In his speech, well-known white American abolitionist Wendell Phillips praises the noteworthy accomplishments of Haitian general Toussaint-Louverture, the most powerful leader in Haiti, that have been disregarded. He evidently had a keenness for the man, for his praise borders on outright astonishment for him. Phillips' purpose is to lionize Louverture and bring light to his remarkable deeds. He constructs an admiring tone in order to communicate with his readers the idea of equal importance among all historical figures and does so by using historical allusions. Phillips begins his commemorative speech by acknowledging Napoleon and Washington, two honorable people of history.
He states, “soviets are in a limited way becoming to understand the importance of freedom”, and “for we believe that freedom and security goes together.” By him stating this he is creating an emotion of American Pride and freedom. He creates credibility because he is the president of the untied states and has pride for his country. As the speech progresses Regan pauses and the crowd roars with claps, cheers and begin to wave the their American flags creating the beginning of Regan’s pathos tactic of “We are Americans”. If you take a look at what Regan is dressed in: A navy sports coat, a white shirt and a red tie. He reveals that he is the United States President and that he is a proud American.
Historical Background World War I, also known as The Great War, was an international conflict lasting from 1914 to 1918. The driving force that led nations to war was imperialism. It was fought between the Central Powers (consisting mainly of Germany, Austria-Hungary, and Turkey) and the Allied Powers (consisting mainly of France, Great Britain, Italy, Russia, Serbia, the United States, and Japan). The United States maintained neutrality in the conflict until 1917, when war on Germany was officially declared. American military and economic contributions to the Allied war effort helped to turn the course of the war and eventually led to the defeat of the Central Powers.
I don’t think that we’ll ever go back.” (Pg.86-87, Remarque)Kropp convinces himself that war does change a man after they come from battle. Nothing feels the same no more after coming back home and all you do and think about is regretting the things you did in your past. Paul even finds himself a different man after this war. “Speak to me- take me up- take me, Life of my Youth- you are care free, beautiful-receive me again- I wait, I wait. Images float through my mind, but they do not grip me, they are mere shadows and memories.
The Pequot War Alisia Johnson HIS110 September 16, 2012 Professor: Priscilla MacDonald Pequot War The war between the Puritans and the Pequot Indians was one of the most striking events in the history of New England, deserving more attention than praised. Whether it was the Puritan’s simple aggression or the Pequot’s retaliation, the war of 1637 between the Puritans and Pequot's resulted in the rapid English colonization and extermination of the most powerful tribe in New England. Although the Pequot's were only trying to defend and fight for their lands, their aggression and reputation for brutality was a factor of the war. Captain John Mason carefully led his nearly 500 English, Mohegan, and Narragansett fighters through cornfields surrounding a quiet Pequot camp. Located atop a hill in present-day Mystic, Connecticut, the camp was protected by a 10- to 12-foot wooden palisade.
The government’s purpose was to inform the citizens of Britain of the options that they had. They had many reasons to be honest about the information in the pamphlet because the lives of many innocent people were on the line. The pamphlet can be compared to a promise to the people. This information was recorded during World War II but before the German air strikes. This document helped right history because it was developed during a major war in world history.
In investigating for the source-based study, students shall develop knowledge and skills to respond to different types of sources and relevant historiographical issues related to World War I. Students learn about: 1 War on the Western Front – the reasons for the stalemate on the Western Front – the nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers – overview of strategies and tactics to break the stalemate including key battles: Verdun, the Somme, Passchendael. – changing attitudes of Allied and German soldiers to the war over time 2 The home fronts in Britain and Germany – total war and its social and economic impact on civilians in Britain and Germany – recruitment, conscription, censorship and propaganda in Britain and Germany – the variety of attitudes to the war and how they changed over time in Britain and Germany – the impact of the war on women’s lives and experiences in Britain 3 Turning points – impacts of the entry of the USA and of the Russian withdrawal – Ludendorff’s Spring Offensive and the Allied
Reading this you can see how entering the war was more than just a peace keeping mission as expressed by Wilson in his message to Congress. Although these two pieces differ in the reasoning for America's intervention, they both express the intensity of the situation. Germany was on a rampage, killing anyone who tried to trade with their enemies. Something needed to be done and America was the country that had to do it. These two pieces both have great value with the message to Congress having the most.
From Wilson’s War Message, one is able to conclude that the US was prepared to risk our soldier’s lives, spend our government funds, and shed blood in order to protect the rights and freedoms that our country was founded upon. In this case, Wilson is talking about Germany sinking our merchant vessels. Over the course of time, the US has portrayed this message again and again. Two clear examples are our invasion of Japan after their attack on Pearl Harbor and our invasion of Iraq after their attack on the world trade center. In final analysis, I believe that the US is willing to put all it has on the line in order to save its people from
The Fatigue Henri Barbusse The Fatigue The Great War produced not only great soldiers, but poets and novelist as well. We get a look at what war is like from the front lines, from first hand accounts. Avishai Margalit, a professor of philosophy at the Hebrew University of Jerusalem, describes these soldiers as “moral witnesses”(Winter, vii, 2003). He describes moral witnesses as “ a voice for the injured and dead”(Winter, vii, 2003). One such moral witness is Henri Barbusse, an already established writer when he joined the French Army.