...oppressors would ever take place; a war of intellect. The cause of the American Revolution was saved through acts of writing much like “Common Sense”, by Thomas Paine. His words and opinions of America’s future weighed heavily on the minds of its citizens. The power of writing was fully expressed through his various rhetorical strategies. It was through his rhetoric that he was able to fully express his belief in America, and furthermore, the development of a republic for post revolutionary America. It became his goal to share his vision with others. Paine’s rhetorical strategies worked...
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...American Revolutionary War Helen Dunlap COM/150 29 January 2012 Lisa Pope The American Revolutionary War was an event that lasted from 1775 to 1783. This war has begun as a war between the Kingdom of Great Britain and the former 13 United British colonies, but ended in a global war between several European palatable powers. For about a decade, tension had been mounting between Great Britain and the American Colonies. The British government had passed a series of laws in an attempt to take control over the colonies. Americans had become so used to having control over their own local government so they objected to the new laws and protested against being tax without their consent. This was the sudden and unfair taxation of the colonists that led to the Revolutionary War. The American Revolution was the result of a series of social, political, and intellectual transformations in early American society and government, collectively referred to as the American Enlightenment. Americans rejected the oligarchies common in aristocratic Europe at the time, championing instead the development of republicanism based on the Enlightenment understanding of liberalism. Among the significant results of the revolution was the creation of a democratic elected representative government responsible to the will have of the people. However, sharp political debates erupted over the appropriate level of democracy desirable in the new government, with a number of Founders. Seventeen sixty-three...
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...Thomas Jefferson was who authored extraordinary words and it was there words that changed a nation. Jefferson’s ability to write made him prominent author of write the Declaration of Independence, (among other significant works). Jefferson’s writings reflected on the rights of mankind and what rights a government must offer its people. His use of words to fight for Human rights makes him one of the greatest American Hero’s. Thomas Jefferson’s writings on basic human rights caused a radical shift in American Colonist thoughts and these stunning ideas would influence the Americans to break away from Great Britain. “As a boy, Thomas Jefferson’s was shy and often tongue-tied…Preferred the company of books to that of most people.” (Wilmore, 1) These were words to describe the young Jefferson; his childhood would prove to be a key in shaping the man, who through his words would change a nation. Jefferson was born on April 13th 1743, in Shadwell Virginia. During his childhood he would spend 15 hours each day reading and writing, this would prove to make his writing skills at a high level (1). As he grew into an adult he would study law in his home of Virginia at the William and Mary College at Williamsburg (Bottorff, 15). During this time he would become a member of the Whig party and would advocate for the rights and liberties of mankind (Peterson, 1). It was in his childhood and as turned into an adult which he learned how to write and how to express his political views through words...
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...Influences on the Constitution Marlene Monarrez HIS/301 December 3, 2012 Instructor: Andrew Van Ness Influences on the Constitution Table |Documents |Summary |What was its influence on the Constitution? | |Magna Carta | Issued by King John of England in 1215 when Englishmen went to the colonies they were | The Magna Carta gave Englishmen certain human rights, | | |given charters that guaranteed them and their heirs would “have and enjoy all liberties and |freedom of religion, reform of justice system and regulated | | |immunities of free and natural subjects.” The document clearly stated that no free man could|officials. The Magna Carta limited the king’s power and created | | |be prosecuted by any means other than the law of the land. |what we know today as parliament. | | |The Magna Carta had been the very first document which proclaimed personal liberties. The | | | |Magna Carta was forced upon an English Emperor by a team of barons. This had been the first |This was used as...
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...American colonists to resist, and then to reject, imperial rule. Having declared independence and defeated the British, American patriots then drafted the constitution that remains the law of the land to this day. With George Washington's inauguration as president in 1789, the story has a happy ending and the curtain comes down. This time-honored script renders the road from colonies to nation clear, smooth, and straight, with familiar landmarks along the way, from Boston's Massacre and Tea Party through Lexington and Concord, then on to Bunker Hill and Yorktown before reaching its destination: Philadelphia in 1787, where the Founders invented a government worthy of America's greatness. Those Founders are equally familiar. Washington and Thomas Jefferson, Benjamin Franklin and James Madison, Sam and John Adams, Patrick Henry and Alexander Hamilton: in the popular mind this band of worthies, more marble monuments than mere mortals, guides America towards its grand destiny with a sure and steady hand. "[F]or the vast majority of contemporary Americans," writes historian Joseph Ellis, the birth of this nation is shrouded by "a golden haze or halo."(1) So easy, so tame, so much "a land of foregone conclusions" does America's Revolution appear that we tend to honor and ignore it rather than study it. In 1976, the 200th birthday of the Declaration of Independence, "every sidewalk survey show[ed] the great majority of Americans unwilling to sign [the] Declaration if it [was] presented to...
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...masses. Although the American and French Revolutions were fought over some of the same ideas, the American Revolution is considered more "conservative" than the French is (2). The intent of the American revolutionaries was not to initiate a revolution, but rather to gain their freedom from a "long train of abuses" (Jensen). In contrast, the French were trying to cause a true revolution because they were not just fighting for freedom but rather to over throw and remove the monarchy (3). The American revolutionaries had no choice but to defend their liberties and the tactics used by the Americans were not as directly aggressive as those used by the French. The American and French Revolution both have similarities and differences. The similarities and differences can be seen in their economy, leaders, ideology, and provocation. The American Revolution, beginning in 1776, was started because of problems with the British economy. The major concept of the time was “taxation without representation” (Jensen). After the French and Indian war, the British...
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...understand that gun control arguments very well. Gandhi and the Dalai Lama Were AGAINST Gun Control I was surprised to learn that two of the best-known promoters of nonviolence in history were not opposed to guns. Indeed, Mahatma Gandhi taught that we must first be brave enough to use guns to defend ourselves, and only then can we be qualified to use non-violent methods. For example, Gandhi wrote in his book, An Autobiography (page 446): Among the many misdeeds of the British rule in India, history will look upon the Act depriving a whole nation of arms, as the blackest … if we want to learn the use of arms, here is a golden opportunity. As Gandhi wrote in Doctrine of the Sword: I do believe that where there is only a choice between cowardice and violence I would advise violence. *** When my eldest son asked me what he should have done, had he been present when I was almost fatally assaulted in 1908, whether he should have run away and seen me killed or whether he should have used his physical force which he could and wanted to use, and defended me, I told him that it was his duty to defend me even by using violence. *** Hence also do I advocate training in arms for those who believe in the...
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...Luther. 3) Locke's Second Treatise on Civil Government sets out a theory of A) the divine rights of kings. B) aristocracy. C) democracy. D) republicanism. E) natural rights. 4) Indirect democracy is based on A) consensus. B) unanimity. C) the system of government used in ancient Greece. D) representation. E) "mob rule." 5) Republics are A) representative democracies. B) direct democracies. C) a hallmark of unitary governments. D) frequently found in totalitarian regimes. E) another name for states. 6) Who was the major author of the Declaration of Independence? A) George Washington B) James Madison C) Thomas Jefferson D) Benjamin Franklin E) Alexander Hamilton 7) According to ____, life without government would be “solitary, poor, nasty, brutish, and short.” A) John Locke B) St. Thomas Aquinas C) Jean-Jacques Rousseau D) Thomas Hobbes E) Aristotle 8) The idea of popular sovereignty can first be found in the A) Mayflower Compact. B) Declaration of...
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...issues did both face? Anglican (Church of England) in Georgia, both Carolinas, Virginia, Maryland, and a part of New York; and Congregational (from Puritan Church) in all NE colonies but RI. The Anglican Church didn’t have enough clergy, and the Congregational church was worried that people weren’t religious or devout enough. 10. What led to the ‘Great Awakening’? What was the difference(s) between the “New Lights” and the “Old Lights”? The original religious fervor had died down, and clergy became worried that people wouldn’t be able to be saved. Also, rural-urban shift, a larger pop, and many more branches of Christianity. New Lights = energetic with vivid descriptions of Heaven. Old Lights = boring, predictable sermons (heavy on theological doctrine), everything would go over peoples’ heads. 11. What were the lasting effects of the Great Awakening? decline of Quakers, Anglicans, and Congregationalists Presbyterians and Baptists increased. Increase in black Protestantism religious toleration an emphasis on inner experience denominationalism. 12. Describe colonial education. Differences between regions? Groups? Purpose of universities? The North prioritized education more than other areas of America. Schools were based on tradition, focusing on God and using methods like beatings and repetition. In other areas of America, time was spent on the farm instead of at school, where mostly well-to-do children were able to spend time. 13. What challenges did art & literature face...
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...all British citizens. John Locke, the author and philosopher who supplied much of the intellectual foundation of the glorious resolution wrote in his Second Treatise on Government: “Man being born, as has been proved, with a title to perfect freedom, and an uncontrolled enjoyment of all the rights and privileges of the law of nature, equally with any other man, or number of men in the world, hath by nature a power, not only to preserve his property, that is, his life, liberty and estate, against the injuries and attempts of other men…” Locke further contended that the role of government is to preserve these rights and that the power of government is a result of the individual citizens collectively agreeing to be ruled. In July of 1776 Thomas Jefferson would modify Locke’s treatment of natural rights into the following words: “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 among these are life, liberty and the pursuit of happiness. That 160 Chapter 15 to secure these rights, governments are instituted among men, deriving their just powers from the consent of the...
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of 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...
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...WHAT’S YOUR TYPE? ISTJ “DOING WHAT SHOULD BE DONE” ISTP “READY TO TRY ANYTHING ONCE” ESTP “THE ULTIMATE REALISTS” ESTJ “LIFE’S ADMINISTRATORS” INTJ ISFJ INFJ “A HIGH SENSE OF DUTY” “AN INSPIRATION TO OTHERS” ISFP INFP “SEES MUCH BUT SHARES LITTLE” “PERFORMING NOBLE SERVICE TO AID SOCIETY” ESFP ENFP ENTP “YOU ONLY GO AROUND ONCE IN LIFE” “GIVING LIFE AN EXTRA SQUEEZE” “ONE EXCITING CHALLENGE AFTER ANOTHER” “EVERYTHING HAS ROOM FOR IMPROVEMENT” INTP “A LOVE OF PROBLEMSOLVING” ESFJ ENFJ ENTJ “HOSTS AND HOSTESSES OF THE WORLD” “SMOOTH TALKING PERSUADERS” “LIFE’S NATURAL LEADERS” Based on the Myers-Briggs Type Indicator sm Where are you on the diagram above? Are you an ENFJ – someone who spends his or her time involved with the things around them (“E” for Extravert), sees the world in terms of possibilities (“N” for iNtuitive), makes decisions based on subjective judgment (“F” for Feeler), and lives life in a decisive, orderly manner (“J” for Judger)? Are you an ISTP – someone who spends his or her time in reflection (“I” for Introvert), see the world in terms of practical facts (“S” for Sensor), makes decisions based on objective analysis (“T” for Thinker), and lives life in a spontaneous, flexible way (“P” for Perceiver)? Or are you one of the fourteen other combinations? In Type Talk, Otto Kroeger and Janet M. Thuesan show you exactly how to determine your...
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...lack of human misery and maximizing /pleasure and happiness. Bliss 24/7 – hedonism Epicureanism – eliminating misery and maximizing happiness. The justification of utopianism = why did plato want the republic? Justisifcation for improving human society among the Greeks? Poor always poor, always unhappy, death claims everyone - it is rational to maximize pleasure and eliminate misery. Do eternally accouding to plato. Opinions – 1. Relativism is a retreat in the 20th century. Can’t voice own opinion – can’t change the world – retreatist. Lazy persons out – often times used as avoidance. DO NOT USE AS IMMEDIATE THE POOR MANS WAY OUT OF ARGUMENT. If use, have to have massive justification for it. 2. a. Define the difference between Greek utopian experiments (2 of them) Plato and Homer refuge Plato – more of an activist Homer - the nostalgic Garden of Eden...
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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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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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