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Covers the events that occurred in the aftermath of the American Civil War, including the readmission of former Confederate States to the Union, the establishment of the Freedmen's Bureau and the Black Codes, the passage of the Civil Rights Act of 1866, and the debates over the ratification of the Fourteenth Amendment to the Constitution.
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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.
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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.
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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
3. Reconstruction Amendments
13th Amendment
• Abolished slavery and
involuntary servitude
except for in punishment
of a crime
• Many slaves were already
set free by the
Emancipation
Proclamation
• This amendment
OFFICIALLY makes
slavery unconstitutional
4. Reconstruction Amendments
14th Amendment
• Anyone born in the United
States was considered a
citizen of the U.S.
• This protected the
citizenship from being taken
away by future laws
• The state could NOT take a
person’s life, liberty, or
property “without due
process of law”
• Every person was entitled to
“equal protection of the
laws”
5. Reconstruction Amendments
15th Amendment
• State and federal
governments cannot deny
any male the right to vote
based on “race, color, or
previous condition of
servitude”
• In other words, this
amendment gives all
African-American men
the right to vote
6. Lincoln’s 10 Percent Plan vs Wade-Davis Bill
(Radical Republicans)
• Lincoln’s 10 Percent Plan
• Southern voters in each
state had to take an oath of
loyalty to the Union
• When 10% of voters had
taken the oath, the state
could form a new state
government
• New state governments had
to write a new constitution
that outlawed slavery
• Lincoln offered amnesty to
all Southerners except
Confederate leaders
• Radical Republicans
(Wade-Davis Bill)
• Radicals believed Lincoln
was being too easy on the
South
• A majority of state’s white
male adults had to pledge
loyalty to the Union
• Only the white males who
swore they had not fought
against the Union could vote
for delegates to a state
constitutional convention
• All new state constitutions
had to ban slavery
• Former Confederates could
not hold office
7. Andrew Johnson
• Becomes president after
Abraham Lincoln was
assassinated
• Southerner (TN) who
supported the Union
during the war
8. Johnson’s Plan for
Reconstruction
• Give amnesty to most Southerners who swore loyalty
to the Union
• High-ranking Confederate officers could receive
pardons by appealing to the president (meant to
humiliate the leaders)
• Southern states had to outlaw slavery before they
could re-enter the Union but he believed African-
Americans should not have equal rights (“White men
alone must manage the South”)
• All states would have to ratify the 13th Amendment
9. Johnson vs. The Radical
Republicans
• Radical Republicans believed
Johnson was being too easy on
the South
• Pushed the Civil Rights Act of
1866 to combat the black codes
(gave the federal government the
power to protect African
Americans from unfair state
governments)
• Johnson vetoed both bills, but
Radical Republicans were able to
override the vetoes
• Radical Republicans began
building their own plan for
Reconstruction
10. Black Codes
• Southern states were passing
laws designed to control newly
freed African Americans
• African Americans could not
own or rent farms
• African Americans could be
fined for not having a job
• African Americans were forced
to use separate facilities, etc.
(segregation)
• Life under the black codes was
only slightly better than slavery
11. Freedman’s Bureau
• Founded by Lincoln and
others
• Helped freed slaves adjust
to life after slavery
• Provided food, clothing,
medicine, etc.
• Set up schools
• Fought for fair pay
• Set up special courts to try
those who violated African
American rights
12. Johnson vs. The Radical
Republicans
• In the election of 1866,
Johnson campaigned
against the 14th
Amendment
• Radical Republicans won
an overwhelming majority
in Congress
• Radical Republicans
passed the Reconstruction
Acts
13. Johnson’s Impeachment
• Because Johnson strongly opposes the Reconstruction Acts, Congress
passes laws to limit his power
• The Tenure of Office Act stated that the president could not remove
government officials, even those in his own cabinet
• Johnson deliberately violated the Tenure of Office Act by firing Secretary of
War Edwin Stanton
• The House of Representatives voted to impeach the president
• Johnson’s defenders argued that Congress was impeaching for political
reasons
• Some moderate Republicans supported Johnson in the trial and the Senate
failed to get the 2/3 majority needed to remove the president
14. The Ku Klux Klan
• Many whites were fearing an
African American revolt
• The KKK was a vigilante group
formed to “keep order” (in
reality, it was cruel violence and
intimidation)
• The KKK was formed in
Pulaski, TN by six former
Confederate soldiers
• After African-American
freedmen received the right to
vote, the KKK turned into a
terrorist organization that
spread into other parts of the
South
15. Carpetbaggers and
Scalawags
• Southern whites who
supported the Republican
party were called
“scalawags” (“scoundrel” or
“worthless rascal”)
• Carpetbaggers- Northern
whites who moved to the
South after the war
• White southerners were
suspicious
• Some were dishonest people
looking to take advantage of
the South
• Most were honest people
16. Jim Crow Laws
• A continuation of the black
codes, but not as severe
• Voting Restrictions
• Poll Taxes- Many African
Americans couldn’t afford to pay
• Literacy Tests- Voters had to
read and explain difficult parts of
the state constitution
• Grandfather Clauses- Allowed
poor uneducated whites to be
excluded from poll taxes and
literacy tests if their fathers or
grandfathers had voted before
Reconstruction
17. Jim Crow Laws
• Segregation- separation of
races
• Plessy vs Ferguson
(1896)- Supreme Court
case that segregation was
legal as long as the
separate facilities were
equal to those designated
for whites (“separate but
equal”)
18. Election of 1876
• Republicans were wanting to keep control of the White House and chose
Ruthorford B. Hayes as their nominee
• Hayes was a moderate who appealed to voters in both the North and the
South
• Democrats nominated Samuel Tilden
• Neither received a majority of electoral votes because of confusing election
returns
• Republicans claimed that votes in Florida, South Carolina, and Louisiana
had not been counted
• Congress named a commission to decide who should get the disputed
votes. All votes went to Hayes
• Hayes won by one electoral vote
20. Exodusters
• Former slaves began leaving the South
• Migrated to agricultural communities in
Kansas, Missouri, Indiana, and Illinois
• They get their name from the biblical
book of Exodus where the Israelites
escaped slavery in Egypt
• During the 1870’s, more than 20,000
African Americans migrated to Kansas
• Benjamin “Pap” Singleton from
Tennessee led thousands of Exodusters
to Kansas
• Part of Topeka, KS was known as
“Tennessee Town” because so many
former slaves migrated from TN
21. Buffalo Soldiers
• Other African Americans
served in integrated army units
and fought in western Indian
Wars
• They were called “buffalo
soldiers” by the Apache and
Cheyenne tribes
• These soldiers also served in
Cuba, the Philippines, Hawaii,
and Mexico
• George Jordan, from TN,
received the Congressional
Medal of Honor for his service
22. Urban Migration
• By 1890, most Southern
African Americans were moving
North
• They were looking for factory
jobs
• Settled in major cities like
Chicago, Detroit, Cleveland,
Philadelphia, and New York
• “Push-Pull” effect:
• African Americans were deciding
to leave to escape mistreatment
in the South (push)
• African Americans were deciding
to leave because work in the
North was something they
desired (pull)
23. Reconstruction in TN
• Tennessee accepted the
14th Amendment early
• Fourteen African
Americans were elected to
the Tennessee legislature
during the late 1800’s
• Sampson W. Keeble from
Davidson Co.
24. Reconstruction in TN
• State Constitutional
Convention of 1870
• Outlawed slavery in
Tennessee
• Introduced a poll tax
25. Reconstruction in TN
• 1878 Yellow Fever
Epidemic
• Yellow fever spread from
the Gulf of Mexico to
Memphis along the
Mississippi River
• By the end of the year,
5,000 people in Memphis
died from the disease
• Throughout the South,
20,000 people died from
the disease and 80,000
survived the infection
26. Acrostic
• Create an acrostic using the term, “reconstruction” that describes the time
period.
• R
• E
• C
• O
• N
• S
• T
• R
• U
• C
• T
• I
• O
• N
27. Review Option- Class 4B
Only
• Create a 10 question quiz (multiple choice) using
your notes over Reconstruction
• If you complete this, you will be able to use these
questions to help you with your quiz tomorrow!
28. Reconstruction Partner
Activity
• Paper Slide Video- With your assigned partner,
you will perform research on a Reconstruction
topic of your choice. You will create a paper slide
video detailing what you have learned.
• You will submit the following: a digital copy of the
paper slide video (we will discuss options for this)
• A copy of the script for your video
29. Reconstruction Partner
Activity
• You may choose one of the following as a topic:
• The impact of the Reconstruction Amendments
• The conflict between Andrew Johnson and the
Radical Republicans
• Comparing Lincoln’s 10 Percent Plan to the Radical
Republican Plan for Reconstruction
• The Freedmen’s Bureau and the impact of Jim Crow
laws.
• Carpetbaggers and Scalawags
• The controversy of the 1876 Election