...Both sectionalism and nationalism are very prevalent in American history. James Monroe and John Adams, both previous political figures of the United States, are nationalists. What is sectionalism and nationalism? Sectionalism is the placing of the interests of one's own region ahead of the interests of the nation as a whole. Nationalism is the ideology that national interests come before regional and foreign concerns. Monroe takes pride in America, saying, “If we look to the history of other nations, ancient or modern, we find no example of a growth so rapid, so gigantic, of a people so prosperous and happy.” Adams is also nationalist, but is wary of the sectionalism taking place, saying, “I take it for granted that the present question is...
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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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...Analyze the impact of the Atlantic trade routes established in the mid 1600s on economic development in the British North American colonies. Consider the period l650-1750 Analyze the cultural and economic responses of two of the following groups to the Indians of North America before l750/ British, French, Spanish Compare the ways in which religion shaped the development of colonial society in 2 of the following regions prior to l740/ New England, Chesapeake, Middle Atlantic How did economic, geographic and social factors encourage the growth of slavery as an important part of the economy of southern colonies between l607 and l775? Compare the ways in which 2 of the following reflected tensions in colonial society/ bacon’s rebellion, pueblo revolt, salem witchcraft trials, stono rebellion To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Dbq Analyze the impact of the American Revolution on both slavery and the status of women in the period from l775-l800 Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nations Analyze the contributions of 2 of the following in helping establish a stable government after the adoption of the constitution/ John Adams, Thomas Jefferson, George Washington Although the power of the national government increased during the early republic, this development often faced serious opposition...
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...different chapters fixated on events that occurred in America after the revolution. Within these chapter Ellis hits key topics throughout the story about the different Founding Fathers, such as their lives when they lived through the time period of the 1790s and the personal interactions between the Founding Fathers such as George Washington, Thomas Jefferson, Benjamin Franklin, John Adams, and Alexander Hamilton. Ellis has a way of presenting the information to the readers to easily understand and to comprehend the style of his writing helps you understand more in depth of the context. Although Ellis has a way of easily understanding his form of writing he finds various ways to involve you in the argument he presents to us and the diverse opinions from others that are being debated over....
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...After the American Revolution, what is called the spirit of ‘76 held together the men who later wrote the Constitution and shaped the basis for the United States government. Going into the War and then coming out, the Founding Fathers were more united than ever. However, the seven had a relationship more comparable to brothers, and, like any siblings, they did not always get along. When written, the main idea of Founding Brothers had a strong purpose and a specific audience to reach, but, despite having its flaws, this book is, and will remain, a current topic for a wider audience. Joseph Ellis began his historical education by pursuing his Bachelors from the College of William & Mary, and then going on to get his Masters and Doctorate at Yale University. He first taught at a military academy at West Point, but he currently teaches at Mount Holyoke College. Having a wife and three sons, he now contributes to many national publications on a regular basis, including, but not limited to: The New York Times, The Los Angeles Times, and The Wall Street Journal. As an American historian, Ellis has received nationwide appraisal; in fact, he won the Pulitzer Prize for...
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...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 modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Contact, Settlement, Slavery | | Details | Due | Points | Objectives | 1.1 Describe the clash of cultures that took place in North America between the Native Americans, colonists, and Black slaves. 1.2 Describe the establishment of early colonies. 1.3 Describe the development of regional differences among the British colonies. 1.4 Explain the paradoxical rise of slavery...
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...able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage, reading assignments...
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...The Story of the Fourth of July The Declaration of Independence We celebrate American Independence Day on the Fourth of July every year. We think of July 4, 1776, as a day that represents the Declaration of Independence and the birth of the United States of America as an independent nation. But July 4, 1776 wasn't the day that the Continental Congress decided to declare independence (they did that on July 2, 1776). It wasn’t the day we started the American Revolution either (that had happened back in April 1775). And it wasn't the day Thomas Jefferson wrote the first draft of the Declaration of Independence (that was in June 1776). Or the date on which the Declaration was delivered to Great Britain (that didn't happen until November 1776). Or the date it was signed (that was August 2, 1776). So what did happen on July 4, 1776? The Continental Congress approved the final wording of the Declaration of Independence on July 4, 1776. They'd been working on it for a couple of days after the draft was submitted on July 2nd and finally agreed on all of the edits and changes. July 4, 1776, became the date that was included on the Declaration of Independence, and the fancy handwritten copy that was signed in August (the copy now displayed at the National Archives in Washington, D.C.) It’s also the date that was printed on the Dunlap Broadsides, the original printed copies of the Declaration that were circulated throughout the new nation. So when people thought of the Declaration of Independence...
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...in that natural law is a view that certain rights or values are inherent in or universally cognizable by virtue of human reason or human nature, while common law is the legal tradition whereby certain rights or values are legally cognizable by virtue of judicial recognition or articulation PROPONENTS OF NATURAL LAW Plato According to Plato we live in an orderly universe. At the basis of this orderly universe or nature are the forms, most fundamentally the Form of the Good, which Plato describes as "the brightest region of Being". The Form of the Good is the cause of all things and when it is seen it leads a person to act wisely. In the Symposium, the Good is closely identified with the Beautiful. Also in the Symposium, Plato describes how the experience of the Beautiful by Socrates enables him to resist the temptations of wealth and sex. In the Republic, the ideal community is, "...a city which would be established in accordance with nature. Aristotle Greek philosophy emphasized the distinction between "nature" (physis) on the one hand and "law", "custom", or "convention" (nomos, νóμος) on the other. is often said to be the father of natural law Aristotle's association with natural law may be due to the interpretation given to his works by Thomas Aquinas. But whether Aquinas correctly read Aristotle is a disputed...
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...preachers, preachers such as George Whitefield. But it wasn’t always like that; the great awakening was preceded by a lack of Christianity, and a degradation of moral values. To try to fix this William Stoughton, a minister from New England, in 1688, went to the legislature in Massachusetts and said “O what a sad metamorphasis hath of later years passed upon us in these churches and plantations! Alas! How is New England in danger to be buried in its own ruins”^1. What he tried to say was that throughout time the churches have diminished, and that because of this New England will be sending itself to its grave. The Great Awakening was one of the most swaying religious movements that led people to do good, such as the American Revolution, and in some cases unpleasant acts. To quote Doctor Edwin S. Gaustad “… A revolution, while bringing deprivation and hardship, would bring also a new wholesomeness and vitality to American life.” He said this because he was trying to explain that in the eyes of the colonist’s Britain was starting to become evil, which he showed by quoting John Adams “Calamity will have this good effect, at least: it will inspire Us with many Virtues, which We have not, and correct many Errors, Follies, and Vices, which threaten to disturb, dishonor, and destroy us.” ^2. The general bettering of the Americas wasn’t always brought out by new light teachings such as those from George Whitefield, who’s sermons always appealed to the people emotionally. Sometimes it...
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... |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 modality. Course Materials Schultz, K. M. (2012). HIST2, Volume...
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...Phillis Wheatley, a slave from Gambia, was the first black poet in America to publish numerous books and poems during the late 1700s. She was not treated as a slave as much as other slaves coming from Africa because her owners, the Wheatleys, took an immense interest in her being educated, (Andrew Spacey, Owlcation.com). Writings from the Latin, Greek and the Bible helped her learn to read and write. Her poems that would make her popular were influenced by famous poets- John Milton, Thomas Gray and Alexander Pope, (Jennifer Benka, Poets.Org). After releasing various poems, getting acknowledged by George Washington, and being nationally acclaimed all over the Colonies/ England, her poem, “On Being Brought From Africa to America,” brought mixed feelings on the attitude...
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...Faizan Ahmed Khan 15020568 Professor Erum Haider Pol 320 6 May 2014 How do social media shape the social movements in modern times? A comparative study of Ukraine Crimea crisis and Egyptian revolution for democracy! A social movement can look like and be called many things. Whatever their appearance or name, the goal of all social movements is presumably the same: a change for the better. If this is indeed the ultimate objective of a social movement, it is well worth considering how successfully a movement achieves that objective. In the past ten years, several social movements have grabbed the world’s attention for the change they promised. Deemed successful for achieving their goal of change, though not necessarily change for the better, further evaluations have been sparsely performed. However, in judging social movements, what happens is shaped to a greater degree by the media, specifically. We shall look at modern day Egypt and Ukraine in our analysis. The effect of social media—and the Internet more generally—in both sets of protests is undeniable yet also distracting. Like most historic events, these protests and revolutions were in part possible due to a new technology. Flipping through the pages of history we see that The Reformation in Europe was aided by the invention of the printing press; the revolutions of 1848 occurred in some respect thanks to the invention of the telegraph which transmitted news across Europe of one set of protests overnight; the age of modern...
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...why you changed your mind. Anticipation Reaction _____ 1. _____ 1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____ 7. The British government usually left American colonists to make their own laws pertaining to local matters. American colonial trade was severely crippled by British trade laws. The European Enlightenment had little influence on the thought of American colonists. Because they were part of the British empire, colonists were constantly involved in England’s imperial wars with France and Spain. Parliament taxed the American colonists as a way to express its authority over them, not because it needed. the money. Colonists protested the Sugar Act and Stamp Act as violations of their rights as Americans. Colonists protested the Tea Act because it threatened to raise the price of tea. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____ 7. LEARNING OBJECTIVES After reading Chapter 3 you should be able to: 1. 2. Define the basic assumptions of the British colonial system and describe its operation. Assess the impact of the Great Awakening and Enlightenment on the spiritual and intellectual life of the colonies. 42 3. 4. 5. Describe the relationship between the French and Indian War and the coming of the American Revolution. Trace the course of key events...
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...editorial support, and to Autrement for allowing me to make the English version accessible here. INTRODUCTION This book is about the history of money: how did it begin? how has it evolved to the present day? what has it enabled humans to achieve? and why do so many people in the world today have problems with it and suffer from the way it works? The book is also about the future: how may money develop further? how might we want it to develop? Humans are the only creatures that use money. Animals and birds and insects and fishes and plants exist together in the world without it. But in human societies the earning and spending of money has become one of the most important ways we connect with one another. Most of us have to have money. We need to get enough coming in to match what we need to pay out. We all need to understand at least that much about money. But there is more to it than that. Over the centuries, money has reflected changes in politics and government, in economic life and power, in science and technology, in religious and other cultural beliefs, in family and neighbourhood life, and in other aspects of how we live. And it has not just reflected those changes; it has also helped to bring them about. Knowing something about how that has happened can help us to see how the role of money in people's lives may continue to change, and how we think it should change, as an aspect of the future of our "global village". For young people growing up in the...
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