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Battle of gettysburg research paperd
Gettysburg wars turning point
Paragraphs on the weapons and artillery of the civil war
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There is a lot to say about the Battle of Gettysburg. Many people wonder why this battle out of all others during the war was so great. Many questions were asked. Such as, what did they do for supplies? How did they live? What was the typical military strategy? I will also answer many other questions to in this essay. It’s really hard to believe the things I saw during the movie. It just makes wonder how stupid the government was to even think about starting a Civil War. Millions and millions of men died in this war. For what? Honor? I certainly think they did not die honorably, but just went out there and got slaughtered. Although many people say that the Union and Confederate armies fought because of the importance of Gettysburg; the thing is that it was just a small town back then. Gettysburg was chosen because it was “good ground”. The Confederate army was passing through to go further north and invade the Union territory. The Union army was having the same idea about the south. Good ground was high terrain surrounded by trees. The role geography played in the war was that the army who was placed on the good ground would have a better position on the opposing forces. The officers and soldiers had different lifestyles during the war. The generals would be in cabins or log houses with plenty of supplies. The rest of the army had lived in tents with supplies, but not as much as the generals. So basically the higher your rank, the better you r living conditions were. Although living conditions were different, the strategy was similar. Many times the Union army had to play defensively. The development of trench warfare began. If supplies or ammo got too low, sometimes they would charge and attack the Southerners, like Colonel Chamberlain did when he was defending the line. The Confederate army under the command of General Lee would march all the way to the gate and try to capture it. When in combat, both sides had the same kind of artillery. Soldiers used muskets and small handguns and generals on the other hand would ride on horseback with a sword and pistol. Another type of weaponry that was used were cannons. Even though cannons were much more powerful, muskets were easier due to the fact that they were portable and fired rounds quicker.
In the article, Chesler uses several persuasive appeals in an attempt to convince readers to support France’s ban on head coverings. While some may argue that banning religious clothing infringes on Islamic law, Chesler points out that “many eloquent, equally educated Muslim religious… women insist that the Koran does not mandate that women cover their faces… Leading Islamic scholars agree with them.” In an appeal to logos, Chesler uses facts, gathered from educated Muslim women and Islamic scholars, to show that this argument is illogical because the burqa is not required. Chesler continues logos appeals by citing the Sheikh of al-Azhat University as saying “The niqab is tradition. It has no connection to religion.” This passage demonstrates ethos as well, but carries on the idea that burqas and niqabs are not required by Islamic law, making the ban perfectly logical. The idea is that, since these garments are not mandatory in the Koran’s broad requisite of “modest dress,” the ban does not infringe on religious rights, making the ban a logical choice. Chesler takes the argument one step further by insisting that the burqa is not only optional, it is detrimental to wearers. The argument that “it is a human rights violation and constitutes both a health hazard and is a form of torture” to women who wear burqa exhibits both logos and pathos. By pointing out that burqas are a possible “health hazard,” Chesler uses unappealing syntax to make readers believe that burqas are unhealthy and i...
The day to day life for the regular soldier was not glorious. Many times the regiments were low on supplies such as food and clothing. They lived in the elements. Medical conditions were grotesque because of the lack of advanced equipment and anesthesia. “Discipline was enforced with brutality” as if all the other conditions were not bad enough.
The Civil War is one of the defining wars in the history of this great nation. The Battle of Gettysburg was the bloodiest battle in American history, and a turning point in the four year war. At the time, Gettysburg was a small, quiet town generally unaffected by the war. General Robert E. Lee of the Confederate States of America and General George Meade of the Union converged in Gettysburg, and a conflict quickly arose. After three long days of battle the Union pulled away with a victory, though not an easy one. This essay will outline the six themes of history; in essence the who, what, when, where, why, and who cares of this infamous battle.
The Battle of Gettysburg was the largest battle in North America. Consisting of around 175,000 Soldiers in total and around 51,000 casualties this was a battle that would determine the outcome of the civil war (History). General Lee was moving his forces through the north and had just had a major victory against Potomac at Chancellorsville and was feeling confident (Gettysburg). He came upon two cavalries that had been placed at Gettysburg and the bulk of both armies began moving there. The Union to protect it and the Confederates came to try and destroy the Union Army.
Gettysburg was the turning point of the American Civil War. It was the most famous and important Civil War Battle to occur over three hot summer days in July in the humble market town of Gettysburg, Pennsylvania. Gettysburg was the confrontation between two major American Cultures the North and the South. The cause of the Civil war was the clash of these two cultures. The Confederacy had an agricultural economy producing tobacco, corn, and cotton, with many large plantations owned by a few very rich white males. These owners lived off the sweat of sharecroppers and slaves, charging high rates for the use
In an article written for the Globe and Mail, multiple people with different religious and political views were interviews and asked why they felt the ban to be necessary or not. Many people who would be affected by the ban spoke out, trying to explain that by asking them remove their turbans, hijabs, kippas or crucifixes, the Quebec government was asking them to remove a piece of their identity, and leave behind what they believe in, saying that their religious symbols were just a part of their clothing, and if they choose to cover more of their body with hijabs, or wear a necklace displaying their faith, then that is their personal choice.
In Marseille, France, religious Jews are facing a difficult dilemma - wear a skullcap which identifies their religion or hide the skullcaps to remain peaceful. These assumptions about Jews came from the recent attacks in France. Primary officials in France are choosing whether to outlaw any item that proclaims religion or to allow religious items. Allowing these items would promote discrimination due to the precedent set by terrorists. Outlawing them would defeat “the model of [France] and it is a society of secularism and freedom or religious practice”. However, if a Jew wears religious items that aren’t too prominent, onlookers won’t mind as much.
Should Britain and other Western countries follow the Belgian and French examples and ban the burqa and the niqab? In other words, should the West prohibit any and all clothing that conceals one's identity? According to some surveys, most Europeans seem to expect the ban of burqa and niqab ("Widespread Support for Banning Full Islamic Veil in Western Europe"). However, a significant part of society, particularly in the United States and quite a few feminists have considered such a ban as religiously intolerant, anti-Western and primarily anti-woman. They maintain that the state has no right to decide what a woman can and cannot wear—it is her body, not public property; that given the worldwide exploitation of women as pornographic sex objects, wearing loose, comfortable, modest clothing, or actually covering up, might be both convenient and more dignified; that because of the West's tolerance toward religions, the state cannot come between a woman and her conscience because it would be a betrayal of Western values; and that women are freely choosing to wear the burqa. Some Western intellectuals, such as Leon Wieseltier,
A debated matter in contemporary society, which has evolved overtime, is the mounting question of liberty and freedom of women in Islam, with specific reference to the veil. In saying that, the controversial issue of the covering of the head will be discussed with close reference to the Quran, Authentic hadith, scholarly consensus (ijma^) and scholarly articles, particularly talking about the evolution of the matter as well as political, cultural, social and religious perceptions that associate with the Islamic veil.
Have you ever wondered about the possibility that the law can be used to take away your rights and liberties? If so, wouldn’t it be just a matter of time until someone uses it to enforce their insular opinion? Muslims in European countries are baffled by the recent bans to wear the burqa or the “face veil” (i.e. France). The veil’s significance to the Muslim women community became a trigger for social discussions for terrorism, women’s rights and multiculturalism. President Sarkozy of France argued that the veil is not a religious symbol, instead, it’s another form of “enslavement” which France shouldn’t tolerate (Janmohamed). Arguments about market exploitation, misogyny, discrimination, and even secularism, all come to play in the clash between
The burqa ban is a perfect example of a contemporary religion-state issue. In France religion does directly influence law making and politics as it is a secular state. This is evident in France with, the banning of the burqa which is supports the hedgemonic belief of keeping religion out of public life and in a private sphere, but discriminates basic female and human rights.
Wearing the burqa and veil by Muslim women in France has become a controversial topic. The burqa and veil are recognized in France as a conflicti...
There are many reasons as to why students and parents would refute the decision to place uniforms throughout school districts. The most common reason for students to have an aversion towards uniforms is because they cannot express themselves while wearing a simple, solid-colored shirt and dress pants. These high-schoolers believe that if they are shifted from free dress to uniforms that they will be losing all of their rights to convey who they are as a person and what their particular style is ("Should Students”). Middle school girls, while adjusting to the uniform change, have their own issues regarding the trial. This is usually the age where young girls hit puberty and their bodies are changing. With this comes a lack of confidence and increasing bodily insecurities. Many girls compare themselves to other classmates with concerns about being heavier than the others, taller, skinnier, whatever the case may be. They look at each other and feel like they are constantly in competition since they are wearing the same outfit every day (Qtd. in “Should
“French Parliament to Consider Burka Ban.” CNN. June 24 2009. Online. Available http://www.cnn.com/2009/WORLD/europe/06/23/france.burkas/index.html?iref=all search. Jan 5 2010.
Individuality is an important reason why having school uniforms is a disadvantage. According to the ACLU, school uniforms took its toll on children’s creativity, independence, and individual behavior. During school, the only way a child can portray their individualism is through their clothing. Students cannot freely express themselves in any other form without going through school officials first (ACLU).