...section. A good ID will be more than a sentence. It usually takes at least 4-5 sentences in order to respond to each ID, or about half a page. Be sure that you use relevant information from both the lectures and the textbook. Each ID should have two parts: a basic definition of the term including who, what, where, when, why, etc. AND the significance of the term, or how it relates to a broader historical theme, event, etc. For example, if Sharecropping were a term, you would want to both define it and also explain the consequences of sharecropping, what it meant for ex-slaves, that it was part of the failure of social reconstruction, etc. Wounded Knee The US government wanted to ban Indian Culture such as the Ghost Dance Freedmen’s Bureau Working Class Dawes Act Open Door Haymarket Emilio Aguinaldo Progressivism Espionage Act The Grange William Jennings Bryan The Great Uprising Pullman Pure Food and Drug Act Mark Twain W. E. B. DuBois Eugene Victor Debs Overproduction Populists V. I. Lenin Surplus Capital Upton Sinclair Federal Reserve Act The Lusitania Part II: From the Readings (20 points) You will be given three terms from the material from As They Said It (chapters 1-2) and American Society since 1900 (chapters 1-2, but only through the end of “Buck Versus Bell”), of which two you will need to address TWO. These terms will be titles of specific selections from the two readers. You MUST demonstrate knowledge of the reading material...
Words: 704 - Pages: 3
...The Souls of Black Folk Chapter Summaries I In this chapter Du Bois talks about the struggle that blacks have to go through during this period of time. He talks about what blacks should be able to have the right to do and that they should be treated as equals. Du Bois also uses the term “Veil” a lot, this means that whites don’t see them as who they really are but instead judge them from a vague point of view. He goes over the fact that carpetbaggers were going to the South to look for personal gain. The 15th amendment was also passed and seen as a step forward and Du Bois could see many more accomplishments in the near future. II Du Bois begins this chapter by saying that the problem of the twentieth century is the problem of the color-line. Basically this line separates African Americans from lighter skinned Americans and he points out that this was the issue that ignited the Civil War. He also talks about the Freedman's Bureau a lot. He reveals the beginning of the Freemen’s Bureau to being various attempts to manage fugitive slaves during the war. The Freedmen’s Bureau was passed by Congress in March, 1865 and originally was intended to support former slaves and manage abandoned lands for the period of the Civil War which ended shortly after. III In this chapter DuBois pays tribute to what Booker T. Washington accomplished. He also talks about all the people who disagree with Washington’s theories and concludes that they criticize Washington because they are envious...
Words: 1384 - Pages: 6
...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
Words: 38033 - Pages: 153
...[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...
Words: 63019 - Pages: 253
