Edgar Poe Essays (279 words) - Slavery, , Term Papers

Edgar Poe 1. The federal government attempted to use many laws to protect the rights of the newly freed slaves, such as the Civil rights Act of 1866, which gave African Americans the right of citizenship and forbade other states from passing their own discriminatory laws. This brought on the Black codes, which restricted much of the African American lives dictating where they were legally allowed to go and designated places they should be in. The fifteenth amendment was also passed, which states that no one can be kept from voting despite their"race", color or past servitude. It seems to nt wanted to lay down the basic rights for the African Americans of the time, but didn't want to give them to much freedom by restricting everything that they did. It seems it was much like probation to me, giving them a little slack to see what they would do with it, but still not really trusting them. I think the restrictions on African Americans was a good thing however, with all of the hatred and discrimination against blacks that was going on at the time. Restricting what they could do and segregating them from the whites was probably the best thing. This separation probably saved many of the newly freed slaves lives, the separation most likely reduced the amount of disputes and violent eruptions between the two races of people. In the end, although the laws may have seemed like they failed or brought grief to the newly freed slaves, I feel the laws saved lives, and yet gave the African Americans a new feeling that they were a part of their country and mattered because they able to vote. I happen to think the laws passed to protect the rights of freed slaves were a success.

Spanish Work essays

Spanish Work essays SUBJECT OBJECTDIRECT INDIRECT REFLEXIVE AFTERPREPOSITION POSSESSIVE* yoI me meme memyself mà ­me mà ­o, mà ­a, mà ­os, mà ­asmine tà ºyou te teyou teyourself tiyou tuyo,-a,-os,-asyours lhe lo lehim sehimself lhim suyo,-a,-os,-ashis ellashe la leher seherself ellaher suyo,-a,-os,-ashers ustedyou lo,la leyou seyourself ustedyou suyo,-a,-os,-asyours nosotros,-aswe nos nosus nosourselves nosotros,-asus nuestro,-a,-os,-asours vosotros,-asyou os osyou osyourselves vosotros,-asyou vuestro,-a,-os,-asyours ellosthey los lesthem sethemselves ellosthem suyo,-a,-os,-astheirs ellasthey las lesthem sethemselves ellasthem suyo,-a,-o,-astheirs ustedesyou los,las lesyou seyourselves ustedesyou suyo,-a,-os,-asyours I studied this table, and recited all of this by memory. I am supposed to know these already, but I had forgotten them. This may not seem very relevant to other classmates, but in my case, I needed to refresh my memory. Conocer Gustar Llamar Saber Usar Decir Hacer Parecer Significar Ver For these verbs, I conjugated them (in the present, imperfect, preterit, and Present Subjective) and learned their meanings. From what I could conclude, (and it took longer than an hour to translate) this article is about the attempts by the government of Ceuta (part of Spain in Africa) to provide an education for some Moroccan students and about the Ceuti parents who tried to block the Moroccan students from attending their school. This article is from the November 17, 2000 edition of the Spanish newspaper El Paà ­s (elpais.es) Los menores marroquà ­es vuelven al colegio pà ºblico de Ceuta escoltados por la policà ­a " ¡No los queremos aquà ­!", gritaron los padres de alumnos espa ...