...Hancock’s film captured many aspects of the real Alamo. The film portrayed many actual events of the battle, so I would say that the movie is mostly historically accurate. The film began with a scene showing all of the Alamo’s defenders lying dead on the ground. Every man did, in fact, die defending the Alamo. Nobody knows for certain how many Texans were killed at the battle of the Alamo, but the movie showed an accurate estimate of the amount of men that historians and researchers believe were present at the Alamo. Next, a scene played showing William Travis with his wife signing divorce papers. It is true that Rosanna Travis broke off the marriage with William. In the movie, Rosanna brought William’s son, Charles, and a little girl with...
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...A Line in the Sand - The Alamo in Blood and Memory is a historical book by noted historians Randy Roberts and James Olson. It serializes a comprehensive account of the Alamo, a battle between Mexican forces led by General Antonio López in the predawn moments of March 6, 1836. All the people behind the walls of the Alamo lay dead, including Travis, Bowie, and Crockett. The trio has since been immortalized in Texas as heroes of freedom who stood for political and nationalistic values in the wake of Mexican incursion. Alongside their heroism are a overabundance of myths that surround both the Mexicans who put them to death and the real motive of their sacrifice. The book presents a rarefied, evidenced view of the battle to fill the current void whereby the interpretation of Alamo has been left, to quote the authors, “to Walt Disney and John Wayne”. Author Information...
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...Juan seguin made an impact in texas history and was an important person . Juan Seguin was born in 1806 into a long-established tejano family in san antonio. Few details of his early life are known, but he became a harsh liberal critic of santa anna centralization of authority in Mexico in the 1830's. Seguin's father had been a strong political ally of , and Seguin himself played an active role in the Texas revolution. He served as provisional mayor of San Antonio and led a band of like-minded tejanos against Santa Anna's army in 1835. The next year he was at the Alamo for the first part of the siege, and survived only because he was sent to gather reinforcements. He and his tejano company fought at the battle of san jacinto , helping to defeat Santa Anna's army ....
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...Juan Seguín was a Texano revolutionary and political. He was born on October 27, 1806, Bexar, New Spain now, called San Antonio, Texas. Seguin helped set up the independence of Texas. Seguín became active in local politics, and he was elected council member in San Antonio in 1829 and became mayor of that city in 1833. Political tensions increased due to the dictator regime of Pres. Mexican Antonio López de Santa Anna. During the massacre in the Alamo, Seguin was absent because he went to bring a letter to Sam Houston, but he took part with his Tejano troops alongside the Anglos in the Battle of San Jacinto, defeating Santa Anna and gaining independence from Texas. In 1837 Seguín became the first Tejano to serve in the Senate of the Republic...
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...HIUS 221 Exam 3 Review Sheet: This exam will be a combination of multiple choice, true or false, and matching questions. There will also be a couple of essay questions. For best results in preparing for the upcoming exam, focus your studies on the following historical items, events and individuals. Your textbook may help with some of the things listed, but this exam is more so drawn from class lectures and power point presentations. Embargo of 1807-Britian and France imposed trade restriction in order to weaken each other’s economies. Resulting in testing the Americas Neutrality and hurting their trading. Jefferson passed this document restricting neutral trade to the U.S. docs Federalists vs. Anti-Federalists (1780). Stronger central government, state representation from states each 2 representatives, no Bill of Rights, Articles of Confederation useless, because states had more power, wanted larger public, and they believed in large farming and industrialization,.. antif federalist, wanted state rights, wanted add the House of Represeantives, Bill of Rights, they thought the aritcles needed to be ratified not taken away completely, smaller public, believed Americas future is small farming Federalists vs. Democratic-Republicans (1790s) – Hamiltonians (known as federalist party) vs. the Jeffersonians (Democratic Party) Differences between Federalist stances (1780s) vs. Federalist Party stances (1790s)- Federalist of 1780-Stronger central government, state representation...
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...When thinking of Texas history, names like Sam Houston, William B. Travis and Stephen F. Austin often come to mind. Sam Houston is known bringing Texas to become a state, whereas William B. Travis is known for his courageousness as a commander at the Battle of the Alamo. Stephen F. Austin is known as the father of Texas, by the people of the Lone Star State, because of the important leadership role he played during the Texas independence. On November 3, 1793, Moses and Maria Austin birthed a boy that was soon after named Stephen Fuller Austin. Stephen was born in Virginia and lived there until the age of six, when his father Moses decided to move his family to Missouri. Moses and his family formed the town of Potosi. Stephen lived there until the age of 11, when his family decided to send him to school in Connecticut. After Stephen completed his schooling in Connecticut, he then decided to attend Transylvania University in Lexington. Stephen returned home upon completion, in 1810, and overtook his father’s general store. He also soon served as an assistant to the general of the local Militia....
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... sixty thousand members of the National Rifle Association gathered in Houston, Texas for their 134th Annual Meeting. The keynote speaker for the event was embattled U.S. House Majority Leader, Representative Tom De Lay. After his speech, De Lay was joined on stage by Lee Hamel dressed as Davy Crockett in full buckskin attire and a coonskin hat. Hamel presented De Lay with a handcrafted flintlock rifle that he had made for the event with his mentor, Cecil Brooks. The presentation of the reproduction rifle to De Lay is part of a long NRA tradition that began in 1955 when Walt Disney‟s Davy Crockett series first appeared on television. When Charlton Heston received his handcrafted flintlock rifle in 1989, he uttered his famous words, “From my cold dead hands.” President Ronald Reagan and Vice President Dick Cheney also joined the list of those who received facsimile Davy Crockett flintlock rifles from a man dressed in Crockett buckskin attire. This tradition is part of the NRA‟s efforts to represent the gun as a key instrument in the founding of the United States. It secured this ideological representation in part by appropriating the mythology of early American heroes like Davy Crockett. Davy Crockett became emblematic of the gun mythology of early American life. This mythology was synergized by the NRA and popularized through children‟s television to promote a conception of the role of the gun in American cultural history consistent with its political agenda. Through...
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...|[pic] |Syllabus | | |College of Humanities | | |HIS/115 | | |U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class...
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...| Course SyllabusCollege of HumanitiesHIS/115 Version 3U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Contact, Settlement, Slavery | | Details | Due | Points | Objectives | 1.1 Describe the clash of cultures that took place in North America between the Native Americans, colonists, and Black slaves. 1.2 Describe the establishment of early colonies. 1.3 Describe the development of regional differences among the...
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...“The Slave Power Conspiracy and Latin America” Throughout the course of America’s history there have been events that are so unbelievable and lack sufficient evidence to back them up, thus they become known as conspiracies. One of these conspiracies is the idea of Slave Power. The Slave Power Conspiracy, to most American’s this conspiracy is probably unknown, but it relates to an idea which is a topic of debate among scholars and historians. The Slave Power Conspiracy is an idea that came to be in the 1840’s and lasted till the end of the Civil War. As was stated this idea is a conspiracy as there is no direct evidence to give it a strong foundation or validity in our time. The term “Slave Power” coined in 1864 in a book written by John Smith Dye entitled “History Of The Plots And Crimes Of The Great Conspiracy To Overthrow Liberty In America.” The term started off simply as the Slave Power (conspiracy was added in the modern era). In the book Dye alleges that since the time of Independence, the aristocrats of the South and politicians from the South have had an agenda to extend slavery to the Western United States and Latin America and thus increase their power, wealth, and influence in the United States.[1] There are certain events that happened in Dye’s time that can show this idea was real. They can also prove the legitimate and real threat Slave Power posed, to Latin America. By examining all angles...
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...The grid operaTor, power MarkeT & prices under Texas eLecTric dereguLaTion ERCOT THE GRID OPERATOR, POWER MARKET & PRICES UNDER TEXAS ELECTRIC DEREGULATION THE STORY OF FEBRUARY 2011 A SPECIAL RESEARCH PROJECT BY THE STEERING COMMITTEE OF CITIES SERVED BY ONCOR & THE TEXAS COALITION FOR AFFORDABLE POWER The sTory of ercoT AMARILLO LUBBOCK PLANO FORT WORTH ABILENE MIDLAND/ODESSA WACO DALLAS ALPINE AUSTIN HOUSTON SAN ANTONIO CORPUS CHRISTI LAREDO THE ERCOT REGION The grid operaTor, power MarkeT & prices under Texas eLecTric dereguLaTion THE STORY OF ERCOT ABOUT THIS REPORT The Electric Reliability Council of Texas, also known as ERCOT, is the non-profit corporation that oversees the Texas power grid. The organization also has responsibility for settling transactions in the state’s wholesale spot market for electricity. But the term “ERCOT” also is used loosely in other ways. For instance, the term can describe the geographical footprint for retail electric deregulation in Texas. It is also sometimes used to describe the state’s wholesale energy market. This report touches upon policy questions relating to all these conceptualizations of ERCOT: as an organization, as an energy market, and as the area of Texas with competitive electric suppliers. To distinguish between these meanings, the term “ERCOT” will be used whenever practicable to refer to the organization, “the ERCOT region” will be used to refer to deregulated areas of the state...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...CHAPTER 1 Encounter I. Patterns of Indigenous Life 1. Geography and environment prompted Indigenous Americans to adopt different forms of social organization 1. Nonsedentary peoples 1. Mobile communities 2. Hunters and gatherers 3. Relatively simple social organization 4. Examples include 1. Chichimecas of northern Mexico 2. Pampas of Argentine grasslands 1. Semisedentary peoples 1. Often lived in forests 2. Relied on some agriculture as well as hunting 3. Built villages, but moved frequently 4. Employed “shifting cultivation” agriculture to take advantage of thin forest soil 5. Examples include Tupí people of Brazil 1. Fully sedentary 1. Permanent settlements 2. Often on high plateaus, rather than forests or grasslands 3. Stability allowed for complex societies 4. Employed irrigation to sustain agricultural base 5. Sometimes developed into city-states or empires 6. Highly stratified societies 7. Examples 1. Aztec empire 2. Maya empire 3. Inca empire 1. Empires of the Americas 1. Aztec empire 1. Aztec refers to the empire, not the people 2. In modern-day Mexico 3. Ruled by the Mexica people ...
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...The History of Information Technology March 2010 Draft version to appear in the Annual Review of Information Science and Technology, Vol. 45, 2011 Thomas Haigh thaigh@computer.org University of Wisconsin, Milwaukee Thomas Haigh The History of Information Technology – ARIST Draft 2 In many scholarly fields the new entrant must work carefully to discover a gap in the existing literature. When writing a doctoral dissertation on the novels of Nabokov or the plays of Sophocles, clearing intellectual space for new construction can be as difficult as finding space to erect a new building in central London. A search ensues for an untapped archive, an unrecognized nuance, or a theoretical framework able to demolish a sufficiently large body of existing work. The history of information technology is not such a field. From the viewpoint of historians it is more like Chicago in the mid-nineteenth century (Cronon, 1991). Building space is plentiful. Natural resources are plentiful. Capital, infrastructure, and manpower are not. Boosters argue for its “natural advantages” and promise that one day a mighty settlement will rise there. Speculative development is proceeding rapidly and unevenly. But right now the settlers seem a little eccentric and the humble structures they have erected lack the scale and elegance of those in better developed regions. Development is uneven and streets fail to connect. The native inhabitants have their ideas about how things should be done, which sometimes...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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