...the 1800s. Did each movement have an impact for their cause and on the United States? Yes they did, each was different and affected one aspect more than the others. They are still being fought for today. Abolitionists movements began to increase in the 1830s, and goal was the emancipation of all slaves and to end racial discrimination. From the 1830s to 1863 anti slave abolitionists such as, William Lloyd Garrison, Harriet Tubman, Frederick Douglas, and John Brown led movements to end slavery and racial discrimination. One of the most effective movements began in the mid 1800s, the Underground Railroad was used to help free thousands of slaves. Harriet Tubman and other strong women abolitionists made the Underground Railroad possible. Another less invasive movement for Civil Rights was the newspaper, The North Star. Written by the former slave; Frederick Douglas. His writing talked about the injustice of slavery and the difficulties freed slaves faced, such as the following...
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...On January 1, 1863 Abraham Lincoln had finally announced that the Emancipation Proclamation had finally gone into effect in the United States. The proclamation was issued so that all slaves in the rebellious states “shall be then, thenceforward, and forever free”, meaning that all the slaves in the confederate states are now free from any ownership. Though this proclamation assured that slaves would be freed gradually, it did not free all the slaves. Slave owners were not too happy about this proclamation so they would send their slaves into war instead of freedom. Over 100,000 slaves had fought side by side with Union troops fighting against those who are trying to set them free.(History.com Staff, 2009) In the 1950’s and early 1960’s...
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...UNIVERSITY SAN ANTONIO CAMPUS CIVIL DISOBEDIENCE AND CHRISTIAN ETHICS A RESEARCH PROJECT SUBMITTED TO DR. JOHN M. ANDREWARTHA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR BASIC CHRISTIAN ETHICS RLGN 5323 SUBMITTED BY ROBERT L. JOHNSON April 14, 2008 Table of Contents Introduction…………………………………………………………………….……....1 Part I: Definition of Civil Disobedience………………………………………..….…..1 Part II: Definition of Christian Ethics…………..……………………………….……..1 Part III: Biblical and Historical Practice of Civic Responsibility.……………………..2 Part IV: The Rise of Political Power in the Church and the Struggles Associated…….7 Part V: The Necessity for Civil Disobedience..………………………………………..9 Part VI: What Difference Did the Civil Rights Struggle Make? ..................................12 Conclusion…....................................................................................................................16 Bibliography…………………………………………………………………………….18 INTRODUCTION This research will focus on the topic of “Civil Disobedience and its Relativity to Christian Ethics.” The research will address whether it is ever justifiable to disobey the laws of secular governments. In doing so, it will discuss the Doctrine of Civic Responsibility as it relates to Christian Ethics. Furthermore, Romans 13:1-7 will be referenced to provide additional insight into how the Church has historically responded to civil government’s demands on society...
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...The Civil War officially may have put an end to slavery, but it didn’t end discrimination against Black people. They continued to suffer the disastrous effects of racism, especially in the South. By the mid-20th century, Black Americans, along with many other Americans, came together and began an unequal fight for equality that lasted two decades. Martin Luther King Jr., a Baptist minister and civil rights leader, became known as one of the most inspiring figures of the movement. He advocated for nonviolent civil disobedience and delivered his famous “I Have a Dream” speech during the March on Washington for Jobs and Freedom in August 1963. The march drew over 250,000 people and is considered a defining moment in the Civil Rights Movement. Malcolm X, another prominent figure during this time, advocated for Black empowerment and initially promoted violent self-defense as a means to achieve civil rights. However, he later renounced violence and emphasized the importance of education, self-discipline, and self-respect before his assassination in 1965. Rosa Parks, often referred to as the “Mother of the Civil Rights Movement,” played a crucial role in initiating the Montgomery Bus Boycott and became an international symbol of resistance to racial segregation. She...
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...The abolitionist movement, which started in the late 1700s and gained strength in the 1800s, was a key 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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...Through references to Harriet Tubman, Nat Turner, and other renowned activists and leaders, Coates develops his memoir’s theme of institutionalized oppression through racism. Coates speaks of Malcom X’s idea that it is “human for the enslaved to hate the enslaver, natural as Prometheus hating the birds,” in a manner that is quite similar to Firdaus speaking about those who oppressed her. Malcom X’s reference to the myth of Prometheus strengthens Coates’ notion through its gruesome nature. After wronging the Titans, Prometheus was sentenced to being chained to a mountain where birds would pick at his organs for all of eternity. However, Coates utilizes this point to further the impact of his next quote selection. He proceeds to reference Matthew 5:39 in the Christian bible...
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...- 2 – The LD File Civil Disobedience Index Topic Overview 3-7 Definitions 8-10 Affirmative Cases 11-19 Negative Cases 20-25 Affirmative Extensions 26-34 Civil disobedience worked to free India. 26 Civil disobedience overthrew the communists in Poland. 26 The tradition of civil disobedience in America goes all the way back to the founders. 26 Civil disobedience can serve to prevent situations from escalating into violence. 27 Civil Disobedience has been used to promote peace. 27 Civil disobedience was used to promote racial equality. 27 Civil disobedience is used to try to prevent the destruction of the environment. 27 Civil disobedience is effective at changing the law. 28 Legal channels can take too long. 28 Consent to obey just laws does not imply consent to obey unjust ones. 28 Distinguishing between just and unjust laws to disobey can be universalized. 28 Civil disobedience can be stabilizing to a community by spreading a shared sense of justice. 29 Sometimes it is only the unjustified response to civil disobedience that has harmful consequence. 29 Civil disobedience is traditionally non-violent. 29 Civil disobedience is a form of exercising free speech- which is essential in a democracy. 30 Civil disobedience has been used to fight slave laws 30 Civil disobedience played a role in ending the Vietnam war. 30 Civil disobedience shouldn’t be punished-...
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...EVENT: Black Vace newspaper – in the library 2pm on Friday 4/27 Donations to PFAU library. HBCU – groups all over the world to come together. • Mixed races – either intentional or unintentional. o Mulatto – ½ black (this is an offensive term which the root word is mule) o Quadroon – ¼ black o Octoroon – 1/8 black Video – Fisk singers and early white gospel video • Literacy was a problem – acapella singing. • Gospel – “Good news” • Fisk = HBCU in 1866 Video: the history of gospel music 02 • In the African heritage it had to be the music, the preacher and the religious. o Had to be the preacher and the response • Music was to be free but then brought Christianity which was pulled out from that they say. • Involving percussion tones • Melees tone – not singing the tone right to but to shape it. We wear the mask poem: Paul Laurence Dunbar (1872 – 1906) • Mask – façade, disguises you, hides you, masquerade, protection, performers. Performance v. rituals • Ritual o Gospel • Performance o For others/benefits o Entertainment o Image Video: Education on Minstrel – goes into the Images topic • Developed in 1820. • T.D. Rice • Jim crow presents himself as an African (black face) by performing how the Africans perform. Performance within a performance. • Compromise of 4, etc. o Paid performances • Call and response Images: • Co-opted • Corruption of the history image • Massive available – were everywhere. • The images like...
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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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...___________________________ LIVING HISTORY Hillary Rodham Clinton Simon & Schuster New York • London • Toronto • Sydney • Singapore To my parents, my husband, my daughter and all the good souls around the world whose inspiration, prayers, support and love blessed my heart and sustained me in the years of living history. AUTHOR’S NOTE In 1959, I wrote my autobiography for an assignment in sixth grade. In twenty-nine pages, most half-filled with earnest scrawl, I described my parents, brothers, pets, house, hobbies, school, sports and plans for the future. Forty-two years later, I began writing another memoir, this one about the eight years I spent in the White House living history with Bill Clinton. I quickly realized that I couldn’t explain my life as First Lady without going back to the beginning―how I became the woman I was that first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described...
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...Proceeding for the School of Visual Arts Eighteenth Annual National Conference on Liberal Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch...
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