Myth Making of Political Parties / Divide and control / the Constitution sh...Robert Powell
Exposes political parties for their deception and manipulation of society. Prejudice of emotional rhetoric, and the strategy of divide and defeat. Hegelian strategy in destroying America. Occupy as Hegelian tool. Chaos as strategy against middle America. Millennial citizens must move to protect Constitutional values. Why the Constitution? The two parties? Better to call them the Committers & omitters. What ideological persuasion?
Well, the Democrat Party initiated the KKK, killed thousands and blamed the Republicans. The Republicans were anti-slavery and pro- civil Rights. The control mechanism, is "Psychopolitics" a tool to disguise an objective from the masses. The atheistic, Global Governance thoughts erupted in 1873 with Cecil Rhodes and a few other megalomaniacs. The elite, truly have no souls, their "God" is wealth. You and I
if we let this continue, will simply be slaves of another kind. Rest assured, if the renewal, and removal of corruption does not succeed, you literally will be receiving
your favorite color kneepads in the mail.
Bridges beat walls | Dome Magazine January 13, 2011Joseph Serwach
We were sitting in a House Committee hearing room. Michigan leaders were explaining state government to several Chinese university presidents when I decided to tap on my iPad and do a quick email/Facebook check. As my browser reached Facebook.com, a wall leapt onto my screen saying the site was "blocked by the House of Representatives'' web portal. I marveled at this message like a tourist seeing the Great Wall of Chine for the first time. More than 500 million people use Facebook the way older generations use telephones and someone decided to build a wall blocking this 21st century giant? Quoting Scotty from Star Trek, I thought ``How quaint'' and quickly tapped on my iPad's Facebook App, which went right around the wall and took me to the outside world. Joseph Serwach January 16, 2011.
When Rape was Legal: The Politics of African American Women’s Bodies During t...YHRUploads
Bridget Condie's essay When Rape was Legal: The Politics of African American Women’s Bodies During the Reconstruction Era comprises part of the YHR Senior Essay Edition.
Myth Making of Political Parties / Divide and control / the Constitution sh...Robert Powell
Exposes political parties for their deception and manipulation of society. Prejudice of emotional rhetoric, and the strategy of divide and defeat. Hegelian strategy in destroying America. Occupy as Hegelian tool. Chaos as strategy against middle America. Millennial citizens must move to protect Constitutional values. Why the Constitution? The two parties? Better to call them the Committers & omitters. What ideological persuasion?
Well, the Democrat Party initiated the KKK, killed thousands and blamed the Republicans. The Republicans were anti-slavery and pro- civil Rights. The control mechanism, is "Psychopolitics" a tool to disguise an objective from the masses. The atheistic, Global Governance thoughts erupted in 1873 with Cecil Rhodes and a few other megalomaniacs. The elite, truly have no souls, their "God" is wealth. You and I
if we let this continue, will simply be slaves of another kind. Rest assured, if the renewal, and removal of corruption does not succeed, you literally will be receiving
your favorite color kneepads in the mail.
Bridges beat walls | Dome Magazine January 13, 2011Joseph Serwach
We were sitting in a House Committee hearing room. Michigan leaders were explaining state government to several Chinese university presidents when I decided to tap on my iPad and do a quick email/Facebook check. As my browser reached Facebook.com, a wall leapt onto my screen saying the site was "blocked by the House of Representatives'' web portal. I marveled at this message like a tourist seeing the Great Wall of Chine for the first time. More than 500 million people use Facebook the way older generations use telephones and someone decided to build a wall blocking this 21st century giant? Quoting Scotty from Star Trek, I thought ``How quaint'' and quickly tapped on my iPad's Facebook App, which went right around the wall and took me to the outside world. Joseph Serwach January 16, 2011.
When Rape was Legal: The Politics of African American Women’s Bodies During t...YHRUploads
Bridget Condie's essay When Rape was Legal: The Politics of African American Women’s Bodies During the Reconstruction Era comprises part of the YHR Senior Essay Edition.
This is an excerpt from a student-designed multi-touch iBook. Designed by students in my Educational Methods class. http://edmethods.com
A fully functional version is available free at iTunes http://apple.co/1Y8gAhI
The Real Romanovs: How media affects people’s perception of eventsPeter Pappas
An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Sam Hicks-Savage explores the question "What do Historians do when the Written Record is Missing?"
A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Anna Harrington explores the human costs (death, injury, etc.) of war on soldiers during World War I. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Imagination innovation space explorationPeter Pappas
An interactive DBQ by Mollie Pettit explores the question: What is the relationship between imagination and innovation within the context of space travel? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Read and print out this webpage about the Declaration of Senti.docxaudeleypearl
Read and print out this webpage about the Declaration of Sentiments, 1848http://ecssba.rutgers.edu/docs/seneca.html
New Study Guide Questions1. How does this Declaration compare with the Declaration of Independence? What points is it makingby imitating some aspects of the earlier declaration? What points does it echo? Does it ever critiquethe earlier declaration?
2. Where and how does the 1848 Declaration differ from the 1776 declaration? What do“sentiments” mean in 1848? (You can research this online—you must cite sources!) Cite specificlines and passages. If King George III is the villain in 1776, how would you understand theopponent in 1848?
3. Read this paragraph about the origins of The Declaration of Sentiments:
“Elizabeth Cady Stanton and Lucretia Mott, two American activists in the movement to abolish slavery called
together the first conference to address Women's rights and issues in Seneca Falls, New York, in 1848. Part of the
reason for doing so had been that Mott had been refused permission to speak at the world anti-slavery convention in
London, even though she had been an official delegate. Applying the analysis of human freedom developed in the
Abolitionist movement, Stanton and others began the public career of modern feminist analysis.”(http://www.fordham.edu/halsall/mod/senecafalls.asp)Given that Abolitionists in England and America were often women, in what ways can you see theseearly feminists drawing upon their greater understanding of slavery to give themselves more power?Reading the The Declaration of Sentiments with this frame of reference in mind, how does it changeyour understanding of their ideals? Cite specific lines and passages.
4. Consider the resolutions before the declaration; how would you paraphrase each of these into ourcontemporary American English? Which of the 1848 concerns still serious issues for women andmen today? Cite specific lines and passages.
5. Consider the logic and reasoning used in the resolutions of 1848; how do they parallel use of logicand reason in the 1776 declaration? Consider the emotions in the two declarations; how are theyparallel or not parallel? Where does the 1848 declaration diverge from the 1776 declaration? Arethere parts that seem to be no longer valid or no longer relevant? What parts are the most relevanttoday? Cite specific lines and passages.
Read the “Address by Elizabeth Cady Stanton on Woman's RightsSeptember 1848," which fills five html pages. You have to click through the document.http://ecssba.rutgers.edu/docs/ecswoman1.html
6. Stanton in her opening explains why only a woman can speak for women. What are her reasons,and do you think they are valid even today? What is the reason that she brings up other cultures? How do women fare in her time? What is the meaning of the little quote from a Byron poem in herlecture? What famous and powerful women does she refer to, and what point is she making bybringing up their names? Cite specific lines and passages.
...
Chief Justice Roger B. Taney on the Declaration of IndependMargaritoWhitt221
Chief Justice Roger B. Taney on the Declaration of Independence
President Andrew Jackson appointed in 1836 Roger B. Taney to fill the seat left vacant by the
death of Chief Justice John Marshall. Taney earned his appointment by being a loyal “Jackson
man” and by his willingness, as acting Secretary of the Treasury, to remove the federal deposits
from the Bank of the United States (effectively putting it out of business). Critics of the
appointment predicted that the Supreme Court under Taney would destroy the legacy of the
Marshall Court and ultimately undermine the Republic. That turned out to be an exaggeration.
Taney Court rulings promoted the economic development of the U.S., although the Court
tended to favor state power more than its predecessor had. By the 1850s, the Court had
developed a good reputation within the American political class.
As it did so, however, the Taney Court also developed a decidedly proslavery jurisprudence. Its
efforts culminated in Dred Scott v. Sandford (1857), a decision almost universally considered to
be one of the worst, perhaps the worst, Supreme Court decision in American history. Taney’s
opinion wrecked the Court’s reputation and allowed Republican critics make a plausible case
that the Court had been captured by a proslavery conspiracy. In the passage here, Taney
recounted the history of African Americans, noting that in the colonial period blacks “had no
rights that white men were bound to respect.” As you read this passage, ask yourself whether
Taney believed anything had changed with the Declaration of Independence? How did the
Declaration and the Constitution impact the status of African Americans? Finally, think about
which of the other documents you have read support or contradict Taney’s arguments.
by Khushbu Desai
The purpose, design, approach to rag attention on gender structure theory that has a velocity of status characteristics of different gender advantages and disadvantages. I have observed over the years that the male peer rate is much higher than female managers where female associate/manager do not disfavor between genders in their performance evaluations. Also, I have worked under both male and female supervisors and leadership. I found my female manager very friendly, compassionate, efficient communicator, and better in negotiation with effective planner skills. I strongly agree that they build very effective and strong relationships with everyone including colleagues, coordinators, team, stakeholders, business owners. I believe they are good listeners throughout the negotiation process from initiating it to end it with a good note. They have the skills to resolve the opposite party’s concern with empathy. They consider all possible ways to find a mutual way for better perceptions only with calm and intelligence efficiency (Jerdee, 1973).
Male leaders are very quick and believed in reaching the points with lesser scenario assumptions. They tend to ge ...
Aint I a WomanBy Sojourner TruthWomen’s Convention, Akron, O.docxsimonlbentley59018
Ain't I a Woman?
By Sojourner Truth
Women’s Convention, Akron, Ohio
May 28-29, 1851
"Well, children, where there is so much racket there must be something out of kilter. I think
that 'twixt the negroes of the South and the women of the North, all talking about rights, the
white men will be in a fix pretty soon. But what's all this here talking about?
That man over there says that women need to be helped into carriages and lifted over
ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or
over mud-puddles, or gives me any best place! And ain't I a woman? Look at me! Look at
my arm! I could have ploughed and planted, and gathered into barns, and no man could
head me! And ain't I a woman? I could work as much and eat as much as a man- when I
could get it- and bear the lash as well! And ain't I a woman? I have borne thirteen children,
and seen them most all sold off to slavery, and when I cried out with my mother's grief,
none but Jesus heard me! And ain't I a woman?
Then they talk about this thing in the head; what's this they call it? [Intellect, somebody
whispers] That's it, honey. What's that got to do with women's rights or negro's rights? If
my cup won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me
have my little half measure-full?
Then that little man in black there, he says women can't have as much rights as men,
'cause Christ wasn't a woman! Where did your Christ come from? Where did your Christ
come from? From God and a woman! Man had nothing to do with Him.
If the first woman God ever made was strong enough to turn the world upside down all
alone, these women together ought to be able to turn it back, and get it right side up again!
And now they is asking to do it, the men better let them.
Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say."
Enfranchisement of Women
Harriot Taylor Mill
Published in one of the most prestigious periodicals in England, this essay drew on published reports in the New York Tribune to describe the series of women's rights conventions then underway in the United States. Distancing herself ever so slightly from their American style of public discourse, Taylor nevertheless endorsed the conventions' spirit and highlighted the contradiction between American democratic values and the exclusion of women from the "inalienable rights" of "life, liberty, and the pursuit of happiness." Taylor concluded that "physical force" explained women's subjection to men. She praised the women's rights declarations of the American conventions, and predicted that "the example of America will be followed on this side of the Atlantic."
Most of our readers will probably learn from these pages for the first time, that there has arisen in the United States, and in the most civilized and enlightened portion of them, an organized agitation on a new question--new, not to thinkers, nor to any one by whom the principles of free and .
[2] Alex de Waal describes the ideas of Thomas Malthus (1766 –1834.docxgerardkortney
[2] Alex de Waal describes the ideas of Thomas Malthus (1766 –1834) as getting in the way of a proper understanding of the causes of famines and the proper actions to take in order to avoid them. (Sen and Keneally agree with this position.) Explain what is wrong with Malthus’ ideas here and how belief in them leads or has led to bad outcomes. Consider and respond to the more significant objection to your line of thought.
Southern Manifesto (1956)
Following the Supreme Court decision in the case of Brown v. Board of Education, all but
twenty-six of the 138 southern members of Congress signed this Southern Manifesto. The
document denounced the court's decision as a "clear abuse of power" and encouraged
southerners and their representatives to resist desegregation by "any lawful means." Throughout
the South, schools were shut down rather than desegregated, white students were offered
vouchers for alternative, private schooling, and militant symbols of segregation like the
Confederate battle flag were introduced into state flags and over state capitols. As you read the
manifesto, consider what principles these representatives felt had been violated by the court.
How did they try to reconcile the practice of racial segregation in education with the American
ideal of freedom and equality?
THE DECISION OF THE SUPREME COURT IN THE SCHOOL CASES – DECLARATION
OF CONSTITUTIONAL PRINCIPLES
Mr. [Walter F.] GEORGE. Mr. President, the increasing gravity of the situation following the
decision of the Supreme Court in the so-called segregation cases, and the peculiar stress in
sections of the country where this decision has created many difficulties, unknown and
unappreciated, perhaps, by many people residing in other parts of the country, have led some
Senators and some Members of the House of Representatives to prepare a statement of the
position which they have felt and now feel to be imperative.
I now wish to present to the Senate a statement on behalf of 19 Senators, representing 11
States, and 77 House Members, representing a considerable number of States likewise. . . .
DECLARATION OF CONSTITUTIONAL PRINCIPLES
The unwarranted decision of the Supreme Court in the public school cases is now bearing the
fruit always produced when men substitute naked power for established law.
The Founding Fathers gave us a Constitution of checks and balances because they realized the
inescapable lesson of history that no man or group of men can be safely entrusted with unlimited
power. They framed this Constitution with its provisions for change by amendment in order to
secure the fundamentals of government against the dangers of temporary popular passion or the
personal predilections of public officeholders.
We regard the decisions of the Supreme Court in the school cases as a clear abuse of judicial
power. It climaxes a trend in the Federal Judiciary undertaking to legislate, in derogation of the
authority of.
Essay on Books | Books on Essay for Students and Children in English .... Example Book Review Essay — How to Write Critical Reviews. This essay is comparing and contrasting two books, by ______ and by. How to write conclusion for essay a book Gila Bend - how to write an ....
Art Modernism Essay with 4 artists | Visual Arts - Year 11 HSC | Thinkswap. Feature Essay in Contemporary Art - What is Art and how it affects you .... ⇉Short Essay- Art Paintings Essay Example | GraduateWay. Sample Of Art Criticism Essay — Navigation. what is art essay examples. Art college essay examples. The Best College Essays about Art — TKG .... Arts Essay Writing Help Service | Arts Essay Help Online UK. 020 Essay Example Art ~ Thatsnotus. Art Essay | Visual Arts - Year 12 HSC | Thinkswap. Essay On Artist. Art Essay Band 6 | Year 12 HSC - Visual Arts | Thinkswap. Aesthetic Value of Art Essay Example | Topics and Well Written Essays .... Unique Essay About A Painting ~ Thatsnotus. 016 What Is Art Essay Example ~ Thatsnotus. Essay for Art | Visual Arts - Year 11 HSC | Thinkswap. Art Thesis / Art Essay - A-Level Art & Design - Marked by Teachers.com .... The smARTteacher Resource: Writing an Essay About a Work of Art .... How To Write A Visual Art Extended Essay - Adair Hand. sample of art criticism essay. Art essay | Teaching Resources. Art Essay | Visual Arts - Year 12 ACT | Thinkswap. What is Art Essay | Essay on What is Art for Students and Children in .... Art of the Personal Essay.pdf. 39+ A Level Art Personal Study Essay Examples Tips - Mory. FINE ART ESSAY by maryam - Issuu. What Is Art Essay Examples - Analysis Of ' The Other Hand. Sample Of Art Criticism Essay : What is Visual Analysis?. What is art essay free in 2021 | Essay, Thesis statement, Essay writing .... Art essay. 005 Essay Example Art Essays Examples Critique Ana Institute Sample .... (PDF) What is art therapy? Essay, 2016. 20th Century Art Essay Example | Topics and Well Written Essays - 750 ... Essays About Art
Discuss purpose and the claim of the speech. Explain how the speech .docxtenoelrx
Discuss purpose and the claim of the speech. Explain how the speech supports this claim (logos, ethos, and/or pathos). Is the opposing side mentioned? Also, describe the method of argumentation you believe is used in the speech (Toulmin? Rogerian? A mixture of both?). Give citations to back up your points, and create a final works cited citation for this essay.
200 words
Anthony, Susan B. “
On Women’s Right to Vote
.”
EmersonKent.com.
2012.
Web. 11 May 2012
Friends and Fellow-citizens:
I stand before you to-night, under indictment for the alleged crime of having voted at the last Presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's right, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any State to deny.
Our democratic-republican government is based on the idea of the natural right of every individual member thereof to a voice and a vote in making and executing the laws. We assert the province of government to be to secure the people in the enjoyment of their unalienable rights. We throw to the winds the old dogma that governments can give rights. Before governments were organized, no one denies that each individual possessed the right to protect his own life. liberty and property. And when 100 or 1,000,000 people enter into a free government, they do not barter away their natural rights; they simply pledge themselves to protect each other in the enjoyment of them, through prescribed judicial and legislative tribunals. They agree to abandon the methods of brute force in the adjustment of their differences, and adopt those of civilization.
Nor can you find a word in any of the grand documents left us by the fathers that assumes for government the power to create or to confer rights. The Declaration of Independence, the United States Constitution, the constitutions of the several states and the organic laws of the territories, all alike propose to protect the people in the exercise of their God-given rights. Not one of them pretends to bestow rights.
"All men are created equal, and endowed by their Creator with certain unalienable rights. Among these are life, liberty and the pursuit of happiness. That to secure these, governments are instituted among men, deriving their just powers from the consent of the governed."
Here is no shadow of government authority over rights, nor exclusion of any from their full and equal enjoyment. Here is pronounced the right of all men, and "consequently," as the Quaker preacher said, "of all women," to a voice in the government. And here, in this very first paragraph of the declaration, is the assertion of the natural right of all to the ballot; for, how can "the consent of the governed" be given, if the right to vote be denied. Again:
"That whenever any form of government becomes destructive o.
This is an excerpt from a student-designed multi-touch iBook. Designed by students in my Educational Methods class. http://edmethods.com
A fully functional version is available free at iTunes http://apple.co/1Y8gAhI
The Real Romanovs: How media affects people’s perception of eventsPeter Pappas
An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Sam Hicks-Savage explores the question "What do Historians do when the Written Record is Missing?"
A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Anna Harrington explores the human costs (death, injury, etc.) of war on soldiers during World War I. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Imagination innovation space explorationPeter Pappas
An interactive DBQ by Mollie Pettit explores the question: What is the relationship between imagination and innovation within the context of space travel? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Read and print out this webpage about the Declaration of Senti.docxaudeleypearl
Read and print out this webpage about the Declaration of Sentiments, 1848http://ecssba.rutgers.edu/docs/seneca.html
New Study Guide Questions1. How does this Declaration compare with the Declaration of Independence? What points is it makingby imitating some aspects of the earlier declaration? What points does it echo? Does it ever critiquethe earlier declaration?
2. Where and how does the 1848 Declaration differ from the 1776 declaration? What do“sentiments” mean in 1848? (You can research this online—you must cite sources!) Cite specificlines and passages. If King George III is the villain in 1776, how would you understand theopponent in 1848?
3. Read this paragraph about the origins of The Declaration of Sentiments:
“Elizabeth Cady Stanton and Lucretia Mott, two American activists in the movement to abolish slavery called
together the first conference to address Women's rights and issues in Seneca Falls, New York, in 1848. Part of the
reason for doing so had been that Mott had been refused permission to speak at the world anti-slavery convention in
London, even though she had been an official delegate. Applying the analysis of human freedom developed in the
Abolitionist movement, Stanton and others began the public career of modern feminist analysis.”(http://www.fordham.edu/halsall/mod/senecafalls.asp)Given that Abolitionists in England and America were often women, in what ways can you see theseearly feminists drawing upon their greater understanding of slavery to give themselves more power?Reading the The Declaration of Sentiments with this frame of reference in mind, how does it changeyour understanding of their ideals? Cite specific lines and passages.
4. Consider the resolutions before the declaration; how would you paraphrase each of these into ourcontemporary American English? Which of the 1848 concerns still serious issues for women andmen today? Cite specific lines and passages.
5. Consider the logic and reasoning used in the resolutions of 1848; how do they parallel use of logicand reason in the 1776 declaration? Consider the emotions in the two declarations; how are theyparallel or not parallel? Where does the 1848 declaration diverge from the 1776 declaration? Arethere parts that seem to be no longer valid or no longer relevant? What parts are the most relevanttoday? Cite specific lines and passages.
Read the “Address by Elizabeth Cady Stanton on Woman's RightsSeptember 1848," which fills five html pages. You have to click through the document.http://ecssba.rutgers.edu/docs/ecswoman1.html
6. Stanton in her opening explains why only a woman can speak for women. What are her reasons,and do you think they are valid even today? What is the reason that she brings up other cultures? How do women fare in her time? What is the meaning of the little quote from a Byron poem in herlecture? What famous and powerful women does she refer to, and what point is she making bybringing up their names? Cite specific lines and passages.
...
Chief Justice Roger B. Taney on the Declaration of IndependMargaritoWhitt221
Chief Justice Roger B. Taney on the Declaration of Independence
President Andrew Jackson appointed in 1836 Roger B. Taney to fill the seat left vacant by the
death of Chief Justice John Marshall. Taney earned his appointment by being a loyal “Jackson
man” and by his willingness, as acting Secretary of the Treasury, to remove the federal deposits
from the Bank of the United States (effectively putting it out of business). Critics of the
appointment predicted that the Supreme Court under Taney would destroy the legacy of the
Marshall Court and ultimately undermine the Republic. That turned out to be an exaggeration.
Taney Court rulings promoted the economic development of the U.S., although the Court
tended to favor state power more than its predecessor had. By the 1850s, the Court had
developed a good reputation within the American political class.
As it did so, however, the Taney Court also developed a decidedly proslavery jurisprudence. Its
efforts culminated in Dred Scott v. Sandford (1857), a decision almost universally considered to
be one of the worst, perhaps the worst, Supreme Court decision in American history. Taney’s
opinion wrecked the Court’s reputation and allowed Republican critics make a plausible case
that the Court had been captured by a proslavery conspiracy. In the passage here, Taney
recounted the history of African Americans, noting that in the colonial period blacks “had no
rights that white men were bound to respect.” As you read this passage, ask yourself whether
Taney believed anything had changed with the Declaration of Independence? How did the
Declaration and the Constitution impact the status of African Americans? Finally, think about
which of the other documents you have read support or contradict Taney’s arguments.
by Khushbu Desai
The purpose, design, approach to rag attention on gender structure theory that has a velocity of status characteristics of different gender advantages and disadvantages. I have observed over the years that the male peer rate is much higher than female managers where female associate/manager do not disfavor between genders in their performance evaluations. Also, I have worked under both male and female supervisors and leadership. I found my female manager very friendly, compassionate, efficient communicator, and better in negotiation with effective planner skills. I strongly agree that they build very effective and strong relationships with everyone including colleagues, coordinators, team, stakeholders, business owners. I believe they are good listeners throughout the negotiation process from initiating it to end it with a good note. They have the skills to resolve the opposite party’s concern with empathy. They consider all possible ways to find a mutual way for better perceptions only with calm and intelligence efficiency (Jerdee, 1973).
Male leaders are very quick and believed in reaching the points with lesser scenario assumptions. They tend to ge ...
Aint I a WomanBy Sojourner TruthWomen’s Convention, Akron, O.docxsimonlbentley59018
Ain't I a Woman?
By Sojourner Truth
Women’s Convention, Akron, Ohio
May 28-29, 1851
"Well, children, where there is so much racket there must be something out of kilter. I think
that 'twixt the negroes of the South and the women of the North, all talking about rights, the
white men will be in a fix pretty soon. But what's all this here talking about?
That man over there says that women need to be helped into carriages and lifted over
ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or
over mud-puddles, or gives me any best place! And ain't I a woman? Look at me! Look at
my arm! I could have ploughed and planted, and gathered into barns, and no man could
head me! And ain't I a woman? I could work as much and eat as much as a man- when I
could get it- and bear the lash as well! And ain't I a woman? I have borne thirteen children,
and seen them most all sold off to slavery, and when I cried out with my mother's grief,
none but Jesus heard me! And ain't I a woman?
Then they talk about this thing in the head; what's this they call it? [Intellect, somebody
whispers] That's it, honey. What's that got to do with women's rights or negro's rights? If
my cup won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me
have my little half measure-full?
Then that little man in black there, he says women can't have as much rights as men,
'cause Christ wasn't a woman! Where did your Christ come from? Where did your Christ
come from? From God and a woman! Man had nothing to do with Him.
If the first woman God ever made was strong enough to turn the world upside down all
alone, these women together ought to be able to turn it back, and get it right side up again!
And now they is asking to do it, the men better let them.
Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say."
Enfranchisement of Women
Harriot Taylor Mill
Published in one of the most prestigious periodicals in England, this essay drew on published reports in the New York Tribune to describe the series of women's rights conventions then underway in the United States. Distancing herself ever so slightly from their American style of public discourse, Taylor nevertheless endorsed the conventions' spirit and highlighted the contradiction between American democratic values and the exclusion of women from the "inalienable rights" of "life, liberty, and the pursuit of happiness." Taylor concluded that "physical force" explained women's subjection to men. She praised the women's rights declarations of the American conventions, and predicted that "the example of America will be followed on this side of the Atlantic."
Most of our readers will probably learn from these pages for the first time, that there has arisen in the United States, and in the most civilized and enlightened portion of them, an organized agitation on a new question--new, not to thinkers, nor to any one by whom the principles of free and .
[2] Alex de Waal describes the ideas of Thomas Malthus (1766 –1834.docxgerardkortney
[2] Alex de Waal describes the ideas of Thomas Malthus (1766 –1834) as getting in the way of a proper understanding of the causes of famines and the proper actions to take in order to avoid them. (Sen and Keneally agree with this position.) Explain what is wrong with Malthus’ ideas here and how belief in them leads or has led to bad outcomes. Consider and respond to the more significant objection to your line of thought.
Southern Manifesto (1956)
Following the Supreme Court decision in the case of Brown v. Board of Education, all but
twenty-six of the 138 southern members of Congress signed this Southern Manifesto. The
document denounced the court's decision as a "clear abuse of power" and encouraged
southerners and their representatives to resist desegregation by "any lawful means." Throughout
the South, schools were shut down rather than desegregated, white students were offered
vouchers for alternative, private schooling, and militant symbols of segregation like the
Confederate battle flag were introduced into state flags and over state capitols. As you read the
manifesto, consider what principles these representatives felt had been violated by the court.
How did they try to reconcile the practice of racial segregation in education with the American
ideal of freedom and equality?
THE DECISION OF THE SUPREME COURT IN THE SCHOOL CASES – DECLARATION
OF CONSTITUTIONAL PRINCIPLES
Mr. [Walter F.] GEORGE. Mr. President, the increasing gravity of the situation following the
decision of the Supreme Court in the so-called segregation cases, and the peculiar stress in
sections of the country where this decision has created many difficulties, unknown and
unappreciated, perhaps, by many people residing in other parts of the country, have led some
Senators and some Members of the House of Representatives to prepare a statement of the
position which they have felt and now feel to be imperative.
I now wish to present to the Senate a statement on behalf of 19 Senators, representing 11
States, and 77 House Members, representing a considerable number of States likewise. . . .
DECLARATION OF CONSTITUTIONAL PRINCIPLES
The unwarranted decision of the Supreme Court in the public school cases is now bearing the
fruit always produced when men substitute naked power for established law.
The Founding Fathers gave us a Constitution of checks and balances because they realized the
inescapable lesson of history that no man or group of men can be safely entrusted with unlimited
power. They framed this Constitution with its provisions for change by amendment in order to
secure the fundamentals of government against the dangers of temporary popular passion or the
personal predilections of public officeholders.
We regard the decisions of the Supreme Court in the school cases as a clear abuse of judicial
power. It climaxes a trend in the Federal Judiciary undertaking to legislate, in derogation of the
authority of.
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Discuss purpose and the claim of the speech. Explain how the speech .docxtenoelrx
Discuss purpose and the claim of the speech. Explain how the speech supports this claim (logos, ethos, and/or pathos). Is the opposing side mentioned? Also, describe the method of argumentation you believe is used in the speech (Toulmin? Rogerian? A mixture of both?). Give citations to back up your points, and create a final works cited citation for this essay.
200 words
Anthony, Susan B. “
On Women’s Right to Vote
.”
EmersonKent.com.
2012.
Web. 11 May 2012
Friends and Fellow-citizens:
I stand before you to-night, under indictment for the alleged crime of having voted at the last Presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's right, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any State to deny.
Our democratic-republican government is based on the idea of the natural right of every individual member thereof to a voice and a vote in making and executing the laws. We assert the province of government to be to secure the people in the enjoyment of their unalienable rights. We throw to the winds the old dogma that governments can give rights. Before governments were organized, no one denies that each individual possessed the right to protect his own life. liberty and property. And when 100 or 1,000,000 people enter into a free government, they do not barter away their natural rights; they simply pledge themselves to protect each other in the enjoyment of them, through prescribed judicial and legislative tribunals. They agree to abandon the methods of brute force in the adjustment of their differences, and adopt those of civilization.
Nor can you find a word in any of the grand documents left us by the fathers that assumes for government the power to create or to confer rights. The Declaration of Independence, the United States Constitution, the constitutions of the several states and the organic laws of the territories, all alike propose to protect the people in the exercise of their God-given rights. Not one of them pretends to bestow rights.
"All men are created equal, and endowed by their Creator with certain unalienable rights. Among these are life, liberty and the pursuit of happiness. That to secure these, governments are instituted among men, deriving their just powers from the consent of the governed."
Here is no shadow of government authority over rights, nor exclusion of any from their full and equal enjoyment. Here is pronounced the right of all men, and "consequently," as the Quaker preacher said, "of all women," to a voice in the government. And here, in this very first paragraph of the declaration, is the assertion of the natural right of all to the ballot; for, how can "the consent of the governed" be given, if the right to vote be denied. Again:
"That whenever any form of government becomes destructive o.
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This book is a collaborative project of Peter Pappas and his ED 424 ~ Computers and Educational Technology - a spring ’18 course at the University of Portland’s School of Education ~ Portland Ore. For more http://edtechmethods.com/publications/students-publish-tech-tips-for-teachers/
Six engaging World and US history lessons with historic documents empower students to be the historian in the classroom. Free at iTunes and as a downloadable PDF.
Holocaust Losses: Jewish Population before and after WWIIPeter Pappas
Jewish population by country before and after the Holocaust
Data from Simon Wiesenthal Center
For more see the Oregon Holocaust Memorial project ohm.edmethods.com
Collectivization and Propaganda in Stalin's Soviet UnionPeter Pappas
An interactive DBQ by Clarice Terry explores Stalin's and his use of propaganda. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
an interactive DBQ by Scott Hearron explores the question: Education for political participation, or indoctrination for political power? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Photo Archive: "Uprooted - Japanese American Farm Labor Camps during WWII"Peter Pappas
On February 19, 1942, President Franklin D. Roosevelt signed Executive Order 9066, the instrument that authorized the forced removal and incarceration of 120,000 Japanese Americans. Denied their civil liberties, they were held in camps operated by the War Relocation Authority. Between 1942 and 1944, some 33,000 individual contracts were issued for seasonal farm labor, with many working in the sugar beet industry. This exhibit introduces their story. For the full story, videos, lesson plan and more visit our website: http://www.uprootedexhibit.com/lesson-plans/
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.
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.
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.
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.
2. Title Page:
The Declaration of Independence
By John Trumbull
Source
Congress Voting the Declaration of Independence.
By: Robert Edge Pine & Edward Savage
Source
The Declaration of Independence is the founding document of the United States of America. This document
has been a major influence on other events in American History. In this lesson, students will be comparing the
Declaration of Independence and the Declaration of Sentiments.
Generative Question:
How does one document influence other documents written later?
Click Me!
3. Date of Signing
Signatures
INTERACTIVE 1.1 The Declaration of Independence
1 2
Declaration of Independence
The Declaration of Independence was delivered to the British
Government (King George III and Parliament) explaining the
reasons for why the American Colonies were seceding from
the British Empire. This document explains all the grievances
that the Colonial governments have attempted to seek re-
dress through the proper channels. However, due to the con-
tinued injury visited upon the colonies, they have no choice
but to dissolve the political ties that bound the colonies to
their mother country (England).
This document was written primarily by Thomas Jefferson, a
Virginian Representative to the Continental Congress. He
was assisted by Benjamin Franklin (Pennsylvania) and John
Adams (Massachusetts), men who would edit his work in to a
finished product.
The Declaration of Independence was Ratified on July 2,
1776.
Source
Scaffolding Questions:
What purposes are served by writing a formal document
of separation (independence)?
Are there any names that seem familiar to you?
4. Signing the Declaration of Their Independence
By: J. Ottmann Lith. Co.
Source Click Me!
The Seneca Falls Convention was one of the found-
ing events of the American Feminist movement. This
event served to promote the early forms of feminism in
America as well as give the movement a sense of legiti-
macy.
At this convention, the leaders of the movement cre-
ated a “Declaration of Sentiments” meant to address
the myriad of issues that they believed prevented the
equal treatment of women throughout the nation.
The image to the left is a cartoonists depiction of what
he believed this convention to look like. This was
meant to be a satire of the event itself.
Scaffolding Questions:
Why do you think the artist decided
to remake the image of Trumbull’s
“Declaration of Independence”?
Declaration of Sentiments
5. When in the Course of human events, it be-
comes necessary for one people to dissolve
the political bands which have connected
them with another, and to assume among
the powers of the earth, the separate and
equal station to which the Laws of Nature
and of Nature's God entitle them, a decent
respect to the opinions of mankind requires
that they should declare the causes which
impel them to the separation.
We hold these truths to be self-evident, that
all men are created equal, that they are en-
dowed by their Creator with certain unalien-
able Rights, that among these are Life, Lib-
erty and the pursuit of Happiness.--That to
secure these rights, Governments are insti-
tuted among Men, deriving their just powers
from the consent of the governed, --That
whenever any Form of Government be-
When, in the course of human events, it be-
comes necessary for one portion of the
family of man to assume among the peo-
ple of the earth a position different from
that which they have hitherto occupied,
but one to which the laws of nature and of
nature's God entitle them, a decent respect
to the opinions of mankind requires that
they should declare the causes that impel
them to such a course.
We hold these truths to be self-evident:
that all men and women are created
equal; that they are endowed by their
Creator with certain inalienable rights; that
among these are life, liberty, and the pur-
suit of happiness; that to secure these
rights governments are instituted, deriving
their just powers from the consent of the
governed. Whenever any form of Govern-
Scaffolding Questions:
What about the Declaration of Senti-
ments is similar to the Declaration of
Independence?
Why do you think that the women at
this convention chose to mirror the
language of the Declaration?
SourceSource
Declaration of Independence Declaration of Sentiments
The Preambles
6. He has never permitted her to exercise her inal-
ienable right to the elective franchise.
He has compelled her to submit to laws, in the
formation of which she had no voice.
He has withheld from her rights which are given
to the most ignorant and degraded men—both
natives and foreigners.
Having deprived her of this first right of a citi-
zen, the elective franchise, thereby leaving her
without representation in the halls of legislation,
he has oppressed her on all sides.
He has made her, if married, in the eye of the
law, civilly dead.4
He has taken from her all right in property,
even to the wages she earns.5
He has made her, morally, an irresponsible be-
ing, as she can commit many crimes with impu-
nity, provided they be done in the presence of
her husband. In the covenant of marriage, she
is compelled to promise obedience to her hus-
He has refused his Assent to Laws, the most
wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of
immediate and pressing importance, unless sus-
pended in their operation till his Assent should
be obtained; and when so suspended, he has
utterly neglected to attend to them.
He has refused to pass other Laws for the ac-
commodation of large districts of people, unless
those people would relinquish the right of Repre-
sentation in the Legislature, a right inestimable
to them and formidable to tyrants only.
He has called together legislative bodies at
places unusual, uncomfortable, and distant
from the depository of their public Records, for
the sole purpose of fatiguing them into compli-
ance with his measures.
He has dissolved Representative Houses repeat-
edly, for opposing with manly firmness his inva-
sions on the rights of the people.
Scaffolding Questions:
To whom are each set of grievances addressed?
How does this affect the way the grievances are
written?
Are there any grievances that are shared between
these documents? (i.e. similar grievances)
Declaration of Independence Declaration of Sentiments
Grievances
7. Reflection
The creation of a DBL (Document Based Lesson) has been an interesting one.
Originally, I looked at the task as if I was creating a DBQ (Document Based Ques-
tion) such as one that would be found on the AP US History test. However, I soon
realized that this is only one aspect of a DBL. For a DBL to work, the students
must answer a general question through the use of very specific source material.
This hindered my generation of ideas with which to create a DBL. I eventually did
decide on a solid topic: The effects that a singular event can have on another
event that occurs many decades later.
To answer this question, I am having students examine the Declaration of Inde-
pendence as compared to the Declaration of Sentiments. For this I have having
the students read sections of each work as well as images depicting the events in
question. The compare and contrast elements of the assignment are meant to
help he students come to a deeper understanding that little in history happens in a
vacuum. Almost everything has had some sort of influence acted upon it.
I greatly enjoyed the creating of the Book because it allows for a degree of creativ-
ity. The use of the this digital medium allows for a more interactive version of a les-
son. The use of scrolling texts widgets allows the writer/teacher to place large
snippets of text in a condensed area. This allows for the reading to become less
daunting than a solid block of static text and it allows the creator to add in addi-
tional material—such as images—onto the page. This makes it so the students
don’t have to use only text but can use the text in context/conjunction with the im-
ages.
9. This eBook is a collaborative project of Peter Pappas
and his Fall 2015 Social Studies Methods Class
School of Education ~ University of Portland, Portland Ore.
Graduate and undergraduate level pre-service teachers were assigned
the task of developing an engaging research question, researching sup-
portive documents and curating them into a DBQ suitable for middle or
high school students.
For more on this class, visit the course blog EdMethods
For more on this book project and work flow tap here.
Chapters in chronological order
1. Finding Egyptian Needles in Western Haystacks
by Heidi Kershner
2. Pompeii by Caleb Wilson
3. Samurai: Sources of Warrior Identity in Medieval Japan
by Ben Heebner
4. The Declaration of Independence by David Deis
5. Reconstruction in Political Cartoons
by EmmaLee Kuhlmann
6. Regulation Through the Years
by Chenoa Musillo Olson / Sarah Wieking
7. Battle of the Somme by John Hunt
8. The Lynching of Leo Frank by Jeff Smith
9. The Waco Horror by Alekz Wray
10. The Harlem Renaissance by Monica Portugal
11. A Date of Infamy by Mollie Carter
12. Anti-Vietnam War Imagery by Felicia Teba
13. Examining the Ongoing Evolution of American Govern-
ment by Eric Cole
Peter Pappas, editor
School of Education ~ University of Portland
His popular blog, Copy/Paste features downloads of his instructional re-
sources, projects and publications. Follow him at Twitter @edteck. His
other multi-touch eBooks are available at here. For an example of one of
his eBook design training workshops tap here.
CC BY-NC 3.0 Peter Pappas and his students, 2015
The authors take copyright infringement seriously. If any copyright holder has been
inadvertently or unintentionally overlooked, the publisher will be pleased to remove
the said material from this book at the very first opportunity.
Cover image: Door knocker
Amsterdam NL Photograph by Peter Pappas
9