>>>>>>>>>>>>>>>>>MUST READ!<<<<<<<<<<<<<<<<<<
This is a slide show, lasting around 20-25 minutes if gone through continuously. Contains things about Nelson Mandela and his part in the South African Apartheid, Carter G. Woodson (founder of Black History Month) and Martin Luther King Jr. and how he helped the USA earn equality in the country. The clip for the I have a Dream speech will be at the bottom of this description.
Best for RE lessons, but can also be helpful in History Lessons. Furthermore, it can be used as a basis of biography writing in English. But can be used freely!
To play the speech, you'll have to go to the very start of the presentation, turn up the volume and press the play button at the bar where the left and right controls are. Listen, keep listening. And I'm sorry about this whole thing. I'll remove it soon and put in a hyperlink leading to another presentation, I promise this one will have the words. But for now, you'll have to stick with this. Sorry!
Thanks anyway!
Black History Is American History Bhm 2009ojohnson1
This is the Black History Month 2009 presentation shown during this years event. These slides were also compiled in the Education Booklet provided at the event as well.
>>>>>>>>>>>>>>>>>MUST READ!<<<<<<<<<<<<<<<<<<
This is a slide show, lasting around 20-25 minutes if gone through continuously. Contains things about Nelson Mandela and his part in the South African Apartheid, Carter G. Woodson (founder of Black History Month) and Martin Luther King Jr. and how he helped the USA earn equality in the country. The clip for the I have a Dream speech will be at the bottom of this description.
Best for RE lessons, but can also be helpful in History Lessons. Furthermore, it can be used as a basis of biography writing in English. But can be used freely!
To play the speech, you'll have to go to the very start of the presentation, turn up the volume and press the play button at the bar where the left and right controls are. Listen, keep listening. And I'm sorry about this whole thing. I'll remove it soon and put in a hyperlink leading to another presentation, I promise this one will have the words. But for now, you'll have to stick with this. Sorry!
Thanks anyway!
Black History Is American History Bhm 2009ojohnson1
This is the Black History Month 2009 presentation shown during this years event. These slides were also compiled in the Education Booklet provided at the event as well.
Contract Law - Question given by lecturer and my answer.Maliza Eza
Mary promised to give her brothers RM500 monthly on the condition that their mother transfer some land to her. Their mother agreed and transferred the land to Mary. Mary however failed to fulfill her promise and her brothers sued her on the promise. Advise Mary.
In the recent market, there is a growth in the project management aspects. Many of the company are handling the project on the basis of the tools and the techniques of the project management. Project management is the process through which the company is able to plan the task or the activity involved in a project and can manage the resources required for every task. The time taken by every task or activity is the biggest issue that is managed by the company administration for future benefits. Due to the implementation of the project management concept, the company is able to deliver the product at the right time to the customers. The management of the resources is done in such a way that the company is able to utilize the available resources efficiently and effectively. Every task in the process of production is interconnected to each other. The delay of one activity can hamper the whole process of production. It is the major aim of the project management to provide the special quality of the product to the market at a reasonable price and at correct time. Due to the project management, it becomes easy for the management to prepare the budget of the project before the processing it.
The Fracturing of the New Deal CoalitionThe credibility” issu.docxrtodd194
The Fracturing of the New Deal Coalition
The “credibility” issue: Many will increasingly distrust what their government tells them. The Vietnam War will indicate to many that their government cannot be trusted.
In the 1950s, many regarded the government as the engine of growth. Between the 1950s and 1960s, however, many began to grow suspicious of government action. Rather than providing for an improved
McCarthyism
Student Activism
Students for a More Democratic Society
“The Port Huron Statement,” 1962
“We are people of this generation, bred in at least modest comfort, housed now in universities, looking uncomfortably to the world we inherit.”
Answering a Question on the Review Sheet!!!
How did fear of foreign communism help to shape post-war American culture? Why were many concerned that the effort to fight communism overseas my have a negative impact on Freedom and democracy at home?
The Civil Rights Era or the Black Freedom Movement
Historians have had a tendency to isolate the events of the late 1950s and the 1960s from the broader chronology of African Americans pushing for civil rights.
The Life of Ella Baker
Ella Baker’s life demonstrates the difficulty of limiting the civil rights era to the 1950s and 1960s.
Brown vs. Board of Education of Topeka
From Chief Justice Earl Warren’s decision: “We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other ‘tangible’ factors may be equal deprive the children of the minority group of equal educational opportunities? We believe that it does.”
The Actions of Civil Rights Activists also helped to build momentum for Civil Rights
Montgomery Bus Boycotts, 1955 -- largely failed to get national attention.
Violence in other places around the South, however, provided powerful images for the national media.
Little Rock, Arkansas
In 1957, President Eisenhower sent the 101 Airborne division to enforce a court order forcing integration of Central High School in Little Rock, Arkansas.
Woolworth Sit Ins
In 1960, four black college students from North Carolina A&T in Greensboro decided to sit at the “whites only” counter in their local F.W. Woolworth and order coffee and doughnuts.
For the Michigan students who would organize the SDS in 1962, it seemed like an advance for democracy and were excited about joining the movement to topple Jim Crow in the United States.
Answering a Question on the Review Sheet!!!
How was the “sit-in” movement of 1960 an outgrowth of earlier protests? What major differences divided the various groups—SNCC, SCLC, NAACP, CORE, and others—that were active in protesting against white supremacy in the 1960s?
Violence in Birmingham
Growing Pressures on the Democratic Party
In the 1960s, the Democratic Party would suffer the impossible challenge of defeating communism, satisfying the concerns of student activists, meeting the demands o.
The early 1960s in America was fraught with fear looming over from .docxssuser454af01
The early 1960's in America was fraught with fear looming over from the onset of the cold war. John Fitzgerald Kennedy was sworn into office as the 35th President in January of 1961. Within a few months of taking office, he helped orchestrate the
Bay of Pigs Invasion
, which had a negative result. In 1962, the Cuban Missile Crisis unfolded, and the fear of communism in the United States was stronger than ever. 1963 signaled the beginnings of unrest in Laos and Vietnam, due to a perceived communist threat. Kennedy was preparing to face the crisis mounting in Southeast Asia when he was assassinated on November 22nd, 1963. The
assassination of JFK
was a pivotal moment not just for American history, but also for American popular culture.
The term
counterculture
has been defined as a culture with values and mores that run counter to, or against those, of established society. There has always been a counterculture to oppose the dominant culture in America, but this group tended to be in the minority of the population until the mid to late 1960's. The assassination of JFK, which was all the more shocking due to the fact that it was the first televised assassination in American history, changed the fabric of the United States. Young people were not merely beginning to question the authority of their parents; they were questioning their rights as citizens, and to have a mistrust of their government.
The 1960's countercultural revolution in the US was not only brought on by political events. The birth of rock and roll in the late 1950's had changed the face of popular music forever, and many new musicians were emerging with a new look, and a new sound. Arguably, the most important band to emerge in the 1960's were not American, but British musicians. Ladies and gentlemen...
The Beatles!
The Beatles
The Beatles were part of the "British Invasion" of bands during the early to mid 1960's, who were becoming extremely popular with American youth. When they first appeared, they sported a clean-cut look, with short hair and suits. As their popularity grew into an international phenomenon, they began to change their appearance, and began to experiment with drugs. Both British, and American youth cultures were transformed by "Beatlemania", as it was called. As the band changed, young people changed with them. Not everyone was a fan of the strong opinions of John Lennon, one of The Beatles two front men. During an interview in 1966, John Lennon remarked that The Beatles had become "
more popular than Jesus
". This caused outrage in the Southern United States, and in Birmingham, Alabama, young people were urged by religious and social leaders to burn Beatles records. Consequently, this was the same part of the country where the civil rights movement was also taking place.
Bob Dylan
Another notable musician, and also an American, Bob Dylan also helped shape the countercultural structure of the 1960's. Dylan, who is still recording music today, started o.
1 Introduction African Americans And The Civil War MargaritoWhitt221
1
Introduction
African Americans And The Civil War
When the Civil War began in April 1861, President Abraham Lincoln’s paramount goal was the preservation of
the union not the abolition of slavery. Though Lincoln detested slavery, viewed it as a moral sin, and believed it
should not expand into new territories in the West, he, like many of his predecessors, hoped slavery would die a
slow, natural death in the future. He regarded immediate abolition as too radical and unconstitutional. During
the early years of the war, Lincoln also believed that any slaves freed as a consequence of the war, or by the
volition of their masters, should be resettled outside of the United States. Not only did Lincoln not endorse
abolition during the first year of the war, he did not believe freed black people could or should become citizens
of the United States.
During the war, African-Americans—slave and free, in the North and South—forced President Lincoln to
reconsider the meaning of the war. Black abolitionists like Frederick Douglass challenged Lincoln to fight not
just the Confederate Army but the lifeblood of the Confederate states – their slave system. At the same time,
slaves ran away from their masters into Union Army camps forcing the United States to develop policies that
led to their emancipation during the war. Close to 200,000 black men, both former slaves and people born free,
fought in all-black Union Army regiments during the war and distinguished themselves on and off the
battlefield. Their bravery and commitment also eventually forced Lincoln to recognize the necessity of ensuring
their freedom when the war ended as well as the freedom of all slaves.
Before his assassination in April 1865, Lincoln had dispensed with his proposal to colonize black people abroad
and began to make provisional plans for Reconstruction that included extending voting rights to some black
men, including Union Army veterans. African-Americans played a crucial role in shifting the meaning of the
Civil War. Rather than a war simply about union, their actions made it into a war about emancipation, freedom,
and citizenship. (1)
Learning Outcomes
This module addresses the following Course Learning Outcomes listed in the Syllabus for this course:
• To provide students with a general understanding of the history of African Americans within the context
of American History.
• To motivate students to become interested and active in African American history by comparing current
events with historical information.(1)
Additional learning outcomes associated with this module are:
• The student will be able to discuss the origins, evolution, and spread of racial slavery.
• The student will be able to describe the creation of a distinct African-American culture and how that
culture became part of the broader American culture.
• The student will be able to describe how African-American, during times of war, have forced ...
CHAPTER28FreedomBrandLIKE MANY ACTIVISTS, W. E..docxbartholomeocoombs
CHAPTER 28
Freedom Brand
LIKE MANY ACTIVISTS, W. E. B. Du Bois reeled from the height of the Nazi
Holocaust of Jews and other non-Aryans. After the United States entered World
War II in 1942, Du Bois felt energized by Black America’s “Double V
Campaign”: victory against racism at home, and victory against fascism abroad.
The Double V Campaign kicked the civil rights movement into high gear,
especially up North, and the long-awaited comprehensive study of the Negro
financed by the Carnegie Foundation kicked it into yet another gear, especially
down South.
In 1936, Carnegie Foundation president Frederick P. Keppel had briefly
considered some White American scholars when he had decided to heed
Cleveland mayor Newton Baker’s recommendation to sponsor a study on the
“infant race.” But there was almost no consideration of Zora Neale Hurston or
the elder statesmen, W. E. B. Du Bois and Carter G. Woodson. Although White
assimilationists and philanthropists were taking over the racial discourse in the
academy, they were customarily shutting out Black scholars as being too
subjective and biased to study Black people. It was amazing that the same
scholars and philanthropists who saw no problem with White scholars studying
White people had all these biased complaints when it came to Black scholars
studying Black people. But what would racist ideas be without contradictions.1
Carnegie officials drew up a list of only foreign European scholars and White
officials stationed in European colonies who they believed could complete the
study “in a wholly objective and dispassionate way.” They ended up selecting
the Swedish Nobel-laureate economist Gunnar Myrdal, bringing him to the
United States in 1938. With $300,000 in Carnegie funds, Myrdal employed a
classroom of leading Black and White scholars, including Frazier and Herskovits
—seemingly everyone except Hurston, Du Bois, and Woodson.2
In his two-volume, nearly 1,500-page study, published in 1944, Myrdal
shined an optimistic light on what he termed, in his title, An American Dilemma.
He identified the racial problem as a “moral problem,” as assimilationists long
had since the days of William Lloyd Garrison. White Americans display an
“astonishing ignorance about the Negro,” Myrdal wrote. Whites ignorantly
viewed Negroes as “criminal,” as having “loose sexual morals,” as “religious,”
as having “a gift for dancing and singing,” and as “the happy-go-lucky children
of nature.” Myrdal convinced himself—and many of his readers—that ignorance
had produced racist ideas, and that racist ideas had produced racist policies, and
therefore that “a great majority of white people in America would be prepared to
give the Negro a substantially better deal if they knew the facts.” W. E. B. Du
Bois probably shook his head when he read this pas.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
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.
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?
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
3. CONTRASTS
Most prosperous period in U.S. History
In 1959 two out of three Americans listed “Atomic War” as nation’s
most urgent threat
White Americans and prosperity
Black Americans fight for opportunity
“I Like Ike” & Moderate Republicanism at home
Cold War adventures abroad
5. DYNAMIC CONSERVATISM
“Conservative when it comes to money and liberal when it comes
to people”—Eisenhower
Expanded Social Security to white collar professionals, domestic workers,
farm workers and members of the armed forces
Interstate Highway Act & St. Lawrence Seaway
Increased minimum wage
Low income housing projects
VP: Richard Nixon
Early career: anti-Communist activism to expose left-wing “subversives”
Containment = appeasement
6. ECONOMIC PROSPERITY
1953: U.S. = 6% of world population and produced 2/3 of world’s
manufactured goods
Construction of highways, bridges, airports and ports
Military related research stimulated growth of chemical, electronics and
aviation industries
Oil boom in Texas, Wyoming and Oklahoma
Lack of foreign competition
Demand for consumer goods driven by two decades of consumer
conservation during the Great Depression and WWII
1945; 40% of Americans owned homes
1960: 60% of Americans owned homes
Between 1948 and 1952 the number of TV sets jumped from 172,000 to 15.3 million
7. GI BILL
1944 Serviceman’s Readjustment Act of 1944 (GI Bill of Rights)
Unemployment pay for 1 year
Preference for Federal government jobs
Loans for home construction, starting a business
Access to government hospitals
Generous subsidies for education
5 million veterans bought new homes
1949: Veterans = 40% of college enrollments
Most African Americans, though entitled to benefits could not take advantage
of benefits
Majority of white colleges refused to admit blacks
Black veterans prevented from buying homes in white neighborhoods
9. SUBURBIA
Levittown, PA
Homes of exactly the same design
All cost $6,200
Trees planted every 20 feet
Homeowners must cut grass 1/week
No sales to Blacks
10.
11. THE GREAT MIGRATION PART 2
After 1945 more than 5 million African Americans moved from the
rural South to cities in the North
As blacks moved to urban cities, whites moved out to suburban
developments where blacks were not permitted despite 1948
Supreme Court decision in Shelley v. Kraemer which held that racial
restrictions in planned communities were unconstitutional.
By 1960 more blacks lived in urban areas than rural areas
Since blacks made less money than whites, the tax base in urban
cities decreased making it more difficult for cities to fund
infrastructure or support quality public schools
After Brown v. Board of Education in 1952, which overturned Plessey
v. Ferguson decision of separate but equal, many white school
children went to private, usually Christian schools.
12. MEXICAN AND PUERTO RICAN
AMERICANS
Bracero program renewed by Congress
By 1960 Los Angeles had the largest Mexican American
population in the U.S.
Between 1940 and 1960 nearly a million Puerto Ricans moved to
the U.S.
Mexican American and Puerto Rican and other Latino veterans
received the same benefits under the GI Bill.
13. WOMEN
Go back home and take care of your man!
House Beautiful 1945
“Your veteran, is head man again…your part in the remaking of this man is to fit his
home to him, understanding why he wants itthis way, forgetting your own
preferences. “
In 1956 ¼ of all white college women wed while still in school.
Average age when women wed was between 16 and 19 years old
14. YOUTH CULTURE
Baby Boomers 1945-1964: 76 million American babies born
In 1957 1 baby was born every 7 seconds
Surge in Consumer demand
Reinforced notion that women’s place was in the home.
15. LITERATURE AND THE BEATS
Ralph Ellison, The Invisible Man (1956)
J.D. Salinger, Catcher in the Rye (1951)
John Updike, Rabbit Run, (1961)
John Cheever, short stories
John Keats, The Crack in the Picture Window (1956)
“miles of identical boxes are spreading like gangrene” “gimme kids”.
The Beats: Writers, poets, painters, musicians
John Kerouac, Allen Ginsberg, William Burroughs and Neal Cassidy
Rebellious, reckless, experimental, risk takers, drugs, sexuality and lifestyle
16. ROCK N ROLL
Distinctive teen sub-culture among the first group of baby
boomers who became adolescents in the 1950’s.
Juvenile Delinquency
Cars
Booze and Sex
Alan Freed 1951: White teenagers buying black R&B artists rather
than white covers of the same song, began playing black R7B
artists and called the music Rock n Roll
Elvis: Rockabilly- blend of gospel, country & western and R & B
Dancing
17. CIVIL RIGHTS MOVEMENT: THE EARLY
YEARS
Eisenhower
Desegregated public facilities in Washington DC and military bases in VA and
South Carolina
Appointed 1st African American to an Executive office
Preferred state/local action to federal involvement
Passive attitude and lack of leadership in Congress led to Supreme Court taking a
more active role as the NAACP continued to press for civil rights in the courts
Appointed Earl Warren and William J. Brennan to the court
Brown v. Board of Education of Topeka Kansas (1952). Separate is
NOT equal
1956: 101 members of Congress (Southern Democrats) signed the
“Southern Memo” denouncing Supreme Court decision as “clear
abuse of judicial power”
3 Southern Democrats refused to sign, including Lyndon B. Johnson
18.
19. MONTGOMERY BUS BOYCOTT
December 1, 1955 Rosa Parks refused to give up her seat for white
passengers when asked to do so by the bus driver
She was arrested
She was secretary of the local NAACP chapter
The next night, Black community leaders met in Dexter Avenue Baptist
Church where Dr. Martin Luther King Jr. was the pastor
75 of the riders of the Montgomery bus system were black. They were
forced to move further to the back of the bus if the white section filled
up—so a white person would not stand while a black person was seated.
Rev. Ralph Abernathy and Dr. King unless Montgomery bus system
changes this law, blacks will not ride the bus.
381 days; December 20, 1956 U.S. Supreme Court ruled that
segregation on public facilities like busses could no longer be enforced.