...Workers B. Klara Zetkin 1. Political Systems a. Socialism b. Democracy 2. Character’s inspiration a. Marx b. Engels 3. Inspiration for others a. Women b. Low-Class workers II. Intentions A. Rosa Luxemburg 1. Ambitions a) Equal right for the women b) Equal social standards for the workers 2. Activities a) Anti-War agitation b) Strikes 3. Ideology a) Social-Democracy b) Marxism B. Klara Zetkin 1. Ambitions c) Equal right for the women d) Equal social standards for the workers 2. Activities c) Anti-war agitation d) Strikes 3. Ideology c) Socialism d) Marxism III. Effects A. Rosa Luxemburg 1. Reputation a. Feminists b. Socialists 2. Accomplishments a. Equal rights b. International Women’s Day 3. Legacy a. Feminism movements b. Communism movements B. Klara Zetkin 1. Reputation a. Feminists b. Communists 2. Accomplishments a. Equal rights b. Party’s women’s movement 3. Legacy a. Feminism movements b. Communism movements In the human history we can find many human rights activists which tried to change our world or their countries. Some of them used the same ideology and ideas, someone have different...
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...The book titled Revolutionary Mothers by Carol Berkin, portrayed the life of women in the struggle for America’s Independence. The author wrote the book to show that both men and women played an important role during the revolutionary war. According to her book, women played an amazing role during the war, but despite the facts that women contributed to the growth of our nation, most history books did not acknowledge them. She proves the important roles women played during the war by writing this amazing book that focuses on the struggle women went through during the revolutionary war. She focused on every race, class and color of women like the African Americans, whites, and Native Americans. Berkin also focused on all social classes, low, middle, and high. She explains the level of loyalty and support women showed to their husbands. The book proves the role women of all class and color played during the war. Berkin used several sources to prove her thesis, she cited hundreds of sources by using the last few pages of the book. These sources were gotten from few history books that discussed the role of women during the colonial period,...
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...thinkers. Each was moving toward science as the new way of thinking. They used the application of universal laws of the natural world to social world. They valued ration over revelation. The government was as a contract. The ideas of Freedom, equality and sovereignty were held as the highest. The belief was to move forward in progress. French Revolution (1789-1799) The aim was to abolish the monarchy that was in france, it ultimately failed. It was far more radical than the American, but still failed. Mostly because they had no idea how to run a government. Whereas the Americans had some knowledge about their own rule. Napoleon Bonaparte (1769-1821) Declared himself emperor and attempted to bring political stability to post-revolutionary france. He was however forced to abdicate the throne and exiled to Elba. He then escaped and ruled again for another 100 days, he was defeated by the british at waterloo, and exiled to St. Helena. Haitian Revolution (1791-1804) Most successful slave revolt in history. There were 3 sides to the revolut. White colonialists, Creoles and the slave...
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...their right to not be property, rights to their inheritance, rights to an education and to a religion that was not patriarchal. Even though feminism had been seen for quite some time, the actual term "feminist" was not first used until 1912. "The modern feminist movement began a as result of sweeping social, political and industrial changes in Europe and the United States" (Conger). Many suffragists did not refer to themselves as feminists. They advocated only for voting rights, not complete equality. Oppression as an Obstacle for Women Women advocated against a mindset, an entire system of socialization. "Women were socialized, both in their minds and in the minds of men, that their sole role in society was reproduction" (Fisher). "The average married female gave birth to seven children" (Conger). If a woman was engaging in public activities then "she was ignoring her biological weaknesses - a smaller brain and a more fragile physique - which she was supposed to protect in order to ensure her reproductive abilities" (Krolokke, 5). Women had little control over their life. Women were considered to be property of either their fathers or husbands. Women's value and role in society was framed as the "question of women". The question addressed education, marriage and social mobility as it related to women. Higher education was off limits for women. "Wealthier women could exercise limited authority in the domestic sphere but possessed no property rights or economic...
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...God’s War: A New History of the Crusades 2. How did anti-Semitism manifest itself in medieval Europe? Kenneth R. Stow, Alienated Minority: The Jews of Medieval Latin Europe; Mark R. Cohen, Under Crescent and Cross: The Jews in the Middle Ages; Solomon Grayzel, The Church and the Jews in the Thirteenth Century 3. What was the position of prostitutes in medieval society? Ruth Mazo Karras, Common Women; Leah Otis, Prostitution in Medieval Society; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 4. Why did the French choose to follow Joan of Arc during the the Hundred Years War? Kelly DeVries, Joan of Arc: A Military Leader; Bonnie Wheeler, ed., Fresh Verdicts on Joan of Arc; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 5. Discuss the significance of siege warfare during the crusades. You may narrow this question down to a single crusade if you wish. Jim Bradbury, The Medieval Siege; Randall Rogers, Latin Siege Warfare in the Twelfth Century; John France, Victory in the East: A Military History of the First Crusade 6. Why did the persecution of heretics increase during the high and later Middle Ages? You may focus on the persecution of one heretical group if you wish. R.I. Moore, The Formation of a Persecuting Society; Malcolm Lambert, Medieval Heresy; Gordon Leff, Heresy in the Later Middle Ages 7. To what extent...
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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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...social policies by writing biographies of his life as a slave also by helping women’s rights, and convincing colored people to become soldiers in the Union Army. Frederick learned how to read and write at a high level...
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...percentage of females allowed to be enlisted and commissioned in the services as well as increasing the positions allotted to them (Matthews, Ender, Laurence, & Rohall, 2009). Keenan posits “women have served with distinction in … the Revolutionary War…as volunteer nurses and were only occasionally in the direct line of fire…four nurses evacuating 42 patients while the Germans bombed their field hospital…” (the DoD Combat Exclusion Policy) pg. 21. The most recent debate questions a women’s engagement in combat. What distinguishes some positions as being acceptable while others are not? Who has the authority to approve exceptions, and what exceptions have been made? On May 13, 2011, a bill placed before the House of Representatives addressed the issues to “repeal the ground combat exclusion policy for female members” (HR 1928). Political Issues or Influences In 1973, women began to grow in numbers in the All-Volunteer Force implemented under President Nixon. “In February 1988, Department of Defense (DoD) codified the Combat Exclusion Policy by adopting the ‘Risk Rule’”, (the DoD Combat Exclusion Policy) pg. 21, 22. The change of the feminine role in the civilian population has forced a review of their presence in the Armed Forces. These roles reviewed after the onset of the Exclusion Law in “1967 when the statutory strengths and grade limitations were lifted” (…GOA, pg 4) as well as in 1978 when positions available to women were expanded (…GOA). In 1992 and 1993 when the “Defense...
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...is to win our wars. Everything else in your professional career is but corollary to this vital dedication. All other public purposes … will find others for their accomplishment; but you are the ones who are trained to fight; yours is the profession to arms. General Douglas A. MacArthur to the West Point Graduating Class of 1962 INTRODUCTION Like the United States military, the infusion of women into the Singapore Armed Forces (SAF) was announced with great fanfare and the proclamation of the politically-correct notion that “women have as much a role to play in the Nation’s defence as the men”. Thankfully, unlike the US military, the inclusion of women into SAF did not result in controversies and scandals that the US military faced in recent years as exemplified in the Tailhook[1] and Aberdeen[2] scandals. Amidst continued declining birth rates and greater economic opportunities, the participation of women in the SAF has been generally accepted as an inexorable development within the organisation without much ado, trusting that the authorities have performed the necessary analysis. Is this naturally the case? Are there larger issues that we need to grapple with, given our unique circumstances, noting that up till today, the US military is still debating on the wisdom of opening up military career opportunities at such break-neck speed? This paper will examine the US military’s experience as a relevant example, discuss the arguments placed forth...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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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...
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...American frontier. In recent decades American schools and universities typically have shifted back in time to include more on the colonial period and much more on the prehistory of the Native peoples.[1][2] Indigenous people lived in what is now the United States for thousands of years before European colonists began to arrive, mostly from England, after 1600. The Spanish had small settlements in Florida and the Southwest, and the French along the Mississippi River and the Gulf Coast. By the 1770s, thirteen British colonies contained two and a half million people along the Atlantic coast east of the Appalachian Mountains. In the 1760s the British government imposed a series of new taxes while rejecting the American argument that any new taxes had to be approved by the people (see Stamp Act 1765). Tax resistance, especially the Boston Tea Party (1774), led to punitive laws (the Intolerable Acts) by Parliament designed to end self-government in Massachusetts. American Patriots (as they called themselves) adhered to a political ideology called republicanism that emphasized civic duty, virtue, and opposition to corruption, fancy luxuries and aristocracy. All Fourteen colonies united in a Congress that called on them to write new state constitutions. After armed conflict began in Massachusetts, Patriots drove the royal officials out of every colony and assembled in mass meetings and conventions. Those Patriot governments in the colonies unanimously empowered their delegates to Congress...
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...to political leadership as a revolutionary was summed up in the phrase, “Correct leadership must come from the masses and go to the masses.” What was Mao’s philosophy of how to lead a revolution, before and after 1949? Initially a radical revolutionary then a committed Marxist, Mao’s philosophy on how to lead a revolution was bathed in Nationalism. It is Mao’s love for China’s independence coupled with agrarian reforms that put Mao on the road to power. After 1949, Nationalism would reappear in Mao’s cultural policies, his relationship with Moscow and underdeveloped countries. Mao feared nothing and no one. Using Marxism-Leninism as a framework, Mao proposed the use of peasants to create his revolutionary elite. His innovative thinking was unpopular among many of Mao’s Communist comrades; they believed the proletariat to be the key group (Cheek, 11). Mao also championed women’s liberation from masculine authority of husbands as well as clan, temple, and general religious oppression (Cheek, 11) also unacceptable position for a Communist to take. Mao’s breakdown of the rural classes into poor, middle and rich peasants demonstrated the Nationalist impulse rooted in his personality. His attachment to China led him to cooperate with the Guomindang, a nationalist group (Cheek, 10) and in the resistance war against Japan guided Mao to power (Cheek, 13). After standing up to his abusive father Mao said, “…I learned that when I defend my rights by open rebellion my father...
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...American woman between the colonial and progressive eras. Was is destiny? Is it even fair to assume that it might be? Depending on which side of the fence you’re standing on, you may assume it to be fair, or on the hand, unjust. The argument can go both ways, but before one can even began to answer the question, one must know what life was like for the American woman in each era being discussed. In the colonial era, between the late 17th and early on into the 18th century, the American woman lived a basic, but strict way of life. They had no characterized legitimate way of life as a person. Women began to despise being stifled socially and legitimately with the consistent changing of law confining the freedoms allowed to their sex. Their lone outlet was gossip, enabling them to have a level of control over their own lives and the lives of others. The fine subtleties found inside hopeful womanhood could add to the strains producing doubts among the female sex. In the late 1680s, Gender parts had started to separate. The development of the economy and exchange affected ladies. As the limits of the states developed, ladies' financial conditions turned out to be more...
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...Gandhi's Hind Swaraj takes the form of a dialogue between two characters, The Reader and The Editor. The Reader essentially serves as the typical Indian countryman whom Gandhi would have been addressing with Hind Swaraj. The Reader voices the common beliefs and arguments of the time concerning Indian Independence. Gandhi, The Editor, explains why those arguments are flawed and interject his own arguments. As The Editor Gandhi puts it, "it is my duty patiently to try to remove your prejudice." In the dialogue which follows, Gandhi outlines four themes which structure his arguments. 1. First, Gandhi argues that ‘Home Rule is Self Rule’. He argues that it is not enough for the British to leave only for Indians to adopt a British-styled society. As he puts it, some "want English rule without the Englishman ... that is to say, [they] would make India English. And when it becomes English, it will be called not Hindustan but Englishtan. This is not the Swaraj I want.” 2. Gandhi also argues that Indian independence is only possible through passive resistance. In fact, more than denouncing violence, Gandhi argues that it is counter-productive; instead, he believes, “The force of love and pity is infinitely greater than the force of arms. There is harm in the exercise of brute force, never in that of pity.” This is essential throughout Hind Swaraj. 3. In order to exert passive resistance, Gandhi reasons that Swadeshi (self-reliance) be exercised by Indians, meaning the refusal of all trade...
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