...Who Killed Reconstruction ? Both the north and the south were responsible for killing reconstruction after the civil war. The north did not agree that slavery should be allowed but really just had given up on trying to convince the south. The south on the other hand simply refused to give into what the north was saying. To clarify reconstruction was the rebuilding of the united states after the civil war , this was a very tough time period that lasted up to 14 years. Though reconstruction occurred after the civil war many considered it just as painful as a war for many reasons. The northerners wanted to punish the southerns because of their ways of life and how they treated the african americans. My argument is that both the north and the south are responsible for killing reconstruction. The north may have wanted to end slavery and many other things that the south were doing but had given up on taking action. The northers weren’t so focused on fixing the situation and founded themselves being distracted from the leading situation. They also didn’t have great attitudes but seemed more racist which contributed to the end of reconstruction. “ Although political violence continue in the south”. The south would refuse any change that was...
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...Unit I: Essay Exam: Reconstruction & Rise of Industry US History Since 1877 Professor Valdenia Winn February 14, 2013 According to Dictionary.com, radical means: 1. Of or going to the root or origin; fundamental: a radical difference. 2. Thoroughgoing or extreme, especially as regards change from accepted or traditional forms. Historians identified Congressional Reconstruction as “radical” because of how the South tried to elude the Thirteenth Amendment. Because of these extreme circumstances the federal government had to intervene, which at that point made it radical to most historians. The root of the problem was slavery and the problem solver was the Thirteenth, Fourteenth and Fifteenth Amendments. The Thirteenth Amendment prohibited slavery. The Fourteenth Amendment established national citizenship for persons born or naturalized in the United States. It also prohibited the states from depriving citizens of their civil rights or equal protection under the law as well as reduced state representation in the House of Representatives by the percentage of adult male citizens denied the vote. The Fifteenth Amendment forbade states to deny citizens the right to vote on the grounds of race, color, or “previous condition of servitude”. Another problem solver was the establishment of the Freedmen’s Bureau, which was there to aid former slaves get on their feet and supervise “all relief and educational activities relating to refugees and...
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...Civil War Essay Prompts Reconstruction Historian Synopses: • Dunning School (Traditional): Dunning and Moore. It is a Tragic Era. The Southerners were tortured. The two underlying foundations: (1) the South should have been readmitted quickly after its defeat (2) there should have been no discussion of racial equality for the freedmen. He is accused of being racist and pro-southern. The Republicans were divided between leniency (conservatives) and punishment (scalawags and carpetbaggers – radicals). The freedmen are not to be blamed because they were pawns and were used by the Republicans. Once a freedman voted for a Republican, he was not paid back for his loyalty. Corrupt and incompetent Reconstruction governments that were eventually overthrown when Democrats regained control and the Tragic Era could come to an end. Bitterness and hatred between the races resulted. South was converted into a colonial appendage. What the Radicals were trying to do was dominate the South as though it were a colony. Moore emphasizes the punishment of North on South. This is the very negative Traditional school • Revisionist School: Simpkins & Woody. In spite of the Traditional charges of incompetence, the Reconstruction governments achieved a lot. Most wrote new constitutions that introduced long-needed laws about school, administration, civil and judicial rights, etc. They were successful. The Reconstruction governments were not controlled by blacks. In no Southern...
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...situations even after their independence. Although they were independent, most of the African Americans were deprived of the facility of acquiring a land. They faced continuous violation of their rights to vote and other political issues related to them were gone unnoticed and untreated. For this the chapter focuses on the restoration period of the complete rights of African Americans. The essay focuses on the various struggles and the arguments presented in order to diminish the African American slavery and to provide them equal rights focusing on the reconstruction period. Body: Analysis and Evaluation Considering the Era of African American Slavery, Ida B Wells was born during civil war in this era. She gave her arguments for highlighting the African American issue and how the slavery can be...
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...Bibliographic Essay on African American History Introduction In the essay “On the Evolution of Scholarship in Afro- American History” the eminent historian John Hope Franklin declared “Every generation has the opportunity to write its own history, and indeed it is obliged to do so.”1 The social and political revolutions of 1960s have made fulfilling such a responsibility less daunting than ever. Invaluable references, including Darlene Clark Hine, ed. Black Women in America: An Historical Encyclopedia 2nd ed. (New York: Oxford University Press, 2004); Evelyn Brooks Higgingbotham, ed., Harvard Guide to African American History (Cambridge: Harvard University Press, 2001); Arvarh E. Strickland and Robert E. Weems, Jr., eds., The African American Experience: An Historiographical and Bibliographical Guide (Westport: Greenwood Press, 2001); and Randall M. Miller and John David Smith, eds., Dictionary of Afro- American Slavery (Westport: Greenwood Press, 1988), provide informative narratives along with expansive bibliographies. General texts covering major historical events with attention to chronology include John Hope Franklin and Alfred A. Moss, Jr., From Slavery to Freedom: A History of African Americans (Boston: McGraw Hill, 2000), considered a classic; along with Joe William Trotter, Jr., The African American 1  Experience (Boston: Houghton Mifflin, 2001); and, Darlene Clark Hine, William C. Hine, and Stanley Harrold, The...
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...psychological symptoms similar to those of their parents, despite the fact that they were born many years after the Holocaust. Although many critics insist that postmemory does not qualify as actual memory because the children have not lived through the Holocaust themselves, postmemory is indeed a legitimate form of memory. Furthermore, when compared to memory, postmemory is equally traumatizing and painful. Although postmemory is a frequent theme in many works from and on the second generation, its validity is still debated. Hirsch first defines the term as the relationship between the second generation and the memories they inherit from their parents by means of stories, images and behaviors among which they grew up. Karein Goertz, in her essay “Transgenerational Representations of the Holocaust: From Memory to ‘Post-Memory’” also describes postmemory as “a hybrid form of memory that distinguishes itself from personal memory by generational distance and from history by a deep personal connection” (33). Indeed, the prefix “post” in postmemory powerfully captures its essence as an aftermath, a temporal delay and characterizes its disconnectedness from the real sequence of events, setting it apart from the real memory of the survivors. However, it is hard...
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...rhvekrv;ev fv d dv your writing skills, the better your degree classification: The majority of marks which contribute to your degree classification will come from exam essays or other written work (assessed essays, third year project). • This education is costing you, so get your money’s worth. What students want help with Style conventions in scientific writing (1) 76.6% Lab report writing skills (2) 70.2% Thinking skills (2) 70.2% How to reference properly (3) 59.6% Presentation skills (4) 55.3% How to revise your written work effectively (5) 51.1% Learning / Research skills (6) 48.9% Essay writing skills (7) 44.7% Basic writing skills (8) 12.8% Unfortunately, you need to get to grips with (8) before you can truly master (1)…. Writing Skills for Psychologists Factors which contribute to your written work’s grade include (1) Your general writing skills. (How to write) (2) Your understanding of what is required of an undergraduate essay / lab report / presentation. (Why to write) (3) Your understanding of the topic. (What to write) This lecture will focus on 1 and 2. HOWEVER improving 1&2 will inevitably lead to improvements in 3! The following factors are equally important, and are down to you. 1. How interested you are in the topic. 2. The importance you attach to receiving a high grade for a particular piece of work. 3. The amount of effort you are prepared to make given other academic commitments. Writing Skills for Psychologists ...
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...The short story of A Dark Brown Dog begins even before the first word is read on the page. Its ingenious and creative title brings to mind an image of what the story will be focused on, a dark brown dog who represents a man who has recently be freed from the chains of slavery. Stephen Crane writes a comprehensive description of this little dog and its experience of being taken in by a little boy. The amount of symbolism used throughout this essay is staggering, and is the main literary element used in this piece of work. Written in 1890, this story represents the period of time that came shortly before. The dog, the boy, and the father all act as important symbols in this classic retelling of the reconstruction period know as Jim Crow. Jim Crow was the period of time in the United States after the Civil War. Slaves had been emancipated, and equality was supposedly underway. Unfortunately that was not the truth of what really went on in the United States. Many blacks were either still kept as slaves, or subjugated into a serf like state. The dark brown dog, which the story derives its title from, enters the story and takes on the role of a former slave. He is seen in the beginning as walking down the road, tripping over the long piece of rope tied around his neck. This piece of rope is symbolic of the former slavery which he just became free of. However, it is impossible to do anything with that freedom because now the dog has nowhere to live; the dog is...
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...Soviet Union all over the world. A great leader can influence a country for a long period of time and the impact can ever last for generations, for instance Mao’s impact on China which lasts for years until now. As the leader of the World Communist Party and the leader of Communist Party in China, Stalin and Mao share very similar thought and concept about the path of developing and Communist revolution, however, there is more divergence between them. Some scholars believe that they are both partners and competitors and this can be proved through many evidences. Although Mao and Stalin were two legend leaders of the Communist Party, it could not be denied that there are merits and demerits through their entire life. In the beginning, Mao was not as infusive as Stalin in the world in many aspects and he made important and strategic decisions with listening to the Stalin’s advices. There are few records or letters recording the communications between Mao and Stalin, however the left ones show that they once had very close and frequent communication with each other. Some scholars also believe that Stalin and Mao were not so satisfied with each other and Mao sometimes disagreed with Stalin’s decisions very much but forced to accept because of some certain realistic factors for example the Anti-Japanese War and the War of Liberation after that. Evidences show that this argument might be reasonable. This essay will use some examples to show the relationship between Stalin and Mao referring...
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...Which of the external factors was most important in the Communist take over of Czechoslovakia in 1948? World Count: 3100 By Tomas Topolanek IB Extended Essay Subject: History School: International School of Prague Supervisor: Lawrence Hrubes Date: 17 September 2011 Session: 2012 Candidate Number: 000889-046 Abstract: The year 1948 was an essential period of time for the Czechoslovak history and its future. From the foundation of Czechoslovakia in 1918, Czechoslovakia was still under worldwide influence of world powers such as Soviet Union, United Kingdom or United States. In order to answer the question, “Which of the external factors was most important in the Communist take over of Czechoslovakia in 1948?” Firstly I wanted to focus my essay only on how were the Communist reliable of takeover Czechoslovakia in 1948. After investigation it was discovered that the Czechoslovak history from year 1948 was mostly affected only by the external factors. A number of secondary sources are used including textbooks and biographies; both online and print, one of the secondary source was in Czech language. The scope of the investigation is focused on years from 1938 to the final takeover in 1948. Several external examples are used, why external factors were mostly important in Communist take over. Two very significant important factors what happened were the conference in Yalta, and the Czechoslovak-Soviet Treaty of Alliance signed by Czechoslovak president...
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...C100 Foundations MAJ LeAngela Jones C112 Stage Setter Essay Thomas Barnett The Pentagon War:” It explains why we’re going to War and why we’ll Keep Going to War” CGSC 1. Critique the Author’s thesis: Thomas Barnett has briefed many people on The Pentagon’s New Map: It explains why we’re going to war and why we’ll keep going to war” as part of the Non-Integrating Gap. The Pentagon's New Map was intended to provide direction for the Pentagon in search of a strategy following the 1927 Post War and how globalization has affected this world. Is Thomas Barnett way of thinking about war the way most Americans think about war? I agree with the majority of Barnett’s article on “The Pentagon New Map”. He talks about how the threat of the disconnectedness of the Gap will reduce the level of disconnectedness and shrink the Gap. Protecting American citizens at home and abroad is one of the toughest tasks the President and Congressional leaders assume after they assume the oath of office. Disconnectedness can be seen among the citizens of the United States. Some of the same reasons identified by Barnett as causal factors are also applicable on a lesser scale. Take a look at the disadvantage people living in the United States; some in projects and others in trailer parks. Many of them are somewhat educated and want success; however, they take the wrong course of action to be successful. When they witness the success of others and the personal property owned by successful people...
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... ! Use questions generated about multiple historical sources to pursue further! inquiry and investigate additional sources.! Causation and Argumentation! Analyze multiple and complex causes and effects of events in the past, and! distinguish between long-term causes and triggering events in developing a! historical argument.! ! Historical Argumentation! Construct a plausible and persuasive argument that requires a clear and analytical! thesis. Is able to evaluate and use historical evidence to analyze, not merely ! describe historical events.! ! Core Knowledge and Concepts! Acquire key foundational knowledge in U.S. History such as terms, people,! events, and legislation that can be applied in their historical writing or thinking.! ! Course Description: ! This course will focus on the period in U.S. History from exploration to the present with a focus not only on political and military history, but on social and economic history as well. You will be challenged to read and analyze historical documents as well as engage in group activities where you discuss and debate your ideas using evidence to support your arguments. ! ! Units: ! Semester 1! Unit 1 Colonies-Revolution Unit 2 US Government/Constitution ! ! Unit 3 1800-1850...
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...its huge stock and export. Hence, the Thai government has intervened in the paddy rice market by introducing the mortgage rice price policy. The policy was first implemented in 1980 in order to resolve the low-price problem in the paddy rice market. However, in the 21st century the government attempted to re-issue the policy, even though the paddy rice market price was already high at that time, resulted in a marketing failure to both domestic and international markets. Furthermore, the cost of the policy was excessively high raising concerns that the main reasons for presenting the policy could not be purely economical. Therefore, I argue that there were political reasons behind the aim of amending the policy in 2001. This essay will examine this argument by providing the process of the policy, the effects and problems of the policy, the cost of the policy and the hidden aim of the policy. CONTENT * Introduction * The process of the mortgage rice price policy * The rice distribution system * The effects of the policy * The problems and errors of the policy * The cost of the policy * The hidden aim of the policy * Conclusion * References What was the main reason for presenting the mortgage rice price policy in Thailand? Introduction Thailand is one of the topflight agricultural commodities exporting countries in the world, especially for rice (Wiboonpongse and Chaovanapoonphol...
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...Name Professor Course Date Why does Mills think that Utilitarianism provides the foundation for Justice and why does Rawls reject it? Introduction The concept of utilitarianism is one that has engulfed the philosophical arena with an obscene number of arguments that support and/or criticize it. Generally, utilitarianism is a theory in normative ethics that defines an action as one that ensures maximum utility. Other schools of thought would like to put it as the concept of “maximizing happiness while reducing suffering” (Mills 3).In as much as utilitarianism has continued to receive applause from people and the political scene, other divergent scholars has come up with other theories that seek to compromise the philosophies under which the concept of utilitarianism operates. As a result, utilitarianism has become subject to contradictions from other theories in the field of ethics. The thinking class in other fields of utilitarianism characterizes in as a quantitative yet reductionist approach to ethics (Mills 3). Over time, the concept of utilitarianism has received ideological threats from; deontological ethics which does not assign moral worth to an action based on its consequences, virtue ethics that solely deals with action and habits that results to happiness, pragmatic ethics and other forms of ethics that backs the idea of consequentialism. In a nut shell, the concept of utilitarianism as defined by political philosophers and in relation to justice is becoming...
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...hours) Brookhaven College/Dallas TeleCollege, Fall 2014, August 27 – December 11 Instructor: Tara Kirk, M. A. E-Mail: tara.kirk@dcccd.edu Office Hours: Available for questions by e-mail. Phone: 972-860-7444 x21221 Welcome to Shaping America - History 1301 online! This course examines an exciting time in U.S. history, from exploration and settlement to the Civil War and Reconstruction. This syllabus is designed to give you all the information you need to successfully complete this course. Please pay special attention to the Course Work and Course Calendar sections to stay up to date with assignments and exams. COURSE DESCRIPTION & OBJECTIVES Prerequisite: Developmental Reading 0093 or English as a Second Language (ESOL) 0444 or have met the Texas Success Initiative (TSI) standard in Reading. A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. Coordinating Board Academic Approval Number: 54.0102.51 25 History 1301 Core Objectives: 1. Critical Thinking...
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