African American freemen gained their freedom through various means such as being rewarded by masters, buying their freedom, or being freed in wills. Though free, most lived in poverty. They established churches, schools, and organizations to support their communities and advocated for the abolition of slavery. Some freemen became prosperous professionals and business owners, though racial discrimination limited opportunities. Prominent freemen like Frederick Douglass played influential roles in political causes and social movements.
This lecture deals with all ethnic minorities in America excpet African Americans which have been dealt with in the previsous lecture. The focus here is on Hispanics, Asians and Native Americans.
slavery and the civil rights movement 2016Elhem Chniti
This lecture is about slavery and the civil rights movement. The history of African Americans is retraced from the early slave trade through the emancipation proclamation to the present day.
This lecture deals with all ethnic minorities in America excpet African Americans which have been dealt with in the previsous lecture. The focus here is on Hispanics, Asians and Native Americans.
slavery and the civil rights movement 2016Elhem Chniti
This lecture is about slavery and the civil rights movement. The history of African Americans is retraced from the early slave trade through the emancipation proclamation to the present day.
1. Slavery and the Early RepublicThe concept of liberty as espou.docxgasciognecaren
1. Slavery and the Early Republic
The concept of liberty as espoused in the American Revolution had limits. For instance, women did not come to enjoy the liberty bestowed upon men, which is not surprising, given the history of gender roles in Europe and the American colonies. The Revolutionary War era entertained much discussion about slavery’s compatibility with the idea of liberty. As we’ve discussed, Northern states began the process of abolition or gradual emancipation. Even in the South, some slaveholders granted individual manumissions and pondered slavery’s future. The debate did not go much further than that in the South, however. The fear of slave revolts (as had happened in Haiti (Links to an external site.)) and the continued profitability of slavery blunted the revolutionary rhetoric.
Intellectuals concluded either that blacks and whites were separate species of humanity or that nature had molded the races differently and had consigned blacks to intellectual, if not physical, inferiority.
The Three-Fifths Compromise, the apprehension and return of escaped fugitives (i.e. slaves, for the most part) and the regulation of the slave trade (forbidden for a period of twenty years, at least) were all factored into the Constitution, as noted in Module 4. These elements dealt with legal obligations of the states toward each other in regards to slavery, though the moral aspect was present in the debates.
Slavery had existed in the Old Southwest from its earliest days, and slaveholders brought their slaves with them as Alabama, Mississippi, and Florida transitioned from unorganized territories into states. A similar process occurred in the Old Northwest, in which slavery by statute was forbidden.
The displacement of Native American tribes from the lower Mississippi after the War of 1812 opened the way for white settlers to come into these areas. A hardier, versatile strain of cotton entering widespread cultivation accelerated the forced migration of enslaved blacks as well. Combined with Eli Whitney’s invention of the cotton gin for processing, as discussed in Module 5, slavery was now a very lucrative economic endeavor.
Any hesitation white Southerners may have had about slavery’s morality essentially dissipated by the early 1800s. The Southern economic system justified its social utility as well, because land-owning whites regarded slavery as a prevention of a feared race war or a way to maintain the racial status quo. Even discussing changes to slavery was frowned upon and punished. Southern states banned anti-slavery literature from the mail within their borders (even justifying the opening and reading of the US mail) and made speaking out against slavery in public an offense punishable by law. Encouraging slave revolts could lead to charges of treason and the death penalty.
Slavery assumed a central place in Southern internal politics. As the nation’s politics democratized in the 1830s and 1840s, the South lagged behind. Southern states.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. The American Identity
• African American free men
gained their freedom in
different ways. Some
received it as a reward for
good service from their
masters. Others may have
saved up and bought their
freedom. (Boundless)
3. The American Identity
• Some black men were free
because of manumission. There
were also instances where the
slave owner had passed away and
the family did not wish to have
any slaves so the slave was set
free. (Boundless)
4. The American Identity (continued)
• Just because a black man was free
did not mean his life was easy. The
majority lived in poverty.
(Boundless)
5. The American Identity (continued)
• The free black population living in the south
was known for being quite outspoken about
the horrors of slavery. (Boundless)
6. The American Identity (continued)
• During the American
Revolution and the Civil
War, there were a
sizable number of free
black men who
contributed to the war
effort. (Boundless)
7. The American Identity (continued)
• African American
churches became the
foundation of the free
black community. The
African Methodist
Episcopal Church and the
African Methodist
Episcopal Zion Church
were two that supported
and celebrated the black
community. (Boundless)
8. The American Identity (continued)
• Free blacks also formed groups like
the American Society for Free
People of Color and the New York
Manumission Society to strengthen
and help their communities.
(Boundless)
9. The American Identity (continued)
• They developed their own African American
schools to educate their children. (Boundless)
10. The American Identity (continued)
• In 1827, a black-owned newspaper
came into circulation and confronted
many different controversial topics
relative to African American roles in
society. (Boundless)
11. The American Identity (continued)
• Some very strong free
men became loud
voices and great
leaders for the
abolishment of
slavery. Fredrick
Douglass, Charles
Henry Langston and
John Mercer Langston
were perfect
examples of
distinguished
activists. (Boundless)
12. The Economic Impact
• There are accounts of free black men
in the south becoming slave owners
themselves. Some tried to buy friends
and family members to protect them
from other owners. (Boundless)
13. The Economic Impact
• Slavery was an integral part of the
northern and southern economy in
the United States with the worlds
demand for cotton. Free black men
working as abolitionists had an
upward battle to fight. (Boundless)
14. The Economic Impact (continued)
• Other free men, like Cyprian Ricard, who
were rather well off, bought large
plantations with many slaves for
reasons of more wealth and profit. This
was, of course, a very tiny portion of the
population. (Boundless)
15. The Economic Impact (continued)
• While most free African Americans
living in the United States were
poor, there was a segment of the
population who rose up to become
professionals like doctors, lawyers
and businessmen. (Boundless)
16. The Economic Impact (continued)
• Many of these middleclass
professionals set up their businesses in
the black community to give back to
their own and avoid the racial
discrimination from whites.
(Boundless)
17. The Economic Impact (continued)
• In Washington D.C., free blacks had
been allowed to live in the city, operate
schools and contribute to the
economy. (Boundless)
18. The Economic Impact (continued)
• Other work possibilities for black men
came from helping the police in their area.
Tasks might include hunting down
runaway slaves or keeping the slave
community in order. (Boundless)
19. The Economic Impact (continued)
• Schooling was one of the best
ways for an African American
to make a success out of
himself. Wilberforce
University, a school devoted to
African American children,
received most of its funding
from wealthy, white plantation
owners who wanted to pay for
their interracial children’s
education. (Boundless)
20. The Economic Impact (continued)
• While some places were open to
employment for free black men,
sometimes the opportunities weren’t
there. “Many factories in the North
did not hire African Americans,
especially when Irish-American labor
was available.” (History)
21. The Economic Impact (continued)
• While some places were open to
employment for free black men,
sometimes the opportunities weren’t
there. “Many factories in the North
did not hire African Americans,
especially when Irish-American labor
was available.” (History)
22. Political Issues/ Influence
• Freedom’s Journal was the first known black
newspaper (1827). Articles were written by
African Freemen who were very outspoken about
the issues of slavery and racism. (Boundless)
23. Political Issues/ Influence
• Frederick Douglass was an African –
American Freeman (former slave) who was
considered a leader of the slavery
abolitionist movement and very influential
on this topic. (Boundless)
24. Political Issues/ Influence
• In general, blacks voices were prominent
within their own communities, but
Frederick Douglass (former slave and later
free man) was one of the few free blacks
who were able form relationships with
white activists and contribute to the
Abolitionist Movement in the North.
(Boundless)
25. Political Issues/ Influence
• The issues of
slavery,
manumission and
abolitionism were
very controversial
political topics, as
they eventually led
to the establishment
of the Union and
then the Civil War.
(Boundless)
26. Political Issues/ Influence
There were many politically influential African American Freemen
(born free):
• John Sweet Rock – First black admitted to U.S. Supreme Court
Bar. (Boundless)
• Charles Henry Langston – Slavery abolitionist and activist in
Kansas and Ohio. (Boundless)
• John Mercer Langston – “Abolitionist, politician and activist in
Ohio, Washington, D.C. and Virginia. First dean of Howard
University Law Department, first president of Virginia State
University and in 1888, first black elected to US Congress.”
(Boundless)
28. Political Issues/ Influence
• Between the time of
the Missouri
Compromise (1820) –
1830, the number of
Free Blacks rose to
319,000 (of which
150,000 lived in the
Northern states).
(Boundless)
29. Political Issues/ Influence
• Many Free Blacks were able to establish
successful business (as lawyers, doctors,
merchants and other businessmen) and, as
such, were able to help establish a “black
middle class” who were able to influence the
social and political climates. (Boundless)
30. Summary
Most people (myself included) are not aware
that not all African Americans, in the years
before the Civil War, were slaves. There were
many ‘Free Blacks’ who made substantial
contributions to societal growth and
establishment, the economy, political
movements (most notably the abolition of
slavery) and science.
31. Sources Cited:
• Boundless. “Gender, Religion, Race, and Ethnicity in the
1800’s.” U. S. History to 1877. Boundless, 16 Dec 2014.
2 June 2015.
http://www.boundless.com/users/282574/textbooks/us-
history-to-1.
• History Central. “African-Americans in Antebellum
America”. Web. 4 June 2015.
https://www.historycentral.com/Ant/People/African.html