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Cutting Patterns in DW Griffith's Biographs
Cutting patterns in D.W. Griffith’s Biographs: An experimental statistical study Mike Baxter, 16 Lady Bay Road, West Bridgford, Nottingham, NG2 5BJ, U.K. (e-mail: [email protected]) 1 Introduction A number of recent studies have examined statistical methods for investigating cutting patterns within films, for the purposes of comparing patterns across films and/or for summarising ‘average’ patterns in a body of films. The present paper investigates how different ideas that have been proposed might be combined to identify subsets of similarly constructed films (i.e. exhibiting comparable cutting structures) within a larger body. The ideas explored are illustrated using a sample of 62 D.W Griffith Biograph one-reelers from the years 1909–1913. Yuri Tsivian has suggested that ‘all films are different as far as their SL struc- tures; yet some are less different than others’. Barry Salt, with specific reference to the question of whether or not Griffith’s Biographs ‘have the same large scale variations in their shot lengths along the length of the film’ says the ‘answer to this is quite clearly, no’. This judgment is based on smooths of the data using seventh degree trendlines and the observation that these ‘are nearly all quite different one from another, and too varied to allow any grouping that could be matched against, say, genre’1. While the basis for Salt’s view is clear Tsivian’s apparently oppos- ing position that some films are ‘less different than others’ seems to me to be a reasonably incontestable sentiment. It depends on how much you are prepared to simplify structure by smoothing in order to effect comparisons. -
African Americans and the Civil War Source Set Teaching Guide
TEACHING WITH PRIMARY SOURCES African Americans and the Civil War How should the African-American story of the Civil War be told? While slavery was the major issue separating the North and South, it was not slavery itself that sparked the conflict. The South wanted to secede from the Union, and the North refused. While President Abraham Lincoln personally opposed slavery, he recognized that it was legal under the U.S. Constitution at the time. He also recognized that few in the North were ready to go to war to free the slaves. For Lincoln and the northern majority, preservation of the Union was the foremost goal. Freed Slaves during the Civil War The “Negro question,” as it was called, became an important issue early in the conflict. Most slaves were in fact “liberated” when the Union Army eliminated the local southern forces that kept them in slavery. They simply left their plantations to seek their freedom under the protection of northern military units. Union commanders had to decide how to deal with them. Early in the fighting in border states, slaves were sometimes returned to their masters in the hope of encouraging support for the Union. However, as more and more slaves walked to freedom, the army made provisions to use them as a resource. The army hired many to work in non-military roles — cooks, wagon drivers, blacksmiths, laundresses — but until later in the conflict, racial prejudice prevented arming former slaves and allowing to fight. As the war progressed, however, African Americans could sign up for combat units. -
The Civil War
THE CIVIL WAR Ideas That Written by Robert E. Slavin, Kate Conway, and Alli Hoge Matter THE CIVIL WAR Written by Robert E. Slavin, Kate Conway, and Alli Hoge The Civil War © 2014 Success for All Foundation. All rights reserved. ISBN: 9781941010082 Developers: Robert E. Slavin, Kate Conway, Richard Gifford, Alli Hoge, Wendy Fitchett Editors: Dana Knighten, Marti Gastineau, Janet Wisner Designers: Barbara Colquitt, Susan Perkins Image Credits: © Artwork from A Woman’s Wartime Journal: an Account of the Passage over Georgia’s Plantation of Sherman’s Army on the March to the Sea, as Recorded in the Diary of Dolly Sumner Lunt (Mrs. Thomas Burge), pg. 32. This work is the property of the University of North Carolina at Chapel Hill. It may be used freely by individuals for research, teaching and personal use as long as this statement of availability is included in the text. Creative Commons Attribution–Share Alike: Charles Edward (Civil War medicine display, pg. 30), David Shankbone (William Lloyd Garrison, pg.11), Robert Lawson (American Civil War graves, pg. 38) Library of Congress National Archives and Records Administration National Park Service Project Gutenberg Shutterstock.com: Anne Power, Brandon Alms, C. Kurt Holter, Hintau Aliaksei, Jim Parkin, Jose Gil, justasc, kstudija, malamalama, Microstock Man, Mirec, Nagel Photography, Picsfive, StockImage Group, Svetlana Larina, teacept, wanchai © Thinkstock.com: © Ingram Publishing, © iStockphoto, © Zoonar U.S. Army The mission of the Success for All Foundation is to develop and disseminate research-proven educational programs to ensure that all students, from all backgrounds, achieve at the highest academic levels. These programs were originally developed at Johns Hopkins University. -
Four Roads to Emancipation: Lincoln, the Law, and the Proclamation Dr
Copyright © 2013 by the National Trust for Historic Preservation i Table of Contents Letter from Erin Carlson Mast, Executive Director, President Lincoln’s Cottage Letter from Martin R. Castro, Chairman of The United States Commission on Civil Rights About President Lincoln’s Cottage, The National Trust for Historic Preservation, and The United States Commission on Civil Rights Author Biographies Acknowledgements 1. A Good Sleep or a Bad Nightmare: Tossing and Turning Over the Memory of Emancipation Dr. David Blight……….…………………………………………………………….….1 2. Abraham Lincoln: Reluctant Emancipator? Dr. Michael Burlingame……………………………………………………………….…9 3. The Lessons of Emancipation in the Fight Against Modern Slavery Ambassador Luis CdeBaca………………………………….…………………………...15 4. Views of Emancipation through the Eyes of the Enslaved Dr. Spencer Crew…………………………………………….………………………..19 5. Lincoln’s “Paramount Object” Dr. Joseph R. Fornieri……………………….…………………..……………………..25 6. Four Roads to Emancipation: Lincoln, the Law, and the Proclamation Dr. Allen Carl Guelzo……………..……………………………….…………………..31 7. Emancipation and its Complex Legacy as the Work of Many Hands Dr. Chandra Manning…………………………………………………..……………...41 8. The Emancipation Proclamation at 150 Dr. Edna Greene Medford………………………………….……….…….……………48 9. Lincoln, Emancipation, and the New Birth of Freedom: On Remaining a Constitutional People Dr. Lucas E. Morel…………………………….…………………….……….………..53 10. Emancipation Moments Dr. Matthew Pinsker………………….……………………………….………….……59 11. “Knock[ing] the Bottom Out of Slavery” and Desegregation: -
The Border South and the Secession Crisis, 1859-1861 Michael Dudley Robinson Louisiana State University and Agricultural and Mechanical College
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2013 Fulcrum of the Union: The Border South and the Secession Crisis, 1859-1861 Michael Dudley Robinson Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the History Commons Recommended Citation Robinson, Michael Dudley, "Fulcrum of the Union: The Border South and the Secession Crisis, 1859-1861" (2013). LSU Doctoral Dissertations. 894. https://digitalcommons.lsu.edu/gradschool_dissertations/894 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. FULCRUM OF THE UNION: THE BORDER SOUTH AND THE SECESSION CRISIS, 1859- 1861 A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In partial fulfillment of the Requirements for the degree of Doctor of Philosophy in The Department of History by Michael Dudley Robinson B.S. North Carolina State University, 2001 M.A. University of North Carolina – Wilmington, 2007 May 2013 For Katherine ii Acknowledgements Throughout the long process of turning a few preliminary thoughts about the secession crisis and the Border South into a finished product, many people have provided assistance, encouragement, and inspiration. The staffs at several libraries and archives helped me to locate items and offered suggestions about collections that otherwise would have gone unnoticed. I would especially like to thank Lucas R. -
Writings on the American Civil War Karl Marx and Frederick Engels Writings on the North American Civil War
Writings on the American Civil War Karl Marx and Frederick Engels Writings on the North American Civil War Karl Marx: The North American Civil War October, 1861 The Trent Case November, 1861 The Anglo-American Conflict November, 1861 Controversy Over the Trent Case December, 1861 The Progress of Feelings in England December, 1861 The Crisis Over the Slavery Issue December, 1861 News from America December, 1861 The Civil War in the United States October, 1861 The Dismissal of Frémont November, 1861 http://www.marxists.org/archive/marx/works/1860/uscivwar/index.htm (1 of 2) [23/08/2000 17:11:09] Writings on the American Civil War Friedrich Engels: Lessons of the American Civil War December, 1861 Marx/Engels Works Archive http://www.marxists.org/archive/marx/works/1860/uscivwar/index.htm (2 of 2) [23/08/2000 17:11:09] http://www.marxists.org/archive/marx/works/1860/uscivwar/index-lg.jpg http://www.marxists.org/archive/marx/works/1860/uscivwar/index-lg.jpg [23/08/2000 17:11:31] The North American Civil War Karl Marx The North American Civil War Written: October 1861 Source: Marx/Engels Collected Works, Volume 19 Publisher: Progress Publishers, Moscow, 1964 First Published: Die Presse No. 293, October 25, 1861 Online Version: marxists.org 1999 Transcribed: Bob Schwarz HTML Markup: Tim Delaney in 1999. London, October 20, 1861 For months the leading weekly and daily papers of the London press have been reiterating the same litany on the American Civil War. While they insult the free states of the North, they anxiously defend themselves against the suspicion of sympathising with the slave states of the South. -
Theology in Silent Films, 1902 to 1927
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2010 Skin and Redemption: Theology in Silent Films, 1902 to 1927 Susan Craig Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1794 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Skin and Redemption: Theology in Silent Films, 1902 to 1927 by Susan Craig A dissertation submitted to the Graduate Faculty in History in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2010 ii © 2010 Susan Jean Craig All Rights Reserved iii This manuscript has been read and accepted for the Graduate Faculty in History in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Prof. Martin J. Burke Date Chair of Examining Committee Prof. Helena Rosenblatt Date Executive Officer Prof. Donald Scott Prof. Jonathan Sassi Prof. Marc Dolan THE CITY UNIVERSITY OF NEW YORK Prof. Richard Koszarski RUTGERS UNIVERSITY Supervisory Committee iv Abstract Theology in Silent Films by Susan Craig Adviser: Prof. Martin J. Burke This dissertation analyzes theological concepts in silent moving pictures made for commercial distribution from 1902 to 1927, and examines how directors and scenarists sorted through competing belief systems to select what they anticipated would be palatable theological references for their films. A fundamental assumption of this study is that, the artistic and aesthetic pretensions of many silent-era filmmakers notwithstanding, directors generally made decisions in the conception, production and marketing of films primarily to maximize profits in a ruthlessly competitive environment. -
Juneteenth: a Day of Liberation By: Riley Wentzler &Felicia Barber
Juneteenth: A Day of Liberation By: Riley Wentzler &Felicia Barber Background: A Long Road To Freedom It is a known fact that African explorers shared the spirit of discovering the world beyond their known boundaries with their European counterparts. Christopher Columbus and Vasco Nunez de Balboa both made note of an African presence in the Americas upon their arrivals in the late 1400's and 1500's. In 1619, the first group of enslaved Africans were forcibly brought to the geographical area of our country that became Hampton, Virginia. For several centuries, people were forcibly taken from Africa and brought to South America, the Caribbean and United States for the purpose of forced labor - "enslavement." This act of human trafficking was part of the international slave trade. After 1808, Americans engaged in the interstate slave trade, a homegrown form of human trafficking that brutally separated parents from children, husbands from wives and applied torture, brutality and terrorism to use African Americans to produce products for the purpose of rebuilding the American economy and, ultimately, by the 1820's, driving American expansion, enabling the young country to grow from a narrow coastal belt into a vast, powerful nation with the fastest-growing economy in the world (through cotton harvesting and production). African Americans were forced migrants and an "enslaved people" in the United States. This country is known to have imposed the worst form of "human chattel slavery" in the history of the world. Once this brutal institution was established in America, African American enslaved individuals had a very long road to freedom. -
Slavery and Emancipation In
The Pennsylvania State University The Graduate School The College of the Liberal Arts HOUSEHOLDS BUILT ON SHIFTING SANDS: SLAVERY AND EMANCIPATION IN THE LOYAL WESTERN BORDER STATES A Dissertation in History by Anne Y. Brinton © 2011 Anne Y. Brinton Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2011 The dissertation of Anne Y. Brinton was reviewed and approved* by the following: William A. Blair The College of the Liberal Arts Research Professor Dissertation Advisor Chair of Committee Anthony E. Kaye Associate Professor of History Nan E. Woodruff Professor of History Lovalerie King Associate Professor of English and Women’s Studies and Director of the Africana Research Center David G. Atwill Professor of History and Director of Graduate Studies *Signatures are on file in the Graduate School. ii ABSTRACT This dissertation engages with recent scholarship on the slaveholding household and on struggles over the terms of labor as slavery underwent its internal collapse. Slavery stood at the crux of Border State political economies and political identities on the eve of Civil War. Vigorous markets in hiring and sale distributed widespread access to enslaved labor, disrupted black familial and social life, and stood as a terrain of struggle across which both white and black identities were articulated. Border State emancipation, no less traumatic than its Confederate counterpart(s), nonetheless took a different path. Recent scholars have observed that in much of the Confederacy, wartime emancipation was neither secure nor absolute. In the loyal Border States, it was more fraught yet. Slaves and ex-slaves struggled to navigate the overlapping terrains of federal policy, civil law, and the market in their labor as they began to lay the material and ideological foundations of free households. -
History to 1877 Teacher(S): Mrs
Remote Learning Packet Please submit scans of written work in Google Classroom at the end of the week. May 4-8, 2020 Course: U.S. History to 1877 Teacher(s): Mrs. Jimenez ([email protected]) Weekly Plan : Monday, May 4 ⬜ Read Chapter 18 Lesson 2 (pgs. 508-514) ⬜ Answer reading questions (worksheet) ⬜ Optional: Watch video on First Battle of Manassas - https://safeyoutube.net/w/hlB8 Tuesday, May 5 ⬜ Read and annotate Lesson: Early Strategies and Battles ⬜ Answer reading questions (worksheet) ⬜ Optional: Watch video on the War in the West - https://safeY ouTube.net/w/t1bA (short version) or on Battle of Shiloh https://safeYouTube.net/w/wNbA (long version) Wednesday, May 6 ⬜ Read and annotate Lesson: Campaigns of 1862 ⬜ Answer reading questions (worksheet) ⬜ Optional: Watch video on Battle of Antietam - https://safeYouTube.net/w/l5bA (short version) https://safeYouTube.net/w/txbA (long version) Thursday, May 7 ⬜ Read and annotate the Emancipation Proclamation ⬜ Answer reading questions (worksheet) ⬜ Watch Mrs. Jimenez’s video on Google Classroom (not optional!) ⬜ Optional: Watch video on the War in the East - https://safeY ouTube.net/w/f3bA Friday, May 8 ⬜ Attend office hours & Zoom class discussion on the War and the Proclamation ⬜ Catch-up or review the week’s work Statement of Academic Honesty I affirm that the work completed from the packet I affirm that, to the best of my knowledge, my is mine and that I completed it independently. child completed this work independently _______________________________________ _______________________________________ Student Signature Parent Signature Monday, May 4 1. Read the assigned pages (508-514) 2. Answer the questions on these readings in this week’s worksheet for Monday. -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
DOCUMENT RESUME ED 476 512 SO 034 870 TITLE Civil War Preservation Trust Two Week Curriculum for Teaching the Civil War. INSTITUTION Civil War Preservation Trust, Washington, DC. PUB DATE 2003-00-00 NOTE 554p.; Support provided by The History Channel. AVAILABLE FROM The Civil War Preservation Trust, 1331 H Street N.W. Suite 1001, Washington, DC 20005. Tel: 202-367-1861; e-mail: info @civilwar,.org; Web site: http://www.civilwar.org/. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF02/PC23 Plus Postage. DESCRIPTORS *Civil War (United States); Curriculum Enrichment; *Field Trips; Grade 11; Grade 5; Grade 8; *Heritage Education; *Historic Sites; History Instruction; Intermediate Grades; Middle Schools; Secondary. Education; Social Studies IDENTIFIERS Site Visits ABSTRACT The Civil War was perhaps the greatest turning point in U.S. history. The dual themes of slavery and power deeply divided the growing nation during the first half of the 19th century. The mission of the Civil War Preservation Trust (CWPT) is to preserve the significant Civil War battlefields by protecting the land and educating the public about the vital roles those battlefields played in directing the course of the nation's history. This 2-week CWPT curriculum is designed for students in grades 5,8, and 11. For each grade level, there are six sections: (1) "Disunion"; (2) "War"; (3) "Soldier Life"; (4) "Preservation";(5) Battlefield Field Trips"; and (6)"The War at Home." These sections are vital in using battlefield land as outdoor classrooms. The curriculum contains ideas for the classroom as well as ideas for interdisciplinary activities. -
The Great African- American Migration MAKERS of AMERICA Billy Yank
20 Girding for War: The North and the South 1861–1865 I consider the central idea pervading this struggle is the necessity that is upon us, of proving that popular government is not an absurdity. We must settle this question now, whether in a free government the minority have the right to break up the government whenever they choose. If we fail it will go far to prove the incapability of the people to govern themselves. braham Lincoln solemnly took the presidential A oath of offi ce on March 4, 1861, after having slipped The Menace of Secession into Washington at night, partially disguised to thwart assassins. He thus became president not of the United Lincoln’s inaugural address was fi rm yet conciliatory: States of America, but of the dis-United States of Amer- there would be no confl ict unless the South provoked it. ica. Seven had already departed; eight more teetered Secession, the president declared, was wholly impracti- on the edge. The girders of the unfi nished Capitol cal, because “physically speaking, we cannot separate.” dome loomed nakedly in the background, as if to sym- Here Lincoln put his fi nger on a profound geo- bolize the imperfect state of the Union. Before the na- graphical truth. The North and South were Siamese tion was restored—and the slaves freed at last—the twins, bound inseparably together. If they had been American people would endure four years of anguish divided by the Pyrenees or the Danube River, a sec- and bloodshed, and Lincoln would face tortuous tri- tional divorce might have been more feasible.