...The American Civil War, fought between the years of 1861 and 1865 is one of the most famous and remembered events in the history of our country and perhaps the World. It is also the deadliest war ever fought in the Western Hemisphere with over 600,000 Americans killed over both sides, military and civilian. The War is so well documented, studied and recreated that it is surprising that there is still debate to this day over the causes and reasons for this bloody conflict (“American Civil War”). One of the most popular ways of remembering this critical event is through Reenactments. While many wars from throughout history are reenacted, the American Civil War is by far the most re-enacted war in the US and possibly the world today. This war has been reenacted since before the war ended, but did not become very popular until the second half of the 20th century, with the success of a few large scale commemorative events on important anniversaries starting in the 1960s, such as the reenactment of the First Battle of Manassas/Bull Run on its 125th anniversary in 1986(“American Civil War Reenactment”). These reenactment events are usually open to the public and generally involve fairly large numbers of reenactors organized into reenactor units which spend time in authentically recreated camps if they are not engaged in combat. Most people reenact as a part time hobby for a variety of reasons, such as historical interest or having had ancestors who served in the war. There are different...
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...Women, Slaves, and Free Blacks in the Civil War Inez Williams-Jones U.S. History to 1865 HIS/110 October 15, 2012 Women, Slaves, and Free Blacks in the Civil War The Battle of Gettysburg was a major turning point for the Civil War (Civil War Academy, 2010). It turned the tide of war from the South to the North, pushing back Lee’s army that would never fight again on Northern soil and bringing confidence to the Union army. What Roles did Northern Women play in the War Effort on the Union Side during the Civil War Clara Barton, a Northerner, had the skills of helping people, especially in the American Civil War. During the war, she collected and delivered supplies to Northern troops in the Washington, D.C. area, used her medical skills to aid Northern troops, and later organized The Ladies Aid Society as well as The American Red Cross where she dedicated the remaining of her life. Northern women organized fundraising projects, county fairs, which were beneficial in raising money for medical supplies and other necessities. Inspired by Florence Nightingale, the women put forth efforts to work on the front lines aiding injured and wounded soldiers by establishing a Preventive Hygienic and Sanitary Service for helping the union soldiers called the United States Sanitary Commission which were to combat preventable diseases and infections (Chang, 1991). One of these famous Army nurses was Louisa May Alcott, who traveled from hospital to hospital ...
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...Abraham Lincoln was born on February 12, 1809 close to Hodgenville, Kentucky. His family moved to Indiana in 1816. When Lincoln was ten his mother died from poisoned milk. His father remarried the next year to Sarah Bush Johnston. Abraham liked her very much and even later recalled her "his angel mother. (Encarta)" Abraham had less than one year of formal education during his life. He was self-educated and taught himself how to read and write. When he was not in school, he worked on the frontier farm clearing out forests with his axe. When Abraham Lincoln was 21 he and his family moved to Illinois. There he worked on a farm growing corn. But more importantly here was where he gave his first political speech. In 1830, the same year his family moved to Illinois, he went to a political rally and was convinced to talk for a candidate on his behalf. According to a witness there, Lincoln "was frightened but got warmed up and made the best speech of the day. (Encarta)." Abraham Lincoln's political career started in the spring of 1832 by running for a seat in the Illinois' House of Representatives. However an unusual turn of events happened a month after he announced he was running. The store he was working at went bankrupt and he lost his job. Very shortly thereafter Native Americans rebelled and the governor of Illinois asked for volunteers to help put this down to which Lincoln promptly volunteered for. He never experienced actual combat, but during his 3 month time period he served...
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...Certina Rolle 10 Henry History Assignment American Civil War Causes of the American Civil War The American Civil War was a war fought within the United States of America between the North (Union) and the South (Confederacy) starting from 1861 and ending in 1865. There were many said causes that led to the American Civil War. They were social, political and economic, however, the root of the Civil War was slavery. There were many factors that contributed to the onset of the Civil War. Socially, the North and the South were built on different standards. The South, or the Slave States, was a slave-based community that followed a class-based system. This system consisted of upper classes, middle class and then slavery. Many depended on slaves and were accustomed to this way of life, which was hard to change. Plantation owners had slaves working for them, and those who could not afford to own slaves would work on their own farm. The North had more immigrants settling in its areas, where labor was needed, but not the labor of slaves. Therefore it had a more developed society where most people worked in factories, and did not follow a class system. The Northerners opposed to Slavery as a body in the South, as the Confederate States were the only region in the world that still legalized the ownership of slaves. This angered the Southerners and threatened their way of life. Economic differences also developed between the two regions. The Southern states were farming states...
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...After the loss of Fort Sumter, Lincoln that he must take over leadership of the war and prepare a plan defeating the rebellion. Lincoln duties as commander-in-chief were unlike any before him and would the standard for those that follow, taking on unprecedented powers. He increase the war powers of the executive branch; he would use the navy to shut down Confederate shipping ports, allocate defense spending without approval from Congress, and would arrested thousands that were believed to support the Confederate cause. Lincoln was able to do this because he had the full backing of Congress and the north, much like Bush after 9/11. Where Lincoln seemed to have the greatest issue to start with were the Border States where they would need reinforcing, due to the fact that that was where most of the battles would take place. What Lincoln learned early on was that he would need the full support to win the war and that any compromise would anger both sides. When came to slavery for instance, northern democrats wanted him to compromise on slavery while Republicans wanted him to stop delaying the inevitable On August 6, 1861, Lincoln would begin the process by enacting the Confiscation Act that allowed the confiscation and freeing slaves who were used in Confederate war effort. In reality, the law had little effect on slaves or the war but it did signaled the beginning of the end of...
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...The Scars of War Lou Hampton United States History 1763-1877 September 18, 2012 During the 1840s and 1850s, great change was coming to America. Northerners lived in a world of change in which they hardly understood. Their confusions and anxieties of that world made them ready for conflict. However, it was not completely clear what they were fighting for. The war wiped away their confusions and revealed to them where they stood and defined what kind of people they might be. Social and economic changes were happening as the North headed toward war. The economy accelerated, increased output, generated more wealth, moved products and people at faster speeds, transmitted information more rapidly and linked distant places by rail, telegraph and newspapers. New inventions, industries and products had sprung to life. The population multiplied six fold and the amount and size of cities were continuing their growth. There were 400 places with over 2,500 people. Swelling its possibilities, the nation expanded in size when in 1845 Texas joined the Union. Another factor in the nation’s growth was in 1846 when the Oregon territorial boundary was settled. The sudden economic growth was not as beneficial as it seemed. Per capita wealth was growing but there was a decline in actual wages. The North controlled about 92 percent of the wealth. This helped fuel sectionalism because the Southerners became afraid that they would lose their own culture and power in Congress. This...
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... | | |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 modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning...
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...he sought to unite his segregated team by comparing their fight against racial injustices to the Civil War’s devastating battle of Gettysburg. The coach goes on to explain that thousands of men died fighting the same fight the players were fighting amongst themselves that day. As the boys stand there, speechless, the viewers of the film realize that this is a pivotal point in the movie Remember the Titans. Based on a true story, this heartrending film presents to its audience what racial...
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...When we were assigned this assignment, I wanted to pick four leaders who I wanted to learn from. I wanted to study how they became successful leaders. I wanted to enhance my abilities from what I learned from the following four leaders. The four leaders I choose: Pope Francis, Jeff Bezos, Alexander the Great and Abraham Lincoln. I choose these four because of the style of leadership I feel they are the best in: leading by an example, being a risk taker, using strategy, and never giving up (determination). Pope Francis is very effective by setting an example. He is humble. He wants to be a Pope who for the people. He is not someone who wants fluent his position which makes him a popular Pope. He would rather drive in a FIAT 500 then a limo. (What did the leader do well ) "Francis hates any members of the clergy who sit in offices and push paper," Krames says. As a bishop in Buenos Aires, Jorge Mario Bergoglio (as he was then), would dress as a plain priest and go out at night to talk with people. "When he became pope he told one of his archbishops, 'I can't do that anymore, so you're going to do it for me.' He doesn't want a pristine church, he wants a church that's going out in the streets to find people and help them." Likewise, Francis famously chose not to move into the papal apartments but to remain in a guest suite at the Vatican, "to live in community with others," according to a Vatican representative. “[1] “The reformist Pope immediately set his sights on the...
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...Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage, reading assignments, required videos, and two threaded discussions. You should can find your required reading articles through the internet and TUW library databases to learn more about the subject matter pertinent to the module. Although there are no textbooks, you are provided with links...
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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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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...History Day does not discriminate against or limit participation by physically challenged students. National History Day staff and affiliate coordinators strive to accommodate students with special needs. 2 CONTEST RULE BOOK Table Of Contents I. Program Overview A. B. C. D. E. F. G. Theme Topic Rewards for Participation Divisions Contest Categories Important Notices for Contestants Program Materials 6 6 6 6 7 7 7 II. Rules For All Categories A. General Rules for All Categories B. Required Written Material for All Entries C. Contest Participation 8 10 11 III. Individual Category Rules A. B. C. D. E. Paper Exhibit Performance Documentary Web Site 13 15 17 17 19 IV. How Will Your Entry Be Judged? A. B. C. D. E. F. G. Benefits of the Evaluation Process Who are the Judges? How Does the Evaluation Process Work? Consensus Judging The Subjective Nature of Judging The Decision of the Judges is Final Evaluation Criteria i. Historical Quality ii. Relation to Theme iii. Clarity of Presentation H. Rule Compliance I. Sample Judge’s Evaluation 22 22 22 22 23 23 23 23 23 23 24 24 25 27 NATIONAL HISTORY DAY V. Category Checklist For Further Information 3 What is National History Day? National History Day (NHD) is a yearlong educational program that makes history come alive every day. You learn about interesting issues, ideas, people, and events of your choosing. It is an exciting way to study history because you express what you have learned in a creative and...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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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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