Eastern and Western European countries had many differences on economics and political structures. Both the East and the West tried to achieve an absolute monarchy, which can be described as a type of government where the monarch has complete rule over everything. Although both had an absolute monarchy at some point, they were structured differently and one much more successful than the other. In Eastern Europe the members of nobility had almost all of the control over the poor peasants who lived in their community. They controlled their judicial and economical state.
During the civil war, many Americans lost and risked their lives to fight for their beliefs, emancipating the slaves or the White supremacy. The civil war resulted with the freedom of slaves and the period of Reconstruction (1865-1877). The Reconstruction tried to solve the problem of what would happen to the freed men and how the government would reintegrate the Southern States into the Union. Both of the said events caused social, political, and economic changes to American society. In 1868, the 14th Amendment was created as a result of the emancipation of slaves.
In An Imperfect God, Henry Wiencek presents George Washington as a specific case through which to study what he calls the great “paradox” of American history: how a nation founded on the philosophies of liberty and equality also kept human beings in chains. Washington was a slave-owner his entire life and he took the role of managing the slaves who lived and worked at Mount Vernon including their purchase and sale. Prior to the Revolution, Washington “was just another striving young planter, blithely ordering breeding wenches for his slave trade, blithely exiling a man to a likely death at hard labor” (Wiencek 133) The fortune produced by Washington’s slaves kept him in the ranks of Virginia’s planter elite, securing the social and political prestige that helped lead the Second Continental Congress to appoint him commander-in-chief of the Continental Army in 1775. Washington was joined by slaves while leading the Continental Army in the field of battle, as well as during his time as president. Yet Wiencek also argues that the Revolution and the establishment of the new democracy changed Washington’s beliefs on slavery.
However, for every policy that Congress had forced on the South, there was a loophole or an act of violence that fought against it. The black subordination social order had remained, unbroken by the abolishment of slavery or the Amendments that followed. The first sign of an attempt at a new social order was seen in Lincoln’s Emancipation Proclamation of 1862, where slavery was legally abolished in the Union states. Paired with Union victory at Antietam, emancipation looked to be a serious threat to the well-established institution of slavery in the Confederacy, or Southern states. In 1865 Congress had approved the Thirteenth Amendment; it
To fail to do work to a respectable level means to be sold to another plantation and ripped away from one’s family. To try to escape, is to die. It is constantly apparent that these values apply to Cora’s life as much as any slave of the time period. Big Anthony was one slave on the Randall plantation in which Cora worked. However, Big Anthony had tried to escape the chains of slavery.
Many hard worker achieved their freedom during the Revolution without formal emancipation. The British army, eager to debase the colonial economy, freed many hard worker as they moved through the United States of America n Confederate States of America. Many slaves in the Due north were granted their exemption if they agreed to battle for the American cause. Although a clear majority of African American remained in bondage, the growth of free blackness community of interests in America was greatly fostered by the War for American Independence. Revolutionary sentiments led to the banning of the importing of slaves in
Discussing the difficulties that Frederick Douglass and other slaves have encountered during the first half of the 19th century. The struggles are being told in “Learning to Read and Write” by Frederick Douglass. The main obstacle was learning to read and write and being stripped from that experience so African-Americans don’t become educated. Fearing the ideas of their owned slaves surpassing them in intelligence and overthrowing them. But comparing that to of “Learning to Read” by Malcolm X of the mid-20th century where slavery ended but racism is still America’s greatest threat.
In the beginning of the 1800s, most African Americans in the South were trapped in the boom of the cotton industry under slavery. Early on, slavery was considered a “necessary evil”, but in 1831 John C. Calhoun coined slavery as the popularized “positive good”. African Americans were confined in bondage and barely had a chance at freedom. The Fugitive Slave Act of 1850 essentially prohibited the escape of slaves, while the decision made in Dred Scott v. Sandford practically legalized slavery everywhere in the United States. All slaves were finally freed when the 13th Amendment was passed and ratified after the Civil War.
African-Americans fought for both sides, manpower to both the British and America. They fought with the post war promise that they were going to get freedom in the end. However, in the end, yes, African Americans’ experience did change the status of the aftermath of the war. Many things happened after they fought and slavery changed overall as a whole. For example, the “Emancipation Proclamation in 1863 freed many African Americans in the states, and after the Civil War, the Thirteenth Amendment emancipated all U.S. slaves.
They could actively take part in religious organizations and activities but it was not possible for the lower class. Therefore religion based class systems caused a huge inequality and class conflict. Although nearly most of the religions advocate equality, along with the religion based class systems it contradicts itself. Apart from religion based class systems, there is also political class systems. We can see the most significant examples of political class systems in the medieval Europe.