...the secession of the South from the North as the money obtained from cotton export would support the Confederacy. It would also support countries such as Britain and France to support the Confederacy as opposed to the North as the economies of these countries heavily depended on the textile industry. It was a failure as other countries did not want to get into the conflict. In foreign affairs, the South had been initially confident of the power and influence of “King Cotton,” the crop that accounted for more than half the value of U.S. exports before the war. Confederates felt that the importance of cotton would force diplomatic recognition from the Federal government and European countries. Neither the commissioners sent abroad in 1861 nor the permanent envoys who replaced them were able to secure recognition from Great Britain, France, or any other European power. The South was able, however, to buy considerable war matériel and several fast ships that destroyed much Federal shipping on the high seas. South = one crop economy By 1840 - 50% of US exports was cotton / was providing 50% of the world supply / providing 75% of England’s supply 1/5 of workers tied to the textile industry but cotton also drives northern economy - needs cotton for textiles (supporting abolition and making $ off slavery). Different economies of the North and South between 1815-1861 North: Industrial Abolition slavery No need for slaves They didn’t need cheap labors like slaves because...
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...and Contrast Matrix HIS 115 Week 2-DQ 1 HIS 115 Week 2-DQ 2 HIS 115 Week 3-Assignment Seven Years' War Paper HIS 115 Week 3-CheckPoint - Great Britain and the Colonies HIS 115 Week 4-Appendix C - The Confederation Government Table HIS 115 Week 4-DQ 1 HIS 115 Week 4-DQ 2 HIS 115 Week 5-Assignment - Western Expansion Presentation HIS 115 Week 5-Checkpoint - Hamilton's Financial Program HIS 115 Week 5-Checkpoint - War of 1812 HIS 115 Week 6-CheckPoint - The Bank War HIS 115 Week 6-DQ 1 HIS 115 Week 6-DQ 2 HIS 115 Week 7-Assignment - Perfection Era Paper HIS 115 Week 7-CheckPoint - Class Structure and Slave Culture HIS 115 Week 8-Appendix D - Civil War Matrix HIS 115 Week 8-DQ 1 HIS 115 Week 8-DQ 2 HIS 115 Week 9-Capstone Checkpoint HIS 115 Week 9-Final Project - Historical Timeline and Essay Activity mode aims to provide quality study notes and tutorials to the students of HIS 115 COMPLETE CLASS in order to ace their studies. HIS 115 COMPLETE CLASS To purchase this visit here: http://www.activitymode.com/product/his-115-complete-class/ Contact us at: SUPPORT@ACTIVITYMODE.COM HIS 115 COMPLETE CLASS HIS 115 Week 1-Assignment - North American Civilization Paper HIS 115 Week 1-CheckPoint - European Societal Changes HIS 115 Week 2-Appendix B - Compare and Contrast Matrix HIS 115 Week 2-DQ 1 HIS 115 Week 2-DQ 2 HIS 115 Week 3-Assignment Seven Years' War Paper HIS 115 Week 3-CheckPoint - Great Britain and the Colonies HIS 115 Week 4-Appendix C - The Confederation...
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...Evaluating the role of ethnic identity in explaining the occurrence of contemporary civil conflicts in sub-Saharan Africa. High hopes for many newly independent states of Africa became diminished as the 1990s saw over a quarter of the continent's states facing armed insurgencies within their borders (Young, 2002: 534). Commentators often point to pathological, deep-seated hatreds in an African tribal mosaic as the bases of such conflict. The fact is, however, that the continent is awash with political grudges, ethnically-framed and otherwise, but civil wars rarely break out. Thus this essay seeks to take a more nuanced approach to understand the analytical challenge posed by such disorder. Starting out by countering the centrality of ethnic identity, it firstly seeks to demonstrate that ethnic identities do not exist primordially, but that they are constructed on weak foundations. Secondly it endeavours to show that where cleavages do exist along lines of cultural difference, simple heterogeneity is insufficient to account for the outbreak of conflict. Next, it moves to underline the fact that more important in explaining civil conflict is whether such conflict is feasible. This is understood both in terms of the perceived capacity of the state and in terms of the viability of insurgency for would-be rebels. A final conclusion will then be expounded that ethnicity is not a central factor, but that it is simply one of a number of strategies under which conflict may be framed...
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...In the Civil War, there were several battles such as the Battle of Bull Run. The passage, “The Battle of Bull Run,” and the novel, Soldier’s Heart, have several similarities which include the fact that Abraham Lincoln wanted to attack the Rebels, and that there were spectators watching the gruesome and horrifying battle. In both the passage and the novel, they mentioned how President Abraham Lincoln wanted to attack the rebels to win the Civil War. Charley states in Soldier’s Heart that a rumor was going around about Lincoln wanting to attack the rebels harder and with more grit. Charley states, “But the rumors said that Lincoln...was very dissatisfied with McClellan’s ‘lack of bite’ and wanted some attack made on the Rebels, somewhere, at some time soon,” (59). This shows how Lincoln wanted to attack the Rebels sometime soon....
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...HIS115 / HIS 115 / (VERSION 3) / Week 3 Appendix C Outcomes of the Revolution HIS115 / HIS 115 / (VERSION 3) / Week 3 Discussion Question HIS115 / HIS 115 / (VERSION 3) / Week 4 Constitution Paper HIS115 / HIS 115 / (VERSION 3) / Week 4 DQs HIS115 / HIS 115 / (VERSION 3) / Week 5 Appendix D Two Party Politics HIS115 / HIS 115 / (VERSION 3) / Week 5 War of 1812 HIS115 / HIS 115 / (VERSION 3) / Week 5 DQs HIS115 / HIS 115 / (VERSION 3) / Week 6 19th-Century Ideas HIS115 / HIS 115 / (VERSION 3) / Week 6 DQs HIS115 / HIS 115 / (VERSION 3) / Week 6 Andrew Jackson’s Presidency HIS115 / HIS 115 / (VERSION 3) / Week 7 The Western Experience HIS115 / HIS 115 / (VERSION 3) / Week 7 Discussion Question HIS115 / HIS 115 / (VERSION 3) / Week 8 Lincoln and Slavery HIS115 / HIS 115 / (VERSION 3) / Week 8 Territorial Expansion and Slavery HIS115 / HIS 115 / (VERSION 3) / Week 8 Discussion Question HIS115 / HIS 115 / (VERSION 3) / Week 9 Civil War Paper HIS115 / HIS 115 / (VERSION 3) / Week 9 Discussion Question HIS115 / HIS 115 / (VERSION 3) / Week 9 Civil War Presentation Powerpoint Activity mode aims to provide quality study notes and tutorials to the students of HIS 115 v3 COMPLETE CLASS in order to ace their studies. HIS 115 V3 COMPLETE CLASS To purchase this visit here: http://www.activitymode.com/product/his-115-v3-complete-class/ Contact us at: SUPPORT@ACTIVITYMODE.COM HIS 115 V3 COMPLETE CLASS HIS115 /...
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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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...impressions It is always a good idea to register your response to a film right after viewing as you are still emotionally involved in the story. Use some of these points to help you. 1. Did you like or dislike the film? Why? (either answer is valid – but it is always interesting to explore the reasons). I did like the film because of the beautiful barren imagery, ingenious use of symbolism and Del Toro’s unique way of bringing out societal issues in a highly suggestive manner. I also enjoyed the role of the ghost to push the story line forwards with each apparition. 2. What, do you believe is the main theme of the film? The Spanish Civil War, more specifically how Franco’s army and the right-winged parties consolidated while the left-winged opposition fragmented and was, eventually, forced out. Also there is a general message about war and how such terrifying events can rob children of their childhoods. 3. Were you frightened during the story? Of what? Which characters were more frightening – Santi? Jacinto? Did this response change as the film progressed? If so, how? At first the movie seems like any other typical ghost/horror story, where one grows weary of the ghost’s presence primarily due to fear of the unknown. However, as the storyline develops, one becomes uncomfortably accustomed to the ghost’s appearance. Furthermore, after learning the circumstances behind Santi’s death and Jacinto’s involvement in the murder, one becomes morally sympathetic of Santi’s...
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...Prison is used for many different reasons. When the word prison come up the first thing people think is a place where bad people go that have committed a crime. That is not always the case, prison can be a place where the mentally ill, prisoners of war, and even people who couldn’t pay what they owed. Prison isn’t what you would call “home” and doesn’t have a clean, relax vibe. For an example the prison camps during the American Civil War were harsh and big on spreading diseases and with diseases comes death. In the 18th and 19th centurie when people weren’t able to pay back money they owed they would be put in jail to work off their debt. The rules still remain the same even today, if you were to not pay taxes there would be consequences which would mostly likely lead to jail time. In prison there are 3 parts to security. First you have maxiumum which is the top and most scariest prisoners. Mainly for prisoners that have murdered someone, escape, or done a harsh crime. In maxiumum security there is cameras watching, the prisoners are locked in there cell for 22 ½ hours a day. They get a hour to exerscise than its back to the cell. Theres not much for them to do. Next you have minimumu security which is a lot like a college campus they are for the prisoners that aren’t as violent as medium and maximum. Prisoners that didn’t have that bad of a record or served most of their time in a higher prison where here. There is usually more privelages given to...
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...Corrupt government no doubt is the number one cause of civil war. Riots and revolutions take place because of unjust government. The people feel unheard and misunderstood. People have no say in some forms of government, like communism. This creates friction in the country. In stark contrast, the world's most favored form of government, democracy allows people to not only chose their life, but also vote on their leader. This makes the people of a country much happier, and lessens the number of riots and revolts in any sort. With happier people, government officials could actually get what they want from the people. When a country's people are happy, it improves the way of life. It put people at ease, and it even stimulates the economy....
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...As a matter of scholarship, civil wars lack the extensive breadth and volume of study that interstate conflict enjoys in international relations. This is especially surprising considering the remarkable longevity and death toll associated with intrastate wars. The Republic of Guatemala, a post-colonial representative democracy, is the most populous Central American country; incidentally, this nation of sixteen and a half million people have been wrought with the military and socio-political disputes provoked by the ethnic and socio-economic status of its citizens. The resulting civil war had been one of the most deadly and enduring military contests on the American continent. The fighting between the government and rebel groups lasted over...
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...characters. “The Sniper” takes place in Dublin, Ireland during a civil war. The main character, a Republican sniper, encounters a sniper who is a Free Stater who traps him on a rooftop. “The Most Dangerous Game” takes place on an island in the Caribbean called Ship-Trap Island. The main character is Sanger Rainsford a hunter, when he falls off his ship he swims to Ship-Trap Island. There he meets General Zaroff a hunter who takes the game way too far. Rainsford finds out that the General hunts humans in the island and that he will be the next to be hunted. In both short stories, the setting creates conflicts for the characters throughout the story. In “The Sniper” the setting creates many conflicts throughout the story. One is when...
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...From 1982-1983, President Efrain Ríos Montt executed one of the most brutal, scorched earth campaigns in modern Latin American history. Cultivating support not only among Guatemalan elites, but from transnational Evangelical networks and the Reagan administration, the dictator’s tenure is widely regarded as the most dangerous time in the protracted 35-year civil war. While a plethora of historians have studied the extent of the violence during Ríos Montt’s reign – the pressing question in the historiography is how Ríos Montt’s professed Pentecostal piety played a role in his administration. Among the myriad academics who have examined this question, David Stoll, Lauren Turek, and Patricia Harms illuminate the relationship between Ríos Montt’s...
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...the high seas, but never over territorial sea of another state -Art.1 1944 Chicago Convention on International Civil Aviation: “every state has complete and exclusive sovereignty over the space above its territory” -It is a serious breach of international law for a state to order to violate the air space of another state (for e.g. USA military aircraft attacked, forced to land or shot down by Hungary, USSR, Czechoslovakia-a number of incidents) -Does the states have an unlimited right to attack intruding aircraft in all circumstances? -Lissitzyn principle (from 1953)-important (book!) -Some states support Lissitzyn principle and that flexible approach to civil aircraft as well as military craft, but other states including ICAO-International Civil Aviation Organization, believe that civil aircraft must never be attacked in such circumstances -The rule that (it is not indeed a rule) trespassing civil aircraft must never be attacked does not mean that they have a legal right to trespass -Assembly of ICAO in 1984 adopted an amendment to 1944 Chicago Conv. On the Int. Civil Aviation which confirms that “every state, in the exercise of its sovereignty is entitled to require the landing at some designated airport of a civil aircraft flying above its territory without authority.” and that “every state must refrain from resorting to use of weapons against civil aircraft in flight and that, in case of interception, the lives of persons on board and the safety of aircraft must...
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...predecssors. “The Arab Spring” as it was called began in Tunisia and spread across the region (Al Jazeera). The protestors in this revolt wanted a myriad of things. Some wanted democracy, respect for civil rights, and some want Islamization of government and a movement to theocracy. Syria, once a province of the Ottoman Empire, is a small middle-eastern nation between Lebanon and Turkey. In March 2011, pro-Democracy Arab Spring protestors who were marching to decry the arrest and torture of teen graffiti artists were fired upon by police. After the shootings, many more protestors joined the public displays of defiance (BBC ). After nationwide unrest and a refusal by President Assad to abdicate, the protestors began to arm themselves (Semple). The violence in the country escalated so quickly that by June of 2013, 90,000 people had been killed in the fighting and that number moved to 250,000 by August of 2015 (BBC ). Into the fray came the self-stylized Islamic State. This terrorist group which is opposed to Assad is fighting to create a Muslim caliphate throughout Iraq and Syria. In June of 2014, the group claimed that it’s caliphate had been established, which lead to US airstrikes to destroy the group, thus entering another belligerent into the fight (BBC). The Syrian Civil War was killed more than 250,000 people and approximately 11-12 million of the nation’s 22 million people are displaced. Approximately 6.5 million people are displaced inside of the country, with ~4.5...
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...Monrovia Civil War Massina Ballah Strayer University English 090 Professor Delicia Battle August 10, 2012 Monrovia Civil war Many years of war that suffered thousands of people, and many dead. As a result of this, there were no food or medication. Moreover, a war that many thought will never come to an end. Monrovia war, a war that started early Monday morning april 6, 1990. A bright sunny day. Women and children running to save their lives. From a distance, I heard a very big sound of machine guns, bullet flying all over the place. We all ran for safety. As a got dark, it was a terrible night I didn’t know what to do. I felt stomach sick, because of the heavy guns sound. After many hours sitting in the house, I felt that this is the end of our lives. The next day the rebels told us to get out of the house. While working out there, there were many dead bodies in the street. I was afraid, especially my first time looking, and working over dead bodies. We walked for many hours. When it was night time, we slept in a school building. Women were taken from their husband by rebels. I knew that it was not safe for us. No one to protect us. We didn’t have safe drinking water. We drank from the creek, or the riverside. After many day of struggles, we had no food to eat, or medication. My elder brother got ill. We needed medicine. There were no medicine. My brother sickness got worst and he died. I felt so bad. My brother and I were so closed . He was everything...
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