This document provides a summary of each chapter of Booker T. Washington's autobiography "Up From Slavery". The summaries describe Washington's childhood in slavery, his struggle for education, his founding of the Tuskegee Institute in Alabama, his fundraising efforts for the school, and his influential Atlanta Compromise speech advocating for racial uplift through vocational education and economic prosperity rather than immediate political demands.
The document provides biographical details about Booker T. Washington, an influential African American educator and leader in the late 19th century. It notes that he was born into slavery, worked various jobs as a young man while attending school, and went on to establish the Tuskegee Institute in Alabama, which provided vocational education for African Americans. The document also summarizes Washington's famous "Atlanta Compromise" speech of 1895, in which he called for racial cooperation and advocated for African Americans to focus on vocational education over other rights.
Up from Slavery chronicles Booker T. Washington's journey from slavery to becoming an influential educator and civil rights activist. As a young boy, Washington worked hard labor jobs before gaining an education. He then founded the Tuskegee Institute to educate freed slaves in practical skills. Washington details the growth of Tuskegee from a shantytown to a large campus. He became a prominent national figure after his 1895 Atlanta Exposition speech promoting racial uplift through education and vocational skills. The autobiography advocates Washington's approach of accommodating whites while economically advancing blacks through education.
This presentation covers trends in antebellum life that gave way to some of the sectional tensions, between the North and the South, that will factor into the emergence of the American Civil War. It is the second in a series of textbook/lecture substitutes designed for students in a college seminar on the Civil War and Reconstruction.
Isaac Asimov was a Russian-born American author and biochemistry professor known for his works of science fiction and popular science books. He explained scientific concepts in a historical way and provided details about scientists mentioned in his works. Asimov is considered a master of the science fiction genre and wrote famous works like the Foundation Series along with other major series that he later connected to create a unified future history for his stories.
This document provides a history of women's rights in the US. It discusses how women originally had few rights and were considered subordinate to men. Key events and court cases that expanded women's rights are outlined, such as gaining the right to vote through the 19th amendment, legalizing birth control and legalizing abortion through Roe v. Wade. While progress has been made, some religious groups and individuals still believe in traditional gender roles that limit women's rights and freedoms.
Phyllis Wheatley was the first African-American female slave to publish a book of poetry in 1773 titled Poems on Various Subjects. While many doubted a slave could write, her owner John Wheatley supported her claims of authorship. Her poems focused on religion and how it influenced her life. Although she did not directly address being enslaved in her writing, Wheatley inspired other African-Americans like Olaudah Equiano to tell their stories and contribute to the abolitionist movement.
The document provides an overview of the history and key aspects of feminism. It discusses feminism as comprising social, cultural, and political movements for gender equality and women's rights. It outlines the three waves of western feminist movements - first wave in the late 19th century focused on suffrage, second wave from the 1960s-1980s on legal and social rights, and third wave from the 1980s-2000s on representation of women in government. Key figures and ideas that shaped each wave are also mentioned such as Simone de Beauvoir's The Second Sex influencing second wave feminism.
The document provides biographical details about Booker T. Washington, an influential African American educator and leader in the late 19th century. It notes that he was born into slavery, worked various jobs as a young man while attending school, and went on to establish the Tuskegee Institute in Alabama, which provided vocational education for African Americans. The document also summarizes Washington's famous "Atlanta Compromise" speech of 1895, in which he called for racial cooperation and advocated for African Americans to focus on vocational education over other rights.
Up from Slavery chronicles Booker T. Washington's journey from slavery to becoming an influential educator and civil rights activist. As a young boy, Washington worked hard labor jobs before gaining an education. He then founded the Tuskegee Institute to educate freed slaves in practical skills. Washington details the growth of Tuskegee from a shantytown to a large campus. He became a prominent national figure after his 1895 Atlanta Exposition speech promoting racial uplift through education and vocational skills. The autobiography advocates Washington's approach of accommodating whites while economically advancing blacks through education.
This presentation covers trends in antebellum life that gave way to some of the sectional tensions, between the North and the South, that will factor into the emergence of the American Civil War. It is the second in a series of textbook/lecture substitutes designed for students in a college seminar on the Civil War and Reconstruction.
Isaac Asimov was a Russian-born American author and biochemistry professor known for his works of science fiction and popular science books. He explained scientific concepts in a historical way and provided details about scientists mentioned in his works. Asimov is considered a master of the science fiction genre and wrote famous works like the Foundation Series along with other major series that he later connected to create a unified future history for his stories.
This document provides a history of women's rights in the US. It discusses how women originally had few rights and were considered subordinate to men. Key events and court cases that expanded women's rights are outlined, such as gaining the right to vote through the 19th amendment, legalizing birth control and legalizing abortion through Roe v. Wade. While progress has been made, some religious groups and individuals still believe in traditional gender roles that limit women's rights and freedoms.
Phyllis Wheatley was the first African-American female slave to publish a book of poetry in 1773 titled Poems on Various Subjects. While many doubted a slave could write, her owner John Wheatley supported her claims of authorship. Her poems focused on religion and how it influenced her life. Although she did not directly address being enslaved in her writing, Wheatley inspired other African-Americans like Olaudah Equiano to tell their stories and contribute to the abolitionist movement.
The document provides an overview of the history and key aspects of feminism. It discusses feminism as comprising social, cultural, and political movements for gender equality and women's rights. It outlines the three waves of western feminist movements - first wave in the late 19th century focused on suffrage, second wave from the 1960s-1980s on legal and social rights, and third wave from the 1980s-2000s on representation of women in government. Key figures and ideas that shaped each wave are also mentioned such as Simone de Beauvoir's The Second Sex influencing second wave feminism.
The document discusses the growing sectionalism between the northern and southern states in the United States leading up to the Civil War. It describes how the Missouri Compromise of 1820 and the Kansas-Nebraska Act of 1854 intensified tensions over the issue of slavery and whether new states would be slave states or free states. The election of Abraham Lincoln in 1860 was the breaking point that led 11 southern states to secede and form the Confederate States of America. While the northern and southern states had economic and cultural differences, the dividing issue was ultimately slavery and the balance of power in Congress.
Herman Melville was an American novelist born in 1819 in New York City. He had a difficult childhood, as his father died when he was young and left his family penniless. Melville worked various jobs including as a cabin boy and teacher before joining a whaling ship called the Acushnet in 1841. His experiences at sea inspired novels like Typee and Moby Dick. Later in life, Melville struggled financially and with his mental health, and some of his works were commercial and critical failures. He died in 1891, but his works experienced a revival in the 1920s thanks to biographies and studies written about him and his literature.
This document outlines a lesson plan for teaching Pride and Prejudice by Jane Austen. It includes pre-reading, reading, and post-reading activities that will be completed over several weekly sessions. Students will engage with online resources like quizzes, forums, blogs and social media to discuss themes and characters. They will read chapters and study vocabulary. Post-reading activities include analyzing quotes, exploring adaptations of the novel into film and music, and learning more about Jane Austen and her time period through additional resources. Students will be evaluated based on their participation in activities, projects, and a final test.
The document provides a brief overview of key events in U.S. history from the arrival of the Pilgrims in 1620 to the terrorist attacks on September 11, 2001. It mentions the American Revolution that established the U.S. as an independent nation, the Louisiana Purchase that expanded its territory, the California Gold Rush that drew many settlers west, the Civil War that ended slavery, women gaining the right to vote in 1920, the stock market crash of 1929 that led to the Great Depression, the integration of schools in 1954 during the Civil Rights Movement, the first moon landing in 1969, the Vietnam War in the 1960s-1970s that was protested, and the 9/11 terrorist attacks in 2001.
Here is a potential advertisement for Thomas Edison's light bulbs:
Illuminate Your Home with Edison's Light!
Tired of the dangers and expenses of kerosene lamps? Say goodbye to fires and replace your lamps with Edison's revolutionary new electric light bulb!
Edison's incandescent bulb provides a bright, clean light that is safer than any flame. And now that Edison has built power stations across the country, electric light is more affordable than ever.
Transform your home into a modern oasis of illumination. Install Edison's electric lighting system today! Say goodbye to the dark and usher in a new era of convenience and safety.
Feminism is a collection of movements and ideologies aimed at defining and establishing equal political, economic, and social rights for women. It has occurred in three waves, focusing on women's suffrage, gender equality, and continued issues of oppression, respectively. Feminism explores the interconnected nature of concepts like patriarchy, sexism, and women's status globally that contribute to women's inequality. It aims to challenge these systems through perspectives like liberal, radical, socialist, and postcolonial feminism.
The document provides a biography and overview of author Ernest Hemingway. It details that he was an American writer and journalist who won both the Pulitzer and Nobel Prizes for Literature. Hemingway was influenced by his experiences in World War I and the Spanish Civil War. He settled in Cuba during the 1940s-1950s and wrote novels such as The Sun Also Rises, A Farewell to Arms, and The Old Man and the Sea, which explored themes of love, war, nature, and death through his distinctive understated writing style.
American Imperialism 1865-1914 saw a period of overseas expansion driven by economic, political, and cultural factors. The industrialization and development of modern military technology encouraged nations to seek natural resources and new markets abroad. Figures like Alfred Thayer Mahan and social Darwinism influenced growing American interest in expanding its influence outside North America. This led to acquisitions like Hawaii and involvement in Cuba's war for independence from Spain, culminating in the Spanish-American War and America gaining colonies like Puerto Rico, Guam, and the Philippines. Debate ensued over America's new role as a colonial power.
The document summarizes the development of the women's rights movement in the United States from the late 18th century to the early 20th century. It describes how women fought against laws like coverture that restricted their rights. Key events and figures discussed include the Seneca Falls Convention in 1848 that produced the Declaration of Sentiments, suffrage campaigns led by Elizabeth Cady Stanton and Susan B. Anthony, and western states beginning to grant women the right to vote in the late 19th century. The movement culminated with the ratification of the 19th Amendment in 1920 granting women nationwide the right to vote.
The Gilded Age in the United States lasted from around 1870 to 1900. This period saw massive industrial growth and the rise of large corporations due to new inventions and industries like steel, oil, railroads, and electricity. Inventors like Edison, Bell, the Wright Brothers, and others developed many modern technologies. Business leaders and industrialists like Rockefeller, Carnegie, and Morgan amassed huge fortunes but often used corrupt business practices that angered farmers and workers. Labor unions formed to fight for better conditions but faced opposition. The period was marked by rapid change, wealth accumulation by some, but also corruption and poor conditions for many workers and farmers.
Siegfried Sassoon was a British poet and soldier who served in World War I. While he won honors for his bravery in battle, he came to despise the conduct of the war by generals and politicians. He used his poetry to protest the war and satirize the glorification of death, drawing from his own experiences in the trenches. Some of his most famous poems include "The General" and "Does It Matter?". Through his poetry, Sassoon aimed to convey the grim realities and human costs of trench warfare.
This document provides background information on George Orwell and his classic novel Animal Farm. It discusses Orwell's life and experiences that influenced his political views. Animal Farm is described as an allegorical satire about the Russian Revolution, told through the story of farm animals who revolt against their human farmer. The pigs eventually become the new oppressors, demonstrating how power corrupts. The document analyzes elements of the novel like its use of fable, allegory, satire and irony to critique totalitarianism. It examines how Animal Farm blends history and literature to comment on Soviet communism while remaining universally relevant.
Frederick Douglass was born into slavery in Maryland in 1818. He had a difficult childhood as a slave, sleeping on cold floors and working long hours in any weather. He taught himself to read and write and began speaking out against slavery, distributing anti-slavery materials. In 1838, he finally escaped to New York where he married and became a prominent abolitionist, orator, author, and reformer for women's suffrage and other causes.
Stereotypical Male and Female in the 1930'smisshuerta
In the 1930s, women were typically portrayed as housewives who cooked and cleaned, while men worked and provided for the family. However, many women also held jobs, such as in factories, though they were paid less than men and did not receive proper recognition for their work. Over time, women fought for equal rights and opportunities through organizations like the National Organization for Women (NOW).
The document provides background information on George Orwell and his famous allegorical novel Animal Farm. It discusses Orwell's life and experiences that influenced his political beliefs. It then analyzes Animal Farm as an allegory for the Russian Revolution and Stalinism, describing how characters and events in the novel correspond to real historical figures and events. The summary also explains the use of literary devices like satire, irony and fable form in Orwell's social commentary.
The March on Washington for Jobs and Freedom took place on August 28, 1963. Organized by A. Philip Randolph and Bayard Rustin, with cooperation from leaders of major civil rights organizations, the march called for an end to racial discrimination and segregation and a new civil rights bill from Congress. Over 250,000 protesters gathered peacefully in Washington D.C. for speeches and music. Martin Luther King Jr. delivered his iconic "I Have a Dream" speech at the Lincoln Memorial. The massive, non-violent demonstration helped build support for landmark civil rights legislation in the coming years.
Harper Lee was born in 1926 in Monroeville, Alabama and was the youngest of four children. She grew up in Monroeville where her father was a lawyer and member of the state legislature. Lee first developed an interest in writing in high school and attended Huntingdon College. In 1956 she found a literary agent and worked to finish the manuscript for her novel, originally titled "Go Set a Watchman" and then "Atticus". Her novel To Kill a Mockingbird was published in 1960 and won the Pulitzer Prize. The book drew from Lee's own experiences growing up in Alabama and dealt with racial prejudices of the time.
The Lost Generation refers to American writers in the 1920s who came of age during World War I. This included Ernest Hemingway, F. Scott Fitzgerald, and Gertrude Stein. Many of them moved to Paris after the war and started a new literary movement capturing the disillusionment of the times. They were called "lost" because they rejected their parents' values and pursued decadent lifestyles, being distrustful of authority after experiencing the horrors of war and disillusionment with society. Their works reflected themes of individualism, hedonism, and cynicism in response to these experiences.
The document summarizes key aspects of the abolition movement in the United States, including the harsh living conditions faced by slaves, Nat Turner's rebellion, and prominent abolitionist leaders and their efforts. It describes the daily hardships of slaves, such as living in poor conditions without rights. It also outlines Turner's rebellion in 1831 and the increased restrictions placed on slaves and free blacks afterwards. Furthermore, it profiles influential abolitionists like Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, John Quincy Adams, and Harriet Tubman, and their roles in advocating for the end of slavery through newspapers, speeches, books, and aiding the Underground Railroad.
The document summarizes Booker T. Washington's autobiography "Up From Slavery". It provides background on Washington, an overview of the major themes in the book, summaries of chapters 1-4 and 5-7, and summaries of chapters 8-10, 11-13, 14, 15-17. The document also includes a short quote from W.E.B. Du Bois praising Washington's Atlanta Exposition Address.
African Americans are the largest ethnic minority group in the United States, with over 55% living in the southern states. Their history in the educational system faced many challenges, as slaves were often forbidden from receiving any education and free blacks faced segregated schools. Even after the Civil War and emancipation, African Americans continued to face discrimination and legal barriers to equal education. The Civil Rights movement in the 1950s-60s helped achieve desegregation of schools through landmark cases like Brown v. Board of Education. Within families, elders played important roles in informally educating younger generations through storytelling, music, and oral traditions when formal schooling was denied.
The document discusses the growing sectionalism between the northern and southern states in the United States leading up to the Civil War. It describes how the Missouri Compromise of 1820 and the Kansas-Nebraska Act of 1854 intensified tensions over the issue of slavery and whether new states would be slave states or free states. The election of Abraham Lincoln in 1860 was the breaking point that led 11 southern states to secede and form the Confederate States of America. While the northern and southern states had economic and cultural differences, the dividing issue was ultimately slavery and the balance of power in Congress.
Herman Melville was an American novelist born in 1819 in New York City. He had a difficult childhood, as his father died when he was young and left his family penniless. Melville worked various jobs including as a cabin boy and teacher before joining a whaling ship called the Acushnet in 1841. His experiences at sea inspired novels like Typee and Moby Dick. Later in life, Melville struggled financially and with his mental health, and some of his works were commercial and critical failures. He died in 1891, but his works experienced a revival in the 1920s thanks to biographies and studies written about him and his literature.
This document outlines a lesson plan for teaching Pride and Prejudice by Jane Austen. It includes pre-reading, reading, and post-reading activities that will be completed over several weekly sessions. Students will engage with online resources like quizzes, forums, blogs and social media to discuss themes and characters. They will read chapters and study vocabulary. Post-reading activities include analyzing quotes, exploring adaptations of the novel into film and music, and learning more about Jane Austen and her time period through additional resources. Students will be evaluated based on their participation in activities, projects, and a final test.
The document provides a brief overview of key events in U.S. history from the arrival of the Pilgrims in 1620 to the terrorist attacks on September 11, 2001. It mentions the American Revolution that established the U.S. as an independent nation, the Louisiana Purchase that expanded its territory, the California Gold Rush that drew many settlers west, the Civil War that ended slavery, women gaining the right to vote in 1920, the stock market crash of 1929 that led to the Great Depression, the integration of schools in 1954 during the Civil Rights Movement, the first moon landing in 1969, the Vietnam War in the 1960s-1970s that was protested, and the 9/11 terrorist attacks in 2001.
Here is a potential advertisement for Thomas Edison's light bulbs:
Illuminate Your Home with Edison's Light!
Tired of the dangers and expenses of kerosene lamps? Say goodbye to fires and replace your lamps with Edison's revolutionary new electric light bulb!
Edison's incandescent bulb provides a bright, clean light that is safer than any flame. And now that Edison has built power stations across the country, electric light is more affordable than ever.
Transform your home into a modern oasis of illumination. Install Edison's electric lighting system today! Say goodbye to the dark and usher in a new era of convenience and safety.
Feminism is a collection of movements and ideologies aimed at defining and establishing equal political, economic, and social rights for women. It has occurred in three waves, focusing on women's suffrage, gender equality, and continued issues of oppression, respectively. Feminism explores the interconnected nature of concepts like patriarchy, sexism, and women's status globally that contribute to women's inequality. It aims to challenge these systems through perspectives like liberal, radical, socialist, and postcolonial feminism.
The document provides a biography and overview of author Ernest Hemingway. It details that he was an American writer and journalist who won both the Pulitzer and Nobel Prizes for Literature. Hemingway was influenced by his experiences in World War I and the Spanish Civil War. He settled in Cuba during the 1940s-1950s and wrote novels such as The Sun Also Rises, A Farewell to Arms, and The Old Man and the Sea, which explored themes of love, war, nature, and death through his distinctive understated writing style.
American Imperialism 1865-1914 saw a period of overseas expansion driven by economic, political, and cultural factors. The industrialization and development of modern military technology encouraged nations to seek natural resources and new markets abroad. Figures like Alfred Thayer Mahan and social Darwinism influenced growing American interest in expanding its influence outside North America. This led to acquisitions like Hawaii and involvement in Cuba's war for independence from Spain, culminating in the Spanish-American War and America gaining colonies like Puerto Rico, Guam, and the Philippines. Debate ensued over America's new role as a colonial power.
The document summarizes the development of the women's rights movement in the United States from the late 18th century to the early 20th century. It describes how women fought against laws like coverture that restricted their rights. Key events and figures discussed include the Seneca Falls Convention in 1848 that produced the Declaration of Sentiments, suffrage campaigns led by Elizabeth Cady Stanton and Susan B. Anthony, and western states beginning to grant women the right to vote in the late 19th century. The movement culminated with the ratification of the 19th Amendment in 1920 granting women nationwide the right to vote.
The Gilded Age in the United States lasted from around 1870 to 1900. This period saw massive industrial growth and the rise of large corporations due to new inventions and industries like steel, oil, railroads, and electricity. Inventors like Edison, Bell, the Wright Brothers, and others developed many modern technologies. Business leaders and industrialists like Rockefeller, Carnegie, and Morgan amassed huge fortunes but often used corrupt business practices that angered farmers and workers. Labor unions formed to fight for better conditions but faced opposition. The period was marked by rapid change, wealth accumulation by some, but also corruption and poor conditions for many workers and farmers.
Siegfried Sassoon was a British poet and soldier who served in World War I. While he won honors for his bravery in battle, he came to despise the conduct of the war by generals and politicians. He used his poetry to protest the war and satirize the glorification of death, drawing from his own experiences in the trenches. Some of his most famous poems include "The General" and "Does It Matter?". Through his poetry, Sassoon aimed to convey the grim realities and human costs of trench warfare.
This document provides background information on George Orwell and his classic novel Animal Farm. It discusses Orwell's life and experiences that influenced his political views. Animal Farm is described as an allegorical satire about the Russian Revolution, told through the story of farm animals who revolt against their human farmer. The pigs eventually become the new oppressors, demonstrating how power corrupts. The document analyzes elements of the novel like its use of fable, allegory, satire and irony to critique totalitarianism. It examines how Animal Farm blends history and literature to comment on Soviet communism while remaining universally relevant.
Frederick Douglass was born into slavery in Maryland in 1818. He had a difficult childhood as a slave, sleeping on cold floors and working long hours in any weather. He taught himself to read and write and began speaking out against slavery, distributing anti-slavery materials. In 1838, he finally escaped to New York where he married and became a prominent abolitionist, orator, author, and reformer for women's suffrage and other causes.
Stereotypical Male and Female in the 1930'smisshuerta
In the 1930s, women were typically portrayed as housewives who cooked and cleaned, while men worked and provided for the family. However, many women also held jobs, such as in factories, though they were paid less than men and did not receive proper recognition for their work. Over time, women fought for equal rights and opportunities through organizations like the National Organization for Women (NOW).
The document provides background information on George Orwell and his famous allegorical novel Animal Farm. It discusses Orwell's life and experiences that influenced his political beliefs. It then analyzes Animal Farm as an allegory for the Russian Revolution and Stalinism, describing how characters and events in the novel correspond to real historical figures and events. The summary also explains the use of literary devices like satire, irony and fable form in Orwell's social commentary.
The March on Washington for Jobs and Freedom took place on August 28, 1963. Organized by A. Philip Randolph and Bayard Rustin, with cooperation from leaders of major civil rights organizations, the march called for an end to racial discrimination and segregation and a new civil rights bill from Congress. Over 250,000 protesters gathered peacefully in Washington D.C. for speeches and music. Martin Luther King Jr. delivered his iconic "I Have a Dream" speech at the Lincoln Memorial. The massive, non-violent demonstration helped build support for landmark civil rights legislation in the coming years.
Harper Lee was born in 1926 in Monroeville, Alabama and was the youngest of four children. She grew up in Monroeville where her father was a lawyer and member of the state legislature. Lee first developed an interest in writing in high school and attended Huntingdon College. In 1956 she found a literary agent and worked to finish the manuscript for her novel, originally titled "Go Set a Watchman" and then "Atticus". Her novel To Kill a Mockingbird was published in 1960 and won the Pulitzer Prize. The book drew from Lee's own experiences growing up in Alabama and dealt with racial prejudices of the time.
The Lost Generation refers to American writers in the 1920s who came of age during World War I. This included Ernest Hemingway, F. Scott Fitzgerald, and Gertrude Stein. Many of them moved to Paris after the war and started a new literary movement capturing the disillusionment of the times. They were called "lost" because they rejected their parents' values and pursued decadent lifestyles, being distrustful of authority after experiencing the horrors of war and disillusionment with society. Their works reflected themes of individualism, hedonism, and cynicism in response to these experiences.
The document summarizes key aspects of the abolition movement in the United States, including the harsh living conditions faced by slaves, Nat Turner's rebellion, and prominent abolitionist leaders and their efforts. It describes the daily hardships of slaves, such as living in poor conditions without rights. It also outlines Turner's rebellion in 1831 and the increased restrictions placed on slaves and free blacks afterwards. Furthermore, it profiles influential abolitionists like Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, John Quincy Adams, and Harriet Tubman, and their roles in advocating for the end of slavery through newspapers, speeches, books, and aiding the Underground Railroad.
The document summarizes Booker T. Washington's autobiography "Up From Slavery". It provides background on Washington, an overview of the major themes in the book, summaries of chapters 1-4 and 5-7, and summaries of chapters 8-10, 11-13, 14, 15-17. The document also includes a short quote from W.E.B. Du Bois praising Washington's Atlanta Exposition Address.
African Americans are the largest ethnic minority group in the United States, with over 55% living in the southern states. Their history in the educational system faced many challenges, as slaves were often forbidden from receiving any education and free blacks faced segregated schools. Even after the Civil War and emancipation, African Americans continued to face discrimination and legal barriers to equal education. The Civil Rights movement in the 1950s-60s helped achieve desegregation of schools through landmark cases like Brown v. Board of Education. Within families, elders played important roles in informally educating younger generations through storytelling, music, and oral traditions when formal schooling was denied.
The document provides an overview of the history of education in the United States from the Common School Period of 1840-1880 to the present day. It discusses key figures like Horace Mann, Mary Lyon, and W.E.B. Du Bois. Major developments covered include the establishment of normal schools to train teachers, the passage of compulsory education laws, and the Morrill Act which supported the creation of land-grant colleges.
MaryEllenElizabethHart MSU HIS 1650 WMS 1650 United States Women History Litt...MaryEllen Elizabeth Hart
This document provides a film review and analysis of "Little Women" set during the Civil War era in the United States. It discusses the portrayal of the March sisters - Meg, Jo, Beth and Amy - as they come of age in New England. It analyzes their characters and how they represent women's roles at the time within the cult of domesticity. It also provides historical context about the United States during the Civil War era and the expansion and development of systems like education and infrastructure at that time.
1901 UP FROM SLAVERY Booker T. Washington Washington, Booker.docxherminaprocter
1901
UP FROM SLAVERY
Booker T. Washington
Washington, Booker T. (1856-1915) - American writer and educationist.Born a slave in Virginia, he was later educated at the Hampton Institute and went on to establish and head the Tuskegee Institute in Alabama. Up From Slavery (1901) - Booker T. Washington’s autobiography details his rise from slavery to the leadership of his race. This is a simple yet dramatic record of Washington’s dedication to the education of black Americans.
CHAPTER 7
EARLY DAYS AT TUSKEGEE
During the time that I had charge of the Indians and the night- school at Hampton, I pursued some studies myself, under the direction of the instructors there.
One of these instructors was the Rev. Dr. H. B. Frissell, the present Principal of the Hampton Institute, General Armstrong’s successor. In May, 1881, near the close of my first year in teaching the night- school, in a way that I had not dared expect, the opportunity opened for me to begin my lifework. One night in the chapel, after the usual chapel exercises were over, General Armstrong referred to the fact that he had received a letter from some gentlemen in Alabama asking him to recommend some one to take charge of what was to be a normal school for the coloured people in the little town of Tuskegee in that state. These gentlemen seemed to take it for granted that no coloured man suitable for the position could be secured, and they were expecting the General to recommend a white man for the place. The next day General Armstrong sent for me to come to his office, and, much to my surprise, asked me if I thought I could fill the position in Alabama. I told him that I would be willing to try. Accordingly, he wrote to the people who had applied to him for the information, that he did not know of any white man to suggest, but if they would be willing to take a coloured man, he had one whom he could recommend. In this letter he gave them my name.
Several days passed before anything more was heard about the matter. Some time afterward, one Sunday evening during the chapel exercises, a messenger came in and handed the General a telegram. At the end of the exercises he read the telegram to the school. In substance, these were its words: “Booker T. Washington will suit us. Send him at once.” There was a great deal of joy expressed among the students and teachers, and I received very hearty congratulations. I began to get ready at once to go to Tuskegee. I went by way of my old home in West Virginia, where I remained for several days, after which I proceeded to Tuskegee. I found Tuskegee to be a town of about two thousand inhabitants, nearly one-half of whom were coloured. It was in what was known as the Black Belt of the South. In the county in which Tuskegee is situated the coloured people outnumbered the whites by about three to one. In some of the adjoining and near-by counties the proportion was not far from six coloured persons to one white.
56
I have often been asked to .
This document is an introduction to Booker T. Washington's autobiography "Up From Slavery". It provides background on Washington's education and the influences that shaped him. Washington had an extraordinary education under Samuel Armstrong, the founder of Hampton Institute, who was himself influenced by Williams College president Dr. Mark Hopkins. The introduction describes the author's first visit to Tuskegee Institute, where he was impressed by Washington's focus on practical, industrial education for African Americans and his students' earnestness, in contrast to more political or theological approaches of the time. It emphasizes how Washington found the path toward racial progress through education and work.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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2. Chapter 1
A Slave Among Slaves
In the first chapter, the reader is given a vivid yet brief sight of the life of
slaves, as seen from the author's point of view.
Basically, it speaks of the hardships the slaves endured before independence,
their dedication for their masters, and their joys and hassles after liberty.
The first chapter explains about his suffering in that plantation and the end
days of his slavery.
The author feels that his life had its beginning in midst of the most miserable
surroundings.
3. Chapter 2
Boyhood Days
In the second chapter, the reader learns the importance of
naming oneself as a means of reaffirming freedom and the
extent to which freedmen and women would go to reunite their
families.
After families had reunited and named themselves, they would
then seek out employment (usually far from their former
masters).
The reader learns the story behind the author's name: Booker
Taliaferro Washington.
4. The second chapter also gives an account of cruel child labour
on the mines at the city of Malden.
Furthermore, Booker is badly attracted towards education and
oscillates between the extensive schedule of the day's work and
the school.
The second chapter also describes the role of Booker's mother
and her character. She was very much supporting to him and
would fulfil his needs at any cost.
5. Chapter 3
The Struggle for Education
Washington struggles, in this chapter, to earn enough money
to reach and remain at Hampton Institute.
That was his first experience related to the importance of
willingness to do manual labour.
This is the first introduction of General Samuel C. Armstrong
6. Chapter 4
Helping Others
Conditions at Hampton are discussed in this chapter, as well as
Washington's first trip home from school.
He returns early from vacation to aid teachers in the cleaning of
their classrooms.
When Washington returns the next summer, he is elected to teach
local students, young and old, through a night school, Sunday
school, and private lessons.
This chapter also gives the first mention of groups such as the Ku
Klux Klan.
7. Chapter 5
The Reconstruction Period (1867-1878)
Washington paints an image of the South during Reconstruction,
with several assessments of Reconstruction projects including:
education, vocational opportunities, and voting rights.
He speaks of the Reconstruction policy being built on "a false
foundation.”
He seeks to play a role in forming a more solid foundation based
upon “the hand, head, and heart.”
8. Chapter 6
Black Race and Red Race
General Armstrong calls Washington back to Hampton Institute
for the purpose of instructing and advising a group of young
Native-American men.
Washington speaks about different instances of racism against
Native Americans and African Americans.
Washington also begins a night school at this time.
9. Chapter 7
Early Days at Tuskegee
Once again General Armstrong is instrumental in encouraging Washington's next
project: the establishment of a normal school for African Americans in Tuskegee,
Alabama.
He describes the conditions in Tuskegee and his work in building the school: "much
like making bricks without straw.”
Washington also outlines a typical day in the life of an African American living in
the country at this time.
In May 1881, General Armstrong told Washington he had received a letter from a
man in Alabama to recommend someone to take charge of a "colored school" in
Tuskegee.
10. The man writing the letter thought that there was not a "coloured" person to fill
the role and asked him to recommend a white man.
The general wrote back and to tell him about Washington, and he was accepted
for the position.
Washington went there and describes Tuskegee as a town of 2,000 population
and as being in the "Black Belt" of the South, where nearly half of the residents
were "coloured" and in other parts of nearby counties there were six African-
American people to one white person.
He explains that he thinks the term 'Black Belt' originated from the rich, dark
soil of the area, which was also the part of the South where slaves were most
profitable.
Once at Tuskegee, his first task was to find a place to open the school and
secured a rundown "shanty" and African-American Methodist church.
He also travelled around the area and acquainted himself with the local people.
11. He describes some of the families he met and who worked in the cotton
fields.
He saw that most of the farmers were in debt and schools were generally
taught in churches or log cabins and these had few or no provisions.
Some, for example, had no means of heating in the winter and one school
had one book to share between five children.
He goes on to relate the story of a man aged around 60. He told
Washington he had been sold in 1845 and there had been five of them:
“There were five of us; myself and brother and three mules.”
Washington explains he is referring to these experiences to highlight how
improvements were later made.
12. Chapter 8
Teaching School in a Stable and a Hen-house
Washington details the necessity of a new form of education for the children of
Tuskegee, for the typical New England education would not be sufficient to
affect uplift.
Here is also the introduction of long-time partners, George W. Campbell
and Lewis Adams, and future wife, Olivia A. Davidson; these individuals felt
similarly to Washington in that mere book-learning would not be enough.
The goal was established to prepare students of Tuskegee to become teachers,
farmers, and overall moral people.
Washington’s first days at Tuskegee are described in this chapter, as is his
method of working.
13. He demonstrates a holistic approach to his teaching in that he researched the
area and the people and how poverty stricken many were.
His visits also showed how education was both a premium and underfunded,
and therefore justifies the setting up of this new facility.
Tuskegee is also seen to be set in a rural area, where agriculture was the main
form of employment, and so the Institute’s later incarnation as an industrial
school that was fit for teaching its students skills for the locale is justified.
He encountered difficulties in setting up the school, which he opened on July
4, 1881, and this included some opposition from white people who questioned
the value of educating African Americans:
"These people feared the result of education would be that the Negros would
leave the farms, and that it would be difficult to secure them for domestic
service."
14. He describes how he has depended on the advice of two men in particular and
these were the ones who wrote to General Armstrong asking for a teacher.
One is a white man and a former slave holder called George W. Campbell.
The other is a "black" man and a former slave called Lewis Adams.
When the school opened they had 30 students and these were divided roughly
equally between the sexes.
Many more had wanted to come, but it had been decided that they must be
over 15 and have had some education already.
Many who came were public school teachers and some were around 40 years
of age.
The number of pupils increased each week and there were nearly 50 by the
end of the first month. A co-teacher came at the end of the first 6 weeks
15. This was Olivia A. Davidson and she later became his wife.
She had been taught in Ohio and came South as she had heard of the need for
teachers.
She is described as brave in the way she nursed the sick when others would not
(such as caring for a boy with smallpox).
She also trained further at Hampton and then at Massachusetts State Normal
School at Framingham.
She and Washington agreed that the students needed more than a 'book
education' and they thought they must show them how to care for their bodies
and how to earn a living after they had left the school.
They tried to educate them in a way that would make them want to stay in these
agricultural districts (rather than leave for the city and be forced to live by their
wits). Many of the students came initially to study so that they would not have
to work with their hands, whereas Washington aimed for them to be capable of
all sorts of labor and to not be ashamed of it.
16. Chapter 9
Anxious Days and Sleepless Nights
This chapter starts by stating how the people spent Christmas
drinking and having a merry time, and not bearing in mind the
true essence of Christmas.
This chapter also discusses the Institute's relationship with the
locals of Tuskegee, the purchase and cultivation of a new farm, the
erection of a new building, and the introduction of several
generous donors, mostly northern.
The death of Washington's first wife, Fannie N. Smith, is
announced in this chapter. He had a daughter named Portia
17. Chapter 10
A Harder Task Than Making Bricks Without Straw
In this chapter, Washington discusses the importance of having the students
erect their own buildings: "Not a few times, when a new student has been led
into the temptation of marring the looks of some building by lead pencil marks
or by the cuts of a jack-knife, I have heard an old student remind him: 'Don't
do that. That is our building. I helped put it up.’
"The bricks reference in the title refers to the difficulty of forming bricks
without some very necessary tools: money and experience.
Through much labour, the students were able to produce fine bricks; their
confidence then spilling over into other efforts, such as the building of
vehicles.
18. Chapter 11
Making Their Beds Before They Could Lie in Them
The establishment of a boarding department is discussed as attendance rises at
Tuskegee Institute.
Washington impresses upon the students at Tuskegee that this is not his
school, it is theirs for they have as much an interest in its success as anyone
else.
With this philosophy in mind, students proceed to construct their own
furniture. Washington also impresses upon Tuskegee students the importance
of the tooth brush.
19. Chapter 12
Raising Money
Washington travels north to secure additional funding for the Institute with
which he had much success.
Two years after a meeting with one man, the Institute received a cheque of ten
thousand dollars and, from another couple, a gift of fifty thousand dollars.
Washington felt great pressure for his school and students to succeed, for failure
would reflect poorly on the ability of the race.
It is this time period Washington begins working with Andrew Carnegie,
proving to Carnegie that this school was worthy of support.
And Not only did Washington find large donations helpful, but small loans were
key which paid the bills and gave evidence to the community's faith in this type
of education
20. Chapter 13
Two Thousand Miles for a Five-Minute Speech
Washington marries again. His new wife is Olivia Davidson, first mentioned
in Chapter 8.
This chapter begins Washington's public speaking career; first at the National
Education Association. His next goal was to speak before a Southern white
audience.
His first opportunity was limited by prior engagements and travel time,
leaving him only five minutes to give his speech. Subsequent speeches were
filled with purpose: when in the North he would be actively seeking funds,
when in the South encouraged "the material and intellectual growth of both
races.“
The result of one speech was the Atlanta Exposition.
21. Chapter 14
The Atlanta Exposition Address
The speech that Washington gave to the Atlanta Exposition is printed here in
its entirety.
He also gives some explanation of the reaction to his speech: first, delight
from all, then, slowly, a feeling among African Americans that Washington
had not been strong enough in regards to the "'rights' of the race.
In time, however, the African-American public would become, once again,
generally pleased with Washington's goals and methods for African-
American uplift.
22. Washington also speaks about the African-American clergy.
He also makes a much disputed statement about voting:
"I believe it is the duty of the Negro – as the greater part of the race is already doing –
to deport himself modestly in regard to political claims, depending upon the slow but
sure influences that proceed from the possession of property, intelligence, and high
character for the full recognition of his political rights. I think that the according of the
full exercise of political rights is going to be a matter of natural, slow growth, not an
over-night, gourd-vine affair. I do not believe that the Negro should cease voting…but
I do believe that in his voting he should more and more be influenced by those of
intelligence and character who are his next-door neighbors…I do not believe that any
state should make a law that permits an ignorant and poverty-stricken white man to
vote, and prevents a black man in the same condition from voting. Such a law is not
only unjust, but it will react, as all unjust laws do, in time; for the effect of such a law is
to encourage the Negro to secure education and property. I believe that in time,
through the operation of intelligence and friendly race relations, all cheating at the
ballot box in the South will cease.”
23. Chapter 15
The Secret Success in Public Speaking
Washington speaks again of the reception of his Atlanta
Exposition Speech.
He then goes on to give the reader some advice about
public speaking and describes several memorable
speeches...
24. Chapter 16
Europe
The author is married a third time, to Margaret James Murray.
He speaks about his children.
At this time, he and his wife are offered the opportunity to travel
to Europe.
Mixed emotions influenced their decision to go: Washington had
always dreamed of traveling to Europe, but he feared the
reaction of the people, for so many times had he seen individuals
of his race achieve success and then turned away from the
people.
25. Mr and Mrs Washington enjoyed their trip, especially upon
seeing their friend, Henry Tanner, an African-American
artist, being praised by all classes.
During their time abroad, the couple was also able to take
tea with both Queen Victoria and Susan B. Anthony.
Upon arriving back in the United States, Washington was
asked to visit Charleston, West Virginia, near his former
home in Malden
26. Chapter 17
Last Words
Washington describes his last interactions with General Armstrong and his
first with Armstrong's successor, Rev. Dr.Hollis B.Frissell.
The greatest surprise of his life was being invited to receive an honorary
degree from Harvard University, the first awarded to an African American.
Another great honour for Washington and Tuskegee was the visit of President
McKinley to the Institute, an act which McKinley hoped to impress upon
citizens his “interest and faith in the race .”
Washington then describes the conditions at Tuskegee Institute and his
resounding hope for the future of the race.