Slavery was the central issue dividing the Northern and Southern United States and the primary cause of the Civil War. The Southern economy depended on slave labor for cotton production, while the North rejected slavery and embraced industrialization. Life for slaves was brutal, with frequent beatings, malnutrition, and lack of basic necessities even for children. Slave owners justified slavery through claims of black racial inferiority, despite slaves making up a large portion of the population. The divisions between the free North and slave-holding South grew too deep to be resolved through compromise, making war inevitable to decide the issue of slavery in America.
This presentation is of the sectional crises over states' rights and slavery's westward expansion that gave way to American Civil War. It is the fourth in a series of textbook/lecture substitutes designed for students in a college seminar on the Civil War and Reconstruction.
Inaccurate Representation of Indigenous Peoplemaddiechopkins
Indigenous Peoples in the American Imagination: Representations of Native Peoples in Mary Rowlandson’s The Sovereignty and Goodness of God and Cynthia Kadohata’s Weedflower
This presentation is of the sectional crises over states' rights and slavery's westward expansion that gave way to American Civil War. It is the fourth in a series of textbook/lecture substitutes designed for students in a college seminar on the Civil War and Reconstruction.
Inaccurate Representation of Indigenous Peoplemaddiechopkins
Indigenous Peoples in the American Imagination: Representations of Native Peoples in Mary Rowlandson’s The Sovereignty and Goodness of God and Cynthia Kadohata’s Weedflower
This presentation provides a general history of American slavery (with greater emphasis on its development than on its antebellum incarnation) to give students some understanding of the institution. It is the fourth in a series of presentations designed for college students in a seminar on The Civil War and Reconstruction. Students will spend more time engaging antebellum slavery (the slavery that is more familiar to most Americans) in class.
This presentation provides a general history of American slavery (with greater emphasis on its development than on its antebellum incarnation) to give students some understanding of the institution. It is the fourth in a series of presentations designed for college students in a seminar on The Civil War and Reconstruction. Students will spend more time engaging antebellum slavery (the slavery that is more familiar to most Americans) in class.
Slide ini dibuat oleh Adi Triasmara, S.Pd. (aditriasmara.com) untuk digunakan sebagai bahan tayang dalam kegiatan sosialisasi program Guru Pembelajar di Sekolah Tunas Indonesia, 2 September 2016.
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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1. Teresa Long HIST 4133
Critique 1 2/25/2013
SLAVERY: THE CAUSE OF THE CIVIL WAR
Enslavement of Africans and profiting from their forced labor was the issue beating at the
very heart of the division between the Northern and Southern United States. War would not have
happened had slavery not existed. Other issues, such as sectionalism, tyranny, tariffs and State’s
Rights, are suggested in Stampps’ “Causes of the Civil War”; however slavery was the cause all
others were centered around and not a trivial matter of little consequence as southerners would
have one believe. These other issues, while real, were merely a desperate, elaborate façade
designed to excuse and justify the profitable institution of slavery.
One human being professing ownership of another as if they were livestock is profoundly
wrong and never morally acceptable. Those who would argue slavery was a Christian institution
aimed at helping the poor heathen darkies better their lot in life surely did not suffer the
dehumanizing experience which was the essence of every slave’s life, beaten into the core of
their being by the flay of a whip; that hopeless, tormented feeling of being inferior and somehow
dirty. Frederick Douglass, a fugitive slave or self-emancipated as he called himself, wrote about
these atrocities inflicted upon him and how they shaped his life in his Narrative of the Life of
Frederick Douglass, An American Slave, Written By Himself.
Negro slaves plucked from their homeland and sold on the auction block were extremely
valuable and quite often the biggest investment a plantation owner made. While the North was
being transformed and modernized into an industrialized city-dwelling culture, the Southern
economy remained dependent on cotton and the slave labor relied upon to produce it. Slave
1
2. Long 2
owners resisted the change and progress embraced by the North, investing instead in more slaves
rather than powered machinery.1
Southern slaveholders justified this stealing of souls for furthering their own economic
interests by rationalizing Negroes were heathens and inferior because of the color of their skin.
Slavery was also perpetuated by laws declaring slave status for any child born to a slave mother.
Douglass questions scriptural enslavement and points out that soon it must become unscriptual
because thousands of slave children having white fathers were being born.2
Supporters and defenders of slavery depicted a land where starvation was virtually
unknown.3 While the majority of those slaves living in the cities had enough to eat, life on the
rural plantations could be quite different. Many suffered regular pangs of hunger while their
masters were well fed. Children not yet old enough to toil in the fields were cold, naked, and
barefoot. There were no beds or blankets to keep them warm during winters spent sleeping on
cold, wet, dirt floors. What passed for food was put into a trough on the ground where the
children fought for it like animals and ate without spoons. 4
Whippings were viewed as necessary to manage slaves and keep them submissive. Some
owners did so out of a sense of duty while others enjoyed it. It wasn’t illegal to kill a slave; they
were property. Eventually, a slave lost their will and became resigned to harsh punishment
whether guilty or not. When the usual whippings failed to make him manageable, Douglass
describes being sent to a “nigger-breaker” who was proud of breaking men’s wills, much like
1
Stamp, Kenneth M., ed. The Causes of The Civil War. 3rd. ( New York: Simon & Schuster, 1991) 104-106.
Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave, Written By Himself. (Kindle.
Boston: The Anti-Slavery Office, No.25 Cornhill, 1845), Chapter 1.
3
Stamp, 203.
4
Douglass, Chapter 2.
2
3. Long 3
breaking a horse to the saddle as something he happily welcomed since he would surely get
enough to eat there.5
Frederick Douglass knew at a very young age that “the pathway from slavery to freedom”
was in learning to read. His determination to succeed in doing so was only strengthened when his
mistress was forbidden to teach him any longer and his master said to her “A nigger should know
nothing but to obey his master—to do as he is told to do. Learning would spoil the best nigger in
the world.” Slaveholders feared an educated slave and knew it would undermine all their claims
of being a superior race. Why else would it be considered a crime to teach blacks to read and
write?
Along with the sense of empowerment, learning to read also brought Frederic Douglass
an awareness of the wrongs thrust upon him by his enslavers. He came to understand not only the
terrible price slavery exacted on those enslaved but the incredible harm it had done to those that
enslaved. On one occasion, he describes reading a book containing a speech written on Catholic
emancipation and deducing from that a sense of human rights, the wrongness of slavery, and the
“power of truth over the conscience of even a slaveholder”. More importantly, reading enabled
him to organize his feelings, give then a name, and vocalize them in order to effectively argue
against the pro-slavery writings of the day.6
An irreparable divide between the states occurred well before the war actually began.7
The two sections of the United States had evolved into entirely different cultures. The northern
states were free, had a middle class that flocked to its cities to earn wages, and were fast
becoming an industrialized society. Southerners were divided into two classes, wealthy
5
Douglass, Chapter 9.
Douglass, Chapter 7.
7
Stampp, 142-43.
6
4. Long 4
landowning planters and everyone else. They felt their almost aristocratic society was more
culturally refined than the working classes inhabiting the north. Southern planters could neither
have obtained nor maintained their almost feudalistic way of life without the benefit of slave
labor.
Did northerners hate southerners and all they stood for, or was it their insistence on
owning other human beings that was hated? 8 Northerners viewed slavery as a great wrong and
southern planters as oppressors and criminals. Southern planters thought Northerners were
meddlesome, self-serving and should mind their own affairs. Owning slaves was their God-given
right. Throughout his self-written narrative of his life as a slave, Douglass often questions
Southern Christianity and whether there is a there is a god, and if so, why slavery isn’t ended.
Northerners were so opposed to slavery they were willing to risk everything and defy the
Fugitive Slave Act rather than return those that managed to escape to a horrible existence in the
south to have part of their feet cut off or subjected to other equally vile forms of torture.
In the end there could be no compromise. Carefully spun defenses put forth by proslavery advocates could not begin to right the grave wrongs inflicted upon black human beings
or justify the grossly inhumane practice of slavery. War was inevitable and came at a terrible
cost to both the North and the South, but slavery was no more.
8
Stampp, 54-58.