...Thomas Jefferson was one of the greatest presidents, because of his actions in office and throughout his political career, such as cutting the national debt by a third. As the third president of the United States with a long political career, Thomas Jefferson had many accomplishments. His early life, education, writings and political experience shaped his presidency. Thomas Jefferson once famously wrote, “We hold these truths to be self-evident: that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.” How great of a president must Thomas Jefferson have been to have the citizens of the United States still live by these principles today? Thomas Jefferson's early life shaped his political career and his presidency. Born on April 13, 1743, into a prominent family of Virginia planters, Jefferson had ten brothers and sisters. Only a few of them survived past childhood. Jefferson started school at a young age and was very interested in every aspect of his education and what it had to offer. He...
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...author called the revolutionary generation “brothers”, but not “fathers” as usual. Now, after I have read the book, I understand why. Ellis did not write the history of the United States, he wrote the story of a group of men, whose remarkable personal qualities made possible the emergence of a new independent country. Although, the members of the group were different in their personalities, backgrounds and experiences, it seems like all of them shared a superhuman gene of the ability to change the history. Since Founding Father’s agendas on the political course of the U.S. had differed drastically, they were not friends and, often, even allies. However, the devotion to the U.S. independency was literary in their blood, so it made them...
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...well known presidents in United States history. Throughout his lifetime, he made contributions in three main categories, contributions before of his presidency, contributions during his presidency, and contributions after his presidency. Madison made many advances before his presidency. Madison started his political career through the Virginia state legislature. He...
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...The Duel: The chapter, The Duel recounts the day of July 11, 1804, in which two shots were fired, leaving one man dead, and the other’s political career ruined. The duel took place between Alexander Hamilton and William Burr. Hamilton was a prominent member of the Revolutionary War, and federalist. At the time, William Burr the Vice President. Ellis uses the central themes of passion and reputation in order to reveal the entire story. Both men contained a great passion for politics, and due to that desire, they would go to great lengths to prove that they were right, despite whether their idea for resolution involved risks of death. While Hamilton and Burr were both passionate about the state of the country, they did not share the same point of view regarding its future. Hamilton believed in unity, while Burr planned to use his power to withdraw from the Union. At the same time, Hamilton and Burr had lost some of the influence they held over the people, causing their reputations to wane. The duel was believed to bring back the reputation that these politicians once had. However, during the duel, Hamilton purposefully missed the mark, and aimed away from William Burr. Burr, however, persisted and shot Hamilton fatally. Due to his fading reputation, it was believed that...
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...his March 1801 inauguration as the third President of the United States, Thomas Jefferson ordered a naval and military expedition to North Africa, without the authorization of Congress, to put down regimes involved in slavery and piracy. The war was the first in which the U.S. flag was carried and planted overseas; it saw the baptism by fire of the U.S. Marine Corps—whose anthem boasts of action on "the shores of Tripoli"—and it prefigured later struggles with both terrorism and jihad. The Barbary States of North Africa—Algiers, Tunis, Morocco and Tripoli (today's Libya)—had for centuries sustained themselves by preying on the maritime commerce of others. Income was raised by direct theft, the extortion of bribes or "protection" and the capture of crews and passengers to be used as slaves. The historian Robert Davis, in his book Christian Slaves, Muslim Masters: White Slavery in the Mediterranean, the Barbary Coast and Italy, 1500-1800, estimates that as many as 1.25 million Europeans and Americans were enslaved. The Barbary raiders—so called because they were partly of Berber origin—struck as far north as England and Ireland. It appears, for example, that almost every inhabitant of the Irish village of Baltimore was carried off in 1631. Samuel Pepys and Daniel Defoe both mention the frightening trade in their writings; at that time, pamphlets and speeches by survivors and escaped slaves had a huge influence on the popular imagination. James Thomson's famously rousing 1740 song...
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...Biography: Elizabeth Stanton, M.D. How did Elizabeth Stanton’s political ideologies influence the suffrage movement? Elizabeth Cady Stanton was a pioneering force in the women’s suffrage movement. Stanton’s contributions spanned several decades, with her political ideologies playing a crucial role in shaping the strategies and directions of this historical struggle. Stanton was born on November 12th, 1815, in Johnstown, New York, the eighth of eleven children. Her mother, Margaret Livingston, was a wealthy daughter of a revolutionary hero and her father Daniel Cady, a prominent lawyer and judge. Elizabeth’s early life, education and relationships were instrumental in influencing the development of her strong beliefs on social justice and equality. Following...
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...| Course SyllabusCollege of HumanitiesHIS/115 Version 3U.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 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...
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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...
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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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...7 Corporations in the Modern Era The Commercial Transformation of Material Life and Culture I hope we shall . . . crush in [its] birth the aristocracy of our monied corporations which dare already to challenge our government to a trial of strength and bid defiance to the laws of our country. —Thomas Jefferson (letter to Tom Logan, 1816) J 1 ustice John Paul Stevens of the U.S. Supreme Court cited the third president of the United States in his strong dissent to the majority’s 2010 decision allowing corporations unlimited spending on behalf of political candidates.1 Quoting the court’s earlier McConnell decision, Stevens wrote, “We have repeatedly sustained legislation aimed at ‘the corrosive and distorting effects of immense aggregations of wealth that are accumulated with Jefferson’s animus may seem curious in light of the history of British corporations that financed the settling of the first North American colonies and, as discussed in this chapter, are often credited with providing the model for representative government adopted by the framers of the U.S. Constitution (Tuitt 2006). 280 Corporations in the Modern Era——281 the help of the corporate form.’” The court’s decision, Justice Stevens continued, “will undoubtedly cripple the ability of ordinary citizens, Congress and the States to adopt even limited measures to protect against corporate domination of the electoral process.” The essence of Justice Steven’s dissent in the Citizens United v. Federal...
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...------------------------------------------------- Why Teach? Why do teachers teach? It is a rather simple question, however the question, what is a teacher, must be addressed first. Merriam-Webster’s definition of a teacher is “one whose occupation is to instruct" (Merriam-Webster, 2008, para. 1). That is a rather one dimensional definition of a teacher, as teachers these days, offer so much more to the class than just the information. They offer themselves. A collective definition of a teacher, is someone who “yearns to help children learn, watch them grow, and make a meaningful difference in the world” (Teacher Support Network, 2007, para. 2). This definition must be the main reason as to why individuals pursue teaching as a career. Generally the pay is low to fair, but the overall rewards are much greater, for as a teacher one can touch the hearts of the young and open their minds in order to tap their thirst for knowledge. ------------------------------------------------- [edit]The Long Road Becoming a teacher is a lengthy process obtained by numerous routes, such as night school or attending a four year college. Regardless of the process it is important to obtain at least a Bachelors degree in the desired teaching area, as well as a teacher certification which should include clinical experience (Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E. & Smerdon, B., 1999, para. 3). The average starting salaries were about $31,704 in the year 2003-04, whereas the...
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...http://www.trinity.edu/rjensen/FraudAmericanHistory.htm History of Fraud in America (Edited for use in MBA 590_ NCSU) Bob Jensen at Trinity University Colonial History Earliest "business" fraud in America centered around phony heath cures. Armstrong and Armstrong (1991) document many of the snake oil ploys that commenced soon after the Pilgrims landed on Plymouth Rock. Medical frauds ranging from deceptive medicines to spiritual cures to bloodletting expanded over time to modern day cancer miracle cures and Internet charlatanism. Since early America was largely agricultural, various land schemes accompanied the growing market for deceptive rural living and farming products. As the original 13 colonies were established land was owned by men who had been granted land from the English King. They in turn sold land to individuals and established common areas. Although many of the early dealings were legitimate, it did not take long for land swindles to commence. Swindlers were either buyers or sellers of land. Victims were often new immigrants and Indians who lived on the land before Colonial times. One of the best known frauds was the 1626 purchase of Manhattan Island for trinkets valued at 60 guilders (approximately $24). In this case the Carnarsie Indians from Brooklyn perpetrated the fraud since their land was not even connected to Manhattan Island. But in most cases it was the white men who cheated the Indians and each other. Land swindling grew rampant as America expanded...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate 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...
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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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...[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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