...spoken and articulate in his letter to Thomas Jefferson in which he argues against slavery. As a son of former slaves Benjamin Banneker explains why the social crimes that the colonies faced should apply to slaves as well. In the history of the United States, slavery is a part that the nation would like to overlook but we cannot. Benjamin Banneker wrote to Thomas Jefferson about his feeling against slavery where he implements several cases of repetition and takes the point of view of Thomas Jefferson himself. Banneker uses repetition by starting every paragraph with Sir, this sir, or here sir. By starting with a phrase with sir, he shows respect to Thomas Jefferson. This also hints that Benjamin Banneker feels that Thomas Jefferson is a well enough respected man to make the decision of opposing slavery. Benjamin Banneker not only shows the utmost respect to Thomas Jefferson, but also takes the point of view of Jefferson’s struggle. This letter was written in 1791, 15 years after the declaration of independence was written. The Declaration of Independence was written because the colonies did not feel free and equal to the British and in the Declaration of Independence states “We hold these truths to be self-evident that all men are created equal.” Benjamin Banneker puts himself in Thomas Jefferson’s shoes and explains to Thomas Jefferson that he knows how Jefferson felt about the great valuation liberty and asks why it does not apply to his race. Benjamin Banneker strikes...
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...In 1776, Thomas Jefferson authored the Declaration of Independence, explaining the grievances the American colonists held with their British oppressors. Seventy-two years later, Elizabeth Cady Stanton observed a comparable oppression, so she authored a Declaration of her own, this one known as the Declaration of Rights and Sentiments. The time separating the conception of these two works correlates with some key differences. Yet, though these documents were written years apart from one another, there are identifiable parallels, both obvious and concealed. The Declaration of Independence and the Declaration of Sentiments used similar strategies of repetition and appeal to logos in order to engender the desired reaction in their respective audiences. The purposes of these two documents vary widely. The Declaration of Independence was written to announce the colonies independence and removal from the British Empire. With it came the reasons for how King George III had become a tyrant, and finished with Thomas Jefferson finally explaining what the colonists were going to do about it. The Declaration of Sentiments also goes about the same organization, noting the reasons for why men have become tyrants over them, and finishing what they are going to do about. However, the Declaration of Sentiments doesn’t announce the call for a new country, but the call for reform. Instead, they are stating, “...that they have immediate admission to all the rights and privileges which belong to...
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...their attention. Thomas Jefferson’s Declaration of Independence and Patrick Henry’s Speech in the Virginia Convention are influential arguments about independence that gain America’s attention. The two pieces compare and contrast in persuasive techniques. Patrick Henry and Thomas Jefferson both provide the colonists with reasons to declare their independence. At the same time, Henry urges his audience to unite and join the war against Britain while Jefferson encourages more peaceful tactics to gain independence. Patrick Henry wants the colonists to stand up and fight for what they believe in in order to win their independence. Thomas Jefferson, on the other hand, does not believe it matters what...
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...Thomas Jefferson writes an effective argument in “ The Declaration of Independence” by using diction to convey an accusing tone and repetition to emphasize his irritation towards the king. Jefferson demonstrates how king George the III was a bad deficient ruler and was unfair to his people. For instance when the text states,” He has abdicated government here, by declaring us out of protection, and waging war against us”(114). This implies that Jefferson was accusing the king if taking away the protection he had for the people, and the word choice made his accusations stronger. The fact that the quote says the king was “ against us” his tone on the subject. Jeffersons was not at all ok with the king's actions and decided to blame him for his...
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...to buy books, and there were few libraries. Also, there was no freedom of the press until after the Zenger case. 14. What were the facts of the Zenger case? Why so important? Zenger wrote things critical of the royal governor, which was illegal at the time. However, he never lied, and only wrote facts. His lawyer, Andrew Hamilton, defended him excellently and Zenger won, setting a precedent for the future. 15. How were colonial governments similar? Different? Some colonies had (8) royal governors(GA, SC, NC, VA, NJ, NY. MA, NH), some (3) proprietary (MD, PA, DE), and some (2) elected their governors (RI and CT). Almost all had a 2-house legislature though. Most legislatures could set the taxes (taxation WITH representation). However, many people were far from their centers of government, since they were usually on the coast. 16. How did France finally find success in their New World ventures? They colonized Canada, and founded Quebec. They used the fur trade to prosper, trading guns for furs with the local Indians. 17. Where did the French settle? Describe how/where French trappers went as well as Catholic missionaries and their...
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...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 day person who has...
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...UNIT 1 Answer Key CHAPTER 1 CHAPTER 1 Section 1 Prereading and Vocabulary 2 Reading Comprehension 3 1. 2. 3. 4. 5. 6. oligarchy citizen democracy constitution state two basic levels; certain decisions; only the federal government; each of the states Federalism is a system of government in which power is divided between a central government and several regional, or state, governments. 1. Population; the people who live within the boundaries of the state 2. Territory; land with known and recognized boundaries 3. Sovereignty; the supreme and absolute power within a state’s territory to decide its own foreign and domestic policies 4. Government; the institution through which society makes and enforces public policies 5. Force theory; the state was born of force, when one person or a small group gained control over people in an area and forced them to submit to that person’s or group’s rule. 6. Evolutionary theory; the state evolved from early families that united to form clans. Later, clans united to form tribes. As tribes settled into agricultural groups over time, they formed states. 7. Divine right theory; God created the state and gave a chosen few the right to rule. 8. Social contract theory; people voluntarily agreed to create a state and give to the government just enough power to promote the safety and well-being of all. Government exists to serve the will of the people, and the people are the sole source of political...
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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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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...Comprehension in Translation If we ask people who know English whether they understand the following sentence “This car is very powerful” they all say they do. Their comprehension is based on two elements. One is their knowledge of the words and grammar of the English language. But this is not enough. In different contexts and in different situations the word “powerful” may mean different things: “ a powerful car “ in the advertisement is not the same as “ a powerful method” for solving a problem , or “a powerful man” in felling trees, though the three “powerfuls” do not have smth in common. Similarly, the word “car” can mean not only an automobile , but also according to Webster’s New World Dictionary of the American Language it means “ a streetcar; an elevator cage; a part of the balloon which carries people and equipment” . “Understanding” the above sentence means that those hearing or reading it can imagine automobile, probably big, that can run very fast. This is where the second element of comprehension comes in: besides knowledge of the language comprehension implies knowledge of the outside world, called extralinguistic knowledge or encyclopedic knowledge or background knowledge. Comprehension varies from non-comprehension to full comprehension. Total non-comprehension of verbal statements is extremely rare, since the situation and/or content almost always say smth about its meaning. The problem of full comprehension is rather more difficult to deal...
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...French Revolution From Wikipedia, the free encyclopedia For other uses, see French Revolution (disambiguation). Page semi-protected French Revolution Anonymous - Prise de la Bastille.jpg Storming of the Bastille, 14 July 1789. Date 1789–1799 Location France Participants French society Outcome Abolition of the French monarchy Establishment of a secular and democratic republic that became increasingly authoritarian and militaristic Radical social change based on liberalism and other Enlightenment principles Rise of Napoleon Bonaparte Armed conflicts with other European countries Part of a series on the History of France National EmblemNational EmblemNational Emblem Prehistory[show] Ancient[show] Early Middle Ages[show] Middle Ages[show] Early modern[show] 19th century[show] 20th century[show] Portal icon France portal v t e The French Revolution (French: Révolution française) was an influential period of social and political upheaval in France that lasted from 1789 until 1799. Inspired by liberal and radical ideas, the Revolution profoundly altered the course of modern history, triggering the global decline of theocracies and absolute monarchies while replacing them with republics and democracies. Through the Revolutionary Wars, it unleashed a wave of global conflicts that extended from the Caribbean to the Middle East. Historians widely regard the Revolution as one of the most important events in human history.[1] The causes of the French Revolution...
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...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 Rereading America and help you to think through your class goals. We’ll examine some options for tailoring the book to fit your interests and the time constraints of your term. We’ll also take up some pedagogical issues. We’ll offer advice on how to broach particularly hot topics in your class. We’ll explore in some detail how to get the most out of journal assignments and learning logs. And...
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...Books by Saul Alinsky John L. Lewis, An Unauthorized Biography Reveille for Radicals The Professional Radical (with Marian Sanders) Rules for Radicals RULES FOR RADICALS A Practical Primer for Realistic Radicals SAUL D. ALINSKY RANDOM HOUSE New York Acknowledgments This chapter "Of Means and Ends" was presented in the Auburn Lecture Series at Union Theological Seminary. Some of the other sections of this book were delivered in part in lectures before the Leaders of America series at the California Institute of Technology in Pasadena, California; Yale Political Union, New Haven, Connecticut, April, 1970; The Willis D. Wood Fellowship Lecture, Amherst College, Amherst, Massachusetts, May, 1969; American Society of Newspaper Editors, Washington, D.C., 1968; U.S. Chamber of Commerce, Washington, D.C.; March, 1968; A.F. of L.-C.I.O. Labor Press Association, Miami, Florida, December, 1967; American Whig-Cliosophic Society, Princeton University, Princeton, New Jersey, 1967; Centennial Address, Episcopal Theological Seminary, Cambridge, Massachusetts, 1968; Harvard Medical Conference, Cambridge, Massachusetts, 1969. 10 9 8 7 6 5 4 Copyright © 1971 by Saul D. Alinsky All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Random House, Inc., New York, and simultaneously in Canada by Random House of Canada Limited, Toronto. ISBN: 0-394-44341-1 Library of Congress Catalog Card Number: 70-117651 ...
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...Procrastination ......................................................... p. 128 Chapter 9 — Persistence: the Sustained Effort Necessary to Induce Faith ........................... p. 138 Chapter 10 — Power of the Master Mind: the Driving Force ................................................. p. 153 Chapter 11 — The Mystery of Sex Transmutation .................................................................. p. 160 Chapter 12 — The Subconscious Mind: The Connecting Link ............................................... p. 180 Chapter 13 — The Brain: A Broadcasting and Receiving Station for Thought ...................... p. 187 Chapter 14 — The Sixth Sense: The Door to the Temple of Wisdom .................................... p. 193 Chapter 15 — How to Outwit the Six Ghosts of Fear ............................................................. p. 203 2 NAPOLEON HILL THINK AND GROW RICH...
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...FOREWORD "Whatever your mind can conceive and believe it can achieve." - Napoleon Hill American born Napoleon Hill is considered to have influenced more people into success than any other person in history. He has been perhaps the most influential man in the area of personal success technique development, primarily through his classic book Think and Grow Rich which has helped million of the people and has been important in the life of many successful people such as W. Clement Stone and Og Mandino. Napoleon Hill was born into poverty in 1883 in a one-room cabin on the Pound River in Wise County, Virginia. At the age of 10 his mother died, and two years later his father remarried. He became a very rebellious boy, but grew up to be an incredible man. He began his writing career at age 13 as a "mountain reporter" for small town newspapers and went on to become America's most beloved motivational author. Fighting against all class of great disadvantages and pressures, he dedicated more than 25 years of his life to define the reasons by which so many people fail to achieve true financial success and happiness in their life. During this time he achieved great success as an attorney and journalist. His early career as a reporter helped finance his way through law school. He was given an assignment to write a series of success stories of famous men, and his big break came when he was asked to interview steel-magnate Andrew Carnegie. Mr. Carnegie commissioned Hill to...
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