...Howard Zinn continued to talk about the American Revolution. The main argument for Zinn in this chapter was that the revolution was fought mainly by the poor people, but it led by the rich who controlled and gained the most benefits of the war. In this chapter, Zinn wrote about the revolution and its results and the conflict between the poor and rich people. The first thing was the revolution and its results. The revolution was against the British rule. The American leaderships wanted the independence. So, they consisted Revolution army and colonial militia; and allowed to only white men, who Zinn described them as, “hall-marks respectability or at least of full citizenship.” But then, they allowed to less respectable white men. One of the...
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...not control and some that she could. She could not control the fact that she was black but she could control the fact she married a person of a different color. So not only was she a person of color but she also married someone of what was called the “opposite color” back then. She experienced many challenges in life because of the color of her skin. Her parents grew up as slaves and she was a sharecropper. Alice worked 11 hours a day for $17 per week to help pay to go to college. She was voted valedictorian in high school. She eventually went on to go to Spelman College and transferred to Sarah Lawrence College on a full scholarship and graduated in 1965. Alice became interested in the civil rights movement because of her professor Howard Zinn. The man that she went on to marry was named Melvyn Roseman Leventhal. After she married him she was a writer for Jackson State College and Tougaloo College. Alice was also inspired by Zora Neale Hurston. Alice went on to write lots of books among those being The Color...
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...Zinn Questions: A Peoples History of the United States : This paper should be 2 pages (single-spaced). You can answer the questions directly, you may split the paper up as one paragraph per section. The format does not matter, just show me you know what you are talking about and that you can support your claims from the actual reading. For a citation, just put the page number at the end as such (263). Make sense? Discussion Questions (DO NOT ANSWER THESE IN YOUR PAPER!) 1) Is it possible for whites and black to live together without hated? In colonial America? In contemporary America? 2) As I read this chapter, the words “courage” and “cowardice” always come to mind. How would you relate these words to the reading? Chapter 2: Drawing the Color Line Historiography Questions: 1. What do you believe is Zinn’s overall thesis for the chapter? Where can you find this in the text? (Give me specifically where you find it, sometimes a thesis can be as small as a sentence or split up between whole paragraphs. Your job is to argue where you think it is) a. Do you agree with his thesis? 2. Does he provide enough support for this thesis/arguments? b. If so, provide evidence to which sources you found most credible. If not, what else would you have liked to see? Chapter Questions: 1.) What is the “color line?” 2.) How does Howard Zinn describe the differences between slavery as it...
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...Howard Zinn’s unique perspective on American history and the beloved American hero makes for an interesting novel. His book, A People's History of the United States, paints history in a whole new light. While most teachers tell the story of the iconic Andrew Jackson and his role models, like Burren, being right in their actions, the other side is rarely looked at, as most believe their good outweighs the bad. Zinn believes that Jackson and Burren were American villains that tainted our history. He speaks of this in the seventh chapter of his book, which is also a Jackson quote, “As Long as a Grass Grows or Water Runs.” He uses other like-minded historians and historical events to support his claims. These claims are that the Indian was an obstacle...
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...The Writ of Habeas Corpus Research Paper and Essay Charlie Potter American Government June 2, 2009 Mr. Potter PART 1 - HABEAS CORPUS RESEARCH PAPER “By this action we should call him King Lincoln I.” - Anti-war Democrats, 1863 INTRODUCTION English in origin, the concept of habeas corpus literally means “that you have the body,” meaning that the court can force the police to produce a prisoner before them for review of their case. While complex in its use, a writ of habeas corpus forms the foundation for the rights of the accused since it allows one branch of the government (the courts) to check and balance the actions of another (the police) in criminal proceedings. And yet, while habeas corpus has been maintained as a fundamental right of the imprisoned, this protection has been tampered with in our history, making habeas corpus sometimes a casualty of our desire for security during times of crisis. Constitutional Principles Several constitutional principal are expressed through habeas corpus, the foremost being checks and balances and that the accused are afforded due process. The framers of the Constitution knew that governments become abusive of the rights of citizens when there is no power to check that abuse and when the treatment of the accused is arbitrary. The use of habeas corpus is in fact one of the few constitutional rights enshrined in the main body of the Constitution...
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...The Writ of Habeas Corpus Research Paper and Essay Charlie Potter American Government June 2, 2009 Mr. Potter PART 1 - HABEAS CORPUS RESEARCH PAPER “By this action we should call him King Lincoln I.” - Anti-war Democrats, 1863 INTRODUCTION English in origin, the concept of habeas corpus literally means “that you have the body,” meaning that the court can force the police to produce a prisoner before them for review of their case. While complex in its use, a writ of habeas corpus forms the foundation for the rights of the accused since it allows one branch of the government (the courts) to check and balance the actions of another (the police) in criminal proceedings. And yet, while habeas corpus has been maintained as a fundamental right of the imprisoned, this protection has been tampered with in our history, making habeas corpus sometimes a casualty of our desire for security during times of crisis. Constitutional Principles Several constitutional principal are expressed through habeas corpus, the foremost being checks and balances and that the accused are afforded due process. The framers of the Constitution knew that governments become abusive of the rights of citizens when there is no power to check that abuse and when the treatment of the accused is arbitrary. The use of habeas corpus is in fact one of the few constitutional rights enshrined in the main body of the Constitution instead of the amendments, and is established...
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...Harvard Referencing Electronic Sources How do I cite electronic sources? Citations for electronic sources are usually based on the same principles as citations for print sources like books and jounrals. The Harvard System requires two parts: you should have both in-text references and a list of references at the end of your work. 1. Within the Text—In-text Citations The Harvard referencing system requires you to include specific information about a source within the text of your work. This information is: • the name of the author or authors the year of publication While the page number is usually included for print materials, many electronic resources don’t have page numbering. Only include page numbers where applicable. • What are Electronic Sources? Electronic sources include: • web sites • • • • • emails films, videos or dvds podcasts and radio broadcasts journal articles published on the Internet journal articles retrieved from the full text databases available from the Library CD ROMs 2. At the End of the Text—List of References At the end of your assignment, you must include a List of References, a list of all the books, journal articles and other sources of information you have used to research your assignment. • What information should I include? Referencing electronic resources can be confusing. It can be difficult to know which information should be included or where to find it. However, as a general principle, provide as much information as possible...
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...|Working Thesis Statement: |ORAL PRESENTATION DESCRIPTION | |Nuclear has been the biggest fear in the world when it is used as |Nuclear Threat Nuclear weapon and its physical damage | |weapon and it has insurmountable negative effects on societies in |Nuclear weapon deterioration of health – what kinds of radiation are | |terms of its physical destruction and deterioration on human health. |emitted in a nuclear explosion and what effect do they have on human | |Not a thesis statement but a statement of fact. |beings? | |Try: Why is it best for nuclear attack victims to be right at Ground |http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011| |Zero? |/living_future/4_nuclear_radiation1.shtml | |Working Thesis Statement: Countries may use the nuclear weapons in |Oral Presentation Thesis Statement (must be based on PART of the | |future because of the possibility of religious war and the other |research project): The time between 1946 and 2012, no atomic bomb had| |reasons. |been used even as an overt thread threat in any warpolitical crisis, | |I will argue that there is a strong possibility that...
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...Modern History Conflict in the Pacific 1937-1941 Due: Thursday 28th of August, 2008 Alyce Wearne Task: Evaluate the argument that America was justified in using atomic weapons against Japan in 1945. As one of the most significant and consequential decisions in the history of the world, President Harry Truman’s allowance of atomic weapons towards the end of World War II, of which he himself understood would cause both mass devastation and indignation, is still one of the most controversial and heavily debated topics in today’s society. This was partially due to the adverse underestimation and seemingly ignorant approach the American’s had towards their latest development of mass destruction; almost oblivious to the immense aftermath of physical injury, civilian death and emotional torment it would produce for those involved. This decision, ultimately made by one man, affected not only America and Japan, but the world. Dispute over this was, and continues to be highly generated, the event causing anger and infuriation to millions across the world. This resentment did not just accumulate from the lack of awareness and slaughter of innocent life, but from the graphic images shown in newspapers, the casualties, and the torturous amount of death underwent as a result of the bomb. As a Japanese survivor documented: “The appearance of people was . . . well, they all had skin blackened by burns. . . . They had no hair because their hair was burned, and at a glance you...
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...The Forensics Files - 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...
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...This is a protected document. Please enter your student or faculty username and password. Username: Password: Log In Need assistance logging in? Contact Technical Support. Doc ID: 1009-0001-1993-00001994 Toll Free: 877.428.8447 M-F, 6am MST or Sat-Sun, 7am-12am MST Find us on Facebook and Follow us on Twitter! F I F T H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price...
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...FRONTLINE JANUA RY 1 3, 2 012 WWW.FRONTLINE.IN INDIA’S NATIONAL MAGAZINE RS.25 WORLD AFFAIRS IRAQ FOOD SECURITY PDS CLIMATE CHANGE DURBAN Exit America 49 What people say 96 Uncertain stand 114 Remembering TAGORE On his 150th birth anniversary VOLUME 28 NUMBER 27 TH E STAT E S Fiery trap in Kolkata 41 SC IE NCE Higgs signal? 44 WOR L D A F F A I R S Iraq: Exit America War crimes in the trash Russia: December Revolution Pakistan: Volatile state India & China: Troubled equations DECEMBER 31, 2011 - JANUARY 13, 2012 C O V ER S T O RY 49 52 ISSN 0970-1710 Timeless Tagore As an activist, thinker, poet and rural reconstructionist, Rabindranath Tagore continues to be relevant. A tribute on the 150th anniversary of his birth. 4 WWW.FRONTLINE.IN Jayati Ghosh: Mess in eurozone R.K. Raghavan: A lost battle? 108 118 BOOKS LE TTE R S 73 127 54 57 61 TR AVE L Jungles of Borneo 64 AR T Achuthan Kudallur’s journey 85 H ISTOR Y Of Quit India, Nehru & Communist split 89 FOOD SEC UR I T Y Understanding the PDS Kerala: Power of literacy Bihar: Coupon fiasco Jharkhand: Strong revival Chhattisgarh: Loud no to cash E CONOM Y Losing momentum Interview: C. Rangarajan, Chairman, PMEAC CL IM A TE C H A N G E Uncertain stand in Durban CONTR OV E R S Y Mullaperiyar dispute: Deep distrust Fallout of fear OBITU A R Y Humble genius: Mario Miranda Korea’s...
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...A BRIEF CONTENTS PART 1 • GETTING STARTED 1. Becoming a Public Speaker 2. From A to Z: Overview of a Speech 3. Managing Speech Anxiety 4. Ethical Public Speaking 5. Listeners and Speakers 1 2 8 1 4 23 30 PART 2 • DEVELOPMENT 6. Analyzing the Audience 7. Selecting a Topic and Purpose 8. Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258...
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...Frances Howard-Snyder Daniel Howard-Snyder Ryan Wasserman WESTERN WASHINGTON UNIVERSITY Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009, 2005, 2002, 1999, by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9 8 ISBN: 978-0-07-340737-1 MHID: 0-07-340737-2 Editor in Chief: Michael Ryan Editorial Director: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pamela Cooper Editorial Coordinator: Briana Porco Production Editors: Melissa Williams/Melanie Field, Strawberry Field Publishing Cover Designer: Ashley Bedell Cover Photo: © Dan Trist/Corbis Media Project Manager: Thomas Brierly Production Supervisor: Louis Swaim Composition: This text was set in 10.5/12.5 Goudy by Aptara, Inc. Printing: Printed on 45# New Era Matte by R.R. Donnelley & Sons, Inc. Credits: The credits section for this book is on page 647, following the Answer Key in the back of the book, and is considered an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Howard-Snyder...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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