Henry Carey :: essays research papers fc

Henry Charles Carey One of the most highly regarded and best known economist of the early eighteen hundreds was Henry Carey. Of all the many American economists in the first half of the nineteenth century, the best known, especially outside of America, was Henry Carey. Being born in Philadelphia, Carey's views were that typically of an American. The manor, in which he opposed other economists and established his own theories, distinguished him as a prominent figure not only in his hometown of Philadelphia but in the entire United States. He rejected Malthus and Ricardo on several grounds and accused them of deviating from the views of Adam Smith. His belief in the revision of economic thought stemmed from the fact that early classical thinking, developed in Europe, was not suitable for a newly discovered country such as the United States which consisted of abundant land and scarce labour. These aspects will be viewed in detail while examining Carey's principle theories. However, before tackling the unprecedented theories of Carey, a description of the man's life and career, and writings should first be examined. The Life of Henry Carey He was born in 1793 in Philadelphia. He was the son of a self-made Irish immigrant, Mathew Carey. His father, whom was a leader in early American economic thinking, emigrated from Ireland on account of the political upheaval during the time. Henry Carey was also self taught and in 1821 at the age of twenty-eight assumed ownership of his fathers printing press. Carey who was a largely self-educated man, retired from active business at forty-two in order to devote the rest of his life to his literary career. Carey was known for his enormous published output. Many believe his quantity took away from the meaning he was trying to corroborate because it was rambling, repetitious, and diffused the message. The publications included thirteen books, about three thousand pages of published tracts, and perhaps an equal quantity of newspaper articles, editorials and correspondence covering economic and political topics. Here is a list of Carey=s most creditable works: Essay on the Rate of Wages (1835), The Principles of Political Economy (1837-1840), The Credit System of France, Great Britian and the United States (1838), An Answer to the Questions: What Constitutes Currency? What are the Causes of its Unsteadiness? And what is the Remedy? (1840), The Past, Present, and the Future (1848), The Harmony of Interest (1851), The Principles of Social Science (1857-1860), and The Unity of Laws as Exhibited in the Relations of Physical, Social, Mental, and Moral Science (1872).

Southern United States and White People

DBQ Essay Many African Americans gained freedom of slavery from 1775 to 1830 during the same period the institution of slavery was expanded. Slavery was expanded because of the profits from growing cotton and the industrialization the North had. Although there were free African Americans in America, they were still mocked. (Doc . I) The people during this time period were still ignorant and were not enlightened. David Walker was a free African American who proposed to white people since it was quite similar to the American Revolution. (Doc.J) Walker showed the white people that African Americans deserved freedom. Some slaves did not want to wait for the white people to grant them there freedom, so therefore they took action to gain that freedom. (Doc. G) As the African American took action, Nat Turner started his own riot and killed about 50 people. This would be the reason why slaves should not be given freedom since they were violent. During the earlier time period, indentured serv ants were offered by the British with freedom in America if they joined the British. (Doc.A) This was agreeable to the slaves because they were no longer helpless. However, slaves attempted to runaway because the price was high to gain freedom. The British lost the war and did not keep the promise for slaves. The slaves were seen as savages; they would be in danger in society but also to themselves if they were freed. (Doc. E) If slaves were freed, the white and African Americans would not be getting along because there are not planters. In Doc. C, the picture showed the difference between the percentages of the slaves from 1790 to 1830.The North did have enough industry so they had to let go some of the slaves. The South gained a lot of slaves in order to keep their industry wealthy. In the south slaves were used on plantations to grow their cotton, tobacco, and sugar. There were many challenges that led both slaves and free African Americans to work hard to gain their freedom. The y had some help with the North as well. Without the three groups, King Cotton, King Wheat, and King Corn, working together, slavery would have been continuing for the longest time.

African American Social Studies Teachers - 1587 Words

This study examines the life histories of three African American social studies teachers, focusing on the evolution and changes in their identities, perspectives, and attitudes related to their profession and instructional practice. In addition, the study addresses the significance of the teachers’ racialized experiences as African Americans and how these experiences influence their use of culturally relevant pedagogy to teach their African American students. Overview Disparities exist in educational opportunities given to minority students Lack of relevant instruction that addresses cultural and social needs of minority students Social studies curriculum designed to promote Eurocentric ideologies and instructional strategies To add†¦show more content†¦s on productive community and cultural practices Uses and extends indigenous language Reinforces community ties and encourages service to family, community, nation, race, and world Supports cultural continuity and critical consciousness Empowers students by presenting information that connects directly with the student Critical Race Theory Focuses on how race operates in schools and society—the effects of race on school practices, policies, structures, and teaching Suggests that inherent problems of the racial order and racial privilege have impeded the ability of â€Å"schools to function as tools of empowerment for racially marginalized students† Emancipatory Teaching: Incoporating the perspectives and histories of underrepresented cultures by addressing a myriad of issues, such as social justice, democratic citizenship, and racial and gender inequalities Counter storytelling: Challenges educational discourses and perspectives that focus solely on the experiences and beliefs of White teachers Life History Methodology Addresses development, knowledge, changes in teacher practice attributed to lived experiences Acknowledges that many factors contribute to the teaching process and require study within a greater social cultural, and historical context Emphasizes understanding of the relationship and the complex interaction between an individual’s life and context â€Å"Teachers’ lives outside schools, their latent identities and cultures, have an important impact on