Slave Narrative

Slave Narrative

[Name of the Writer]

[Name of the Institution]

Slave Narrative

In District #5, Lawrence County, Bedford, Indiana lived two ex-slaves named Thomas Ash and Mrs. Mary Crane. Mr. Thomas Ash was born in the year 1856 and was raised on a farm of Charles Ash, in Anderson County. He has an unpleasant memory of some slaves being tied up to a pole and getting whipped for disobeying orders. However, for himself, he never had such an experience or was whipped. After Lincoln's proclamation, many nigros left to join the Union army as he was making them free men (Schwartz, pp. 602). Mrs. Mary Crane, on the other hand, was born on the farm of Wattie Williams in the year 1855. Her parents were owned by the farm owner, and he then gave her father to his daughter as a wedding present but was later sold at auctioned when her husband was broke. Instead of getting sold down at the river, his grandfather asked his owner to buy her father, and so he did. They then grew up on that farm where they were not treated as awful, but the neighbor who lived nearby treated his slaves the worst way (Anderson, pp. 30).

What I found surprising after hearing the ex-slaves stories was that none of the two slaves faced any harsh punishments, but they seem to have shared the awful things they witnessed during their childhood (Cade, pp. 330). What I have read about slavery back in the late eighties was that every slave owner was a monster. After hearing their side of the story and their lives as slaves, I found it quite fascinating to learn that the Lincoln proclamation made it possible for all slave negroes to be free after all. Even though, most of them at the time did not even know what freedom meant.

References

Anderson, David. "Telling Stories, Making Selves: Nostalgia, the Lost Cause, and Postbellum Plantation Memoirs and Reminiscences." Civil War and Narrative. Palgrave Macmillan, Cham, 2017. 21-38.

Cade, John B. "Out of the mouths of ex-slaves." The Journal of Negro History 20.3 (1935): 294-337.

Schwartz, Barry. "The Emancipation Proclamation: Lincoln’s Many Second Thoughts." Society 52.6 (2015): 590-603.

Slavery In Colonial America

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SLAVERY IN COLONIAL AMERICA

Name

Professor

Course

Date

The American colonial slavery began way back in 1619, this was when a privateer famously known as the white lion brought in 20 black African slaves to the shore of Virginia. This crew had pirated a Portuguese slave ship in Sao Jao Bautista that had these slaves. I this century, the European settlers in North America viewed the African slaves a cheap source of labor and that was more plentiful compared to the indentured servants who were mainly the poor Europeans. This realization, therefore, leads to the increase in the capture of the Africans from their continent by the Europeans and sailed through the Atlantic to North America, then sold to the rich merchants who hard 0huge plantations and other who just needed servants for their homes. It is approximated that in the 17th and the 18th century, a total of about 6-7 million Africans both men women and children had been moved to North America to offer the services in production.

It was not until the 18th century when most captured Africans were so hard to get in the colonies that later became the United States of America. This is because almost all of them were sold to the West Indies, because of the large plantations there and the high deaths in the areas that always require a nonstop flow of slaves to the area. The major location of the African slaves in North America was the Charles town and the Carolina province that was in 1670. This colony was formed by the growers from the British sugar island that had been overpopulated. They brought a huge number of African slaves who were on the island to help them develop new plantations. To meet the labor demands of the time, the colonist decided to implement the use of Indian slavery for some time. Therefore, the Carolinians changed the Indian slave trade in the late 17th and the beginning of the 18th century that is by using the slaves as a trade commodity that could be exported to the West Indies. It is also estimated that the period between the 1670 and 1715 between 24000 and 51000 enslaved Native Americans had been moved from South Carolina and a number of the Africans had been brought to the colonies of the new America during the same period.

In the colonies of North America, slavery was nor the conspicuous thing in the south. Although the slaves had been sold in the British northern colonies that were since 1619, the labor that was provided by the slaves did not represent a noticeable proportion of the labor force in North America till towards the end of the 17th century. This is the period when the number of slaves in northern America significantly grew. It was approximated that the population of the Africans was about 20 of the whole population in all 13 colonies. While several slaves in the Chesapeake worked in small farms, those slaves in South Carolina worked o huge plantations with a huge number of slaves on them. An approximation of only one-third of the slaves in South Carolina stayed in small houses of 50 or more slaves. The irony part of all this was that those slaves who worked on the large farm in south Carolina were allowed to do whatever they wanted after completing their work while those slave in the small farms always worked on the farms all the time with close supervision of what they did from their white masters. Those slaves who were not taken to the plantations and were lucky enough to be taken to the colonies cities such as Boston, Philadelphia and New York. Were allowed to engage in a different kind of work such as being domestic servants, being artisans, dock workers, coachmen, sailors, and laundresses. Some were also hired to help their masters collect some wages. Some were also used as household workers and that showed a high social status. Though all in all despite all these privileges, slaves were always treated as properties or commodities that could be sold and bought anytime.

In that century, there was widespread ownership of the slaves where almost everyone owned a slave. This, therefore, started causing some significant implications with time. In the years between 1760 and 1770, this was during the war with Britain, some Americans started opposing the taxation of the colonies without their consent. They argued that this would start reducing the power of the colonists to that of their slaves. Though because almost everyone within the colonies owned a slave, they all ganged up and started protesting against the taxation which brought in the rebellion against their other country. These colonists felt as if they were being enslaved and hence started protesting against their enslavement. This cause a contradiction where it became difficult to enslave black people and give freedom to white people. Therefore the Americans chose to continue enslaving the blacks and set themselves free to solve the puzzle they had created. Almost immediately after the American Revolution, most Americans both from the north and the south took the revolutionary ideas they had seriously and came to the conclusion that slavery was a bad thing to do to fellow humans. Therefore they decided to free all the slaves and give them their freedom. Some states from the northern side enacted laws that made slavery to be prohibited in their states and set up some policies that would make slavery to be extended with time. Though this was different in the southern states which had made more gains through the help of the slaves. Therefore they were not ready to let the slaves go. Though they passed some laws that would regulate the kind of pressure instilled by the masters to the slaves. At last no state in the southern colonies was ready to pass some law that would help eradicate slavery. With this kind of division with the northern and the southern colonies, they lead to the civil wars with time.

The slaves in the northern American colonies made several contributions to the culture and the economy of American history. To begin with, the slaves worked in plantations in different towns and cities whether they had the skills or not. Secondly they slaves also brought the knowledge on how to grow rice in Carolina and Georgia. They also taught their masters how to cultivate crops and brought in some crops that never grew in these areas such as the watermelon, peas, sorghum, and millet. They helped prepare meals such as gumbo which is an African meal name that is nowadays used as an English word this brings to me to the point that they influenced their culture. They influenced the African music to be brought in the American system and brought in some bits like the jazz to the system. The Africans also helped in the participation of the American Revolution that helped liberate themselves and their fellow Africans who had been enslaved for a long time. After their liberation, most Africans also joined the army that helped fight the Korean War. It was approximated that at that time an approximation of 15 of the population in the army was African.

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Slavery, Racism,gender

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

Slavery Racism and Gender

Paragraph 1

Race can be described as the grouping of people based on their physical appearance such as their skin color. The concept of race originated way back when people first started to arrive in America. In American history 1400 was the time of exploration when people around the world started to visit the area. In 1606 when Europeans started arriving most of the native Americans welcomed them. The Europeans aimed to occupy a land so that they could set up their business while Native American was highly impressed by the tools European bought with them that could help them in hunting etc. However, when Europeans settled a new problem originated which was racial discrimination. Most of the Europeans considered themselves superior to Native Americans. They even categorized people based on their physical appearance. For them the people with white skin and blonde hair were superior and people with dark hair were considered less superior however the people with dark skin and dark hair were considered as inferiors. Another more prominent categorization was based on religion. It was during this time that the concept of colonization started to prevail where people try to find resources so that they could live there and follow their culture. As soon as the colonies grew stronger and powerful the concept of the race started to begin where people were classified as white people, black people, and red Indians. This started the racial segregation where European occupied the region with more resources while other races were left with no other option but to live in a less resourceful area. Most of the Europeans had greater occupational opportunities while Black people were forced to work as cheap labors and most of them were even enslaved. This classification brought another concept that is the concept of slavery. Initially, most of the Africans were assumed to be a slave. In the 16th century, it was illegal to enslave Indians yet Africans were enslaved legally as they were in Spain and Portugal. While talking about Native Americans they used to work for Europeans but as the Europeans got more power and control the started to treat Black people badly and used to enslave them and their families. Specifically talking about the women of color, they were considered as just an object of entertainment for white people. They were beaten and used to do all the households. Many young slaves were merely an object of their master sexual pursuits. Most of the women's significant others were also enslaved which made it impossible for them to run away from this torture. Generally, the European chattel slavery is considered as unique from all other slavery as this slavery resulted in the complete possession of an individual. Most of the ancient Greek and Hebrew people relied on slavery to get cheap labor but mostly European in the 16th century used to fully own the individual and used them whatever they want. They used to enslave people who had to pay their debt or to make people accept Christianity as religion (Kidd).

Paragraph 2

In history, the thirteen colonies are also named as thirteen British colonies. These colonies include a group of colonies of Britain. As these colonies were newly formed they had no constitution or set of rules or the legal system. These colonies were famous for considering the slavery of people legal. These slaves were mostly black people. Some of them were Africans while some were Native Americans. The racial difference was one of the main reasons that forced the enslavement of many Africans. These slaves were used as servants at home or farmworkers. However, the other side of the story was complete horror as Europeans considered slaves as their personal property and had the right to do anything they want to with them. The slaved men were brutally beaten and were forced to work at home as well as on the farm and other industries. Specifically talking about women, Europeans used to consider black women as the object of their gratification and white women as pure women. They used to abuse black slave women sexually and sold them to other white people or even to different brothels by taking money. They used to rape young girls even young boys. Many women were forced to engage in sexual relationships with other slaves encouraging slave pregnancies as these slave children could be sold or used as slaves for their next generation. The master-slave sexual relations were also encouraged as the more children the slave has the more she would be favored by the master as these children would benefit the master. Slaves were also used as prostitutes regardless of their gender. (Okoye). The Europeans usually forced their male slaves to mate with the female slaves so that they could indulge them in the bond so that they would never betray their master and would join the rebellious slave population. However, there still were many slaves that joined the rebellious population due to which Europeans were worried as they could lose control over their slaves. During this time William Lynch gave a speech on how to control the slaves. According to him violence was not the best method instead he suggested to exploit the differences such as age and color, etc to pit the slaves against each other this would make them fight with each other rather than joining the rebellious population. According to Douglas' description, most Europeans used to enslave women and children as they could easily oppress them and could sell them whenever they want. Another concept that arose during this time was racial degeneracy. Many slave children were separated from their mothers right after their birth and were sold so when they grew up they were considered as a born slave and were emotionally and mentally unstable as they lacked the attention that’s the right of every child. In 1772 the Somerset case caused a huge stir among slave masters as British courts passed the rule that selling slaves abroad without their consent is illegal and the slave must be discharged however people thought that the Judge freed all the slaves and black people were legally freed from slavery.

Conclusion

Racial discrimination has always been one of the major topics of debate. Europeans were the ones who first classified people based on their physical appearance shaping the racial beliefs we all have today. However, even today people of color face discrimination at some point in their lives as white people are still privileged and live in the main of the city while black people or other immigrants live in less privileged areas where they are deprived of their necessities like healthcare and education. Many black unarmed black children are killed daily without any reason. Thus, it is important to eradicate these beliefs by considering humanity above all (Reskin).

Works Cited

Okoye, F. Nwabueze. "Chattel slavery as the nightmare of the American revolutionaries." The William and Mary Quarterly: A Magazine of Early American History (1980): 4-28.

Kidd, Colin. The forging of races: race and scripture in the Protestant Atlantic world, 1600–2000. Cambridge University Press, 2006.

Reskin, Barbara. "The race discrimination system." Annual Review of Sociology 38 (2012): 17-35.

Slaves In Colonial America

Natavia Harden

Instructor Name

History and Anthropology

11 November 2019

Slaves in Colonial America

The history of slavery from 1600 to 1776 is very complex and directly concerning the European slavery network. The main idea for increasing the slave population in colonial America was to increase productivity in the many plantations made in the American colonies. Most slaves were put to work in the sugar plantations of the original thirteen British colonies present in America. These slaves were imported directly from Africa through the famous Atlantic Slave Trade Network. In addition to the Africans, the local Indian population was also enslaved, but their numbers were meager compared to their African counterparts. This practice continued until the abolishment of Slavery by President Abraham Lincoln in 1863. The Europeans, especially the British and the Portuguese were trading in slavery for a very long time. Yet, the roots of slavery in American were not placed until the 1600s. it is very interesting to know that the first group of African Slaves came with their consent with the famous liberal philosopher John Lok. The philosopher taught them English which gave the rulers the ideas in the first place. This later helped the British to establish a trade network in their colonies in America for the production of goods like Tobacco and Molasses CITATION DRi15 \l 1033 (D Richardson).

In 1607, the British crown sanctioned their first colony on the American mainland called Jamestown, Virginia. After its establishment, the colony steadily elapsed into a tobacco-based economy. So, to drive the economy of Jamestown further, more slaves were needed. Slaves were gathered from the American natives as well as imported from Africa to establish a workforce so that the British Empire would be able to continue their trade activities. After there were a significant number of slaves in the British colony, the crown started the process of establishing legal protocols to govern slave trades.

The trade-in the American colonies was booming, therefore Africans were kidnapped from their homeland and forced into slavery. They mainly worked in the plantations of rice, tobacco, and indigo in the colonies of Georgia and Maryland. After the war of independence of 1776, the semi-industrialized economy of the Northern States started to link the cruelty done on the black slaves with the cruel rule of their former British masters. Hence, they concluded that slavery is a sin and therefore they started to abolish slavery in the northern states. Their southern brothers were in disagreement on this issue of slavery CITATION FCT18 \l 1033 (FC Thames). Therefore, a compromise was made after the conclusion of the War of Independence in 1783. The new US constitution passed the famous "Three-fifth Law" about the representation of slaves in Congress.

In the late 1800s, the mechanization of the industrial sector led to unprecedented demands regarding American raw cotton. This was difficult as the seeds from the raw cotton crop needed to be picked out by hand, which required excessive labor and time. But that soon changed in the time to come. A school teacher named Eli Whitney came up with an invention called the Cotton Gin. This device was used to solve the seed picking problem related to cotton farming and soon a large number of slaves were imported by the southern states as it moved from tobacco to cotton as their main source of income. So, even after banning slave trading, there were plenty of slaves present already in the American colonies. The trade flourished and the slave population started to increase in the next fifty years. There were bumps along the way as well. The governments of the southern states had to put down several rebellions, the most noticeable of all of which was the one led by a black called Nat Turner in Virginia. Turner ended up murdering around sixty whites within two days which was put down by the local militia. This incident gave the southern authorities an excuse to further tighten the leash on the poor black slaves.

The north was moving against this barbarism and abolishment of slavery movement was gaining momentum. The narrative of the southerners that the black was “mindless animals possessed of little economic sense” was soon challenged by various mediums. William Lloyd Garrison founded a liberal newspaper called “The Liberator” in which he opened declared slavery as a sin. Not only that, the famous “Underground Railroad” was excessively used by the southern blacks to escape into the northern states CITATION EFo15 \l 1033 (Foner). Such clash of practices further increased the tensions between the Northern and the Southern states. To counter several newly annexed states were divided to keep the pro-slavery and anti-slavery states in balance in the US congress.

These tensions to the issue of slavery soon acquired a critical shape when an anti-slavery politician Abraham Lincoln became the president of the United States. Seven southern states broke-off from the union and established the Confederate States of America. Soon, four more states joined the Confederacy and a civil war broke out. The Northern states won the war and as a result, the institution of slavery was abolished in the United States altogether in the proclamation of January 1st, 1863. This was further followed by the thirteen amendments in the US Constitution which ended slavery officially CITATION BJB15 \l 1033 (Best).

Works Cited

BIBLIOGRAPHY Best, BJ. Abraham Lincoln, The Emancipation Proclamation, and the 13th Amendment. Cavendish Square Publishing, 2015. Amazon.com.

D Richardson, D Eltis. Atlas of the transatlantic slave trade. Yale University Press, 2015.

FC Thames, SC McKee, R McKenzie. "The South, Slavery, and Competition in Early US House Elections." Cambridge University Press (2018): 703-729.

Foner, E. Gateway to freedom: The hidden history of the underground railroad. WW Norton & Company, 2015.

So Proud To Live, To Proud To Die!: Native And Anglo Interactions In The New World

So Proud to Live, So Proud to Die: Native and Anglo Interactions in the New World

[Name of the Writer]

[Name of the Institution]

So Proud to Live, To Proud to Die: Native and Anglo Interactions in the New World

The history of Native Americans is very complex and diverse because of the different geographical and cultural backgrounds of people involved. The interactions between Anglo Americans and Native Americans differ from place to place. Members of each nation interact differently with each other based upon the economic, social and political factors. Few Anglo Americans considered Natives Americans their equals while others think that Native Americans are inferior to them. Many Spanish and French people knew that to get profit in trade Native Americans are important therefore they maintained a good relationship with them. Additionally, many Anglo Americans wanted Native Americans to convert their religion and become Christian. In short religion and economic gains were the reasons that affected the dynamics of the relationship between Anglo Americans and Americans. While talking about European invasion when French and Spanish explorers arrived in America their basic aim was to convert people to Christianity and gain economic stability but they also bought a wave of chronic diseases with them. Many Native Americans were not immune to these diseases and it takes a lot of time to develop natural immunities against the disease. This was the reason for the death of many Native Americans (Flynn et al., 2015). Another major change that occurred because of the interaction between Anglo Americans and Americans is the increasing trend of slavery. Anglo Americans realized that they need more people to expand their trade so they offered some goods to the Native American people and in return, they would enslave them and made them do all their work (Scanlan, 2016).

While discussing the instances of cooperation between Native Americans and Anglo Americans, trade is considered the foremost reason for cooperation. As Anglo Americans settled their interest in agriculture also increased. The land that was under the possession of Native Americans was an excellent source of agriculture. On the other hand, Native Americans were amazed by the tools that Europeans used to make for hunting purposes and daily usage. Due to these reasons, they soon began cooperating. As Anglo Americans did not have any land to expand their trade they started to buy land from Native Americans in return they get money and different tools (Fisher, 2018).

During the war between British and French people, they both relied on the Native Americans' support. Most of the Natives were on the side of French as they developed a good trading relationship with the Native Americans. Also, the French people did not threaten the identity of Native Americans and not forcing them to convert their religion.

However, this cooperation did not last long as Europeans started to oppress the Native Americans. They were not providing them enough tools or money in return for their work. They used to take their land and forced them to convert to Christianity. They were threatening Native American culture. This was the reason for the conflict between Anglo Americans and Native Americans. Another reason for the conflict was the consequences of war. As Native Americans also participated in the war in returned they wanted guns and other weapons. Initially, Europeans were ready to give them the guns as they wanted their alliance and their hunting skills would benefit them but later they began to oppress the Native Americans (Vaca, 1997).

Moreover, as per my understanding war was one of the significant reasons of steadily deteriorating relationship s between Native Americans and Anglo Americans. The weapons used in the war greatly influenced both Native and Anglo Americans. While talking about weapons, during the French and Native Americans' war the use of biological weapons was authorized by the Britain commander. As Native Americans were not immune to many diseases bought by the Anglo Americans they were immediately affected by the disease spread by Britain. The major disease was smallpox as many people were infected by this disease. Most of the tribes perished because of this disease. Native Americans knew that this epidemic was introduced by Britain which increases the conflict between. Moving on towards other weapons used during the war was guns. The guns were one of the reasons for increased conflicts between the Native Americans and Anglo Americans. Most of the Native Americans wanted guns so that they can fight their traditional enemies while Anglo Americans needed to give guns to Native Americans as they wanted their alliance. This exchange of guns later was the reason for extreme violence and conflicts. Anglo Americans wanted the land to settle down and to expand their trade but Native Americans did not want to leave their land due to which war began between the two. The use of guns in the war caused extreme causalities causing the bitter relation relationship between the two groups.

When Anglo Americans explorers visited America they began to settle down there because of the agricultural land and a chance to expand to their trade (Trigger, 1991). Initially, Native Americans welcomed the Anglo Americans as they were also amazed by the tools and technology they bought with them. To get the tools Native Americans started to sell their lands to Anglo Americans and started working for them. However, this cooperation did not last long as Anglo Americans mostly considered Native Americans inferior and were using them to expand their trade. They gradually took most of the Native Americans' land without paying them enough. They also forced them to convert their religion and become Christianity which was a direct threat to their identity and culture. This arises a conflict between them. Their ambiguous relation can be described as a “doubled edged-sword” because like the shiny part of the sword they were pretending to be cooperating to get mutual benefits while on the other hand like the sharp edges of the sword they were trying to cut each other roots.

References

BIBLIOGRAPHY BVaca, A. N. (1997). Cabeza de Vaca's Adventures in the unknown interior of America. New Mexico: Albuquerque, NM.

Flynn, P. M., Betancourt, H., Garberoglio, C., Regts, G. J., Kinworthy, K. M., & Northington, D. J. (2015). Attributions and emotions regarding health care mistreatment impact continuity of care among Latino and Anglo American women. Cultural Diversity and Ethnic Minority Psychology, 21(4), 593.

Fisher, L. (2018). Natives, Religion, and Race in Colonial America. The Oxford Handbook of Religion and Race in American History, 323.

Scanlan, P. X. (2016). The Colonial Rebirth of British Anti-Slavery: The Liberated African Villages of Sierra Leone, 1815–1824. The American Historical Review, 121(4), 1085-1113.

Trigger, B. G. (1991). Early Native North American responses to European contact: Romantic versus rationalistic interpretations. Journal of American History, 77(4), 1195-1215.

Social Unrest And Westgate

Social Unrest and Westgate

[Author Name(s), First M. Last, Omit Titles and Degrees]

[Institutional Affiliation(s)]

Social Unrest and Westgate

Source Chosen: Kennedy, R. F. (1969). 13 Days: TheCuban Missile Crisis in October 1962. Springer.

Context

The name of the document is the “Cuban Missile Crisis Speech” by John F. Kennedy in1962. It is taken from original the speeches of Kennedy written by his speechwriter Theodore Chaikin Sorensen. Kennedy was the 35th president of the US, form the era of (1961-1963). He faced numerous scandals, controversies, and crises, such as the ones in Berlin and Cuba. During his presidency, a potential nuclear war with the Soviet Union almost started in the form of the Cuban Missile Crises. This document was created in 1962 as Kennedy delivered his speech on the eve of the 22nd October 1962. He gave it on television and radio.

Summary

In an emotional broadcast to the American people, President John F. Kennedy addressed the nation and gave a speech in which he stated that the Soviet Union haddeployed nuclear missiles in Cuba. He spoke about the ways through which the US government will enforce a blockade around the island nation from keeping other hostile weapons from entering into the state of Castro (Kennedy, 1969). Additionally, Kennedy warned and cautioned the government of Soviet Union that any nuclear assault from inside theCuba would be taken as a measure towards war. Kennedy also accused the Soviet Union in his speech, of instigating the misdirectionand deceptions, to what he referredclearly to as a "clandestine, reckless, and provocative threat to world peace” in his speech (Kennedy, 1969).He also spoke about the counter attack thatwould be done by the United States and it would not hesitate in retaliating even for once. Referring back to the hostility and endeavors during the historic war era of Italian, Japanese, and German in 1930, Kennedy contended that the behaviors of the country’s leading towards war, whenever permitted under unchallenged and unchecked circumstances, has prompted war. He rejected the case of Foreign Minister of Soviet Union, Andrei Gromyko, that the ammunition and weapons present in Cuba were simply for the sake of defense regarded as "false."

Furthermore, in his speech, Kennedy outlined a plan of actionthat required a quarantinefor executing a serious set apart on the entire antagonistic armed forces and ammunitions under the shipment towards Cuba (Kennedy, 1969). Furthermore, Kennedy alarmed the Soviets by stating that if there was a nuclear war-trap from Cuba, they should consider the US as a biggest threat to them, and he set the U.S. military towards the Western Hemisphere on a highly alert state. Khrushchev, he communicated, "has an open entryway at present to shift the world back again from the void of devastation" (Kennedy, 1969). Kennedy also addressed the other organizations of the United States and the United Nations to help in settling the issue. This discourse was an assertion of activity plans set by Kennedy in light of the atomic war, the threatening circumstances occurred between the two superpowers. Hence, this speech gave a detailed overview of the circumstances prevailing between the Soviet Union and the US at the time of the Crisis of Cuban Missile.

Connections

This course addresses the topic of Cold War and Cuban Missile Crises which was covered earlier in the course. We learned from the lecture material from the ‘Modern American History: 1950 to 21st century’ about the Cold War era and the confrontation between the two big nuclear Powers; the United States and the Soviet Union. Also, they came close to the nuclear conflict among them and bombarded each other with bombs, missiles, and the crisis, i.e., Cuban Missiles occurred in that era. Nonetheless, this topic is broadly covered in the course and various aspects of the modern historical war era of the 21st century.

Moreover, this primary source gave a detailed description of the Cuban Missile matter through the speech of President Kennedy himself (Powaski, 2017). This speech gave a detailed overview of the circumstances prevailing between the US and the Soviet Union at the time of the Cuban Missile Crisis. President Kennedy informed the public very thoroughly about the matter through his speech and the initiatives he took by marking his words in a stern tone of voice delivered the message to the ears of the US citizens as well as the Soviet Union (Heller, 2016). He outlined an action plan for enforcing the blockade on quarantine and issued warnings to the Soviet Union about retaliation.

This speech is very much declarative in its own stance as they are the direct words of the president Kennedy and he emphasized all the situations which were leading to a nuclear war in a very unsympathetic tone and way. It wholly covers all the aspects of the course studied and it further intrigues the listener or reader about the circumstances from the president point of view, as he is the leader of the country. This speech was a declaration of action plans set by Kennedy in response to the nuclear war started between the two superpowers. However, the course material is much extensively detailed on the topic as it covers the situations and scenarios of the pre-Cold War era and the post-Cold War era. The other topics which relate to the Cuban Missile Crisis are also mentioned in the course book, such that they are all connected to the era of the Cold War and its repercussions. The responses shared by fellow students are somewhat alike due to the reason that all the topics in the course are interrelated to the history of America and the Cold War.

References

Heller, J. (2016). Kennedy, Israel, and the Cold War before the Cuban Missile Crisis (1961–62). In The United States, the Soviet Union and the Arab–Israeli conflict, 1948–67. Manchester University Press.

Kennedy, R. F. (1969). 13 Days: TheCuban Missile Crisis in October 1962. Springer.

Powaski, R. E. (2017). John F. Kennedy, the Hawks, the Doves, and the Cuban Missile Crisis, 1962. In American Presidential Statecraft (pp. 11-65). Palgrave Macmillan, Cham.

Social, Racial, Economic, And Political Complexities Of American History Between 1840 And 1877

Social, Racial, Economic and Political Complexities of American History (1840-1877)

[Name of the Writer]

[Name of the Institution]

Social, Racial, Economic and Political Complexities of American History (1840-1877)

Introduction

In American history from 1840 to 1877, the major event that changes the way of looking into American society is mainly based on some minor and major events. Those events tend to change the course of history and led the social, economic, political, and racial complexity on a new pathway. American Civil War is the main event that shapes the way we look at this part of history. It led to the abolition of slavery and most of the consequence it has on the economic, political, racial, and social side of America. Before the event of the American Civil War, the economy of the American class was based on slavery based labor and workers which was then changed. But even after this era the difference between the wages, rights, and social status of freed individual would never become the same as the American people. The course of history that led to change in the way American society lives afterward is also based on the political movements and complexity that they posed to American society and economy. We would be looking at all these parameters in the following passage.

Racial complexity

Racial inequality and race have shaped American society and history from beginnings. American society from its beginning was built on a cruel form of inequality, domination, and oppression which denies slaves freedom. Racism harms not only oppressed but also dominants. It is one of the racial critical complexities. Racial boundaries are built in very different ways in American society for example if someone is black is considered to be of African background. After the Civil War, racial classification is based on the classical "one-drop rule". Slave law in 1850 was a strict law that was passed which denied the trial by the jury which led to riots. After the end of the American Civil War in 1865, slavery was abolished but its impact did not disappear. Slavery induces a long-lasting effect on American society even today. On paper, 14th Amendment was added in US Constitution in 1968 which guarantees equal citizenship, and later on, 15th amendment which was passed after two years, explicitly states that these rights are applied to people of all races and color. The official act of citizenship of second class becomes an important point in racial oppression after a decade of the United States Civil War.

Social Complexity

The level of prosperity in 20th, as well as 21st century, changes American society. Most of American history, barriers of social class were rigid fundamentally, with several public and private institutions enforce racial segregation based rules. It is noted by the historians that before 1850 that most people who went to the frontier were Eastern people. Before the year 1850, there were few cities in America which were small cities and most people were rural inhabitants. Turner model suggests that the East American social structure was the same as that of class-based European structure, while socially, economically and politically, the West was more equality based structure. Due to economic expansion in era 1815-1860, American society sees many changes. Most changes were seen in Northern states which see the effect of the development of infrastructure. New York was the first state in 1848 to give property rights to women.

Political Complexity

Politically from 1840-1860, American politics were focused on two issues. The phenomenon of nation-building which belongs to the "Manifest Destiny" of America was to control territory to the west of Pacific and south in Mexico. American Republicans and Federalists were replaced by Democratic Party. Mostly American politics and political parties’ remains polarized on the issue of slavery.

Economic Complexity

In the United States of America, 1840-1893 eras encompass great fluctuations in the American economy, but this era is also seen overall dynamic growth. Economic revival is seen in the 1840s after the panic of 1839. But due to Civil War economic disruption is seen and America has endured long effects of deflation after war. In 1860, sales were the largest by basic meal and flour industry. A large shift has been seen from an agricultural country to an industrial country. By the year 1860 manufacturing was on worldwide second number behind France and Great Britain. Railroad and the telegraph connect the region. By 1869 completion of the transcontinental railroad has been done. About 16 percent of the population in the era of Abraham Lincoln was an urban area based and one-third of American income come was generated by manufacturing. Industry in the urban area was Northeast limited. 300,000 Europeans from 1845-1855, annually arrived in 300,000. Most of them were poor and residents of eastern cities. Slave system of labor was abolished after the U.S Civil War, making the cotton plantation of the south in less profit.

Conclusion

We have seen that most of the changes that led to political, social, economic, and racial complexity were redefined in the pre and post US Civil War era. Abolition of slavery has changed the American economy, society, racial status, and political movement but still, its long-lasting effects have been noted in the years to follow. Ideology and the institutionalization of the society and system of slaves that were a present half-century before the event of 1861 went to a low in 1865 and was changed and replaced with entrepreneurial capitalism free-labor ideology and institution. The flames of Civil war for worst or better forged the bases of modern USA. It was remarked by Mark Twain in 1873 that Civil War "cataclysm" is uprooted by centuries-old institutions and ideology, which changed people's politics and have a profound effect on national character. He said that this measure cannot be measured in a short span of two or three generations.

End Notes

David, Paul A. Technical choice innovation and economic growth: essays on American and British experience in the nineteenth century. Cambridge University Press, 1975.

Garner, Steve. "The uses of whiteness: what sociologists working on Europe can draw from US research on whiteness." Sociology 40, no. 2 (2006): 257-275.

Hartzell, Caroline, and Matthew Hoddie. "Institutionalizing peace: Power sharing and post‐civil war conflict management." American Journal of Political Science 47, no. 2 (2003): 318-332.

Williamson, Jeffrey G. Late nineteenth-century American development: a general equilibrium history. Cambridge University Press, 2008.

Source Formatting

Student’s Name

Instructor

Course Code

Date

Why and how did the federalist paper define the powers and structures of constitution?

Bibliography

Britannica.com ,” Constitutional Convention, history and compromises” (2012): 1-15.

The Britannica provides information regarding the history of the U.S. constitutional making process. It is the tertiary source and it will not be used to complete the research paper.

Jay, Hamilton Madison. The Federal Papers edited by Hamilton Madison Jay with introduction by Clinton Roaster. New York: New American Library, 1991.

The article is one of the first federal papers published by congress in regarding the powers and the structure of the federal government. It highlights key fundamentals of federal and its powers and therefore, it provides detailed information needed to complete the paper. It will be used to complete the research paper.

Maier, Pauline, Simon and Schuster. “Ratification, the people Debate and the Constitution 1787 – 1788” (2010): 1-25.

The article discusses the constitutional making process and therefore, it also gives the process of ratification of the constitution. It is a tertiary source and it will not be used to complete the paper.

Oak, James. The Article and the First Amendment of the Constitution of the United States. A History of the United States. Vol. 2. New York: Oxford University Press, 2017.

The article provides illustration of the first amendment of the constitution of the United States. It gives the history of the United States and the detailed steps and reasons for the first constitution amendment. It is primary source and therefore, it will be used to complete the paper.

Rowling, Kenneth R. and Charlene Bang Bickford. Creating the Bill of Rights, the document Record from the first congress. Vol. 1. Washington DC: John Hopkins University Press, 1991.

The article provides detailed about the Bill Rights, which was enacted by the first congress. It is a primary source and it will be used for the completion of the paper. It will helpful in understanding the rights and the role of federal.

Scott, E.H. Journal of the Federal Convention kept by James Madison. New York: The Law book Exchange, Ltd.; Special, 2013.

This is article has a collection of James Madison Journals, which he published when he was in the office. It provides elaborate information regarding what happens during the constitutional making process and the formation of federalism. It is the tertiary source and therefore, it will be used to complete the paper.

Thomas, Kenneth R. "Federalism, State Sovereignty, and the Constitution: Basis and Limits of Congressional Power." Congressional Research Service (2013): 3-18.

The article discuses the powers of federalism and the sovereignty of the state and it are also provides detailed powers of the congress and therefore, it defines the federal power. It is a primary source and it will be used in completing the paper.

Works Cited

BIBLIOGRAPHY Ayre, Brian. "The Federalist Papers." Independent Journal (2015): 2-13.

Jay, Hamilton Madison. The Federal Papers edited by Hamilton Madison Jay with introduction by Clinton ROaster. New York: New American Library, 1991.

Oak, James. The Article and The First Amendment of the Constitution of the United States. A History of the United States. Vol. 2. New York: Oxford University Press, 2017.

Rowling, Kenneth R. and Charlene Bang Bickford. Creating the bill of right, the document Record from from the first congress. Vol. 1. Washington DC: John Hopkins University Press, 1991.

Scott, E.H. Journal of the Federal Convention kept by James Madison. New York: The Lawbook Exchange, Ltd.; Special, 2013.

Thomas, Kenneth R. "Federalism, State Sovereignty, and the Constitution: Basis and Limits of Congressional Power ." Congressional Research Service (2013): 3-18.

Soviet Union History Essay

Student

Course

Instructor

Date

Soviet Union History Essay

Many years after World War II, international politics has been regarded as an ideological rivalry, bipolarity, and the impulse of peace among the significant powers of the world. The power transition theory depends on the powerful states and elicits implications from their behavior in the times of war. It also depends on their interactions for the maintenance and restructuring of the global political system. It is not entirely a realist theory as it is not explicitly concerned with the hegemony, but it also requires the satisfaction of a state with the ideologies of the international systems and policies and the status quo. The status quo is an apprehension of general patterns for diplomatic, economic and military ties with other members in the system. The dominant states establish a global order where they specify the foreign policies for other countries and the purpose is to gain wealth, security and prestige; in other words, ultimate global hegemony ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"YCTh1NsE","properties":{"formattedCitation":"(Lemke)","plainCitation":"(Lemke)","noteIndex":0},"citationItems":[{"id":795,"uris":["http://zotero.org/users/local/OnfrXiA2/items/9AQMCGWR"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/9AQMCGWR"],"itemData":{"id":795,"type":"article-journal","abstract":"This article offers an interpretation of the current international situation from the perspective of power transition theory. Previous efforts to understand what the end of the Cold War means for international relations have provided only part of the picture. Optimistic views tend to deny the possibility of the emergence of new threats, while pessimistic arguments generally fail to recognize that the prospects for major war have been significantly reduced by the dramatic events of the last half decade. The interpretation offered here is potentially advantageous because it draws insights from a theory with a long record of empirical support. Power transition theory is consistent with the existence of a 'Long Peace' since World War II, with the Cold War's peaceful end, and thus provides confidence to those who would use it to interpret the prospects for the future. The conclusion offered here is that while the end of the Cold War offers reason for celebration, there is also cause for concern.","archive":"JSTOR","container-title":"Journal of Peace Research","ISSN":"0022-3433","issue":"1","page":"23-36","source":"JSTOR","title":"The Continuation of History: Power Transition Theory and the End of the Cold War","title-short":"The Continuation of History","volume":"34","author":[{"family":"Lemke","given":"Douglas"}],"issued":{"date-parts":[["1997"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Lemke).

The clash of civilizations is another theory can be used in this context to explain the transition of world politics from multipolarity to bipolarity by the end of World War II. According to Karl Marx, socialism wanted to take control over the world and the majority of the Soviets considered themselves in a battle with capitalism itself. They saw Americans reconstructing their efforts in expanding their markets in Europe and Japan. The United States had fears that the USSR intended to destroy the democratic and capitalist institutions while the USSR had the concerns that the U.S. is exploiting its money and power to dominate Europe. They perceived that they were eventually trying to destroy the political and democratic system in the Soviet. There has been a long history of geopolitical struggles among the major powers of the world; however, the tensions after the World War II had escalated so much that there was the fear of destruction of the whole humanity ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"rSXOnCc7","properties":{"formattedCitation":"(Ikenberry)","plainCitation":"(Ikenberry)","noteIndex":0},"citationItems":[{"id":806,"uris":["http://zotero.org/users/local/OnfrXiA2/items/8VZWB6ZJ"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/8VZWB6ZJ"],"itemData":{"id":806,"type":"article-journal","container-title":"International Relations of the Asia-Pacific","issue":"2","page":"133-152","title":"Power and liberal order: America's postwar world order in transition","volume":"5","author":[{"family":"Ikenberry","given":"G. John"}],"issued":{"date-parts":[["2005"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Ikenberry).

The world politics did not come back to normal after the end of the Second World War; however, it initiated a new series of conflicts for the power-hungry U.S. and the USSR to attain the global hegemony. The power distribution of Europe was now out in the battleground to be picked up by these countries. The clash of the ideologies, while come call it the clash of civilizations yet again, became the stage for the power mongers. The European powers were destroyed at the international front and were exhausted completely by the war. The decline of European power set the scene of the emergence of two new global superpowers. The rest of the world was forced to choose between the two blocs of communism and capitalism. The soviets came out of the war with a prestigious status of having fought Hitler's army. It gained a new lease due to its heroic resistance against the enemy and demonstrated its victory at the Stalingrad. The USSR also provided Europe with a reformed ideological, economic and social model. Moreover, the Red Army was not destroyed by thy war as the U.S. army did. The Soviet Union had the advantage of numerical authority in terms of soldiers and heavy weapons. Albeit the human and material losses of the U.S. were higher and its army was completely demolished by the end of the hostilities, it remained the world's biggest military power. Its navy and air force were unrivaled, and it also remained the leading economic power even in the devastating events of turmoil. It continued its trade and production at industrial and agricultural levels ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Ve1BTNde","properties":{"formattedCitation":"(CATLEY)","plainCitation":"(CATLEY)","noteIndex":0},"citationItems":[{"id":796,"uris":["http://zotero.org/users/local/OnfrXiA2/items/YXLRHFAH"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/YXLRHFAH"],"itemData":{"id":796,"type":"article-journal","abstract":"Three times in the twentieth century the United States attempted to use its power to impose a liberal world order: in 1919, 1945-48, and after the Cold War. We now call it globalization. During the 1990s, the United States has been the miracle economy and its corporations have assumed ascendancy. Since 1996, after President Bill Clinton's re-election, the United States has been increasingly assertive; it has used its power to prop up the Russian President, bully the Chinese into liberalization, push the stagnant Japanese economy towards reform, insist on the \"Washington consensus\" of liberalization, and try to control the United Nations. In the 1997-98 Asian economic meltdown, the United States used the International Monetary Fund to push for political reform in East Asia. Washington is now using NATO to redefine the meaning of sovereignty in the Balkans. The United States has shifted from being a benign hegemon to an arrogant superpower and this will likely generate a hostile reaction.","archive":"JSTOR","container-title":"Contemporary Southeast Asia","ISSN":"0129-797X","issue":"2","page":"157-175","source":"JSTOR","title":"Hegemonic America: The Arrogance of Power","title-short":"Hegemonic America","volume":"21","author":[{"family":"CATLEY","given":"BOB"}],"issued":{"date-parts":[["1999"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (CATLEY).

After World War II, the USSR established as a sphere of influence in Eastern Europe, taking over the states where the Red Army had defeated the Nazis. It was that moment when Winston Churchill said that an Iron Curtain was descended over Europe. Though history states that the era of the Cold War was from 1945 to 1990, it is said that it had started during the World War. Stalin's cynicism of the United States and Great Britain grew stronger as they declined to attack Europe and start another upfront against the Nazis. It is also thought that the aspiration of intimidating the USSR influenced the attempt to drop the bomb over Japan. However, it moved the Soviets to produce their atomic bombs. The United States always had the advantage from the beginning as they had more money and power and could protect Europe while it had the chance to rebuild itself. On the other hand, they also had a disadvantage as they were being controlled by the creeds of Joseph Stalin. Europe was primarily the first battleground of the Cold War, mainly Germany. It was divided among the West and East Berlin, and the Soviets tried to cut off West Berlin in 1948. They closed the main roads but were stomped by the air forces; thus, they tried again in 1961 and built a wall around the city. The U.S. response to the USSR was the containment policy, and its main purpose was to stop the spread of communism by defending them wherever they seem to expand it. The United States implemented the Marshal Plan and spent billions on the reconstruction of Western Europe. The capitalist efforts of providing for the people was used as a weapon against the communism. The U.S. also founded NATO and the CIA to spy on the spread of communism.

In the struggle of controlling the spread of communism in Europe, there escalated a nuclear arms race. Both countries, now assuming the powerful roles and declaring their hegemony, developed their nuclear arsenals. The nuclear tensions grew so tight that the U.S. and the USSR agreed on a tactic called Mutually Assured Destruction. Later, the rise of communism in China, Korea, and Vietnam further intensified the situation when Soviets supported North Vietnam. Soviets also invaded Afghanistan and then left after ten years. On the other hand, the U.S. supported the rebels in Nicaragua to overthrow the leftist regime in El Salvador. The U.S. continued supporting governments against communism, such as in Egypt, Iran, and Chile. The Soviets remained busy in fighting against the uprisings in Hungary and Czechoslovakia. The rivalry between the U.S. and the USSR expanded from Europe to Asia, the Middle East, and Latin America.

The conflicts of ideologies and the interests between the new global powers eventually multiplied and an atmosphere of fear and suspicion continued to grow. The soviets felt the threats of Imperialist Expansion by the United States. While the American's concerns were focused on the Communist Expansion and they indicted Stalin of breaking the Yalta Agreement, which was based on the right of people to self-determination. It resulted in a long-standing global tension that spread dramatically over time. It even led to the armed conflicts on a localized level without a fully apprehended war between the two nations with global effects. Europe remained divided and was under the grind of conflicts between the two superpowers. The world saw a transition from the multipolarity to bipolarity in the face of threat and fear of choosing the wrong side. The suspicions and missing chances of evading all these conflicts were disregarded, and the world remained divided under the shadows of the cold war for decades.

Works Cited:

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY CATLEY, BOB. “Hegemonic America: The Arrogance of Power.” Contemporary Southeast Asia, vol. 21, no. 2, 1999, pp. 157–75. JSTOR.

Ikenberry, G. John. “Power and Liberal Order: America’s Postwar World Order in Transition.” International Relations of the Asia-Pacific, vol. 5, no. 2, 2005, pp. 133–52.

Lemke, Douglas. “The Continuation of History: Power Transition Theory and the End of the Cold War.” Journal of Peace Research, vol. 34, no. 1, 1997, pp. 23–36. JSTOR.

Spirits Vs Ghost

[Your Name]

[Instructor Name]

[Course Number]

[Date]

Spirits vs. Ghosts

Guiley, Rosemary. The encyclopedia of ghosts and spirits. New York: Facts on File, 1992.

https://www.worldcat.org/wcpa/servlet/DCARead?standardNo=0816040850&standardNoType=1&excerpt=true

A general difference between a spirit and ghost is that the former is associated with virtue whereas, the latter with evil. Guiley’s cited work is a collection of fictional and non-fictional stories about ghosts and spirits in England. The book starts with the description of acheri that is a witch. Then the story of William Terriss follows whose ghost haunted the theatre after his death. After quoting many such stories, the book mentions the establishment of American Society for Psychical Research (ASPR) which was established in 1885 to study the phenomenon. This book is worth reading for it unveils the various forms of ghosts and spirits and explains the methods to differentiate them. The book was published by ASPR in 1992.

Jenkins, Ruth Y. "Authorizing female voice and experience: Ghosts and spirits in Kingston's The Woman Warrior and Allende's The House of the Spirits." Melus 19.3 (1994): 61-73.

https://www.jstor.org/stable/467872?seq=1

This book of Jenkins was published by Oxford University Press in 1994. It is a non-fiction work that consists of a critical analysis of two English novels; The Woman Warrior by Maxine Hong Kingston and The House of the Spirits by Isabel Allende. Jenkins analyzes the novels with reference to other traditional European novels having paranormal elements to find the relationship of the ghost world with woman psyche. The author notes that females have much tendency towards a spiritual or unreal world and they can transcend the life of significance if they are given freedom. The book is an interesting analysis of ghost-spirit phenomenon and one can read it for the enhancement of knowledge about the phenomenon.

Bath, Jo, and John Newton. "“Sensible proof of spirits”: ghost belief during the later seventeenth century." Folklore 117.1 (2006): 1-14.

https://www.tandfonline.com/doi/abs/10.1080/00155870500479851

This is a research article that was co-authored by John Bath and John Newton and published by Taylor & Francis, Limited. It attempts to explore the European beliefs about ghosts and spirits during the latter half of the 17th century. The authors consider this era significant for research studies because Europe was entering a new era of Neo-Platonism after passing through the reformation age. Neo-Platonists influenced Christianity and the Elites’ views about ghosts changed. The ghosts were then considered a mental state of man instead of being a literal creature that should be revealed through art. The student of the subject can read this article to learn about the transformation of Christian beliefs and the decline of superstitious practices among Europeans before they entered the era of Industrialization.

Hart, Stephen M. "Magical realism in the Americas: politicized ghosts in One Hundred Years of Solitude, The House of the Spirits, and Beloved." Journal of Iberian and Latin American Studies 9.2 (2003): 115-123.

https://www.tandfonline.com/doi/abs/10.1080/1470184032000171759?journalCode=cjil20

This journal article was published online in June 2010 where Stephen Hart attempts to find and define Magical Realism in American literature. He believes that American Magic Realism is influenced by the European studies of the phenomenon. He finds that the author(s) of this genre attempt to project reality staying objective. The representation of phantoms in literature appealed mostly to the weakly integrated nations. Hart analyzes three famous novels; One Hundred Years of Solitude, The House of the Spirits, and Beloved. This article is worth reading for those who like to explore the mysterious aspects of the human mind by analyzing literature.

Gardner, Daniel K. "Ghosts and spirits in the Sung Neo-Confucian world: Chu Hsi on Kuei-then." Journal of the American Oriental Society 115.4 (1995): 598.

https://search.proquest.com/openview/9c2d336c26cbdb25ad182b183d13741b/1?pq-origsite=gscholar&cbl=40957

Chu Hsi or Zhu Xi is held responsible for the revival of Confucian philosophy during the 9th and 10th centuries under the Sung dynasty. Zhu Xi revolutionized the Shen religion by introducing new deities and other spiritual figures to set some morals for the Chinese people. Daniel Gardener explores the works of Zhu Xi and finds the role of ghosts and spirits in the formation of Shen beliefs. The students and scholars who have an interest in oriental philosophy can learn much from this research article.

Bennett, Gillian. "Ghost and witch in the sixteenth and seventeenth centuries." Folklore 97.1 (1986): 3-14.

https://www.tandfonline.com/doi/abs/10.1080/0015587X.1986.9716363?journalCode=rfol20

Gillian Bennett explores medieval European literature and finds that ghosts had a significant place in the lives and beliefs of European people. Most of the medieval beliefs were derived from folklores which were considered incomplete without adding ghosts and spirits. Bennett has reviewed the literature that endorses this claim that folklores were nothing without spiritual elements. Bennett especially quotes a 17th-century book Religio Medico by Thomas Browne that clearly shows the representation of ghosts and spirits. Bennett finds that folklores had such strong influence on the lives of the people even stronger than religion that they had become superstitious under this influence. This is a remarkable work of Bennett for he has strengthened his argument by quoting credible authors like Keith Thomas, Thomas Browne, and many others.

Ackerman, Alan L. "Visualizing Hamlet's Ghost: The Spirit of Modern Subjectivity." Theatre Journal 53.1 (2001): 119-144.

https://www.jstor.org/stable/25068886?seq=1

The John Hopkins University Press published this research article by Ackerman that explores the famous Shakespearean play, Hamlet. Ackerman finds that the ghost in Hamlet is the self of the protagonist that is a turning point in portraying spirits in literature. Ghosts were always imagined creatures whether in a story or real-life until Shakespeare materialized this creature and presented it on stage. This tradition was followed by the modern literati and we observed the physical description of the ghosts. Ackerman considers it a mistake and criticizes those who gave physical shape to the ghosts. This article is a critique of this phenomenon where Ackerman defines a ghost and explains why we should not bring it out from imagination: objectifying the subjective entity.

Pimple, Kenneth D. "Ghosts, spirits, and scholars: The origins of modern spiritualism." Out of the Ordinary: Folklore and the Supernatural (1995): 75-89.

https://www.jstor.org/stable/pdf/j.ctt46nwn8.10.pdf

This article was published by Utah State University Press in 1995. The article finds the roots of modern spiritualism discussing the arguments of the believers and non-believers of ancient spiritualism. Pimple argues that Modern Spiritualism appears as a deliberate attempt of propagating such beliefs likely for aesthetic pleasure. Modern spiritual beliefs are not like they were in medieval Europe where the folklores about ghosts were considered as true as the Bible. Two groups are engaged in deciding whether spiritualism has something to do with the Truth or not. Some of them believe and defend Modern spiritualism whereas, the others contradict, but they both are unaware of Spiritualism, Pimple argues. A simple language and argumentation appeals to the reader of this article.

Clarke, Philip A. "Indigenous spirit and ghost folklore of “settled” Australia." Folklore 118.2 (2007): 141-161.

https://www.tandfonline.com/doi/abs/10.1080/00155870701337346

European settlers culminated most of the aborigines and their beliefs vanished with their departure from the horizon of Australia. Fortunately, a small segment of those aborigines survived and submitted before the foreign invaders. They accepted the culture of the colonizers, but thanks to their folklores for their mythologies also survived to some extent. These folklores influenced the Europeans and ghosts of their mythologies entered the literature produced by the colonizers. Philip Clarke’s research article is the critical study of the ghosts which penetrated European literature through aborigine folklores.

Lundie, Catherine A., ed. Restless spirits: ghost stories by American women, 1872-1926. Univ of Massachusetts Press, 1996

https://books.google.com.pk/books?hl=en&lr=&id=tz5JXML3R14C&oi=fnd&pg=PA1&dq=spirits+vs+ghost&ots=fWET7XnFad&sig=byv3XPFj39gvXsffoVpi0yDN4JY&redir_esc=y#v=onepage&q=spirits%20vs%20ghost&f=false

American female authors who produced literature portrayed ghosts as different characters than that of the males. A ghost in a male’s story is a negative character that signifies the stress of the author like mental depression and miseries. Whereas, the female authors portrayed ghosts as their signifiers and they used to get catharsis by ghosts in their stories. The ghosts in female stories are frank with the characters and they do not cause any harm to them. The ghosts have no physical bodies to fill any space in the house rather they dwell in the minds of the characters. Catherine Lundie’s article discusses the works produced by female authors during the last quarter of 19th century and the first quarter of the 20th century. Ghosts and spirits have no distinction in this era of female literature. Lundie finds that the women stayed most of their time in the houses during this era that could be the reason that they filled their imaginary houses with the ghosts who were realistic and the characters used to relieve their stress by talking to them. This article is worth reading to understand the female psyche during the era apart from understanding the ghosts of the late Victorian and the early Modern eras.

Sports During The American Revolution

Sports during the American Revolution

[Name of the Writer]

[Name of the Institution]

Sports during the American Revolution

Introduction

Sports have always been treated as one of the favorite ways of passing idle time; taking into account that almost all the beings existing in the world have treated games as one of the basic necessities. Spinning the wheel of history right into the Revolution era, it has been brought into insight that there was a growing stance of games and Olympics; it would be great to talk about the athletic pastimes of the American soldiers during the war of revolution. A point of curiosity is, there is no basic and underlying stance of the facts and figures that can communicate whether it was the soldiers itself who wrote about the sports or the account of sports is just a hunch. Well, it would not be wrong to say that American love sports and this aspect is still prevalent in the present time. A glance of reality infers that in many houses, morning begins with the hot sip of coffee with absorbing glimpses on the highlights of the newspaper that shows the status of sports. Daughters and sons still decorate their rooms with the pictures and portraits of players and athletes. Even today while watching favorite cricketers or players, children paint their face with the name of favorite sportsman showing their immense love. It would not be wrong to say that old and young, girls and boys, hence everyone is seen with the same charm of sports, demonstrating that it is a stance of heritage that has been passed from generations to generations.

Discussion

Although the historical sportsmen have not enjoyed the major leagues of college football, baseball and ice dancing but they must have enjoyed the unquestionable athlete bunch. The colonial sportsmen practiced cluster of obscure games such as whirl, cricket and shiny. Although they had not participated in modern-day rugby, but they must have been entertained by races, various ball games, and shooting matches. Common soldiers plagued with the boredom of camp were in dire need of diversions. A soldier, Connecticut’s Nathan Hale before he was martyred attained a legendary record of “football and checuers." Capt. Johann Hinrichs has an inspirational account of being a Cherokee warrior at Savannah, a game of throwing tomahawk. It would not be wrong to say that physical activity was imperative for soldiers taking into account that the armies that fought in the war were efficient in marching abilities and fighting with the troops even it was unexpected. Revolution era has a compact code of sports and physical activities that seems much stressing apparently, but they beheld ample entertainment.

Colonial days were more than rough and harsh; whatever the task was, an individual has to struggle. If one needs food, man needs to slaughter and spend ample time to coax the animal out of the dirt. There was always a chance to die because of an infected hangnail. It would not be wrong to say that in the series of colonial amusement there were some good and some evil sports. Games like ninepins and ring taw were treated as the baseline of cultural paradigms, taking into account that a single substance was used for playing in a diverse way. Everyone had marbles but it would be entertaining to know the use of marbles in the era of revolution. In the past, marbles were treated as a therapy for emotional stability. Ring taw is one of the games that are associated with marbles; it was a pay pool where one of the players used his marble to hit the marbles of his fellow players. Moreover, in colonial times, ninepins was another game that was played with great enthusiasm, favored by the Dutch settlers. The game was much similar to the present time bowling where a soothing game ended into a hostile struggle by the end of time.

A great spectrum of hostility can also be found in the revolutionary time where dueling was practiced. It is a game that was considered to be a plan of structured murder because of a single aspect of disagreement. It is important to note that death was not the ultimate end of the game; in fact, the underlying idea was violence that could be stopped after some sort of critical violent happenings. Moving few steps back, it can be seen that historical accounts lead to the idea of Mark Naison who highlighted the issue of racial struggles and discrimination in "Why Sports history is American history," addressing the struggles made in boxing rings, baseballs, and tracks. A columnist, Gail Collins in New York Times, affirmed the sports that have been played by ancient Americans in his article, "The Battle of Sexes". The crux of the article helps to interpret the famous tennis match between Bobby Riggs and Billie Jeans that brought an end to the myth that women don’t have the potential to compete with men. Addressing the scenario of sports, in the past, it has been brought into limelight that the leisure activity of officer corps was to play with other officers. There were plenty of ball games, much similar to the present time, rugby, football, baseball, and soccer. Once George Washington said, “Sometimes throws and catches a ball for whole hours with his aides-de-camp”. Many games such as cricket also called wicket was played in the camps, and the rules were somehow similar to hurling and field hockey. One of the varieties of football called fives was also played by the soldiers.

Celebrating victory is the right of every human being, and there is no better and enthusiastic way of celebrating victory with thirteen shot salvo from about six ponders. It was one of the major and most casual games of the Americans in the time of the revolution. One of the famous acrobatic French militiamen escaped a tragedy where a blast launched the helpless soldier when he jumped ten feet and then landed without getting hurt. Taking into account that sports injuries are a risk that is inherent with the pleasure of sports. The Crown Force in March 1781 depicted a remarkable stance of “shot put." Shaw has depicted the characteristics of the athletes inferring that they were men of diabolical practices and principles who were fond of carousing, drinking and sorting amusement, neglecting whatever was the day of the week, and men were always ready to practice shot. In accordance with the historical accounts, it has been highlighted that both officers and men participated in the sports like cockfighting billiards and horse racing; these sports were treated as major sports of America. According to Jacob Plumb Martin, a private from Massachusetts has witnessed and described the horror that he viewed in boxing. He described them as two men drunk enough to hardly fight, carrying evident prejudice and stumbling around the ring.

If a flashback is thrown at 1775, it can be concluded that the Continental Army comprised of several passionate and patrician Virginian can be assumed with hands full of bringing New England outfits that were meant for army. In compliance with the warm summer months, swimming became one of the dominant hobbies of the people. An account of the troops from history inferred that the soldiers use to dive so deep that it was hard to know where they have left. Even the troops that seemed to be modest in their choices and lifestyles were found in extreme summers swimming around the Cambridge Bridge; the swimmers were more like promoting indignant. The civilians made complaints against the swimmers because of their over blatant exhibitionism. The stance of physical activity does not end here; there was another activity that was frequently practiced by the civilian and soldiers in the course of revolution, adhering to the framework of foraging for outright behavior. It was 1777, when a protest was framed in the limelight of imposition that reflected men practicing taekwondo. It was more like a game in which people use to practice certain commands, guided by actions taking into account that they were initiatives for killing or attacking others. According to the disposition that was forwarded to Washington, fellow officers used to form a circle in which they use kick and abuse each other, generally as a sport.

It is much interesting to note that many of the sports during the era of revolution were found in accordance with the requirement of wartime. In the same context, 400 Yard Rifle a physical activity can be found as a tribute to the attention of Maj George Hanger, inferring that American riflemen were considered feeble when compared to the bayonet-wielding line infantry. Although Hanger along with his mate was considered as backcountry militiaman, the two officers tried their best to make the riflemen a product of circumstances rather than a necessity by mounting few yards out of the forest and observe the riflemen as they run into the open area, lay down their bellies and shoot. It was a casual practice, so he thought to bring some kind of innovation in which he took a flash of powder from the gun of riflemen, and it was backed off. It hardly took a few minutes when the shot passed between the people standing beside striking and killing the mounts behind the soldiers. This practice made American riflemen better in shooting and loading muzzles, taking into account that it was treated as a game.

Another major sport that was practiced during the time of revolution was Canoeing, a physical activity that seems strange apparently but it was a source of immense pleasure. The sport involves two heavy bulls that were much difficult to kill entering the river right from the opposite bank of the sportsmen. As soon as the buffaloes became mainstream, the player pushes off their canoe. The next step is much amusing, but it is equally horrible to note that the bull was meant to be shot either by hook or by crook. In a nutshell, the hunters or the sportsmen were supposed to thrash high the underbrush meanwhile the men with canoe enjoyed pleasant regatta. However, the players were never ever amused. As it was the time of war, much of the attention was given to the sport that was anyhow related to attacks. The same stance of military physical activity can be found in Pole Vault a game that involved shooting and seizing. An account from Howards infers that the men used to remain neck and neck as they approach the guns. Then, a call from the coach or head would result in an expansion directed into the ground by taking a long leap that can help the participants jump over the gun and win the prize.

It is to infer that the physical activities of Americans were not confined to the realms of war affairs; much of the attention was given to the entertainment. It can be found in the situations where several men join together to fight back with fatigue and trouble. According to Martin, Discus was an activity opted by the American in which they strike a wheel, with an unknown object and threw it off within the course, although it was terrible to watch the wheel getting faster and moving with momentum with men running by its side. Martin shared his experience, inferring that he experienced this game; it was breathtaking; it was the last incident that did not cause tears in his eyes. The sportsman spirit of the era of revolution is not confined to “breathtaking scenes” and "grief moments," in fact, there are several great examples of sportsmanship. An example of this spirit is Javelin a game in which a light spear also known as a ranged weapon, specifically designed for throwing has been designed. The javelin is most probably term as a sport in which the arrow was to be thrown by the sportsman, much like arrow and bow. The one who throws the bow and arrow is called a javelineer. It was much entertaining because it inculcated competition in the players to address the underlying passion for winning and showing strengths.

Conclusion

In a nutshell, an analysis of history depicts that the time span of American Revolution is overwhelmed by several sports that acted as a tool for entertainment and physical activity side by side. A mixture of assimilated feelings has beautified history with a variety of sports whose modified forms are still practiced today, acting as a major source of entertainment. It would not be wrong to say that the American Revolution comprises of complete code of sportsmanship accompanied by a framework that acted as a source of entertainment and inculcating passion.

End Notes

Cone, Carl B. Burke and the Nature of Politics: the Age of the American Revolution. University Press of Kentucky, 2015.

Davies, Richard O. Sports in American life: A history. John Wiley & Sons, 2016.

Gems, Gerald, Linda Borish, and Gertrud Pfister. Sports in American History, 2E: From Colonization to Globalization. Human Kinetics, 2017.

Grundy, Pamela, and Benjamin G. Rader. American Sports. Routledge, 2018.

Higgs, Robert J. God in the stadium: Sports and religion in America. University Press of Kentucky, 2015.

Hill, Daniel Delis. Peacock Revolution: American Masculine Identity and Dress in the Sixties and Seventies. Bloomsbury Publishing, 2018.

Jozsa, Frank P. Sports capitalism: the foreign business of American professional leagues. Routledge, 2017.

Keeney, Jacey, Kristin L. Schneider, and Arlen C. Moller. "Lessons learned during formative phase development of an asynchronous, active video game intervention: Making sedentary fantasy sports active." Psychology of Sport and Exercise 41 (2019): 200-210.

Mays, Terry M. Historical dictionary of the American Revolution. Rowman & Littlefield Publishers, 2019.

Mays, Terry M. Historical dictionary of the American Revolution. Rowman & Littlefield Publishers, 2019.

Ogbar, Jeffrey OG. Black power: Radical politics and African American identity. Johns Hopkins University Press, 2019.

Price, Joseph L. "Postures of Prophetic Action in American Sports." In The Prophetic Dimension of Sport, pp. 51-57. Springer, Cham, 2019.

Serazio, Michael. The Power of Sports: Media and Spectacle in American Culture. NYU Press, 2019.

Shrader, John, and David Cassilo. "Home field advantage? Exploring credibility of British and American announcers covering United States soccer." Soccer & Society (2019): 1-15.

Taylor, Brent. Founding Leadership: Lessons on Business and Personal Leadership From the Men Who Brought You the American Revolution. Morgan James Publishing, 2019.

Sports In America Between 1800-1877

Sports in America during 1800-1877

[Name of the writer]

[Name of the institution]

Before the nineteenth century, Americans believed in work only and they had no place for recreational activities in their lives. This was due to their religious, economic, and political beliefs. Therefore, most of the United States sports had evolved due to European practices. However, some sports inventions are American such as basketball, snowboarding, volleyball as well as skateboarding. President Thomas Jefferson during his time emphasized over the need for exercise and fitness and for this, he promoted running and swimming. Then presidents Theodore Roosevelt and John F. Kennedy stressed over the physical activity. Now the United States has become a sports-minded country and there are millions of sports fans in the country who follow football, baseball, and hockey. This paper will discuss the history of sports in America during 1800-1877 and will discuss different games in detail.

Baseball:

This was a popular game of the late 1800s. Boys had played this game in streets using balls and bats. Abner Doubleday invented this game in 1839 and Americans started playing baseball on a small level via local rules. In 1840, clubs were established and written rules were adopted. In 1845, Alexander Cartwright introduced standardized rules with reference to bases, size of the ball as well as the pitching the ball. These rules were known as Knickerbocker rules. Americans had played this game during the civil war and they had professional teams for the game. By the 1860s, it was known as America's "national pastime” as children and people having average height and weight and can play this game in comparison with football and basketball.

Thus, the game has a special place in American life and is played at almost every place in America during the spring and summer months. There are two teams in the game who take turns and play defense and offense. Each team has nine players active at a time. The first baseball game was recorded in 1846. The game summary was in the form of paragraphs having long sentences. In 1858, the National Association of Base Ball Players was established. However, they had played the game differently. For example, at that time pitchers were thrown underhand. Moreover, the U.S business communities also played an effective role in the development of the game. They had stimulated their workers to participate in that game in order to develop the discipline. Additionally, women baseball progressed in America. Their participation in the game was the result of social, political and economic times.

In addition, the baseball game was a small-scale version of the greater social scraps in America. After the Civil War, the game got the effects of racial separation. To overcome this, in 1876 in Texas there established all African-American league, known as the New Star Colored League. Till the 20th century, almost all large cities in the eastern United States had professional baseball teams. Therefore, there are number of amateur levels that allow the game such as little leagues and professional leagues. In the U.S., the highest level of baseball is Major League Baseball (MLB). North, South and Central American players are part of this. It is divided into two leagues: the American League and the National League, which are further divided into East, Central, and West.

Football:

Walter Camp is the inventor of this game and Americans had played this game since colonial times. The game had its origin from the European game of Rugby. Originally the game was popular as a result of British informal empire in 1830. The first college football game was played between Rutgers and Princeton in 1869. They at New Jersey played a soccer-style game. This was a very different game from the one that we play today. They were not allowed to pick up the ball. But they had to kick or swipe at it while moving towards the scoring zone. This game version was brutal and messy resulting in injuries. After the Civil war, athletic clubs were popular that had a football team. In 1873, the first Intercollegiate Football Association (IFA) was established in order to standardize the rules for the game.

In 1876, upon declaration of Thanksgiving,a national holiday by Abraham Lincoln matches was played every next year. Thus, the development of American football is lined with Ivy League and playing on Thanksgiving Day.

Walter Camp known as the ‘father of American football’ had a major role in the development of this game. He made efforts and organized the game towards its modern form. He was a member of the American Intercollegiate Football Association and instructed for establishing common rules such as the system of downs as well as the number of players per side. Then with the establishment of new rules and equipment, it became a professional sport in the 1890s.

Camp with his efforts made it legalized in 1888 to tackle below the waist. This proved as an offensive strategy and made the game a messy one. It is also known as “flying wedge”. This style of play was extremely brutal and the game was nearly stopped in the 1890s and early 1900s. However, this game was banned due to injuries as players had not worn helmets at that time. The game was first banned in Yale in 1860 than in Harvard in 1861. The game was then adopted by schools and first formal football club was established in 1862. In 1960, there formed The American Football League. In addition, the participation of women in the game started with the establishment of National Football League (NFL).

Ice hockey:

James Creighton invented this game in 1872 and the first artificial ice rink was built in the U.S. in 1894. The game was started with the Canadian immigrants who used to play this game with sticks and balls on frozen ponds and lakes during the winter season. The game had first set of rules known as “Halifax rules”. Here the puck was not allowed to leave the ice as well as no forward passing was allowed. In the late 1800s, this game became very famous. Now there was a need to have a set of formal rules. In 1877 the Montreal Rules were created. According to these rules, injured players were not allowed to replace. In addition, the team sizes were positioned at seven.

After a few years, in 1896, the second artificial ice rink was formed in New York. Now, there is a national hockey league which is a certified hockey league in North America.

In North America, the game is popular but still requires hard rules. There can be a midgamefight between two players. These fights are permissiblealso at a professional level. Nearly 800,000 youth are registered in North America for ice hockey leagues. Fights have made the game risky as players are always at risk of injury. The potential risks are body checking as well as aggressive play. Moreover, primarily the game was considered as a game for the upper class, however, during the late 1800’s middle and lower class also started playing this game. The game was made part of Olympics in 1920. Moreover, the participation of women in the game also assisted in its growth.  The National Women's Hockey League was established in 2015.

Bibliography

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State Your Thesis On How The Discovery Of America Changed The World. Justify Your Response.

How the Discovery of America Changed the World

How the Discovery of America Changed the World

I. Introduction

The discovery of America changed the face of the earth in socio-political and economic spheres and sparked the globalization of trade and economy by ending the western hemisphere civilization and making major colonization happen. Moreover, it laid the foundation of new state system with democracy and sovereignty ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"QaZJY4l4","properties":{"formattedCitation":"(Grolle, 2013)","plainCitation":"(Grolle, 2013)","noteIndex":0},"citationItems":[{"id":12,"uris":["http://zotero.org/users/local/PlleVRGT/items/7LGASUED"],"uri":["http://zotero.org/users/local/PlleVRGT/items/7LGASUED"],"itemData":{"id":12,"type":"article-newspaper","title":"The 'Columbian Exchange': How Discovering the Americas Transformed the World","container-title":"Spiegel Online","section":"International","source":"Spiegel Online","abstract":"Columbus' arrival in the Americas sparked the globalization of animals, plants and microbes. A recent book takes a closer look at how items from the New World, such as potatoes, guano and rubber, quickly and radically transformed the rest of the planet.","URL":"https://www.spiegel.de/international/world/a-923220.html","title-short":"The 'Columbian Exchange'","author":[{"family":"Grolle","given":"Johann"}],"issued":{"date-parts":[["2013",9,20]]},"accessed":{"date-parts":[["2019",4,16]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Grolle, 2013). Adam Smith, however, is of the view that the discovery of America affected the political economy of the Europe and at the same place created opportunities. Moreover, the discovery brought a new world order in international relations after the collapse of former Soviet Union ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"q4NNyNCy","properties":{"formattedCitation":"(Marcus, 1999)","plainCitation":"(Marcus, 1999)","noteIndex":0},"citationItems":[{"id":14,"uris":["http://zotero.org/users/local/PlleVRGT/items/9DFDEE5M"],"uri":["http://zotero.org/users/local/PlleVRGT/items/9DFDEE5M"],"itemData":{"id":14,"type":"article-journal","title":"Retooling American Discovery for the Twenty-First Century: Toward a New World Order","container-title":"Tulane Journal of International and Comparative Law","page":"153","volume":"7","title-short":"Retooling American Discovery for the Twenty-First Century","journalAbbreviation":"Tul. J. Int'l & Comp. L.","author":[{"family":"Marcus","given":"Richard L."}],"issued":{"date-parts":[["1999"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Marcus, 1999).

Aim of the study

The aim of this study is to discuss the discovery of America that changed the world in all spheres. This study will also focus on the specific groups such as France, Spain, Portugal and England itself were affected and lead to the creation of new global trade roots.

II. Major Aspects

The discovery of Americas was one of the significant histories of the contemporary world that brought about major changes in trade and economy ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1ssAtHba","properties":{"formattedCitation":"(Gpane, n.d.)","plainCitation":"(Gpane, n.d.)","noteIndex":0},"citationItems":[{"id":18,"uris":["http://zotero.org/users/local/PlleVRGT/items/ZLSAIS8K"],"uri":["http://zotero.org/users/local/PlleVRGT/items/ZLSAIS8K"],"itemData":{"id":18,"type":"webpage","title":"How did Christopher Columbus' \"discovery of America\" change the world?","container-title":"eNotes","abstract":"Get an answer for 'How did Christopher Columbus' \"discovery of America\" change the world?' and find homework help for other European Exploration of America questions at eNotes","URL":"http://www.enotes.com/homework-help/how-did-christopher-columbus-discovery-america-467981","language":"en","author":[{"family":"Gpane","given":""}],"accessed":{"date-parts":[["2019",4,16]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Gpane, n.d.). The event was not only important for Europe in general and world in particular. Moreover, Smith described three countries that were affected due to the discovery and had different economic ties with the new discovered America. First, the countries that were trading directly with the America such as England, France, Spain and Portugal. Secondly, there were countries who had intermediately exchanging their goods. Lastly, there were countries who had not trade ties with America, such as Poland affected due to the American discovery.

New Global Trade routes affected average American Life Style

The establishment of new global trade route significantly affected the lifestyle of the average working Americans in the colonies. In this regard, there were macroeconomic implications that include new sources of labor, opening of new markets and new trade routes with Europe particularly Britain. This result in a decrease in the natural resources that were discovered in America such as Gold and Silver due to its increase availability and weakened the value of American dollar. On the other hand, the labor in Britain was cheaper than that of the North American colonies. On the other hand, the discovery of Gold and Silver mines in Peru and Cuba further affected the average Americans.

Conclusion

The discovery of America brought both challenges and opportunities for the world. The rules of global trade were set such as trade. Moreover, the ties between America and the other European power were improved in both political and economic spheres.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Gpane. (n.d.). How did Christopher Columbus’ “discovery of America” change the world? Retrieved April 16, 2019, from eNotes website: http://www.enotes.com/homework-help/how-did-christopher-columbus-discovery-america-467981

Grolle, J. (2013, September 20). The “Columbian Exchange”: How Discovering the Americas Transformed the World. Spiegel Online. Retrieved from https://www.spiegel.de/international/world/a-923220.html

Marcus, R. L. (1999). Retooling American Discovery for the Twenty-First Century: Toward a New World Order. Tulane Journal of International and Comparative Law, 7, 153.

Study Guide

Name

Instructor Name

Class

Date

Study Guide

1. In the guise of Manifest Destiny, America authorized its control on the territories of North America. When these Mexican natives were given a choice to become American citizens, many people complied. However, they were treated as second-class American citizens and denied many rights, including the right to land ownership. They were hired as cheap laborers, and their lands were taken over by White Americans. California state or Californios then was fully occupied by the White settlers as a result of the Mexican-American war. They were forced to accept the cultural superiority of White Americans on the culture of Latin America. Likewise, they were forced to adopt the lifestyle of colonizers, and they were discouraged from speaking their native language. Through this illegitimate land control of the Mexican lands, white settlers earned a lot by hiring slaves to look after their agricultural fields. The earned profit was never distributed equally between the masters and the slaves.

3. President Abraham Lincoln abolished slavery, and Emancipation Proclamation was issued to implement a legal ban on slavery in America during the late nineteenth century. This bill not only abolished slavery but also restored the civil liberties of Black Americans. Likewise, it allowed them to enroll in military services, and approximate 200,00 African American soldiers took part in the Civil war. Emancipation Proclamation gained the significance of a powerful document that protected the rights of millions of African Americans and established their identity free of racial prejudices. However, this bill could not abolish slavery fully because it was only applicable to the areas that were under the jurisdiction of the United States of America. As a result, Black slavery practices were continued in the legal border states, and they were denied any rights to freedom. In America, White people were not allowed to indulge in the slave trade or keeping slaves illegally. However, Emancipation Proclamation could not achieve its purpose of fully abolishing slavery because of extreme racial practices carried out in America.

Subject: The Pueblo War For Independence



The Pueblo War for Independence

[Name of the Writer]

[Name of the Institution]

The Pueblo War for Independence

Annotated Bibliography

Liebmann, M. (2008). The innovative materiality of revitalization movements: Lessons from the Pueblo Revolt of 1680. American Anthropologist, 110(3), 360-372.

The authors of this article talk about the reconsideration of the revitalization model via the case study which centers on the archeology of the 1960 Pueblo Revolt. It talks about putting emphasis on the part of materiality in the arbitration and foundation of these movements. By doing this, the author of the article examines the archeological signatures of the revitalization movements, getting to the conclusion that they are very well negotiated and assorted marvels (Liebmann, 2008). Further, it is believed that the materiality of these episodes harvests cultural novelty. In the end, the author also seeks out to portray that the distinguishing kinds of material culture formed via revitalization are not by-products, but on the contrary are critically immanent of the revitalizing procedures.

Liebmann, M., Ferguson, T. J., & Preucel, R. W. (2005). Pueblo settlement, architecture, and social change in the Pueblo Revolt era, AD 1680 to 1696. Journal of field archaeology, 30(1), 45-60.

In this article, the author talks about how in 1680 the Pueblo Indians of the American Southwest unified in a rebellion which drove Spanish Colonists away from the Pueblo lands for over a decade. In this era, many significant changes were seen in the architecture of the land as the Pueblo leader wanted to revive the traditional beliefs and culture of their people. This was the time when social interaction was also given a change in regards to their own culture. The villages that were built in that area were more about centralized leadership and intense social interaction. In contradiction to that the villages that were built later, which were considered less centralized and the interaction was more on the formal side (Liebmann, Ferguson & Preucel, 2005). The social changes that were structured in the Revolt-era are of great importance as they played part in shaping the modern Pueblo culture.

Sando, J. S. (1998). Pueblo Profiles: Cultural Identity through Centuries of Change. Clear Light Publishers, 823 Don Diego, Santa Fe, NM 87501-4224.

The author of this book sheds light on the stories of around thirty political leaders, artists, and educators who played a significant role in the structuring of Pueblo Indian life. The main concentration is on successful and notable Pueblo individuals whose contributions can motivate and inspire the Indian students. Further, this will also help in enlightening the non-Indians in regards to how the people of Pueblo have contributed to their communities and country (Sando, 1998). The book starts by talking about the leader Pope and the Pueblo Revolt which took place in 1680 in contradiction with the Spanish domination. Further, the book develops talking about all the contributions and hardships that the Pueblo people have made throughout their lives.

Liebmann, M. J. (2006). " Burn the churches, break up the bells": The archaeology of the Pueblo Revolt revitalization movement in New Mexico, AD 1680--1696.

The author of this paper examines the archeology of the era in which the Pueblo Revolt took place 1680-1696 in the Jemez Province of New Mexico. The main view that the author of this paper gave was of two broad goals. The first goal is to analytically investigate the anthropological marvel of revitalization movement via the study of material culture. The second goal of this paper is to nail down an archeological history of the proceedings that took place in the Jemez Province amid the 1680 Pablo Revolt and the conclusion of the Spanish re-conquest which occurred in 1696 (Liebmann, 2006). To strengthen the research and justify the objectives, the author of this paper further explores the material culture of four of Pueblo villages. In the light of the ceramic and architecture of these villages, the degree, nature, and course of the Pueblo Revolt revitalization movement are evaluated, while keeping the focus on the material signs of nativism. The outcomes of the investigations made propose that the revitalization movement thrived amid the individuals of the Jemez Province in the years which were closely followed by the Pueblo Revolt. 

Liebmann, M., & Preucel, R. W. (2007). The archaeology of the Pueblo Revolt and the formation of the modern Pueblo world. Kiva, 73(2), 195-217.

The researchers of this article talk about how the repercussions of the Pueblo Revolt was a critical time period in the history of American Southwest. The studies that have been done in the past have mainly emphasized on the causes behind the revolt, the event at times is also categorized as an irregular and isolated happening (Liebmann & Preucel, 2007). A different approach has been taken by the author of this article as they investigate the impacts of the revolt time period on the Pueblo communities and culture in the years and centuries that were followed by the rebellion of 1680. Current archaeological exploration on ancestral Jemez and Keres villages in the northern Rio Grande discloses indication of cultural revitalization and ethnogenesis in the awakening of the rebellion. The long-standing insinuations of revolt-era dispersion and immigration are also put under consideration. Along with the insinuations, the part of oral and memory traditions of this unrestrained era in the creation of the contemporary Pueblo communities and culture are also deliberated.

References

Liebmann, M. (2008). The innovative materiality of revitalization movements: Lessons from the Pueblo Revolt of 1680. American anthropologist, 110(3), 360-372.

Liebmann, M., Ferguson, T. J., & Preucel, R. W. (2005). Pueblo settlement, architecture, and social change in the Pueblo Revolt era, AD 1680 to 1696. Journal of field archaeology, 30(1), 45-60.

Sando, J. S. (1998). Pueblo Profiles: Cultural Identity through Centuries of Change. Clear Light Publishers, 823 Don Diego, Santa Fe, NM 87501-4224.

Liebmann, M. J. (2006). " Burn the churches, break up the bells": The archaeology of the Pueblo Revolt revitalization movement in New Mexico, AD 1680--1696.

Liebmann, M., & Preucel, R. W. (2007). The archaeology of the Pueblo Revolt and the formation of the modern Pueblo world. Kiva, 73(2), 195-217.

Sumerian Poem Analysis

Writer’s Name

Class IdentificationDue Date

Sumerian Poem Analysis

In this poem the poet is asking the gods a very innocent question that why did the gods plan and create evil, misfortune and suffering. These thoughts of a pessimist poet show how people in that age were ignorant of the might of the deities. They did not completely understand the will and motives of the gods. In that time, people were not to argue or complain to gods of their sufferings, rather they were to plead and lament. The gods would only listen to them if they confessed their sins and wailed in front of them. Although these Godly bodies were thought to be morally and ethically right in their conduct, there were gods in Sumerians civilization who had made the concept of evil, violence and oppression. They had created all the unethical and immoral characteristics of mankind ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"LPsa7IFp","properties":{"formattedCitation":"(Kramer and University of Chicago Press.)","plainCitation":"(Kramer and University of Chicago Press.)","noteIndex":0},"citationItems":[{"id":170,"uris":["http://zotero.org/users/local/OnfrXiA2/items/ZWI66XXU"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/ZWI66XXU"],"itemData":{"id":170,"type":"book","title":"The Sumerians : their history, culture and character","publisher":"The University of Chicago Press","publisher-place":"Chicago; London","source":"http://worldcat.org","archive":"/z-wcorg/","event-place":"Chicago; London","ISBN":"0-226-45237-9","language":"English","author":[{"family":"Kramer","given":"Samuel Noah"},{"literal":"University of Chicago Press."}],"issued":{"date-parts":[["1972"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kramer and University of Chicago Press.). So, in order to regulate the behavior of humans, they had to make a system where they judged good and bad. And in such course, this poet asks the God why they had to create this system of evilness.

The poet is also concerned if the gods will pay heed to his wailing and lamenting. The poet being an ordinary human and no king, if prostrated before the God, will his heartfelt prayer be answered? But as it was a generalization that gods were mortal beings with so much on their table that they would be favoring kings and not an individual like himself. It was then when Sumerians contrived that each individual had a personal deity, a good angel, who would be looking after him, that God would be the witness of the individual’s cries and prayers. There is no proof as to how this selection was made but Sumerian poetic essays have been found scribbled on tablets from around 2000 B.C. with unknown poets ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"4vTqMUdr","properties":{"formattedCitation":"(Moscati)","plainCitation":"(Moscati)","noteIndex":0},"citationItems":[{"id":169,"uris":["http://zotero.org/users/local/OnfrXiA2/items/DD659J8F"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/DD659J8F"],"itemData":{"id":169,"type":"webpage","title":"The face of the Ancient Orient : Near Eastern civilization in pre-classical times","abstract":"Examines the Sumerians, Babylonians, Assyrians, Egyptians, Hittites, Hurrians, Canaanites, Aramaeans, Israelites, and Persians, offers a synthesis of Near Eastern accomplishments in politics, society, literature, and the arts, and presents a wealth of quotations from the little-known writings. 32 halftones, 5 figures, 1 map.","URL":"http://public.eblib.com/choice/publicfullrecord.aspx?p=1900412","language":"Traslated from the Italian original.","author":[{"family":"Moscati","given":"Sabatino."}],"issued":{"date-parts":[["2012"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Moscati) .

One such writing is this poem “I am a Man” which is the interrogative conversation between man and his God. This poem was written in 2700 B.C., which were the final glory years of the Sumerian civilization. The writer was struggling with difficult trials in his life and so he began to question God about this system of evilness and suffering. He thinks that God has abandoned him. In the start he starts with the ill treatment at the hands of his fellow men whether they were his friends or enemies. Everyone mistreated him and did not treat him with respect. In the following stanzas he continues with lamenting about his ill fate. He then adds a rhetoric request for his folks and fellow poets to do the same and suggests that human beings must confess their mistakes and plea to gods to relieve them of their pain. He says that no matter how much worse happens in life, you must keep glorying your God and wail and pray to him until he listens to you because he will.

The poet does not uses the theological or philosophical argumentation rather he presents his point in the form of a story of an unnamed man who was a respected, wise and a righteous man with lots of friends. But still the suffering takes hold of him and makes him think if he had done something wrong to offend the gods. So, he didn’t argue with gods but came lamenting before the God and said his prayers. To his surprise God did listen to him, He was moved by his commitment and granted him with kindness. His suffering was removed and his sorrows were turned into joy.

The Sumerians beliefs and norms were evolved gradually over centuries based on their social and cultural practices. They thought that the matters of goodness and falsehood were entirely God’s plan and that men only followed the divine orders. According to their own scriptures, they only cherished the truth, justice, freedom, and kindness while they naturally abhorred the evil, injustice and oppression ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"7mQ5IJCy","properties":{"formattedCitation":"(Arnold and Beyer)","plainCitation":"(Arnold and Beyer)","noteIndex":0},"citationItems":[{"id":172,"uris":["http://zotero.org/users/local/OnfrXiA2/items/MCU4QUKW"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/MCU4QUKW"],"itemData":{"id":172,"type":"book","title":"Readings from the ancient Near East : primary sources for Old Testament study","publisher":"Baker Academic","publisher-place":"Grand Rapids, Mich.","source":"http://worldcat.org","archive":"/z-wcorg/","event-place":"Grand Rapids, Mich.","ISBN":"0-8010-2292-4","language":"English","author":[{"family":"Arnold","given":"Bill T."},{"family":"Beyer","given":"Bryan","suffix":""}],"issued":{"date-parts":[["2004"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Arnold and Beyer). Kings and queens strongly believed that they must follow God’s orders and maintain law and order among their people. Sumerian civilization had a well-designed system of bureaucracy and administrative measures where poor and weak were protected from the oppressive and abusive powerful people. Some rulers proudly boasted off that they were appointed by the Gods of justice and thus formulated a formal law-code. Sumerian sages believed that he gods too preferred ethical and moral code of conduct and are portrayed as lovers of good, truth and just. Like the sun-God Utu and a Goddess Nanshe were too much devoted to righteousness and mercy ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"onO7FWfa","properties":{"formattedCitation":"(Kramer)","plainCitation":"(Kramer)","noteIndex":0},"citationItems":[{"id":171,"uris":["http://zotero.org/users/local/OnfrXiA2/items/NWZRDCRE"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/NWZRDCRE"],"itemData":{"id":171,"type":"article-journal","title":"Sumerian theology and ethics","container-title":"Harvard Theological Review","page":"45-62","volume":"49","issue":"1","author":[{"family":"Kramer","given":"Samuel Noah"}],"issued":{"date-parts":[["1956"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kramer). This is why ordinary people who followed and praised their God with all their heart believed in the goodness only. Any ill treatment by fellow human beings made them question their gods of morals. But then at the same time they did realize they had to confess for any wrongdoings and lamenting and praying will remove their misfortunes.

Works Cited

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Arnold, Bill T., and Bryan Beyer. Readings from the Ancient Near East : Primary Sources for Old Testament Study. Baker Academic, 2004. /z-wcorg/.

Kramer, Samuel Noah. “Sumerian Theology and Ethics.” Harvard Theological Review, vol. 49, no. 1, 1956, pp. 45–62.

Kramer, Samuel Noah, and University of Chicago Press. The Sumerians : Their History, Culture and Character. The University of Chicago Press, 1972. /z-wcorg/.

Moscati, Sabatino. The face of the Ancient Orient : Near Eastern civilization in pre-classical times. 2012, http://public.eblib.com/choice/publicfullrecord.aspx?p=1900412.

Summarize A Documentary

[Name of the Writer]

[Name of Instructor]

[History and Anthropology]

[Date]

Summarize A documentary

Episode 1: Different But Equal

Basil Davidson's influential and pivotal documentary series 'Africa A Voyage of Discovery' defies the long-held dogmas that Africa had 'no inventive or original creations among them, no sciences and no arts. The sequential documentary presents a pan-African beginning of history from the ancestries of Nubia and Egypt to the freedom movements that Basil was acquainted with, in newly self-governingAfrican states namely Mozambique and Zimbabwe.

When Greek Historian Herodotus traveled Ancient Egypt, he defined the society he saw there as 'different but equal.' Episode one of the documentary displays that some of the world's paramount primary societies have their roots in black Africa, that includes in those beside the Nile Valley. The first episode of the series consists of conversations and interviews with Senegalese Egyptology, philosopher and mathematician Sheikh Anta Diop and searches the evolution of African civilization in Northeast and West Africa.

Basil Davidson sets out to demystify and expose the false philosophies of stereotyped Africa in the first episode of his documentary series, Africa: Part 1. Different but Equal. Basil looks at several historical documents created by Western philosophers and voyagers who did not understand Africa, yet made assertions of fact with this restricted knowledge and understanding. These typecast and demeaning realities shaped by these Western intellectual impaired African identity. They fashioned the approach which placed African’s in inferior standing in comparison to those in Western Europe.

The histories of the inhabit of Africa were demeaned during this time. Basil Davidson seeks out to demonstrate the vast past which has been concealed up and disregarded to this present day. Through the history of Africa, massive societies sprung forth, along with several other historical based developments which Western investigators would reject as progressions. The conception that the ‘black African’ may perhaps construct something was established as false by several Western scholars in days past. This is what steered the public to the negative outlook towards the inhabits of Africa. Still, some people look down upon people who are from Africa, as this undesirable view is still present. Basil Davidson looks at this and carries on his voyage towards exposing these philosophies, giving due commendation towards the many accomplishments that came out of the African continent.

Films or documentaries like these are significant towards constructing a better, more truthful appearance of Africa. Instead of endorsing conventional beliefs, which have regrettably been commonly believed, one must critique these beliefs, and permit the appropriate appearance of Africa to take it to its rightful place. Basil Davidson’s film is a prized source to permit for this adjustment to happen. Basil Davidson brackets past evidence and dares the apparent, to permit profound connotations to take their place. Instead of accommodating typecasts such as the ‘savage African,’ Basil Davidson unties himself, and his viewers in the direction of freshly shaped philosophies. Documentaries like these are the leading step in conveying about modification which is obligatory for the healing course to instigate.

In the first chapter of the documented series, a historical-colonial outlook of Africa and its populaces is demonstrated. The title ‘Different But Equal’ indicates how Westerner colonialists treated African populaces to the contrary. Even though early voyagers to prehistoric African empires thought highly of the region thus and natural treasures, more fresh interprets them as mediocre. The exoticism of the African continent and its beliefs and ethos is used as a foundation to validate its lowliness and therefore its rule. In this background, it is unbiased to assert that the times past of Africa of the modern era is demonstrative of the history of European imperialism and colonization.

Basil Davidson enlightens the spectator how the continent of Africa is one of supremely geographically assorted in the world. Stretching from tropical rain forests to tundra, from arid deserts to savannahs, from steppes to bountiful plains, every geographical and climatic condition is to be seen in the African continent.  Furthermore, due to solar cycles, geographic sets, and phenomenon such as worldwide warming up, these climes are all the time on the flux.  It is difficult to accept as true that the currently climatically unfriendly and uninhabitable Sahara desert was once a lavish vegetated woodland that sustained an enormous human inhabitant.  But the descent of the Saharan setting to its present-day situation also exposes another aspect of African inhabits, namely, their innovation and flexibility to adapt. Genetic imprint examination indicates that the great Egyptian society composed of public not only aboriginal to the Northern corner of the African continent but as well those who traveled away from the deteriorating Sahara.

Another imperative fact stated by Basil is how the African continent is a melting pot of several faiths.  The Egyptian civilization had its specific primeval belief system that is rich in imaginative and representative appearance.  The elaborate ritual and the great pyramids are linked with their creation bear out this fact. But after the deterioration of the rule by the Pharaohs, Northern Africa came under the power of theCatholic Christianity and the Roman Empire.  The cerebral civilizations of Romans, as well as their holy dogmas, were effortlessly integrated into the innate African culture.  During the 7th century A.D later part, Islam took over in the Middle East, which swiftly reached to Africa. All these chronological religious impacts are too clearly manifested in the existing African religious cultures and practice, giving trustworthiness to Basil’s standpoint that Africa is on the same level if not more with any highly developed civilization that the history has witnessed.

African role is a pivotal one in the advancement of numerous species of primates that includes in the most recent Homo-sapiens and Neanderthals. Hereditary tests provide that every other continent on the surface of the earth is inhabited by communities who at some point came out of Africa.

European prejudice

The ideological imperialism of Western Europe was widely in use across African nations in the 19th and 20th centuries respectively in order to give an explanation for the political and economic tricks and actions across Africa’s borders. To talk about trade between Europeans and Africans in the previous four centuries of the colonial rule is practically discussing a slave trade. Africans were not slaves but were only made slaves when they experienced the society where they were made to work as slaves. Before that, there were free people and afterward captives. African were shipped from Africa to different parts of the world where they had to work and live like the Europeans properties. These shipments to markets around the world were performed by the Europeans as it was of interest to European capitalism. It was the ‘European Slave trade’ from Africa; most of which was by trickery, warfare,kidnapping, and banditry. It was prejudice and social violence and not trade in any common sense. Around a few to more than a hundred million people were traded by Europeans because of their prejudice and their perception of seeing them as slaves and animals.

Moreover, a familiar tendency of foreign supremacy as seen through colonial rule and slave trade was to build up propaganda of lowliness or brutality against the dominated people. This strategy was successfully put to work to excuse the vigorous abduction of African land and supremacy of its public. Two key concepts arose from this plan. First, it was debated that Africans had no noteworthy Historical investigation and experience all through the ages. Second, the rare evidence of progress or accomplishment were taken to be the creation of outside influences. In short, people and the land of Africa were incompetent of any progressions. These prejudices and perceptions are convincingly promoted by may researchers.

Summary

SUMMARY

This chapter discusses the time of 19th century when Washington along with other major cities of the United States of America allowed the migration of a huge population of African Americans into their allies. One of the most prominent aspects that were noticed after this event of migration was seen not only in the statistics but numerous people from the black community witnessed urbanization. The alley system flourished more due to the response of the white American community. Even when the black community started to spread out, most of the people belonged from the working class of the blacks. However, when the blacks become residentially prominent in the white Americans decided to move out. Many people at that time thought to avoid the areas where the majority of the black residents lived, while many families decided to invade the neighborhoods. The white community tried to maintain their inherited dominance through multiple ways including the most common way of racism. Most of the migrations were noticed in the southern cities, among which many cities were even forced to accept the migration of the black community. The Washington district witnessed the largest migration of black people, especially when the white Americans portrayed their hostility towards black people. These people were offered with complete support in terms of finding a home and other matters. The major problem emerged in 1860 in Washington which was an outcome of the residential segregation and self-created complexities. During the time period of the civil war, Washington was a small city with approximately 60,000 residents. The whites used to live in the urban region of the city while the blacks were in the core. The blacks used to dominate the north side of the street, while the whites used to stay in the south. The west south was under the rule of whites, while the blacks dominated the northeast side of the street. However, due to the racial disparities, black dominance didn't last long as the whites eventually dominated the black by being considered as the superior community.

Susan B. Anthony

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Susan B. Anthony

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EDFS 309 Scholarly Personal Narrative Writing

Dr. Robert Nash Sydnee Viray

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Susan B. Anthony was a prominent womens rights advocate and a social activist who played an instrumental role to shape and define critical instances in the history of the United States of America (USA). She was one of the pioneers in the womens suffrage movement. The movement consequently leads to the 19th Amendment in the constitution and ultimately the women have sanctioned the right to vote. Besides potentially raising voice for womens right in her life, she was a dominant part of several critical events in the history of the United States. Susan B. Anthony was a potential part of revolutions as the foundation of Women Suffrage Association, abolishment of slavery and emergence of the emblem of women rights in the society of the United States of America (USA).

To begin with, Anthony partnered with Stanton to strengthen the impact and manifestations of the womens suffrage movement. Anthony advanced to establish a strong connection with Stanton in 1861 to accomplish mutual goals. Anthony introduced a profound resolution that aimed at transforming the Womens Right Convention as the American Equal Rights Association (AERA). The AERA, later, split and manifested in the construction of two groups among which one was National Woman Suffrage Association (NWSA). Anthony initiated a strong movement for the suffrage and black men. In addition, Anthony continued to pursue the endeavors to raise voice for the women in the discriminatory society. In 1880, Anthony traveled to Europe and cooperated with the pioneers of women movements in Europe. The primary aim was the establishment of an international organization for women. Hence, the International Council of Women (ICW) came into being. Antony played an instrumental role in its establishment and the council is still engaged with the United Nations (UN).

Moreover, Anthony was a staunch advocate of abolishing slavery and thus endeavored to accomplish the objective. In 1856, she became the agent for the American Anti-Slavery Society. Besides, she was threatened by the mobs and radical groups but she remained adamant to abolish slavery from American society. She presented the essential idea of constructing a society that must be racially integrated. Anthony organized the Womens Loyal National League to advocate for a potential modification in the constitution of the United States to eradicate slavery. It was the very first instance of the occurrence of womens political organization in America. However, the league was abandoned in the later years. It still proved to remain productive and initiated a vital generation of female activists and leaders.

Besides, the co-establishment of the journal as The Revolution for womens right is also attributed to Anthony. In 1868, the venture of the publication of the weekly newspaper began in New York. Besides focusing on the suffrage and rights for women, it critically highlighted other aspects as finance, labor movement and politics. Primarily, the purpose of the newspaper was the provision of a solid platform for women to present and exchange their views in true letter and spirits. The establishment of the newspaper underpinned the strengthening of their women which later became a profound organization. It is worthy to mention that most of the publications were radical. For instance, it persistently delineated the principles to enhance the divorce laws and valiantly exposed the discrimination subjected against them. During the intricate phase of the American Civil War, The Revolution became the prominent platform to shed light on the womens issue once again.

All these instances reflect the significance of Anthony in bringing a productive, immense and momentous change in the history of the United States of America. She once demanded to be registered in order to vote in the election. Though women were deprived of the fundamental right to cast vote, she cast a ballot in the elections. This instance is an explicit demonstration of the courage, audacity and commitment she had to enable women to exercise their rights. She was arrested after two weeks of the event. Moreover, she was charged and found guilty of casting vote illegally. The arrest and the event has an immense impact on American history, especially related to the voting rights of the women. She was the very first lady and reformist who advanced to cast the vote despite the vigorous restrictions and stringent policies of the stakeholders and society. In 1920, the Nineteenth Amendment was promulgated in America that sanctioned the right to vote to women across the nation. A wide range of historians has associated the arrest of Anthony as the potential event that triggered the notion of voting rights for women that translated into the Nineteenth Amendment after fifty years.

A critical assessment of the deliberated events and instances are a testimony of the essential role assumed by Anthony in defining the historical occurrences in the United States. In the contemporary era, it sounds irrational that women could ever have been prevented to exercise the right to vote. However, history reveals such occasions were a dominant part of American culture in the previous centuries. Susan B. Anthony was the limelight to trigger the Womens Suffrage movement, raising emblem for civil disobedience against the radical values and striving to abolish slavery. Her profound valor, utmost dedication and inspiring commitment place her on the bright side of the history. Irrefutably, she is on the good side owing to her struggle and endeavors to not only make women comprehend their vital rights but also assist them to accomplish them.

The historic context stipulates an inspiring and heroic tale of Susan B. Anthony. She was faced with grave challenges. A modicum of women was dedicated, in that patriarchal era, to confront the radical values and deprivation of womens right potentially. The historians and political scientists hail her for her significant contributions toward the acquisition of women rights. Besides being a social reformist, she rejoiced an iconic status in Americas history. In 1979, the issuance of stamps to commemorate and honor her death further shaped her into a spiritual motivation. A sculpture placed in the Cathedral of St. John the Divine, in Manhattan, speaks volumes about the tremendous efforts she rendered to change the perception and status of women in American history.

To conclude, Susan B. Anthony assumes a distinguished status in American history. Her prominent contributions are underpinned in initiating and strengthening the womens suffrage movement, abolishing slavery and demonstrating utmost dedication and valor to enable women to be sanctioned with fundamental rights. In addition to being a social reformist, she is deemed a vital revolutionist. She stretched her efforts beyond the domestic structure. The cooperation and alliance with illustrious European reformist consolidated her campaign and conveyed the spirits of her efforts outside the boundaries of the state. Had she not endeavored to raise her voice for womens right, women would have faced further impediments to exercise their fundamental rights. Thus, she rejoices a bright adobe in the historical paradigm and her endeavors are still honored in American society. The bottom line is that she is one of the leading reformists that brought about a paradigm shift in the historical context of America pertinent to the sanctioning of the womens rights.

End Notes

1. ADDIN ZOTERO_BIBL uncited,omitted,custom CSL_BIBLIOGRAPHY 5 Important Facts about Susan B. Anthony InterExchange. InterExchange. Accessed April 1, 2019. /articles/career-training-usa/5-facts-about-Susan-b-Anthony/.

2. Anirudh. 10 Major Accomplishments of Susan B Anthony Learnodo Newtonic. Accessed April 1, 2019. https//learnodo-newtonic.com/susan-b-anthony-accomplishments.

3. Susan B. Anthony. National Womens History Museum. Accessed April 1, 2019. https//www.womenshistory.org/education-resources/biographies/susan-b-anthony.

4. The Truth About Susan B. Anthony Feminists for Life. Accessed April 1, 2019. https//www.feministsforlife.org/the-truth-about-susan-b-anthony/.

ADDIN ZOTERO_ITEM CSL_CITATION citationIDZUYc8qnY,propertiesformattedCitationAnirudh, uc0u822010 Major Accomplishments of Susan B Anthony Learnodo Newtonic,uc0u8221 accessed April 1, 2019, https//learnodo-newtonic.com/susan-b-anthony-accomplishments.,plainCitationAnirudh, 10 Major Accomplishments of Susan B Anthony Learnodo Newtonic, accessed April 1, 2019, https//learnodo-newtonic.com/susan-b-anthony-accomplishments.,noteIndex1,citationItemsid237,urishttp//zotero.org/users/local/h6KbaPMu/items/RYYF8ZWC,urihttp//zotero.org/users/local/h6KbaPMu/items/RYYF8ZWC,itemDataid237,typepost-weblog,title10 Major Accomplishments of Susan B Anthony Learnodo Newtonic,abstractSusan B Anthony was a renowned social reformer who led the womens suffrage movement in U.S. Here are her 10 major accomplishments and achievements.,URLhttps//learnodo-newtonic.com/susan-b-anthony-accomplishments,languageen-US,authorliteralAnirudh,accesseddate-parts2019,4,1,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json Anirudh, 10 Major Accomplishments of Susan B Anthony Learnodo Newtonic, accessed April 1, 2019, https//learnodo-newtonic.com/susan-b-anthony-accomplishments.

ADDIN ZOTERO_ITEM CSL_CITATION citationIDXjQdcGGH,propertiesformattedCitationuc0u8220The Truth About Susan B. Anthony Feminists for Life,uc0u8221 accessed April 1, 2019, https//www.feministsforlife.org/the-truth-about-susan-b-anthony/.,plainCitationThe Truth About Susan B. Anthony Feminists for Life, accessed April 1, 2019, https//www.feministsforlife.org/the-truth-about-susan-b-anthony/.,noteIndex2,citationItemsid241,urishttp//zotero.org/users/local/h6KbaPMu/items/D5FBVQG7,urihttp//zotero.org/users/local/h6KbaPMu/items/D5FBVQG7,itemDataid241,typepost-weblog,titleThe Truth About Susan B. Anthony Feminists for Life,URLhttps//www.feministsforlife.org/the-truth-about-susan-b-anthony/,languageen-US,accesseddate-parts2019,4,1,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json The Truth About Susan B. Anthony Feminists for Life, accessed April 1, 2019, https//www.feministsforlife.org/the-truth-about-susan-b-anthony/.

ADDIN ZOTERO_ITEM CSL_CITATION citationIDIb3thLSq,propertiesformattedCitationuc0u82205 Important Facts about Susan B. Anthony uc0u183 InterExchange,uc0u8221 InterExchange, accessed April 1, 2019, /articles/career-training-usa/5-facts-about-susan-b-anthony/.,plainCitation5 Important Facts about Susan B. Anthony InterExchange, InterExchange, accessed April 1, 2019, /articles/career-training-usa/5-facts-about-susan-b-anthony/.,noteIndex3,citationItemsid242,urishttp//zotero.org/users/local/h6KbaPMu/items/WZSR2BNR,urihttp//zotero.org/users/local/h6KbaPMu/items/WZSR2BNR,itemDataid242,typewebpage,title5 Important Facts about Susan B. Anthony InterExchange,container-titleInterExchange,abstractSusan B. Anthony, an American women,URL/articles/career-training-usa/5-facts-about-susan-b-anthony/,languageen,accesseddate-parts2019,4,1,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json 5 Important Facts about Susan B. Anthony InterExchange, InterExchange, accessed April 1, 2019, /articles/career-training-usa/5-facts-about-Susan-b-Anthony/.

ADDIN ZOTERO_ITEM CSL_CITATION citationIDWZLJjGGk,propertiesformattedCitationuc0u8220Susan B. Anthony,uc0u8221 National Womenuc0u8217s History Museum, accessed April 1, 2019, https//www.womenshistory.org/education-resources/biographies/susan-b-anthony.,plainCitationSusan B. Anthony, National Womens History Museum, accessed April 1, 2019, https//www.womenshistory.org/education-resources/biographies/susan-b-anthony.,noteIndex4,citationItemsid239,urishttp//zotero.org/users/local/h6KbaPMu/items/4EHMQK2T,urihttp//zotero.org/users/local/h6KbaPMu/items/4EHMQK2T,itemDataid239,typewebpage,titleSusan B. Anthony,container-titleNational Womens History Museum,URLhttps//www.womenshistory.org/education-resources/biographies/susan-b-anthony,languageen,accesseddate-parts2019,4,1,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json Susan B. Anthony, National Womens History Museum, accessed April 1, 2019, https//www.womenshistory.org/education-resources/biographies/susan-b-anthony.

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Synthesis Paragraph

Synthesis Paragraph

Name

[Institutional Affiliation(s)]

Author’s Note

Synthesis Paragraph

American females have struggled to overcome the stereotypes of different cultures and have attained a place of near equality in numerous societal paradigms.

Claim 1

Females can vote, hold political office, own business and have a complete range of rights.

Evidence

Women were officially allowed in the United States to vote in 1919 and now with policies that have empowered women, they can develop their businesses and hold their offices ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a11cn2u2ajo","properties":{"formattedCitation":"(Dixon, 2011)","plainCitation":"(Dixon, 2011)"},"citationItems":[{"id":1258,"uris":["http://zotero.org/users/local/p8kwKNoG/items/PXY9EK5H"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/PXY9EK5H"],"itemData":{"id":1258,"type":"article-journal","title":"Western Feminism in a Global Perspective","container-title":"Inquiries Journal","volume":"3","issue":"02","source":"www.inquiriesjournal.com","abstract":"American women have struggled historically against certain paradigms of inferiority that all women experience. The female identity is different according to each culture and their customs, but many cultures are based on a patriarchal past where men...","URL":"http://www.inquiriesjournal.com/articles/395/western-feminism-in-a-global-perspective","language":"en","author":[{"family":"Dixon","given":"Violet K."}],"issued":{"date-parts":[["2011"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Dixon, 2011).

Rationale

Women were not permitted to vote before 1919 officially, however, women should be allowed to own business as they have intellectual capabilities to hold their rights.

Claim 2

Women were not permitted to work outside in previous years and gender-based roles were assigned in different cultures such as women being housewives and husbands have to work for finances.

Evidence

Different cultures have different gender-based roles such as women were not allowed to work outside and in late hours, however, movements related to feminism have provided the opportunity to females to work in the organizations as engineers, educators, surgeons, and analysts ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"9b5ZvrtH","properties":{"formattedCitation":"(Dixon, 2011)","plainCitation":"(Dixon, 2011)"},"citationItems":[{"id":1258,"uris":["http://zotero.org/users/local/p8kwKNoG/items/PXY9EK5H"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/PXY9EK5H"],"itemData":{"id":1258,"type":"article-journal","title":"Western Feminism in a Global Perspective","container-title":"Inquiries Journal","volume":"3","issue":"02","source":"www.inquiriesjournal.com","abstract":"American women have struggled historically against certain paradigms of inferiority that all women experience. The female identity is different according to each culture and their customs, but many cultures are based on a patriarchal past where men...","URL":"http://www.inquiriesjournal.com/articles/395/western-feminism-in-a-global-perspective","language":"en","author":[{"family":"Dixon","given":"Violet K."}],"issued":{"date-parts":[["2011"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Dixon, 2011).

Rationale

Providing working opportunities to females would enable them to work in collaboration with males and to support them financially, economically, and commercially.

Claim 3

American feminism has been evolving to establish rights for females subject to the boundaries and policies of the United States.

Evidence

Margaret Sanger was a nurse who has witnessed so many women not able to seek help for care and healthcare services in pregnancy, abortion and dying because of not allowed to go hospitals ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"FhfEegj3","properties":{"formattedCitation":"(Dixon, 2011)","plainCitation":"(Dixon, 2011)"},"citationItems":[{"id":1258,"uris":["http://zotero.org/users/local/p8kwKNoG/items/PXY9EK5H"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/PXY9EK5H"],"itemData":{"id":1258,"type":"article-journal","title":"Western Feminism in a Global Perspective","container-title":"Inquiries Journal","volume":"3","issue":"02","source":"www.inquiriesjournal.com","abstract":"American women have struggled historically against certain paradigms of inferiority that all women experience. The female identity is different according to each culture and their customs, but many cultures are based on a patriarchal past where men...","URL":"http://www.inquiriesjournal.com/articles/395/western-feminism-in-a-global-perspective","language":"en","author":[{"family":"Dixon","given":"Violet K."}],"issued":{"date-parts":[["2011"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Dixon, 2011).

Rationale

American females have struggled very hard to attain the status they have in recent years as they have sacrificed many lives fighting for their rights ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"ad2n360sq5","properties":{"formattedCitation":"(Vintges, 2019)","plainCitation":"(Vintges, 2019)"},"citationItems":[{"id":1260,"uris":["http://zotero.org/users/local/p8kwKNoG/items/7LC4MDMB"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/7LC4MDMB"],"itemData":{"id":1260,"type":"chapter","title":"Surpassing Liberal Feminism: Beauvoir’s Legacy in Global Perspective","container-title":"Feminist History of Philosophy: The Recovery and Evaluation of Women's Philosophical Thought","publisher":"Springer","page":"241-257","author":[{"family":"Vintges","given":"Karen"}],"issued":{"date-parts":[["2019"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Vintges, 2019).

Conclusion

American females have faced many challenges to stand and fight for feminism against particular paradigms of inferiority in the United States to provide a safe future for today’s females.

References

ADDIN ZOTERO_BIBL {"custom":[]} CSL_BIBLIOGRAPHY Dixon, V. K. (2011). Western Feminism in a Global Perspective. Inquiries Journal, 3(02). http://www.inquiriesjournal.com/articles/395/western-feminism-in-a-global-perspective

Vintage, K. (2019). Surpassing Liberal Feminism: Beauvoir's Legacy in Global Perspective. In Feminist History of Philosophy: The Recovery and Evaluation of Women’s Philosophical Thought (pp. 241–257). Springer.