...Slavery has been, and always will be a stain in history. Many have suffered through this horrendous act, and now people criticize those who partook in owning slaves in the past. Some of this criticism has been focused on the founding fathers. Most of the founding fathers disagreed with slavery, yet they still owned slaves. However, I do not believe the founding fathers deserve to be called hypocrites. I believe though they disagreed with slavery, they didn’t take the initiation to end it because it was ethically appropriate at that time. In fact, the majority of the founding fathers actually treated their slaves well. One of the founding fathers, James Madison, never made any public anti-slavery efforts, but he was quoted telling his “overseers...
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...KIns1401 4/15/2015 Benjamin Franklin: Slave life and The American Dream Throughout his entire life, Benjamin Franklin represented and was for a lot of different things. He was a huge supporter of the American Dream, and really tried his best to show how Americans are supposed to act. He was a good man all together. He was a founding father of the nation and a primary architect of Philadelphia. A pioneering scientist, A crafter of pithy truths, And a humanitarian who spent a large chunk of his life working to make the lives of others better. Except when it came to slavery. He spoke of liberty and was a key contributor to the Declaration of Independence (“All men are created equal”), yet he owned slavs for more than 40 years. He sought to prove to britian that his nation was the land of freedom, yet accepted- and even profited from – chattel slavery as a matter of course. As strongly as he supported things he also was against slavery. Many people wouldn’t believe that he was against slavery, or believed that he was a hypocrite. Well he blamed his hypocrisy on the Brits: British traders bring the slave to us and tempt us to purchase them , he wrote “…I do not justify our falling into temptation.” Franklin gradually came to believe that African Americans should be treated as equals by their government. In 1787, at the age of 81, he was named president of the country’s first abolitionist group, the Pennsylvania Society for Promoting the Abolition of Slavery and the relief of Free...
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...Benjamin Franklin Benjamin Franklin was born in Boston on January 17; in 1706.He was the tenth son of a soap maker. He received a bit of education from school, but was mainly self-taught. After working as an apprentice for his father for two years, he worked for his half-brother James, who was a printer. In 1721, they founded the New England Courant, the fourth newspaper in the colonies. Benjamin secretly wrote 14 essays for it, his first published writings. In 1723, due to disagreements with his half-brother, Franklin fled to Philadelphia, where he was able to find employment as a printer. He spent one year there and then sailed to London for two years. After his return to Philadelphia, he rose gallantly in the printing industry. He published The Pennsylvania Gazette (1730-48). His most successful literary venture was the annual Poor Richard’s Almanac (1733-58). It gained popularity in the colonies, and its name spread to Europe. In 1730, Franklin got married to Deborah Read, who was on a schedule to give him a son and a daughter, and he, also, had children with another unknown woman out of wedlock. By 1748, he was financially independent and got recognition for his philanthropy and the efforts he made to public causes like libraries, educational institutions, and hospitals. He,also, made time to pursue his interest in science, as well as to enter politics. Franklin worked as a clerk (1736-51) and a member (1751-64) of the colonial legislature and as deputy postmaster of...
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...Benjamin Franklin: New World Physicist Benjamin Franklin was born on January 17, 1706 in Boston Massachusetts. He was one of seventeen other brothers and sisters. His father, Josiah Franklin, who emigrated from Oxfordshire, England, worked as a soap boiler and tallow chandler. Benjamin’s mother, Abiah Folger, was from Nantucket but her family derived from England as well. Benjamin Franklin’s entire life, which lasted almost the entire eighteenth century, was based upon order and systematic discipline in addition to his dependence on wisdom and intelligence. Franklin was sincere, honest, and was apt to self-examination. He acquired long lasting friends from persons of every age. Franklin found unquestionable delight in living. Benjamin Franklin started attending school at the age of 8 and was at the head of his class by the end of his first year. After only attending his first school for one year he moved on to math and arithmetic school. He failed out of that school by the time he was 10. He then quit school completely in order to assist his father in the soap and candle making business. At age 12 he moved on to be an apprentice to his older brother James, who was a printer. Soon Franklin had ambitions to write and by age 16 he had written a series of letters by an imaginary author. The letters were printed in the New England Courant, which was published by his brother. Still pursuing his writing career, he ran away to Philadelphia and continued working...
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...Dr. Benjamin Rush During the 1700’s and 1800’s many injustices took place. Society needed reforming in many areas. Slavery and women rights were two of the social reforms that people were speaking and writing about. Slaves were view as property and women were viewed as second class citizens. Dr. Benjamin Rush was one of the most beloved physicians and social reformers during his time. Rush took the time to write about things he felt were injustices in society. Biography Early Life Rush was born on Christmas Eve in the year of 1745 to John and Susanna Rush. Rush lived on a plantation until his father died and he was sent to live with his uncle. Rush’s mother wanted him to go live with his uncle so that he can get a better education. Rush’s early life was influenced by the teachings of the Presbyterian Church. Rush and his mother were regular attendees at the Second Presbyterian Church. School Rush received his B.S. degree from the College of New Jersey which is now known as Princeton University. Rush went on to study medicine at the University of Edinburgh in Scotland where he ultimately earned his degree in medicine in 1768 (Edwards, 1987). Rush also trained at St. Thomas Hospital in London. In 1769 Rush decided to return back to his home in Philadelphia to practice medicine. Rush also taught chemistry at the College of Philadelphia. Rush wrote the first textbook of chemistry (Edwards, 1987) Rush was an avid writer of when it came to speaking out against...
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...Benjamin Rush We one talks about the Declaration of Independence and the founding fathers who signed it, very specific names are usually spoken about. George Washington, Benjamin Franklin, and Thomas Jefferson are just three of the fifty-six gentlemen honored enough to sign the document that would set forth in motion ideals that would shape our country into what it is today. A name that may not come up as often, but holds an equal amount of importance, is Mr. Benjamin Rush. Where Rush may not have been a decorated war veteran as George Washington, or even a brilliant inventor as Benjamin Franklin, Rush was a very important voice that helped shape the future of both politics and medicine in our country. Benjamin Rush’s work as a physician in the field of mental health dramatically increased the ability to diagnose and treat patients. Benjamin Rush also spoke out vehemently on the fair treatment of women, the abolishment of slavery, and against the use of Capital Punishment Benjamin Rush was born in the township of Byberry just fourteen miles outside of Philadelphia Pennsylvania in January of 1746. His father was a farmer, named John Rush, who died when Benjamin was just six years old. Susanna Hall Harvey, his mother, sold the family farm and moved into Philadelphia shortly after the death of Benjamin’s father and opened up a local grocery, which she ran successfully. Wanting a better life for her son, she had Benjamin move in with his uncle, Rev. Dr. Norman Finley who was a pastor...
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...and leadership among the people persevered through it. Slavery and the Holocaust are events in history that have changed humanity forever and share the same principal, and that is why authors just can't help but write about them. Artists, authors, and producers have many different ways to develop a text and establish an idea, but when it comes to getting a point to their...
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...America has seen many changes in our family structure and society. Different eras have brought about different effects and results on families. This is evident by looking at the best and brightest each era has to offer. Looking at the 'heroes' of an era and what family structure helped to create them can give insight as to what effect an era had on its society. Colonial America was no different. The era was a complicated time when America was attempting to find itself. The family structure was one of hard work and survival. School and education came second to providing for ones family. During Benjamin Franklin’s early childhood, his family experienced some of the same newfound troubles many of these families were experiencing. Growing up his father, brother, and other family members had substantial influence on molding young Benjamin Franklin. As Franklin’s life unfolded, he exceeded in many fields, including science, politics, journalism, and philosophy, while also becoming one of the Founding Fathers of the nation. Thus, it is evident the childhood of Benjamin Franklin had tremendous effects on his future. Benjamin Franklin was born on January 17, 1706 in Boston. Raised by his father, Josiah Franklin, and his mother, Abiah Folger Franklin, he was cast into a large family consisting of sixteen brothers and sisters. Josiah Franklin had seven children with another women before she passed away and he married Abiah. Due to the popularity of illnesses and diseases...
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...APUSH Study Guide 8 A weak Confederacy and the Constitution, 1776-1790 Themes/Constructs: The federal Constitution represented a moderately conservative reaction against the democratilizing effects of the Revolution and the Articles of Confederation. The American Revolution was not a radical transformation like the French or Russian revolutions, but it produced political innovations and some social change in the direction of greater equality and democracy. The American Revolution did not overturn the social order, but it did produce substantial changes in social customs, political institutions, and ideas about society and government. Among the changes were the separation of church and state in some places, the abolition of slavery in the North, written political constitutions, and a shift in political power from the eastern seaboard toward the frontier. The first weak government, the Articles of Confederation, was unable to exercise real authority, although it did successfully deal with the western lands issue. The Confederation’s weakness in handling foreign policy, commerce and the Shays Rebellion spurred the movement to alter the Articles. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, the protection for property, while still upholding republican...
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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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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...1 Autobiography of Andrew Carnegie CHAPTER I CHAPTER I CHAPTER II CHAPTER II CHAPTER III CHAPTER III CHAPTER IV CHAPTER IV CHAPTER V CHAPTER V CHAPTER VI CHAPTER VI CHAPTER VII CHAPTER VII CHAPTER VIII CHAPTER VIII CHAPTER IX CHAPTER IX CHAPTER X CHAPTER X CHAPTER XI CHAPTER XI CHAPTER XII CHAPTER XII CHAPTER XIII CHAPTER XIII CHAPTER XIV CHAPTER XIV CHAPTER XV Autobiography of Andrew Carnegie 2 CHAPTER XV CHAPTER XVI CHAPTER XVI CHAPTER XVII CHAPTER XVII CHAPTER XVIII CHAPTER XVIII CHAPTER XIX CHAPTER XIX CHAPTER XX CHAPTER XX CHAPTER XXI CHAPTER XXI CHAPTER XXII CHAPTER XXII CHAPTER XXIII CHAPTER XXIII CHAPTER XXIV CHAPTER XXIV CHAPTER XXV CHAPTER XXV CHAPTER XXVI CHAPTER XXVI CHAPTER XXVII CHAPTER XXVII CHAPTER XXVIII CHAPTER XXVIII CHAPTER XXIX CHAPTER XXIX Autobiography of Andrew Carnegie Project Gutenberg's Autobiography of Andrew Carnegie, by Andrew Carnegie This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Autobiography of Andrew Carnegie Author: Andrew Carnegie Editor: John C. Van Dyke Release Date: March 13, 2006 [EBook #17976] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK AUTOBIOGRAPHY OF ANDREW CARNEGIE Autobiography of Andrew Carnegie ...
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...American Political Science Review Vol. 106, No. 2 May 2012 doi:10.1017/S0003055412000093 The Missionary Roots of Liberal Democracy ROBERT D. WOODBERRY National University of Singapore T his article demonstrates historically and statistically that conversionary Protestants (CPs) heavily influenced the rise and spread of stable democracy around the world. It argues that CPs were a crucial catalyst initiating the development and spread of religious liberty, mass education, mass printing, newspapers, voluntary organizations, and colonial reforms, thereby creating the conditions that made stable democracy more likely. Statistically, the historic prevalence of Protestant missionaries explains about half the variation in democracy in Africa, Asia, Latin America and Oceania and removes the impact of most variables that dominate current statistical research about democracy. The association between Protestant missions and democracy is consistent in different continents and subsamples, and it is robust to more than 50 controls and to instrumental variable analyses. ocial scientists tend to ignore religion in the processes of post-Enlightenment modernization. In individual cases and events, the role of religious actors is clear—especially in the primary documents. Yet in broad histories and comparative analyses, religious groups are pushed to the periphery, only to pop out like a jack-in-the-box from time to time to surprise and scare people and then shrink...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...THE PROBLEM WITH WORK A JOHN HOPE FRANKLIN CENTER BOOK THE PROBLEM WITH WORK Feminism, Marxism, Antiwork Politics, and Postwork Imaginaries KATHI WEEKS Duke University Press Durham and London 2011 © 2011 Duke University Press All rights reserved Printed in the United States of America on acid-free paper co Designed by Heather Hensley Typeset in Minion Pro by Keystone Typesetting, Inc. Library of Congress Cataloging-in-Publication Data appear on the last printed page of this book. THIS BOOK IS DEDICATED WITH LOVE TO JulieWalwick (1959-2010) Contents ix Acknowledgments INTRODUCTION i The Problem with Work i CHAPTF1 37 Mapping the Work Ethic CHAPTER 2 79 Marxism, Productivism, and the Refusal of Work CHAPTER 3 113 Working Demands: From Wages for Housework to Basic Income CHAPTER 4 151 "Hours for What We Will": Work, Family, and the Demand for Shorter Hours 5 CHAPTER 175 The Future Is Now: Utopian Demands and the Temporalities of Hope EPILOGUE 227 A Life beyond Work 235 255 Notes References 275 Index Acknowledgments thank the following friends and colleagues for their helpful feedback on versions of these arguments and portions of the manuscript: Anne Allison, Courtney Berger, Tina Campt, ChristineDiStefano, Greg Grandin, Judith Grant, Michael Hardt, Stefano Harney, Rebecca I would like to Karl, Ranji Khanna, Corey Robin...
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