...Being literate is something that you and I are capable of, if not we wouldn’t be able to get through this essay. In American society, being able to read and write is superior to any form of communication and is the norm for most. What if I told you about two individuals who were not as fortunate and were incapable of these skills? Who were deemed unworthy and too oppressed to learn to read and write through the normal route? Sherman Alexie and Frederick Douglass were the two people mentioned, they were people who were determined and sought out their own passage in learning these skills. In “Learning to Read and Write’’, Douglass focuses on overcoming the challenges of having to teach himself literacy as an enslaved man, on the other hand, Alexie’s essay, “Superman and Me”, focuses on the obstacles of him...
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...Appeal in the Narrative of Frederick Douglass In the Narrative of the Life of Frederick Douglass, Douglass adopts a critical tone as he openly discusses his journey to freedom in an attempt to deconstruct the positive view of slavery through the realities he experiences as a slave. Douglass, an educated slave, wrote the memoir after escaping to freedom as a means of informing the public about slavery as an abolitionist. Douglass utilizes emotional by detailing events that occurred during his time as a slave in order to evoke pity, anger, and fear in order to compel his audiences to regard the institution of slavery as deplorable. Douglass tends to highlight instances in which slave’s personal relationships are destroyed in order...
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...status. However, Frederick Douglass, a former slave who escaped to freedom, questioned this phenomenon and illuminated the issues of slavery by telling his story in his autobiography “The Narrative of the Life of Frederick Douglass.” Douglass uses his personal account to falsify the idyllic American perception of slavery by revealing its dehumanizing effects on both African-Americans and white people by utilizing first-hand evidence,...
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...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 day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners...
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...this section and list three major questions you think the authors will be addressing in the next seven chapters. (1) (2) (3) 2. Southern Economy and Social Structure a. Explain the connection between the invention of the cotton gin by Eli _________ in 17___ and the rapid expansion of short-staple cotton production based on slave labor in the South. If the cotton gin actually made picking seeds from cotton much easier, why did planters perceive a vastly increased need for slave labor? b. Cotton was king in both the South and in Britain. By 1840, cotton amounted to _____percent of U. S. exports and accounted for more than _____percent of the world’s supply. Britain’s economy was based on cotton textiles, and Britain got _____percent of its fiber supply from the South. (No wonder Southerners thought England would “be tied to them by cotton threads” in the event of conflict with the North.) c. List two negatives of this Southern plantation economy mentioned by the authors. (1) (2) d. Although most slaves were owned by the large-scale planters, most slave-owners held only a few slaves each, and often worked together with them in the fields. The chart on p. 353 shows that, out of about 345,000 slave-owning families, only about ________ families owned fifty or more slaves, representing about ____percent of the total. Fully _____percent of Southern whites owned no slaves at all. List two reasons cited by the authors to explain...
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...characteristics and perform them when necessary in order to accomplish their goals. Characteristics of traditional masculinity have been observed in white males since the era of slavery. Throughout history, men, white men in particular, have been able to easily produce masculinity through practice, as they have never had anyone to answer to but other white men. As slave owners, politicians, law officers, presidents, and businessmen, white masculinity and the subordination of all people to it has been prevalent in the American society. This traditional masculine ideology has most commonly been seen as “a social position, a set of practices, and the effects of the collective embodiment of those practices on individuals, relationships, institutional structures, and global relations of domination” (Schippers, 2007). In addition to Connell’s views on traditional masculinity, the sociologist presents important evidence about the development of hegemonic masculinity and what it means for a society and those who can or cannot obtain it. Hegemonic masculinity refers to gendered practices that reinforce ideals of patriarchy that promotes the dominant position of men and the subordination of women to them (Schippers, 2007). Although femininity exists for women as masculinity exists for men, there are no femininities that can be hegemonic (Connell, 1987). As a result of women being seen as second-class citizens in comparison to men, all forms of femininity have been constructed to support the domination...
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...Black Experience in America: Slavery to Emancipation AAAS 106 Professor Shawn Alexander KU 2011 Final Exam Study Guide Some important dates and events - Remember that this guide only gives you a chronology of important events. It is not sufficient for the exam - you must fill in the details from your lecture notes and readings. All the reading is compulsory, do not leave out any portion of the texts or articles. Slavery and the Slave Trade African Slave Trade: Conventional Dates – 1450 – 1867 Early controllers of the Trade: 1494 the Spanish turned to the Portuguese to supply slaves for their colonies. By the 17th C Northern European countries began to dominate the trade. 1621 Dutch West Indies Trading Company 1672 British Royal African Company (by the end of the 17th England dominated the trade.) The Scale of the Trade: Between 1492 and the end of the trade in 1867 Europeans transported a minimum of 10 million people in some 27,000 slaving expeditions – or some 170 slave ships per year. 50% mortality rate (rough estimate) About 95% of the captives were sent to the brutal tropical sugar growing regions of Brazil and the Caribbean. 40% Brazil 5-6% North America Before the trade picked up (1700) 2.2 million Africans had already been shipped to the Americas. The trade climaxed in the 1780s, when 80,000 Africans were shipped a year. 5/4 of all those shipped came in the 18th and 19th centuries. Three major areas in Africa supplied...
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...who are vulnerable as individuals susceptible to harm. The vulnerable fall among different ages, sex, ethnicity, family structure, marital status, social networks and support, and access to neighborhood resources such as jobs, income, schools and housing. According to Health Affairs (2007), “low income and education from early life and often over the life course, is more common among black than white Americans.” This lack of education and income leads to many problems. It affects knowledge, employment possibilities, nutrition, housing, access to medical care and much more. Society also views those who are vulnerable as either victims or sinners. Victims are those who are not responsible for their vulnerability, such as children, the disabled, the blind, and the elderly (Vladeck, 2007)....
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...Society: Through the View of Many People African-Americans, Whites, Asians, Indians, Chinese, Japanese, and etc…They are all classified as ethnicities, that are judged every day in some shape or form. From day one to now I’ve learned more through the class of “Black World Studies” taught by Professor Coates. Coates gave me the intelligent insight on how Africans-Americans were able to succeed through the tough times of learning even when they could die from learning how to read. It was a sacrifice the slaves had to do that the time. When I read more articles and watched more movies, it showed determination, courage, heart, and attitude. When reading, it switched to a period of slavery to a period of the Civil War. After that I came to an author named Jared Diamond that gave his view on the world of slavery. In the article “How Africa Became Black” by Jared Diamond he argues that diversity resulted from the geography of Africa. Africa is home to five major human groups, blacks, whites, African Pygmies, Khoisan, and Asians. Thirty percent of the world’s language is in Africa. But as the years goes on were losing about 2 per week. Soon as the world gets older there wouldn’t be any languages in Africa. As race continues to grow in Africa there will be different types of languages being made and the previous groups (ethnic groups of language) wouldn’t exist anymore. As said in paragraph 8 of “How Africa Became Black” races are stereotyping, from Black to White, to putting the Zulu...
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...warrior training. Not many could afford to spare boys because of the continued civil unrest throughout societies in addition to being surrounded by combatant enemies. The security and the survival of the communities depended on the skill of the military. Psychohistorical studies demonstrate acknowledgement by exposing the historical cycling of child abuse. ( , year) There is a cognitive dissonance between the theory of enlighten and the reality of application. ( ,year) Sparta had strict physical standards when inspecting children born to the community (Lascarides & Hinitz, 2011). The elders were responsible for the inspection of most babies born. [What were the criteria of this examination?] The family was then primarily responsible for socializing the child and providing structure for attachment and development. Socialization was collective and cultural in nature. Thereby, a child’s attachment started with the mother but soon the responsibility of socialization was passed to the community. During the Middle Ages (5th – 15th century) and European influence, the concept of childhood was one thought to be innocent, the change from mother rearing to father education seem to be significant (Lascarides & Hinitz, 2011). Middle Ages theorist, Shulamith Shahar, thought that good parentage was important as well as grading curriculum to keep a check on students’ intellect and acknowledgement of life cycle stages. [What does this mean] Lloyd de Mause recounts the history of childhood...
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...effort to end slavery and the slave trade. It was initially driven by religious groups like the Quakers, who saw slavery as morally wrong. Notable leaders such as William Wilberforce in Britain, and Frederick Douglass and Harriet Tubman in the United States, played vital roles in this movement. They used books, speeches, and acts of civil disobedience to spread their message and help slaves escape. Despite strong resistance, especially in the Southern United States, they achieved important victories. This movement led to the Slavery Abolition Act of 1833 in the British Empire and, in the United States, the Emancipation Proclamation and the...
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...TRANSPORTATION PLANNING STUDY REPORT ZIP CODE AREA: 10024 UPPER WEST SIDE Beatriz Serrano CE-351 Urban Transportation Planning Professor Lennon Lawrence Fall 2015 Table of contents Section 1- Executive summary3 Section 2 – Historical context4 Section 3 – Urban planning and land use6 Section 4 – Socioeconomic characteristics9 List of figures12 List of Tables13 References14 Base Map15 Section 1 – Executive Summary Only in final submittal ------------------------------------------------- Section 2 – Historical context 1024 zip code area is bounded on the South by 76th street, Central Park the East, the Hudson River on the West, and by 91st street on the North. From West to East, the avenues of the zip code area are Riverside Drive, West End Avenue (11th Avenue), Broadway, Amsterdam Avenue (10th Avenue), Columbus Avenue (9th Avenue), and Central Park West (8th Avenue). This area is an affluent, primarily residential area with many of its residents working in more commercial areas in Midtown and Lower Manhattan. It has the reputation of being home to New York City's cultural, intellectual hub (with Columbia University located at the North end of the neighborhood), and artistic workers. Because of his boundary with the Hudson River, the riverfront of this area used to be a shipping, transportation, and manufacturing corridor. The Hudson River Railroad line tight-of-way was granted in the late 1830s to connect New York...
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...Maslow Maslow’s Hierarchy of Needs Tatiana Cadle-Taylor Barry University Abraham Maslow founded a movement—that valued individuality, creativity, and personal freedom— called the humanistic movement in the late 1950s. Maslow, born April, 1, 1908 (Abraham Harold Maslow, 2013), was the son of poor Russian-Jewish immigrants who came to the United States in the early 1900s seeking an escape from the Czarist persecution. His parents settled in New York City, where he attended public schools in a multiethnic, working-class neighborhood (Hoffman 2008). Maslow’s youthful experience was extremely typical for those of his background, and they inevitably shaped his worldview. This viewpoint remained vital to Maslow throughout his life. Although Maslow acknowledged his admiration of Freudian psychoanalysis at an early age, his own view of human nature varied greatly from Sigmund Freud's. Maslow thought Freud's theory was unnecessarily pessimistic with respect to our human potential for decency and kindness. He disagreed strongly with Freud's contention that we are essentially selfish beings, with little regard for others (Mullins 2010). Freud's view of human nature portrayed human potential as a fight to keep our instincts in check. Maslow believed that we are capable of becoming fully human through a process of self-actualization (Mullins 2010). Maslow agreed that we do not always show our most fully human side; but Maslow also believed that any of those reactions...
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...They perpetuated the notions of equality, diligence, self betterment, unity and accountability to name just a few of the platforms they spoke on which so affected our race during their time. They arguably had the potential to rectify three hundred years of anguish and repression had they been able to follow their directives unimpeded, but now we’ll never know. Although both Washington and Dubois had very similar intentions for the black race, they came from entirely different backgrounds and thus had different views on society. Booker T. Washington was born April 5, 1856 in Hale’s Farm, Virginia. He was born into slavery in an environment that did not nurture ideas of progression and excellence. At age nine, he was freed along with his family and they moved to West Virginia. Here he received his first exposure to the principles of hard work and assiduousness. He worked on the salt mills with his stepfather...
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...|[pic] |Syllabus | | |College of Humanities | | |HIS/115 | | |U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class...
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