...Washington Post "African American History, Never forgotten...Hopefully" By ELEEDREA HARRISON July 30th, 2015 Pre-Columbian Era, The New World, The Colonies, Slavery and the Struggle for Empire, World War I, The Sixties and The Conservative Turn of America. These are some highlight chapter titles from a standard United States history textbook. Notice how there is a chapter in the textbook focused on slavery. Slavery is a very dark time in American History; where blacks were captured, brought to America and forced to live in devastating conditions. The American school system has forcefed this timeline of history to it's citizens from grades K-12. White American children in the United States school system learn the "ups and downs" about American history (depending on how much they pay attention). Whereas African American children also learn that same information but lack the full understanding of their own history in America. Slavery is an important aspect of United States History but not the only aspect of history that African Americans were apart of. African Americans have been soldiers, inventors, doctors, writers and teachers. They have made vast contributions to American society. Nevertheless, children growing up in the United States K-12 school system no very little or none at all of African American accomplishments. Since African Americans have done so much to contribute to America, shouldn't their history be told in schools? Carter G. Woodson, a historian, author...
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...Zaragoza, Spain) History of English General Bambas, Rudolph C. The English Language: Its Origin and History. Norman: U of Oklahoma P, 1980.* Barber, Charles. The Story of Language. _____. The English Language: A Historical Introduction. (Cambridge Approaches to Linguistics). Cambridge: Cambridge UP, 1993. Rpt. Cambridge UP-Canto, c. 2000.* (Rev. version of The Story of Language). Baugh, A. C. A History of the English Language. London: Routledge & Kegan Paul, 1951. 1952. 1954. 1956. 2nd ed. London: Routledge & Kegan Paul, 1959. 1960. 1962. 1963. 1965. 1968. 1971. 1974. 1976. Baugh, A. C., and Thomas Cable. A History of the English Language. 3rd. ed: London: Routledge & Kegan Paul, 1978.* _____. A History of the English Language. 4th ed. London: Routledge, 1993. 1993. 1994. 996. 1997. 2000. 2001. 2002. _____. A History of the English Language, Fifth Edition. Englewood Cliffs: Pearson Education-Prentice Hall, 2002; London: Routledge, 2002.* _____. A History of the English Language. London: Taylor and Francis-Routledge, 2010. Bex, Tony. "2. A (Very Brief) History of English." In Bex, Variety in Written English: Texts in Society /Societies in Text. (Interface). London: Routledge, 1996. 30-50.* Blake, Norman F. A History of the English Language. London: Macmillan, 1996. Rpt. Palgrave.* Bloomfield, M. W., and L. Newmark. A Linguistic Introduction to the History of English. New York: Knopf, 1963. _____. A Linguistic Introduction to the History of English.. Connecticut:...
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...HISTORY OF ENGLISH General Bambas, Rudolph C. The English Language: Its Origin and History. Norman: U of Oklahoma P, 1980.* Barber, Charles. The Story of Language. _____. The English Language: A Historical Introduction. (Cambridge Approaches to Linguistics). Cambridge: Cambridge UP, 1993. Rpt. Cambridge UP-Canto, c. 2000.* (Rev. version of The Story of Language). Baugh, A. C. A History of the English Language. London: Routledge & Kegan Paul, 1951. 1952. 1954. 1956. 2nd ed. London: Routledge & Kegan Paul, 1959. 1960. 1962. 1963. 1965. 1968. 1971. 1974. 1976. Baugh, A. C., and Thomas Cable. A History of the English Language. 3rd. ed: London: Routledge & Kegan Paul, 1978.* _____. A History of the English Language. 4th ed. London: Routledge, 1993. 1993. 1994. 996. 1997. 2000. 2001. 2002. _____. A History of the English Language, Fifth Edition. Englewood Cliffs: Pearson Education-Prentice Hall, 2002; London: Routledge, 2002.* _____. A History of the English Language. London: Taylor and Francis-Routledge, 2010. Bex, Tony. "2. A (Very Brief) History of English." In Bex, Variety in Written English: Texts in Society /Societies in Text. (Interface). London: Routledge, 1996. 30-50.* Blake, Norman F. A History of the English Language. London: Macmillan, 1996. Rpt. Palgrave.* Bloomfield, M. W., and L. Newmark. A Linguistic Introduction to the History of English. New York: Knopf, 1963. _____. A Linguistic Introduction to the History of English.. Connecticut: Greenwood...
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...World History to 1500 8 October 2015 Writing Assignment #1: Roman Slavery According to Siculus in The History of the World, slaves were often utilized to operate the mines during the 1st Century BC in Ancient Rome. These slaves would spend their days and nights in the mineshafts, often wearing their bodies down. They usually weren’t given rest or break from their hard labor. The slaves were forced by the whiplashes of their overseers to undergo the most horrible of hardships. Many slaves died because of the extreme maltreatment they went through. Slaves often prayed for death rather than life because of the amount of suffering they were forced to go through. Slaves were treated as if they were objects rather than human beings. As stated on page 172 in Shelton, a slave’s owner would rent out the slaves for a certain period of time. The renter is required to have the slave with in their presence day and night. The renter must feed and provide the slave with other necessities. The only thing the owner needs to still provide the slave wen being rented is clothing. The slave will be given four days off a year and any more days off due to illness, festivals or a pressing necessity on the part of his or her master would be deducted from the rental fee. The rent is due at the end of the month without delay by monthly installments. One of the jobs of slaves in Rome was farming. On page 165 to 166 in Shelton, Varro breaks up farming instruments in three categories. Slaves are found...
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...PAPER 28 THE HISTORY OF THE INDIAN SUBCONTINENT FROM THE LATE EIGHTEENTH CENTURY TO THE PRESENT DAY READING LIST: 2012-13 C. A. Bayly cab1002@cam.ac.uk 1 The History of The Indian Subcontinent From The Late Eighteenth Century To The Present Day A fifth of the world's population lives in the Indian subcontinent. While today the region’s place in the global world order is widely recognised, this is in fact only the most recent chapter in a longer history. This paper offers an understanding of the part played by the Indian subcontinent role and its people in the making of the modern world. From the decline of the great empire of the Mughals and the rise of British hegemony, to the rise of nationalism, the coming of independence and partition, the consolidation of new nation states despite regional wars and conflicts, and the emergence of India as the largest democracy in the world, this paper is a comprehensive and analytical survey of the subcontinent's modern history. The dynamic and complex relationships between changing forms of political power and religious identities, economic transformations, and social and cultural change are studied in the period from 1757 to 2007. In normal circumstances students will be given 6 supervisions in groups of 1 or 2. Key themes and brief overview: The paper begins by examining the rise of British power in the context of economic developments indigenous to southern Asia; it analyses the role played by Indian polities and social groups...
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...When the Qin Dynasty came to power around 221 BCE, it found itself presiding over a land where the traditions and teachings of Confucius had been scattering for almost 300 years. Qin tried to rule China using a new philosophy called Legalism. Every philosophy has its own distinct laws and beliefs. These two philosophies are completely diverse and bring something different to the people of China. Confucianism was a social and ethical philosophy while Legalism encouraged a strong central government with complete power. Confucianism was a more superior form of government because it stressed personal honor by practicing with honest, honorable, kind leaders that existed for the benefit of the people, excluded violence to get results and implemented the importance of family. Confucianism leaders were led to have kindness for their followers. “Rulers should also be humble and sincere, for people will grow rebellious under hypocrisy or arrogance. Nor should rulers be greedy; Confucius warned against a profit motive in leadership, stressing that true happiness rested in doing good for all, not individual gain.” The Legalism government on the other hand, expected the people to serve them. In the Legalist government, nothing comes before the government. The Legalist government wanted to be feared. “If heavy penalties are clear and if the people are always well disciplined and then if men are engaged in case of emergency, the superior will have all the advantage.” With honorable, honest...
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...Essay #1: Outline the reforms initiated in the Ottoman Empire by Selim III and how they were related to the reforms followed during the reign of Mahmud II? The reign of Selim III was a period of time of state-sponsored reforms. Some of the most important reforms was military reforms in which the Ottoman Empire tried to transform their armed forces in the image of many of the European countries. This was because when Selim became the sultan, the Ottoman Empire was fighting another losing war with Austria and Russia. For the sultan and his advisers, the lessons from the war was, if the military doesn’t improve the Ottoman Empire will crumble. Thus Selim III started a “series of reforms designed to reorganize the existing armed forces along European lines”. However one group was suspicious of the reforms, the Janissaries. The Janissaries were the most efficient military unit in the empire. The Janissaries were a slave army that numbered around 40,000 troops. They are known for their discipline, morale, and professionalism. And during times of peace they were used to maintain domestic law and order. So to appease the Janissaries and convince them to accept the new methods, Selim raised their salaries and rebuilt their barracks. However, that just made them more suspicious, and they “successfully resisted his moves toward reform”. Frustrated by this, the sultan tried to sidestep them by creating a new military unit called the Nazam-i Jedid to replace the Janissaries. They were trained...
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...Gastronomy and the World’s Culture A Recipe for Success or Disaster? Aims and Objectives Numerous divisions exist within a single culture based solely upon differences in preparation, ingredients, methods of eating, traditions, and so on. Numerous objectives will be addressed: globalization and emigration’s effect on cultural food and drink; tourism’s spread of cultural gastronomic competitiveness and misunderstandings; international messaging in cultural gastronomy; the media’s effect on cultural traditions; marketing and thematic cultural cuisine portrayal to the public; the demographic impact on specific cultural cohesion and continuance in gastronomic areas; aesthetic effects and interpretation as gastronomically pertinent; the physiology, emotional, social, and psychological responses triggered by cultural cuisine and the contrary effects when altered or deliberately changed; and the economics of cultural cuisine’s purity or forced changes. The purpose of this study will be to identify, explore, compare, and educate the reader concerning major world cultures over the centuries, particularly as it applies to gastronomy and cultural division in the world today. Introduction Gastronomy is the scientific categorization for the process of eating – searching, procurement, and preparation of food – with a focus on preserving mankind’s existence. It is gastronomy which motivates vine dressers, hunters, hybrid cultivators, and cooks/chefs in preparing food for human...
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...History 46 Fall 2014 MW 3:00-4:15 pm Ayesha Jalal Modern South Asia: History, Culture, Political Economy Bounded by the Himalayas and the Indian Ocean the vast South Asian subcontinent contains a teeming population that constitutes a fifth of humanity. Boasting one of the world's oldest civilizations it has had a tumultuous modern history. In the living museum of the subcontinent's history there are paradoxes galore. A common heritage and environment notwithstanding, South Asia presents a picture of social complexity, economic disparity, cultural diversity and political heterogeneity. This course will examine the formation and the shifting contours of the rich mosaic of modern South Asia. A semester's study permits an analytical rather than a comprehensive survey of the society, economy and politics of the subcontinent. Beginning with a rapid overview of India's premodern and early modern history, the bulk of the course will concentrate on the changes and continuities during two centuries of British rule from the mideighteenth to the midtwentieth centuries. A short concluding segment will be devoted to postindependence developments. Primarily a lecture course, time will be available at the end of each class for questions and discussion. It is important to read ahead in order to participate in some of the major debates in South Asian history and historiography. The following books have been ordered for purchase at the College Bookstore: Required: ...
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...Steven Pou Professor Malloy American Civilization 2 Term Paper 4/21/15 The Disuniting of America: Reflections on a Multicultural Society Arthur M. Schlesinger, whose original name is Arthur Bancroft Schlesinger was born on October 17th in Columbus, Ohio, and died February 28th, 2007, in New York. He had graduated from Harvard University in 1938, and in 1940, Schlesinger was appointed a three fellowship at Harvard. This is derived from the society of fellows at Harvard University which gave Schlesinger the opportunity in the early stages of his scholarly career to pursue studies in any department, free from any formal requirement. This opportunity was only given to individuals who display exceptional ability, originality, resourcefulness, and academic achievement of the highest caliber. Unfortunately for Arthur, this opportunity was interrupted once the United States had made its entry into World War 2. When he failed his physical military examination he was appointed to the Office of War Information department, in which he served as an intelligence analyst from 1943 to 1945. In 1952 and 1956 he became a presidential speech writer to democratic presidential nominee Adlai Stevenson the second. He had also served as an assistant and Court historian to President Kennedy from 1961 to 1963. He had also supported the presidential campaign for Kennedy which had ended when he was assassinated in Los Angeles. Arthur eventually returned to his teaching career in 1996 as a professor...
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...Taylor P Ancient Architecture Functions of Ancient Monuments Ancient monuments have been discovered to be a prominent feature of many different ancient civilizations throughout history. The most elaborate and well known ancient buildings are the pyramids and the ziggurats of Egypt, Mesopotamia, and Mesoamerica. The construction of these massive monuments began sometime during the fourth millennium BC and to this day many can still be seen. Although believed by most to serve a particular religious function, historians are still trying to discover the exact purpose of these breathtaking feats of architecture. However, through the vast studies of archaeology, enough information has been acquired to make some valid theories. The first civilization to construct a massive architectural project was the Egyptians with their construction of the pyramids. It is believed that the Egyptian civilization began around 5500 BC and then began to flourish as a result of new innovations in agriculture and the abundance of natural resources around the Nile. Over time, Egyptians made great achievements in mathematics, writing, astronomy, medicine, engineering, and architecture. This played a huge part in the progression of Egypt into a powerful and influential civilization. In addition to these achievements, the significance of religion was another extremely important factor that allowed the Egyptian civilization to thrive. Egyptians practiced polytheism. In their religion, not only were...
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...York: Farrar, Straus, and Giroux, 1990. Supplementary Texts and Resources: Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin, eds.. The Empire Writes Back: Theory and Practice in Post-colonial Litaratures. New York: Routledge, 1989. Baer, William, ed. Conversations with Derek Walcott. Oxford: U of Mississippi P, 1996. Bhabha, Homi K., ed. Nation and Narration. London: Routledge, 1990. Bloom, Harold. The Anxiety of Influence: A Theory of Poetry. Oxford UP, 1973. ------ed., Homer: Modern Critical Views. New York: Chelsea House, 1986. Brown, Stewart, ed. The Art of Derek Walcott. Chester Springs, PA.: Dufour P, 1991. Davies, Gregson, ed. The Poetics of Derek Walcott: Intertextual Perspectives. Durham, NC: Duke UP, 1997. “Derek Walcott.” Contemporary Literary Criticism. Volume 42 (1987). Dove, Rita. “Either I’m nobody, or I’m a nation.” Parnassus: Poetry in Review 14, 1 (1987): 49-76. Finley, M.I. The World of Odysseus. New York: Signet, 1974. Fox, Robert Elliot. “Derek Walcott: History as Dis-Ease.” Callalloo 9, 2 (1986): 331-40. Fuller, Mary. “Forgetting the Aeneid.” American Literary History 4,3 (1992): 517-38. Gates, Henry Louis, Jr. The Signifying Monkey: A Theory of African-American Literature. Oxford UP, 1989. Griffin, Jasper. Homer on Life and Death. New York: Oxford UP, 1980. Hamner, Robert D. ed. Critical Perspectives on Derek Walcott. Washington: Three Continents P, 1993. ------Derek Walcott. Twayne, 1993. Lernout, Geert...
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...WESTERN WAY OF WAR (Name) (Institutional Affiliation) (Date) Warfare plays different roles. It is at times used as a way through which large empires are built. Civil war as another form of warfare is, on the other hand, what leads to the downfall of the empires. All societies and all historical periods have experienced war at one point in time. Different nations or militaries use diverse war approaches and tactics depending on their experiences and goals. Over time, different war approaches have been utilized by various regions across the globe. The Western Way of War has been instrumental in ensuring the long-standing dominance of the western nations all over the globe. In the last two centuries, it has turned out to be the prevailed and used by majority of the globes militaries. The ‘Western Way’ is defined by five main facets, namely: dependence on technological advancement, advanced training and discipline, capability to implement new technological innovations (innovativeness) and strategic vision. These aspects have been attributed to the supremacy of the western culture. A pioneer of war is Gustavus Adolphus of Sweden.1 He is highly regarded as an exceptional commander. Under his tenure, Sweden became very powerful, and his battles were won through innovativeness, superb and effective weaponry, impeccable training and government support.2 Gustavus Adolphus is arguably one of the highly respected generals owing to his outstanding military expeditions during his era...
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...Maryland In press Keywords: discipline, domain, learning, history, knowledge, mathematics, reading, science, writing. Abstract The roots of current disciplines and domains of study reach well back in history. An exploration of their development shows that these areas of knowledge have not only reflected cultural changes but have also influenced societies, especially through formal educational systems. Besides being characterized by their focus on a particular part of the world, disciplines are also distinguished by a specific way of thinking about their respective domains of study. Psychological research has identified several features of these pathways to knowledge (e.g., reading, writing, history, mathematics, and science) that generally define the landscape of academic practice. Although educational psychologists’ interest in how knowledge develops within specific domains has fluctuated across time, formal education throughout the world is organized around particular fields of studies and students soon come to characterize their experience of school in terms of subject matters. Thus, in education, domains seem to make a difference. The term knowledge domain refers to the part of the world investigated by a specific discipline. In other words, the domain can be characterized as the object (e.g., plants, numbers, or the past) of a specific body of knowledge (e.g., botany, mathematics, or history). Herein, we offer a survey of the development of increasingly...
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...A NEW CALENDAR, DECEMBER 20, 1699, ed., Peter Stearns, et al., Documents in World History, Volume II. The Modern Centuries: from 1500 to the Present (New York: Harper and Row, 1988), 32-33. New Calendar from Polnoe Sobranie Zakonov Russkoi Imperii (Complete Collection of the Laws of the Russian Empire), 1st series, Vol. 3, No. 1736, pp. 681-82. Peter the Great Reforms Russia: DECREES ON THE DUTIES OF THE SENATE, ed., Peter Stearns, et al., Documents in World History, Volume II. The Modern Centuries: from 1500 to the Present (New York: Harper and Row, 1988), 33. Duties of the Senate from Polnoe Sobranie, Vol. 4, No. 2321, p. 627 and No. 2330, p. 643. Peter the Great Reforms Russia: DECREES ON CONPULSORY EDUCATION OF THE RUSSIAN NOBILITY, JANUARY 12, AND FEBRUARY 28, 1714, ed., Peter Stearns, et al., Documents in World History, Volume II. The Modern Centuries: from 1500 to the Present (New York: Harper and Row, 1988), 33-34. Compulsory Education from Polnoe Sobranie, Vol. 5, No. 2762, p. 78 and No. 2778, p. 86. Lenin and the Russian Revolution: OUR PROGRAMME (1899), ed., Peter Stearns, et al., Documents in World History, Volume II. The Modern Centuries: from 1500 to the Present (New York: Harper and Row, 1988), 123. V.I. Lenin, Selected Works (New York: International Publishers, 1971), p.33. Lenin and the Russian Revolution: PROCLAIMING THE NEW SOVIET GOVERNMENT (NOVEMBER 1917), ed., Peter Stearns, et al., Documents in World History, Volume II. The Modern Centuries: from...
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