Answer:
Explanation:
While under the Common Core Standards Cannibals All! qualifies as an informational text, it is first and foremost a passionately argued piece of persuasive writing. Published in Richmond, Virginia, in 1857, and aimed at both Northern and Southern readers, it sought to claim for the South the moral high ground in the increasingly fierce national debate over slavery. Fitzhugh maintained that both free labor, as practiced among industrial workers in the North and Great Britain, and slavery, as practiced in the American South, exploited workers. However, because slave masters owned their workers, they took better care of them than capitalists who merely rented theirs.
To help students grasp Fitzhugh’s argument, you might ask two questions: How many would wash a rental car? How many wash their own or pay to have it done?
To prepare students to judge Fitzhugh’s argument, assign three essays in Freedom’s Story from the National Humanities Center’s TeacherServe®: “The Varieties of Slave Labor”, “How Slavery Affected African American Families”, and “Slave Resistance”. (These essays are designed for teachers, but they are useful to students. You might divide the class into three groups and assign each an essay, then have each group respond to Fitzhugh in the light of their reading.) From these essays a series of questions emerges. How different in their response to the demand to make a profit were Southern plantations from Northern factories? How free were people whose family lives could be disrupted at the whim of a master? If the slave system was so good for slaves, why did they spend considerable time and energy trying to undermine and escape it?
Encourage students to challenge Fitzhugh’s definition of freedom. Have them come at it inductively. Why, according to Fitzhugh, are capitalists and slaves free? Why are slaveowners and laborers not free? Fitzhugh sees humans solely as economic entities. His definition of freedom is based entirely on the exchange of labor for reward. While it does include a sense of one person’s responsibility to another, that responsibility is based on the extent of one’s financial investment in the other person. Essentially, he thinks a person is free to the extent that he or she is not responsible for the economic well-being of others and to the extent that one’s economic needs are addressed by the efforts of others. Is that an adequate basis for a moral order? Does Fitzhugh’s idea of freedom have room for such concepts as equality, personal choice, or mobility?
Answer: An attempt to create a justification for something that you knowingly decided to flake out on.
An attempt to lessen the blame attaching to (a fault or offense); seek to defend or justify.
XD
A paradox is a statement or a concept that seems to be self-contradictory. In Logic, a paradox is a statement that contradicts itself. In everyday language, a paradoxical statement might only seem contradictory, it could be a sound. For example:<span>I always lie. (Logic)(This would be accepted as a paradox in the Logic arena. If it's true, then it's not true.)</span>
Answer:
rustic, lots of brick and dirt roads clay homes
Explanation:
The correct answer is - England and France.
England and France have a very long history in engaging into wars between each other. The two powerful Western European countries have had tensions between them continuously for few hundred years. The reasons for the wars between these two countries have been numerous, ranging from territorial to economic ones.
During the 18th century, England and France have been in war for almost the entire century. The wars in the 18th century started at 1702 and continued, with little breaks, up until the end of the century and entering the next 19th century. The winners were constantly changing from battle to battle, with both having success and losses.
