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The article discusses the history and significance of the English colony of Jamestown, Virginia. According to the author, the English colonial domination of North America was not inevitable and may not have been achieved had Jamestown been abandoned. It is suggested that their experiences at Jamestown taught English settlers and authorities the importance of stable political and social institutions and the cultivation of lucrative commodities. Details related to a previous settlement on Roanoke Island and to English settlers' relationships with Indian peoples are presented. Other topics include slavery, representative government, and tobacco plantations.

The article examines the perception of African Americans on the image of former U.S. President Abraham Lincoln. Ordinary black citizens believed in his anti-slavery sentiments, however, they considered them less relevant than civil rights sentiment. Lincoln is recognized for his ability to address the emancipation of the blacks and advocacy for equal rights. Man of the People, Frontier Youth and Self-Made Man are some of the attributes given to him. Both black and white Americans considered him as one of the country's greatest presidents.

The article examines the significance of the democratic vision of former U.S. President Abraham Lincoln. Americans looked up on him as a teacher of democracy due to his ability to balance the tensions between liberty and security. It is expressed that Lincoln's vision continued to influence the Americans even beyond his death. According to the author, Lincoln has addressed then issues of slavery, imperialism and tyranny that made the country a more democratic nation. Lincoln is known for his virtues of prudence and equality.

The article presents the letter of Frederick Douglass to an unknown recipient on the status of African Americans in the U.S. The author states that Frederick Douglass, who had escaped from slavery had become the nation's most eloquent and forceful exponent of equal rights. In his letter in 1887 he responds to the questions regarding the status of African Americans in the South, wherein African American attorneys were permitted to practice in southern courts, which he believed that a revolution had occurred in public sentiment. His letter suggests that the fundamental problem in the South was not legal but attitudinal, which reflects the unequal laws and unjust customs from the fact that whites never overcame a mentality bred under slavery.

The article presents a teaching strategy that examines the various ways that Americans have used the Bible in justifying their point of view on social issues in the U.S. The lesson's purpose is to enable students to explore the religion's impact on people's belief about the society, as well as the impact of the society on religion. The strategy highlights two cases on how the Americans have employed the Bible, from supporting the revolution against British rule to defending the institution of slavery. In addition, the lesson's time frame, objectives, background preparation, and procedures are also presented.

The article provides an overview of a lesson plan that promotes visual literacy skills through an examination of former President Abraham Lincoln's legacy on race in the U.S. It comprised images from the Indiana Historical Society's Jack Smith Collection. It refers to the issues of racial slavery and control, as well as inquires on what one really sees upon viewing an image of Lincoln and African-Americans in a celebratory print about emancipation. Through this lesson plan, students will examine Lincoln's policy of emancipation and their own attitudes about history, race and Lincoln. It also enhances their skills on history education and humanities discipline. National standards, materials objectives and procedures of the lesson plan are also presented.

The article presents a teaching method that examines the attitude of former President Abraham Lincoln on race and slavery in the U.S. from 1856 to 1865. It is inferred that in this lesson students would be able to compare Lincoln's attitudes on race to his contemporaries and demonstrate how they evolved over time. It also has them explore Lincoln's transition from moderate voice to a man who was convinced that the institution of slavery must be permanently destroyed. National standards, time frames, objectives and background procedures of the teaching method are also presented.

The article provides a teaching document which presents the perspective of former President Abraham Lincoln on slavery and race in the U.S. It incorporates Lincoln and Representative Dan Stone protest in Illinois Legislature which disapproved the abolitionism and affirmation that the Constitution made slavery to the slave-holding states on March 3, 1837. It also comprised by Lincoln's eulogy for statesman and orator Henry Clay on July 6, 1852, his fragment on slavery on April 1, 1854 and speech in Peoria, Illinois on October 16, 1854.

The article discusses the history of medicine and the bondage of black slavery as situated in the Southern States. Medicine has evolved slowly into social institution all throughout the slavery era. Everyone in the early colonies of North America can claim himself a doctor which leads the profession to distinguish its instrumental value. It recommends to the students that the role of medicine in the slavery period will help him a lot in understanding the methods of healing in their own times with respect to slaves who were discriminated.

The article traces the origin of slavery in the United States. The author explores key antecedents of slavery in the country and shows what is distinctive or unusual about its development. The factors that helped establish slavery in the country are also discussed, and so are the ramifications of the practice on modern American lives. The author also looked into how slavery shaped the history of the U.S. and how the country is viewed by the world in general with regards to its connection with slavery.

The article discusses the history of migration in the U.S. Prior to independence attained by the Americans, there were two major streams of migration including that which involves people taken as slaves from western Africa and that of European migrants, particularly the British Isles and German-speaking states. The largest migration to the U.S. during the 19th to the 20th century came from Europe. The use of steam transportation and the expansion of railroad lines make migration easier and cheaper. In the 1910's, the Mexican Revolution triggered migration in the southwestern area. Through the mid-20th century, the shifts in U.S. immigration policies eliminated anti-Asian bias. A study on migration and the concept of transnationalism, which emerged in the 1990's, are presented.

The article discusses liberty and slavery in the U.S. during the nineteenth century. During the period, some people's liberty depended upon the denial of liberty to others. The liberty that offered prosperity to Southern white men consequently had an oppressive effect on the Native American people, whose vast lands white men have assumed from them, and to African Americans whose labor converted these lands to profitable plantations. The events explain why the South has been excluded in discussions on market revolution. But in reality, the South has figured prominently in the broader history of the capitalist development of the U.S. And slavery was a major component to this economic progress. It is an unfortunate fact that slaves, through slaveholders, made up a market that involved a form of human commodification or the buying and selling of human beings.

Reports that the interchange between race and citizenship is particularly apparent in societies, such as the United States, Australia. and Brazil. which originated as settler colonies and continued to rely on large-scale immigration for their expansion and development. Colonial settlers' replacement of indigenous social institutions with their own, which they had brought with them from Europe; Settlers' efforts to distinguish themselves ethnically physically, and culturally from the natives; Classification of waves of immigrants; Enslavement of Africans in United States and Brazil.

The article presents a teaching method that examines the words of former President Abraham Lincoln in order to reconstruct his attitude on African-Americans, and the influence of orator Frederick Douglass on Lincoln's slavery emancipation in the U.S. It highlights Douglass's critical role on Lincoln's decision-making regarding emancipation and how they respected each other's point of view. In interpreting this relationship, students can gain perception into their mutual influences on each man's perspectives of the issues facing African-Americans during war and the early days of reconstruction. National standards, time frames, objectives, backgrounds and procedures of the lesson are also presented.

The article discusses the several meanings of freedom in the United States. Freedom is considered the central idea of an American identity. The meaning of freedom is dependent on how the newly liberated slaves view freedom. For the African Americans, freedom means being free from the hardships of slavery and enjoying equal civil and political rights as white Americans do. Moreover, for the African Americans, freedom is economic independence in which they have the opportunity of owning a land. However, freedom has racial boundaries especially in times of war as immigrants and racial groups experience no court hearings, no right to habeas corpus and no due process of the law.

The article discusses the rapport between slaveowners, the slaves, and physicians as a factor of the history of medicine in U.S. It depicts the living and working situation of roughly four million blacks who were being enslaved by white people. It shows that even physicians in their own times had racial biases in favor of the whites and considered slavery was human because blacks had immunity to particular diseases that devoured whites. It reveals that white physicians centered on this differences both to comprehend the best treatments of black diseases and to vindicate slavery.

The article provides an overview of the political debates between Republican Party senate candidate Abraham Lincoln and incumbent Democratic Party Senator Stephen A. Douglas of Illinois during the 1858 campaign for the U.S. Senate. Lincoln believed that a conspiracy led by the Democratic leaders sought to make slavery a national institution and he claimed that Douglas was indifferent about slavery's future. On the other hand, Douglas accused Lincoln of radicalism, of being an abolitionist, and of favoring racial equality.

By an Act of the U.S. Congress, passed on the 22d day of March, 1794, entitled, "An Act to prohibit the carrying on the Slave Trade from the U.S. to any foreign place or country," it is directed, "That no citizen or citizens of the U.S., or foreigner or other person coming into or residing within the same, shall for himself or any other person whatsoever, either as master, factor or owner, build, fit, equip, load or otherwise prepare any ship, or vessel, within any port or place of the said U.S., nor shall cause any ship or vessel to sail from any port or place within the same, for the purpose of carrying on any trade or traffic in slaves to any foreign country, or for the purpose of procuring from any foreign kingdom, place or country, the inhabitants of such kingdom, place or country, to be transported to any foreign country, port or place whatever, to be sold or disposed of as slaves.

The "Migration and Important" clause of the U.S. Constitution, written in 1787, prohibited the U.S. Congress from abolishing the salve trade before the year 1808. The Constitution Convention included this clause as part a complicated bargain that included South Carolina's support of the commerce clause, which gave Congress the authority to regulate international and interstate trade. The law allowed customs officers to require the posting of special bonds with sufficient sureties for any ship in slave trade.

The article presents various issues concerning former U.S. President Abraham Lincoln. Lerone Bennett commented that Lincoln's proslavery amendment is similar to the tolerance of Great Britain and France on the hostility of Adolf Hilter. Libertarian economist Thomas DiLorenzo argued that Lincoln has contributed to the Civil War and downfall of the U.S. Researcher C. A. Tripp questioned Lincoln's sexuality and his relationship with Joshua Speed and David Derickson.

The article presents a reading list in humanities, which is prepared by the Oregon Council. It includes "What to the Slave is the Fourth of July?" by Frederick Douglass, "Notes of a Native Son," and "Stranger in the Village," both by James Baldwin, "An Inquiry Into the Nature and Causes of the Wealth of Nations," by Adam Smith, "The True Basis of Heroism" from the book "The Roosevelt Book: Selections From the Writings of Theodore Roosevelt," by Theodore Roosevelt and "Widening the Web of Citizenship in an Age of Private Citizens," by Michael Schudson.