... 1. The female factory worker compared her conditions with those of slaves because she felt like they were being treated like slaves by not being allowed to speak for themselves. She felt that they were awed into silence by wealth and power and was under tyranny and cruel oppression 2. She doubt the sincerity of the Christian beliefs of the factory owners because they talk benevolence in the parlor, compel their help to labor for a mean and paltry pittance in the kitchen. They manifest great concern for souls of the heathen in distant lands and care for nobody else besides their own. 52. Immigrants Arriving in New York City 1. The tone the reporter adopted regarding the immigrants is hostile because of how he describes the immigrants and how they looked. He described them having degraded faces with many stamps of inferiority. 2. The aspirations the reporter thinks are uppermost in the immigrant’s minds is hope, freedom, and a chance to work, and food to the laboring man. 53. A Woman in the Westward Movement 1. Moving west altered tradition expectations of women’s roles by proving that they could endure rough conditions from moving west. They were left to be lonely and the burdens of pioneer life. 2. Mrs. Noble’s main complaints about her situation on the frontier was carrying her infants and not being able to sleep because of thinking about wild beasts. She also had to cook in the open air instead of in a log house. She doesn’t regret...
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...14-5 Frederick Douglass, Independence Day Speech (1852) The most important African American leader of his time, Fredrick Douglass had a profound impact on American notions of slavery. Born in slavery, Douglass escaped at the age of 20 and began writing and speaking against slavery. His volumes of autobiography including “Narrative of the Life of Fredrick Douglass, an American Slave” (1845) were among the greatest of the slave narratives and are now considered classic examples of American autobiography. As a speaker, newspaper editor and writer, Douglass’ influence was great. He knew and aided John Brown in his efforts, welcomed the Civil War and until his death in 1895, spoke against Jim Crow laws and lynching. This famous speech is a masterful example of Douglass’ use of irony in illuminating the hypocrisy of the celebration of Independence day. Fellow citizens above your national, tumultuous joy, I hear the mournful wail of millions! whose chains, heave and grievous yesterday, are, today, rendered more intolerable by the jubilee shouts that reach them. If I do forget, it I do not faithfully remember those bleeding children of sorrow this day, “may my right hand forger her cunning, and may ny tongue cleave to the roof of my mouth”! To forget them, to pass lightly over their wrongs, and to chime in with the popular theme would be treason most scandalous and shocking, and would make me a reproach before God and the world. My subject, them, fellow citizens, is American...
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...The Women’s Movement is a broad movement campaigning for women’s liberations and rights. Women did not have any rights whatsoever back then and they just wanted to be equal to men. So the women started a movement and fought for their rights as people to be able to do what the men were doing politically. “In the 18th and 19th centuries, American law was based upon English common law and the doctrine of coverture, which stated that a woman's legal rights were incorporated into those of her husband when she married, and she was not recognized as having rights and obligations distinct from those of her husband. One of the few legal advantages of marriage for a woman was that her husband was obligated to support her and be responsible for her debts.”...
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...historical articles; Fredrick Douglass “What to the slave is the fourth of July” and David Walker’s “Appeal to the Colored Citizens of the World”. The essay will attempt to discuss the very famous speech Fredrick Douglas made in 1952 as well as David’s Walker’s appeal while comparing and contrasting both the appeal and the speech. Afterward, a summary will be given and a conclusion will be drawn. As we look throughout history, one would argue that we couldn’t find a more appalling and unjust act as that of slavery. Slavery played a major role of not only history but of an innumerable amount of American people. In David Walker’s appeal and Fredrick Douglass what to the slave is the fourth of July, men and women of African American descent struggle with the reality of slavery and the cruel results and affect it had on people like themselves. Fredrick Douglas was one of the most influential African Americans of his day, in spite of his inauspicious beginning, he was born into slavery on a plantation in Maryland where he was called Fredrick Augustus Washington Bailey. Douglas always suspected that his father was his mother’s white owner, Captain Aaron Anthony. He spent his early childhood in privation on the plantation then he was sent to work as a house slave for the auld family in Baltimore. There, he came in contact with printed literature and quickly realized the relationship between literacy and personal freedom. With help from Mrs. Auld, Douglas learned how to read and write. In...
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...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, Masai, and Ibo into a black category and Africa's Egyptians and Berbers with each other and with Europe's Swedes with the whites. The question that pertains to this is why are people being judgmental of other races and confusing blacks to whites even though we are all the same? In “How Africa Became Black,” there was...
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...Numbers show that both the Declaration of Independence and the U.S. Constitution did not eradicate slavery in America but instead perpetuated it- by 1860 there were four million slaves in America (Rohde). Due to the abundance of slaves, many would argue that it became tightly woven into the American identity. For this reason, abolitionists knew a change must occur. In 1860 the course of history would change, Abraham Lincoln would be elected as President. While many white citizens had their own ideas about slavery, the words of Frederick Douglass and Harriet Beecher-Stowe pathed way for Americans to be educated on the life of slaves. Therefore, white colonists became abolitionists fueled with sympathy. When Southern states, particularly Virginia, wished to secede, America called for unity. America could not be divided over an economy based on the mass import and demand of slaves. One of the most radical forms of protest to ever occur could be deemed as the Civil War. States under the modern day Mason-Dixon line did not agree with the ideas of President Lincoln and therefore called for change. However, those in the North did agree with ending slavery and were willing to fight for such freedom. By 1864, abolitionists gathered 400,000 signatures...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...extension of slavery against the abolitionists| |3.|Thoreau argues that Brown should not be put to death as this would cause sectional strife and lead to a civil war| |4.|Thoreau is one of many abolitionists who plea for Brown's life to be saved| 3 points Question 2 1. Which of the following best summarizes the letters John Brown wrote to his family while in prison? |1.|Brown is very hopeful that his wife and remaining children will come visit him| |2.|Brown calls upon his sons to continue his work. Although he speaks in very vague terms, it is clear that he hopes they will launch another slave uprising so that his death will not be in vain| |3.|Brown is upset at the fact that some of his children are ashamed to be sons and daughters of the man who planed the raid at Harper's Ferry| |4.|Brown does not write any letters to his family members while in prison, a fact John Earle makes plain in his introduction| |5.|Brown is upbeat and speaks in mostly religious terms about how there is no need to grieve for their father| Question 3 1. Which of the following is TRUE regarding John Brown's Provisional Constitution for the Appalachian government he hoped to establish? |1.|The new Constitution established executive, judicial, and legislative branches of government similar to the US Constitution| |2.|Are citizens are required to join the official church which will be created by the government| |3.|The Constitution stated that while slaves could be liberated, other...
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...Barbara Jeanne Fields Slavery, Race and Ideology in the United States of America Two years ago, a sports announcer in the United States lost his job because he enlarged indiscreetly—that is, before a television audience—upon his views about ‘racial’ differences. Asked why there are so few black coaches in basketball, Jimmy ‘the Greek’ Snyder remarked that black athletes already hold an advantage as basketball players because they have longer thighs than white athletes, their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was...
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...Constitutional Law II Tebbe Spring 08 4 Equality and the Constitution 4 Class 1: Slavery and the Constitution 4 1. The Original Constitution 4 2. State v. Post 4 3. Dred Scott v. Sandford (1857) 4 4. Reconstruction 5 5. Post-Reconstruction Cases 6 Class 2: The Advent of American Constitutional Law: Brown 7 6. RACIAL EQUALITY 7 7. Brown I (1954) The segregation of children in public schools based solely on race violates the Equal Protection Clause. 7 2. Brown II 8 3. What was the constitutional harm in Brown? 8 4. THEORY 8 5. Subsequent School Desegregation 9 Class 3: Local Efforts to Desegregate: Parents Involved 11 6. Parents Involved 11 Class 4: Rational Basis Review: Cleburne, Romer, etc. 13 2. Tiers of Scrutiny 13 3. Beazer (1979) 13 4. Moreno (1973) 14 5. Cleburne (1985) 14 6. Romer (1996) 15 7. Nordlinger (1992) and Allegheny Pittsburgh (1989) 16 8. Lee Optical (1955) 17 Class 5: Racial Classifications and Heightened Scrutiny: Strauder, Korematsu, Loving 17 9. Heightened Scrutiny Analysis 17 10. Strauder (1880) 17 11. Korematsu (1944) 18 12. Loving (1967) 19 13. Theories Supporting Strict Scrutiny of Racial Classifications 20 14. Tiers of Scrutiny 20 15. Tiers of Scrutiny Table 21 Class 6: Facially Neutral Classifications: Washington v. Davis 21 16. Types of Discrimination (from Fall) 21 X. Disparate...
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...Accountability ......................................................................................................................... 3 2.1.c Cost Recovery ......................................................................................................................... 3 2.2 Evidence........................................................................................................................................... 3 3 FACTORS INFLUENCING THE PERFORMANCE OF DECENTRALIZED SERVICE PROVISION...................................................................................5 3.1 The Political Framework................................................................................................................ 5 3.1.a Constitution and Legal Framework......................................................................................... 5 3.1.b Political and Electoral Systems ............................................................................................... 6 3.1.c Unitary vs. Federal...
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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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...AVI-YONAHFINAL.DOC FEBRUARY 26, 2002 2/26/02 5:38 PM Book Review Why Tax the Rich? Efficiency, Equity, and Progressive Taxation Reuven S. Avi-Yonah† Does Atlas Shrug? The Economic Consequences of Taxing the Rich. Edited by Joel B. Slemrod.∗ Cambridge: Harvard University Press, 2000. Pp. 524. $57.95. In Greek mythology, Atlas was a giant who carried the world on his shoulders. In Ayn Rand’s 1957 novel Atlas Shrugged, Atlas represents the “ prime movers” —the talented few who bear the weight of the world’s economy.1 In the novel, the prime movers go on strike against the oppressive burden of excessive regulation and taxation, leaving the world in disarray and demonstrating how indispensable they are to the rest of us (the “ second handers” ). Rand wrote in a world in which the top marginal federal income tax rate in the United States was 91% (beginning at taxable income of $400,000).2 This is an unimaginably high rate by today’s standards, when the dominant view in Washington is that a marginal rate of 39.6% (the top † Irwin I. Cohn Professor of Law, University of Michigan. I would like to thank Yossi Edrey, Allen Graubard, David Hasen, Judy Herman, Don Herzog, Jim Hines, Bob Kuttner, Doron Lamm, Jeff Lehman, Kyle Logue, Dan Shaviro, Joel Slemrod, Dennis Ventry, and Larry Zelenak for their extremely helpful suggestions. All errors are mine. * Paul W. McCracken Collegiate Professor of Business Economics and Public Policy, University of Michigan. 1. AYN RAND, ATLAS...
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...islamic leviathan religion and global politics John L. Esposito, Series Editor University Professor and Director Center for Muslim-Christian Understanding Georgetown University islamic leviathan Islam and the Making of State Power Seyyed Vali Reza Nasr Islamic Leviathan Islam and the Making of State Power Ú seyyed vali reza nasr 1 2001 3 Oxford Athens Chennai Kolkata Nairobi New York Auckland Bangkok Bogotá Buenos Aires Cape Town Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Paris São Paul Shanghai Singapore Taipei Tokyo Toronto Warsaw and associated comapnies in Berlin Ibadan Copyright © 2001 by Seyyed Vali Reza Nasr Published by Oxford University Press, Inc., 198 Madison Avenue, New York, New York 10016 Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Nasr, Seyyed Vali Reza, 1960 – Islamic leviathan : Islam and the making of state power / Seyyed Vali Reza Nasr. p. cm.—(Religion and global politics) Includes bibliographical references and index. ISBN 0-19-514426-0 1. Malaysia—Politics and government. 2. Islam and politics—Malaysia. 3. Pakistan—Politics and government—1988...
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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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