The document discusses the origins of the American Dream from the arrival of the Pilgrims on the Mayflower in 1620 to the expansion westward in the 1800s. It establishes that the Mayflower Compact and Declaration of Independence enshrined ideals of equality, liberty, consent of the governed, and securing rights from God. As the colonies grew, the American Dream came to represent the belief that through hard work and self-reliance one could achieve prosperity and land ownership.
Covers significant events that took place in the year 1848, including the end of the Mexican-American War with the Treaty of Guadalupe Hidalgo, the rises to fame of Frederick Douglass and Henry David Thoreau, the Seneca Falls Convention, and the beginning of the California gold rush.
Covers significant events that took place in the year 1848, including the end of the Mexican-American War with the Treaty of Guadalupe Hidalgo, the rises to fame of Frederick Douglass and Henry David Thoreau, the Seneca Falls Convention, and the beginning of the California gold rush.
Covers the final years of the nineteenth century, focusing on the annexation of Hawaii as well as the annexation of the Philippines, Guam, Puerto Rico, and Cuba, all as a result of American victory in the Spanish-American War.
Christianity and America Presentation: Group AJustin Harbin
Class project from HUM422 Christianity and American Culture. This covers a general overview and analysis of the nature of the interactions between Christianity and America across a given time period.
Covers the final years of the nineteenth century, focusing on the annexation of Hawaii as well as the annexation of the Philippines, Guam, Puerto Rico, and Cuba, all as a result of American victory in the Spanish-American War.
Christianity and America Presentation: Group AJustin Harbin
Class project from HUM422 Christianity and American Culture. This covers a general overview and analysis of the nature of the interactions between Christianity and America across a given time period.
5 What Kind of Revolution JUSTIFICATIONS FOR REBELLIONHISTORIC.docxalinainglis
5 What Kind of Revolution?: JUSTIFICATIONS FOR REBELLION
HISTORICAL CONTEXT
Independence movements were everywhere at the end of the last century. Many French-speaking Canadians sought independence for Quebec, while the majority of the country denounced separation. In Eastern Europe, Bosnians, Serbs, and Croats killed one another in the name of self-rule. The former Soviet Union no longer exists because its ethnic groups—Ukranians, Armenians, Lithuanians, and others—demanded independence. In Africa, competing ethnic factions vied for recognition. Muslims in India demanded greater autonomy from the Hindu majority, while the movement to free Tibet from Chinese rule gained international support.
Although calls for liberty and self-determination have wide appeal, the road to self-rule is often littered with the debris of internal strife, mob violence, and even civil war. Nevertheless, the desire of ethnic, national, and religious groups for autonomy—sometimes in opposition to powerful colonialist or imperialist nations—often becomes an irresistible force in the world.
One of the critical questions facing all humans in such crises is when and under what circumstances rebellions against established authorities are justified. This was the great question that confronted theEnglish subjects who lived in America during the decade of the 1770s. After months of intense debate, during which many ideas were presented, considered, and rejected, the Americans declared the colonies to “be free and independent states.” With this declaration, they launched the first national rebellion against colonial rule in modern times.
The American War of Independence began first in people’s minds. Before a shot was fired, the colonists had to break the laws that governed them and to deny the right of those who had ruled them to do so any longer—in short, to reject what they had accepted for decades. Their intellectual work of justifying rebellion has inspired other people around the world for over two hundred years.
Years of controversy between the colonies and England divided the colonists into several schools ofthought. On the one extreme were the militants, who vowed never to yield to British pretensions. In themiddle were the moderates, who, while denouncing British encroachments on their liberties, saw benefits from their association with England and favored policies of conciliation. At the other extreme were theTories, who desired to remain loyal to the Crown. These groups were roughly equal in numbers.
When the First Continental Congress opened in September 1774, the delegates debated and then rejected aplan of compromise proposed by Joseph Galloway of Pennsylvania. In its stead, the militants within thecongress pushed through a Declaration of Rights and Grievances that attacked England’s right to tax thecolonists and demanded the repeal of several acts viewed by the delegates as “intolerable.” The ensuing spring, the British Parliament considered the American quest.
4.4 THE RADICALISM OF THE AMERICAN REVOLUTION 125provided .docxtamicawaysmith
4.4 THE RADICALISM OF THE AMERICAN REVOLUTION 125
provided opportunities for African Americans
to escape bondage. For some, fleeing to the Brit¬
ish provided the best chance for freedom. Other
slaves seized on the ideas nurtured by the broader
revolutionary changes that accompanied the war
for independence. The ideas of liberty and equal¬
ity intensified the burgeoning movement for the
abolition of slavery. Although the Revolution did
not eradicate slavery, it did put it on the road to
extinction inNew England and the mid-Atlantic
regions.
Slaves, eager to cast off their own shackles,
appropriated the Revolution's language of liberty.
During the Stamp Act protests in South Carolina
(1765), slaves staged their own parade chanting
"liberty." White South Carolinians viewed such
activities as evidence of a plan for rebellion. To
thwart the imagined threat, they mobilized the
militia, which also served as slave patrols. Blacks
inNew England fared better when they invoked
the Revolution's ideals than did blacks in the
South. In 1773, 1774, and 1777, slaves petitioned
the government of Massachusetts for their free¬
dom using the language of the Declaration of
Independence, including the idea of natural rights
and the notion that government rested on the con¬
sent of the governed. They asserted: "We have in
common with all other men a naturel right to our
freedoms without Being depriv'd of them by our
fellow men."
In 1781 another slave, Mum Bett, successfully
sued for her freedom. A jury in western Massa¬
chusetts based its verdict on the language of the
state's Declaration of Rights, which stated that
league of friendship" among the sovereign states.
— Thus ArticleIIaffirmed that "Each state retains
,ts sovereignty, freedom, and independence, and
every power, jurisdiction, and right, which is not
by this Confederation expressly delegated to the
United States, in Congress assembled." Because
fighting the British was the top priority, Congress
cobbled together the Articles of Confederation
without providing many features that the individ¬
ual states had included in their constitutions. Fear
of British-style government also shaped the minds
of Congress. Having just cast off a powerful central
government with a king, the Articles abandoned
the idea of a single unified executive to enforce
the law. Nor did Congress have the power to tax,
another power that the British had abused. The
Articles created a weak government whose ability
to raise revenue, engage inmilitary actions, and
conduct diplomacy depended entirely on the good¬
will of the states.
What was the Whig justification for having property
requirements for voting?
4.4.3 African Americans
Struggle for Freedom
The great English literary figure Dr. Samuel
Johnson pointed out the hypocrisy of Americans
claiming to be champions of liberty while enslav¬
ing Africans. Some slaves invoked the ideas of the
Revolution explicitly, whereas others voted with
their feet and freed thems ...
THIS PPT IS BASED ON AMERICAN WAR OF INDEPENDENCE. ITS FULLY ANIMATED AND IF YOU DOWNLOAD IT THE ANIMATIONS WILL BE ON YOUR COMPUTER SCREEN.THIS PPT IS NOT TO HURT ANYONE'S FEELINGS.PLEASE LIKE, SHARE AND DOWNLOAD.THANK YOU.NO MATTER IF YOU DOWNLOAD AND PUT YOUR NAMES ON IT.THE POWERPOINT IS MADE BY-PRATHAMESH.G.BANDEKAR
CHAITANYA.G.KANSARA
ADITYA.M.PATIL
SUMEDH.S.PATIL
ppt on the history of America
Outine:
Columbus’ trip to the Americas
A pre-history of the Native Americans
The First Settlers
The Boston Tea Party
The American Revolution & The Declaration of Independence
resources:
http://books.google.com/books?id=trXE936uHLsC&pg=PA55#v=onepage&q&f=false
http://books.google.com/books?id=K4lEy7A8fnYC&pg=PA146#v=onepage&q&f=false
Charles W. Toth, Liberte, Egalite, Fraternite: The American Revolution and the European Response.
Alfred F. Young, The Shoemaker and the Tea Party: Memory and the American Revolution
Social studies study guide chapter 4 for 3rd grade 3 8-17Eugenia Drye
3/9/2017
This week I have created a study guide for the 3rd graders who are having a test next week in Social Studies from the 2008 Houghton Mifflin series. The unit is called Communities in History. Pages 108-135 (27 pages) were condensed to nine PowerPoint slides. Though it was created for a English Language Learner, there is oft the chance that it could help many others as well. Would love to get your feedback!
Civil War & Reconstruction: An overviewOnthemellow
This lecture historicizes the Civil War. It includes information on the American Revolution, the Compromises of 1787, and the beginning divide between advocates and opponents of slavery. It is the first in a series of textbook/lecture substitutes designed for students in a college seminar on the Civil War and Reconstruction.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter 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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. The American
Dream
Week 1
Keiser University eCampus
Adapted from: The American Dream: Overview. (2007). In A. M. Hacht (Ed.), Literary Themes for Students:
The American Dream (Vol. 1, pp. 3-23). Detroit: Gale. Retrieved from http://ic.galegroup.com
3. The Plymouth Colony
August, 1620: The Mayflower set sail from
Plymouth, England, with 102 passengers
aboard.
40 of them were Protestant Separatists, who
called themselves “Saints.”
October, 1620: The Mayflower arrived in the
New World, and the Plymouth Colony was
formed.
William Bradford was one of the Saints, and he
eventually became the governor of the Plymouth
Colony.
4. Text of the Mayflower Compact - 1620
… solemnly and mutually in the presence of God and one of another,
covenant and combine ourselves together into a civill body politick, for our
better ordering and preservation, and furtherance of the ends aforesaid; and
by virtue hereof to enacte, constitute, and frame such just and equall laws,
ordinances, acts, constitutions and offices, from time to time, as shall be
thought most meete and convenient for the generall good of the Colonie
unto which we promise all due submission and obedience …
Facts to note:
1. The Mayflower Compact established a system of government and
pledged allegiance to the King of England.
2. The Compact expressed the idea that people needed to work together for
the common good.
3. It also expressed their commitment to America and its promise.
4. There is also an emphasis on God.
5. Events Leading to American
Independence
Boston Tea Party (1773): Rebellion by the Sons of Liberty, a group that
included Samuel Adams and about 100 other Bostonians. More than 300
chests of tea were dumped into Boston Harbor to protest tea taxes.
Patriots: colonists committed to gaining independence from Great Britain
Loyalists (or Tories): colonists devoted to English rule
The British retaliated by closing Boston Harbor to all shipments except food
and firewood. Town Hall meetings were also banned.
6. Events Leading to American
Independence
September 5, 1774: The first
Continental Congress was convened
at Carpenters’ Hall in Philadelphia.
Delegates from 12 of the 13 colonies
met to discuss and document their
grievances with Great Britain.
Georgia was the only colony not to
send representation.
Tensions continued to build between the colonies and the British.
Following the Boston Tea Party, the British instituted military rule in
Massachusetts and forced its residents to house British soldiers.
Massachusetts began forming its own militia.
7. Events Leading to American
Independence
April 18, 1775: British soldiers marched from Boston to Concord, where
the Patriots had a cache of weapons.
Revere and William Dawes rode on
horseback ahead of the British, warning the
colonists of the impending British action.
Paul Revere devised a signal for fellow
Patriots to use to let the colonists know
which route the British soldiers were taking.
They were to light lanterns in the Old North
Church: one if by land, and two if by sea.
8. The Shot Heard ‘Round the World
April 19, 1775: The British arrived at Lexington. About 50 Patriots had
gathered. It’s not clear who fired the first shot, but when it was over, eight
Patriots were killed. The British continued to Concord, where more
casualties occurred (on both sides). The war had begun.
9. America’s Path to Independence
January, 1776: Thomas
Paine publishes Common
Sense
Early summer, 1776:
eight colonies support
independence
June, 1776: The
committee of five
appointed to
work on the
Declaration of
Independence
July 4, 1776: The
Declaration of
Independence
was debated by
Congress and
approved
The committee of five: John Adams, Roger Sherman,
Benjamin Franklin, Robert Livingston, and Thomas
Jefferson. Franklin wrote the primary draft of the
Declaration of Independence.
Common Sense: Paine’s pamphlet
laying out reasons for American
independence
10. Declaration of Independence- 1776
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. — That to secure
these rights, Governments are instituted among Men, deriving their just
powers from the consent of the governed…
The Declaration of Independence emphasizes equality and the belief that
everyone can achieve liberty and happiness. This is the heart of the
American Dream. As in the Mayflower Compact, the Declaration of
Independence establishes a government to secure those rights and
contains a clear focus on God.
11. The American Dream via Expansion
and Land Ownership
By the 1800s, the American Dream had
become associated with land ownership.
Manifest Destiny: America was
“destined” to expand from the East coast
to the West coast.
The American Pioneer
Laura Ingalls WilderDaniel Boone
People such as Daniel Boone made
their way across unexplored territory.
Laura Ingalls Wilder and her
contemporaries exemplify the free-
spirited, hard-working pioneer.
Community and individual dreams
came together for the common goals of
settlement and survival.
12. The American Dream via Expansion
and Land Ownership
The idea that American ingenuity and hard work results in success
became the foundation of the American Dream. In his 1931 work, The
Epic of America, James Truslow Adams published the definition below,
which we will use as our starting point.
“The American Dream is that dream of a land in which life should
be better and richer and fuller for everyone, with opportunity for
each according to ability or achievement . . . It is not a dream of
motor cars and high wages merely, but a dream of social order in
which each man and each woman shall be able to attain to the
fullest stature of which they are innately capable, and be
recognized by others for what they are, regardless of the
fortuitous circumstances of birth or position.”