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Native american civilization vs european civilization
Native american civilization vs european civilization
Native american civilization vs european civilization
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There has been a long and fierce debate on the origins of “mound-builder” of North America, which reached a climax during the 1ate eighteenth- and for much of the nineteenth centuries. The early hypotheses can be mainly divided into two categories: the “lost race” theory and the theory of Native Americans. The former one speculated the mounds were erected by a civilized ancient people that had been exterminated sometime during ancient period. The latter one proposed that those monuments were the work of the ancestors of Native Americans. At early time, most speculations are far more scientific and general public believed in the “lost race” theory. The “lost race” theory at that time has a variety of proponents and a wide range of different
compromise of the two theories. There was also some debate over the power of the
Henretta, James A. and David Brody. America: A Concise History, Volume I: To 1877. 4th ed. Boston:
During the late eighteenth and early nineteenth centuries the United States saw many problems come and go. Some problems were more important than others, however all led to further division of American politics. The most divisive issue in American politics during this time frame was the idea of Manifest Destiny, or territorial expansion.
Native Americans have had a long history of resistance to the social and cultural assimilation into white culture. By employing various creative strategies, Native Americans have attempted to cope with the changes stemming from the European colonial movement into the Americas. There are fundamental differences in world views and cultural and social orders between Indians and Europeans, which contributed to conservatism in Native American cultures. In this paper, two aspects of such cultural and institutional differences of Native American societies will be examined: holistic Native American beliefs versus dualistic world views and harmony versus domination. These two aspects are important in terms of explaining changes (or lack thereof) in Native American societies because they suggest that the Native American world view is more cyclical and its components are interlinked, while Western societies have a clear demarcation between cultural elements, such as religion, kinship, and morality. However, there are certain limitations to the theoretical frameworks that explain conservatism in Indian cultures because these theories are oriented around the Western world view and were developed based on the Western terms; therefore, indigenous population was not taken into account when these theories were developed.
Around the year 1800, there are some significant political, economic, and social changes. These changes affected Americans significantly. Americans in nineteenth century described that freedom is the most important character of their country. Freedom was connected with economic and democracy but it is also influenced by the slavary system.
Traxel, David. 1898: The Birth of the American Century. New York: A.A. Knopf, 1998. Print.
The years after the civil war left one half of America, the north, satisfied and the other half, the south, mostly dissatisfied. Therefore the last third of the nineteenth century, 1865-1900, was a time period in which America was mending, repairing, improving, reshaping, and reconstructing its society, economy, culture, and policies. Basically it was changing everything it stood for. This continual change can be seen in the following events that took place during this time. These events are both causes and effects of why America is what it is today. These are some examples: the reconstruction of the south, the great movement towards the west, the agricultural revolution, the rise of industrialism, the completion of the transcontinental railroad, and America's growth to gaining world power. All of these are reasons and events that characterize America as being an ever-changing nation.
Race, gender, and socioeconomic status are enduring social characteristics that influence life outcomes and children and adolescents cannot control (Murphy, Gaughan, Hume, & Moore, 2010). With the unequal distribution of society’s resources based on race and gender and the negative view of African American males, African American males’ ability to access and complete college is hampered. Although athletics is often viewed as a way to improve one’s life chances, African-American male athletes perform worse academically than any of their peers (Murphy, Gaughan, Hume, & Moore, 2010), which threatens their college completion goals.
From the late 19th century to the early 20th century, the United States was in the midst of
Although both Evans and Schliemann made alterations to the artifacts, it is crucial to note that the rationale for the changes made was completely different from each other. For instance, Evans was clearly more focused on brining to life the lost civilization and to help people recognize the distinct civilization (Morford, Lenardon and Sham). Here
Benedict’s book addresses race and racism from different angles. Considering that she wrote during the 40’s, amidst World War II and prior to the Civil Rights movement, her book was progressive, since she challenged the social and scientific racist paradigm. She starts by defining the concept of race and explaining the meaning of race. By focusing on the Aryan and Semitic denominations, she argues that equating linguistic families to phenotypical traits is a mistaken way to aim to classify human populations since it falls short in capturing both of these characteristics. She continues by stating that race is an attempt of classifying human populations through physical and visible differences (hair type, skin color, nose shape, etc.). In this
“Political and Social Milestones 1800-1860”. Elements of Literature: Fifth Course. Austin: Hold, Rinehart and Winston, 2008. 160-161. Print.
Often times, myths regarding the past were believed since the average lay person did not have the right education to lead them to the real answers. This leads into the one thing that surprised me the most: how easily some people will exploit (clueless) others for financial gain. For example, the Cardiff Giant. A couple of men had found an easy way to hustle money off of people who were willing to believe anything that supported the word of the Bible. From the creation of the fraudulent Giant, to turning it into a lucrative tourist attraction (and swindling people out of their money), to making experts analyze (and debunk) the Giant, to finally Hull’s confession, Newell and Hull were able to collect an obscene amount of money off of a lie. Even after the Giant was labeled a fake, people still pay money to glimpse the “greatest hoax” (Feder). I find that fact even more amazing than Newell and Hull’s ability to dupe the American public. Honestly, the moral of this story: education is key- if the public were better educated in the field of archeology (and history, for that matter), perhaps they would not have fallen for this “get rich” trick. I suppose it might be harder for me to say if that were indeed true, however, considering I’m viewing the event through hindsight. Still, I believe educating people on the difference between fact and myth could be more beneficial in the long
Introduction We live in a society where race is seen as a vital part of our personalities, the lack of racial identity is very often an important factor which prevents people from not having their own identity (Omi & Winant, 1993). Racism is extremely ingrained in our society and it seems ordinary (Delgado & Stefanic, 2000). However, many people denounce the expression of any racist belief as immoral (Miles & Brown, 2003) highlighting the complicated nature of racism. Critical Race Theory tries to shed light on the issue of racism, claiming that racism is ingrained in our society both in legal, cultural, and psychological aspects of social life (Tate, 1997). This essay provides us with the opportunity to explore this theory and its influence in the field of education.
The theme of growth is in this time period. As the United States began to grow in land, it also began to grow both philosophically and physically. First stage of growth for America was Nationalism. U.S. Nationalism displayed itself through the development of the idea of Manifest Destiny after winning the War of 1812. The second key theme is developing an American Identity Or considered as the Age of Reform. Many aspects of American society contributed to developing its identity. It showed that the fabric of the new nation was continually changing as it grew into the first forty years of the 19th Century. Major movements just as the Second Great Awakening, Abolitionist movement, and the Temperance Movement showed a division in the American people