincoln won the...
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...occurring between approximately 1950 and 1980. In many situations it took the form of campaigns of civil resistance aimed at achieving change by nonviolent forms of resistance. In some situations it was accompanied, or followed, by civil unrest and armed rebellion. The process was long and tenuous in many countries, and many of these movements did not fully achieve their goals although, the efforts of these movements did lead to improvements in the legal rights of previously oppressed groups of people. Table of Contents Malcolm X…………………………..pg. 3 - 5 Martin Luther King Jr. ……………pg. 6-7 Rosa Parks ………………………….pg. 8- 10 Stokely Carmichael…………………pg. 11-14 Marcus Garvey………………………pg. 15-17 Frederick Douglass…………………..pg. 18-20 John Brown…………………………pg. 21- 23 Medgar Evers ………………………pg. 24- 25 Nat Turner…………………………..pg. 26- 27 Homer Plessy……………………..pg. 28-30 Malcolm X [pic] Malcolm X May 19, 1925 – February 21, 1965), born Malcolm Little and also known as El-Hajj Malik El-Shabazz,was an African-American Muslim minister and human rights activist. To his admirers, he was a courageous advocate for the rights of blacks, a man who indicted white America in the harshest terms for its crimes against black Americans. Detractors accused him of preaching racism, black supremacy, and violence. He has been called one of the greatest and most influential African Americans in history. Malcolm X's father died—killed...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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