Black People and Aunt Alexandra Essay Example for Free

Black People and Aunt Alexandra Essay 1. How does Jem change? Be specific. a. Page 115-Scout explains that Jem doesn’t want her hanging around him all the time†¦Ã¢â‚¬ stop pestering me. † And Calpurnia begins referring to him as Mister Jem now, a title usually reserved for adults. b. Page 116-â€Å"Jem developed a maddening air of wisdom that summer. † Meaning that he is rational now and understands things†¦not like a little kid anymore. He helps to put things into perspective for Scout that she doesn’t understand. c. Jem is growing up. He is trying to make sense of things he sees, trying to be like Atticus, and trying to put behind him childish games and youthful pranks. Consequently, sometimes he is moody and sometimes occasionally seems to lord his authority over Scout. 2. What are the minor disappointments that start the summer for Scout? What do they foreshadow? a. Page 115-116- READ ALOUD- Atticus got called to an emergency session of legislature, Dill is not coming to visit for the summer, and Aunt Alexandra arrives unannounced to live with them. b. These small disappointments foreshadow the trial of Tom Robinson. 3. What is ironic about Jem and Scout’s visit to Calpurnia’s church? Explain. a. Page 119-120- READ ALOUD TO CLASS- The children experience prejudice against them. They don’t possess prejudice and neither does Calpurnia. They are surprised when church goer Lula confronts Cal asking her how she could bring white kids to the black church. b. However, just as not all the white people are prejudiced, not all the black people are prejudiced. Zeebo and Reverend Skyes are both welcoming to Scout and Jem. 4. Everybody is beginning to tell Scout to act like a lady. How is it ironic that her church and Calpurnia’s church deliver the Impurity of Women doctrine every week? a. Page 122- This is ironic because everybody wants her to be like a lady, but then they discuss the evils that women bring on the world throughout the Impurity of Women Doctrine. This is confusing for Scout. 5. What does Scout learn about Calpurnia? Why is this important? a. Scout learns that Cal leads a separate existence from her household and taking care of her and Jem. Scout sees that Calpurnia speaks a different way around her people than she does with Jem and Scout. This is important because it helps Scout learn to continue to try to see beyond just her world. 6. Why is it unfair that blacks are not allowed to go to school, but the Ewells are? Explain. a. Page 124- READ ALOUD TO CLASS- The Ewells are trash people and no good who walk out of school, but the blacks really want to learn and would go to school regularly. 7. Why did Aunt Alexandra say she would be staying with Atticus and the kids? Do you think this is true? What do you think her real reason is? Explain. a. Page 127-She felt Scout needed a feminine influence. b. She was probably asked to come by Atticus to watch the kids while the trial is going on and try to help them absorb and shelter them from some of what is going on. 8. â€Å"Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the world of Jem and me. † Explain. a. Page 131-132- READ ALOUD TO CLASS- Aunt Alexandra knew all the proper social things to do and say, and she knew a great deal of the history of the local families. She joined some clubs and entertained at her home, and generally did fit right into town’s society. However, Alexandra didn’t understand or agree with the values by which Atticus was raising his children. Therefore, she did not understand the children’s behavior. Because their value systems were different, they were more often than not at odds. English 10RName ___________________________________ Ms. GlassTKMB- Study Guide Chapters 12 and 13 Directions: Read chapters 12 and 13 and answer the following questions in complete sentences. 1. How does Jem change? Be specific. 2. What are the minor disappointments that start the summer for Scout? What do they foreshadow? 3. What is ironic about Jem and Scout’s visit to Calpurnia’s church? Explain. 4. Everybody is beginning to tell Scout to act like a lady. How is it ironic that her church and Calpurnia’s church deliver the Impurity of Women doctrine every week? 5. What does Scout learn about Calpurnia? Why is this important? 6. Why is it unfair that blacks are not allowed to go to school, but the Ewells are? Explain. 7. Why did Aunt Alexandra say she would be staying with Atticus and the kids? Do you think this is true? What do you think her real reason is? Explain. 8. â€Å"Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the world of Jem and me. † Explain.

Capital vs. Labor Essay -- Economy, Stock Market

Chapter 19 of Liberty, Equality, and Power, asks what the most significant ways in which the ongoing struggle between capital and labor reshaped American society during the late 19th century (Murrin, 523). In response, one of the most important contributions was the introduction of new technologies utilized primarily in factories. This in turn lead to the revolutionizing of production lines, and corporations. This domino effect continued on to spur the birth of unions in the United States, who organized rebellions against corporate power still used today. Finally during this time women underwent a transformation of their civil rights, as well as their role in society. The introduction of new technologies was a double-edged sword in forming society. On one note, inventions like the phonograph, or the electric dynamo brought entertainment and commonplace items to the middle class, as well as household appliance to today's society. Another benefit, included the shift from steam engines to that of internal combustion, seen in automobiles (500). On another side, factories became more efficient by means such as the open-hearth process used in steel mills, leading to lower wages, and longer hours for workers (500). Although the first example has provided today’s society with modern appliances, the latter was more significant during the early 19th century. Now that production lines were more prominent, workers no longer needed to be skilled in multiple jobs, and in turn they were easily replaced by those willing to work for the lowest price. As factory operators pushed their employees to work longer and harder in order to increase profits, unions were formed. An example of this would be the fraternal organizat... ...found that the book gave perspective to each of the individual classes, rather than covering only the bourgeois or the proletariat. Today you will scarcely find a job or institution were women are not allowed, had I not read this chapter it would have been very difficult for me to understand what women at this time went through. Understanding how the people of this time period lived allows me to relate this information to today’s society. This will aid me for the exam by allowing me to connect with these events, in a very personal manner. However I believe that if there were more potential questions at the end of the chapters it would provide more food for thought, and better help one learn the material. Furthermore being able to use more outside material for this assignment, would have led to a more diversified view, as well as more supported arguments.

Chapter 1 indians the settlements of america Essay

1. Jamestown was the first colony that gets found. It was there where the first permanent settlement occurs. Jamestown was a poor location for colonization. The men dug wells to obtain water, but the water they found could not drink because it was contaminated. In addition, the ground was wet and had too many mosquitos. The mosquitoes were carriers of diseases and made the settlers sick. After a year, about half of the settlers had died of disease and starvation. The Native American Indians kept the English alive providing them with food. The English were so busy trying to discover gold that they didn’t bother trying to grow food. That was when Captain John Smith became leader of the Jamestown colony. He saved the colony by creating a rule, which maintained that anyone who did not work would have no right to eat. This made the colonist planted food, and they were forced to build shelters and fences to protect against any attack. These American Indians or â€Å"Amerinds†, showed them great diversity of character and attainments due to the differences in climate, soil, food, building material, and the activities necessary to preserve life. They taught the settlers how to plant and grow corn, beans, squash, etc. and also helped them to establish good relations with neighboring Indian tribes. On the other hand what the English settlers offered to Native Americans Indians was different. In exchange for food, they offered them weapons, horses, cattle, sheep, vegetables and fruits, hatchets, swords, metal pots, skillets and knives, which would give them the technological advantage over their enemies. They brought not only tools for the conquest of the wilderness, but also the forms of government, the religion, the books, and the languages of the Old World. But besides the different technologies and different lifestyles that they offered to them, the English brought with them different types of diseases, such as smallpox, which was lethal to Amerinds, this produced a lethal epidemic that affected a large portion of the tribe. American Indians had a very different culture from the English people. Despite some successful interaction, questions of ownership and control of land and trust between peoples, caused conflicts arise. Virginia suffers very frequent periods of drought and by that time the colonists did not understand that the natives were ill prepared to feed them during the hard times. In the years after 1612, settlers cleared the land to prepare it for export farms dedicated tobacco, its crucial crop for economic purposes. When the tobacco exhausted farmland, the settlers continuously had to clear more areas to replace them. This small wooded land was that the Indians could use to hunt and supplement their food crops. The more settlers arrived, the more demanding land. The spread of tobacco cultivation altered life for everyone, because its cultivation required abundant land. The tribes tried to fight the invasion of the settlers. The main conflicts occurred with the indigenous slaughter of 1622 and another in 1644, both under the command of the younger brother of the late Chief Powhatan, Chief Opechancanough. Recognizing the danger, the war leader launched coordinated attacks along the James River on March 22, 1622. By the end of the day 347 colonist lay dead, and only a timely warning from two Christian converts saved Jamestown itself from destruction. Europeans had a very mixed picture of the native Indians. On one hand, they believed that the Indians could be soft and generous and also attentive and willing to trade. At first it was a very positive image and the settlers had hoped that they would be welcomed with open arms and friendly hands. They wanted to believe their way to the Garden of Eden. 2. After reading the three sources that tell the story of the Indians and the Settlement of America, I found it more accurate the description number 3 â€Å"A people and a Nation† (2008) that gives us Mary Beth Norton, because I think is a very complete description about the events that occurred with the New World. She begins by describing how other civilizations of America were. She mentions how that residents, of what is now central Mexico began to cultivate food crops, especially corn, squash, beans, avocados, and peppers; while in the Andes Mountains of South America, people began to cultivate potatoes, and it was thanks to the improvement of these techniques of agriculture that could be spread this knowledge through America with the exception of those areas with harsher climates. Thanks to agriculture most of the Americans began to adopt a more sedentary life, without the need to spend so much time hunting and gathering. I believe that it is very appropriate that she mentions these details, since it is important to us as readers have an idea of how other civilizations in the Americas were, in this manner we can understand a little more about the civilization of the Native Americans Indians, because in some way they were very similar to each other. In the same way, in this source the author also makes mention of another significant civilization of America, the Aztecs; they were one of the most important and recognized civilizations of the American continent, they had a style a little different from other civilizations, they tended to be a little more wild, they use to forced their neighbors to pay tribute in textiles, gold, foodstuffs and even in human beings, who were sacrificed to the war god Huitzilopochtli. After the author made mention of these events, she continues her story mentioning the arrival of the English for the first time in 1607 to a region near to Chesapeake Bay called Tsenacomoco. It was a group of 104 men and boys, who established the palisaded settlement called Jamestown. This source tells us the beginning of a radical change to this Nation; the author mentions the number of people, the name of the region in which they arrived, and the date on which this happened; it seems to me that these data are necessary to know for any American person, I think it is important for all of us who live in this continent know this historical fact, and more specifically know what happened in this country. I am convinced that this source is more accurate, because it shows us these and more details, and is more precise describing how was the relationship between the colonists and the Native American Indians. It shows us what was the difference between these two different civilizations, and at the same time expresses us which were their similarities. Both groups held deep religious beliefs, subsisted primarily through agriculture, accepted social and political hierarchy, and observed well-defined gender roles. Despite the coexistence that came to have each other, both groups continued to have their own beliefs and thoughts, which for me in somehow led them to start a war, because the settlers wanted to impose their will on the Indians, and at the same time the Indians wanted to not let this happen, and also they were tired of being their food source and carriers of diseases that the settlers brought.

Slavery and Identity Among the Cherokee

The institution of slavery in the United States long pre-dates the African slave trade. But by the late 1700’s the practice of slaveholding by southern Indian nations—the Cherokee in particular—had taken hold as their interactions with Euro-Americans increased. Today’s Cherokee still grapple with the troubling legacy of slavery in their nation with the Freedman dispute. Scholarship on slavery in the Cherokee nation typically focuses on analyzing the circumstances that help to explain it, often describing a less brutal form of slavery (an idea some scholars debate). Nevertheless, the practice of African slaveholding forever changed the way Cherokees view race which they continue to reconcile today. The Roots of Slavery in the Cherokee Nation The slave trade on US soil has its roots in the arrival of the first Europeans who developed an extensive transatlantic business in the trafficking of Indians. Indian slavery would last well into the mid-to-late 1700s before it was outlawed, by which time the African slave trade was well established. Until that time, the Cherokee had a long history of being subject to capture and then exported to foreign lands as slaves. But while the Cherokee, like many Indian tribes who also had histories of inter-tribal raiding which sometimes included the taking of captives who could be killed, traded, or eventually adopted into the tribe, the continual incursion of European immigrants into their lands would expose them to foreign ideas of racial hierarchies that reinforced the idea of black inferiority. In 1730 a dubious delegation of Cherokee signed a treaty with the British (the Treaty of Dover) committing them to return runaway slaves (for which they would be rewarded), the first â€Å"official† act of complicity in the African slave trade. However, an apparent sense of ambivalence toward the treaty would manifest among the Cherokee who sometimes aided runaways, kept them for themselves, or adopted them. Scholars like Tiya Miles note that Cherokees valued slaves not just for their labor, but also for their intellectual skills like their knowledge of English and Euro-American customs, and sometimes married them. Influence of Euro-American Slavery One significant influence on the Cherokee to adopt slavery came at the behest of the United States government. After the Americans’ defeat of the British (with whom the Cherokee sided), the Cherokee signed the Treaty of Holston in 1791 which called for Cherokee to adopt a sedentary farming and ranching-based life, with the US agreeing to supply them with the â€Å"implements of husbandry.† The idea was in keeping with George Washington’s desire to assimilate Indians into white culture rather than exterminate them, but inherent in this new way of life, particularly in the South, was the practice of slaveholding. In general, slaveholding in the Cherokee nation was limited to a wealthy minority of mixed-blood Euro-Cherokees (although some full blood Cherokees did own slaves). Records indicate that the proportion of Cherokee slave owners was slightly higher than white southerners, 7.4% and 5% respectively. Oral history narratives from the 1930s indicate that slaves were often treated with greater mercy by Cherokee slave owners. This is reinforced by the records of an early Indian agent of the US government who, after advising that the Cherokee take up slave owning in 1796 as part of their â€Å"civilizing† process, found them to be lacking in their ability to work their slaves hard enough. Other records, on the other hand, reveal that Cherokee slave owners could be just as brutal as their white southern counterparts. Slavery in any form was resisted, but the cruelty of Cherokee slave owners like the notorious Joseph Vann would contribute to uprisings like the Cherokee Slave Revolt of 184 2. Complicated Relations and Identities The history of Cherokee slavery points to the ways relationships between slaves and their Cherokee owners were not always clear cut relationships of domination and subjugation. The Cherokee, like the Seminole, Chickasaw, Creek and Choctaw came to be known as the â€Å"Five Civilized Tribes† because of their willingness to adopt the ways of white culture (like slavery). Motivated by the effort to protect their lands, only to be betrayed with their forced removal by the US government, removal subjected African slaves of the Cherokee to the additional trauma of yet another dislocation. Those who were the product of mixed parentage would straddle a complex and fine line between an identity of Indian or black which could mean the difference between freedom and bondage. But even freedom would mean persecution of the type experienced by Indians who were losing their lands and cultures, coupled with the social stigma of being â€Å"mulatto.† The story of the Cherokee warrior and slave owner Shoe Boots and his family exemplifies these struggles. Shoe Boots, a prosperous Cherokee landowner, acquired a slave named Dolly around the turn of the 18th century, with whom he had an intimate relationship and three children. Because the children were born to a slave and children by white law followed the condition of the mother, the children were considered slaves until Shoe Boots was able to have them emancipated by the Cherokee nation. After his death, however, they would later be captured and forced into servitude, and even after a sister was able to secure their freedom, they would experience further disruption when they along with thousands of other Cherokees would be pushed out of their country on the Trail of Tears. The descendants of Shoe Boots would find themselves at the crossroads of identity not only as Freedman denied the benefits of citizenship in the Cherokee nation, but as people who have at times denied their black ness in favor of their Indianness. Sources Miles, Tiya. Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom. Berkeley: University of California Press, 2005.Miles, Tiya. â€Å"The Narrative of Nancy, A Cherokee Woman.† Frontiers: A Journal of Women’s Studies. Vol. 29, Nos. 2 3., pp. 59-80.Naylor, Celia. African Cherokees in Indian Territory: From Chattel to Citizens. Chapel Hill: University of North Carolina Press, 2008.