canadian handbook of flexible benefits
LINK 1 ENTER SITE >>> Download PDF
LINK 2 ENTER SITE >>> Download PDF
File Name:canadian handbook of flexible benefits.pdf
Size: 1571 KB
Type: PDF, ePub, eBook
Category: Book
Uploaded: 26 May 2019, 15:54 PM
Rating: 4.6/5 from 706 votes.
Status: AVAILABLE
Last checked: 1 Minutes ago!
In order to read or download canadian handbook of flexible benefits ebook, you need to create a FREE account.
eBook includes PDF, ePub and Kindle version
✔ Register a free 1 month Trial Account.
✔ Download as many books as you like (Personal use)
✔ Cancel the membership at any time if not satisfied.
✔ Join Over 80000 Happy Readers
canadian handbook of flexible benefitsComes with a student version of the questions along with a teacher's copy with all of the answers. The questions are arranged by the chapter divisions on the Lincoln DVD. Challenge students to analyze the conflicts between Lincoln and Secretary of State William Seward and their individual stances on the timing of the 13th amendment. In this movie, Benjamin Gates must follow a clue left in John Wilkes Booth's diary to prove his ancestor's innocence in the assassination of Abraham Lincoln.An answer key for the 25 questions is provided for the teacher, and a rubric outlines the point values for the 5 open-responses. After the film, students were asked to analyze the movie using Team of Rivals and their own research for comparison. In-depth questions about the events and characters in the film. The answer key is also included. Answer key is included. See my other US History items for sale. In April, Martin Luther King, Jr.His open letter to local clergy presented the moral imperative to stand on the side of equality and Civil Rights. In May, firefighters horrifically aimed hoses and police officers Subjects: English Language Arts, U.S. History, Tools for Common Core Grades: 9 th, 10 th, 11 th, 12 th Types: Assessment, Minilessons, Movie Guides CCSS: CCRA.SL.2, RI.11-12.7, RI.11-12.3 Show more details Add to cart Wish List Dead Poets Society Film Unit with poetry analysis, writing prompts and more. I save it for a time when my students need a break after completing a rigorous novel or writing a difficult essay. In the process the viewer sees the effects the war has on his family. A breathtaking performance by Daniel Day Lewis. The 54th Massachusetts is the regiment portrayed in the movie Glory. Nine questions of varying levels are including for students to answer and discuss. Students love it and it helps teach them about the Civil War and the impact that African Americans had on the war.
- Tags:
- canadian handbook of flexible benefits, canadian handbook of flexible benefits, canadian handbook of flexible benefits administrators, canadian handbook of flexible benefits eligibility, canadian handbook of flexible benefits flexible, canadian handbook of flexible benefits plan.
17 factual and discussion questions are included about the movie along with an answer key. They range from pre-knowledge activities about the figure of Lincoln to questions about the making of the film and the Thirteenth Amendment. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter? Sign Up. This has a total of 13 questions, three of which follow a long quote from the movie that the students need to analyze. For English and history teachers who want to use visual media to enhance their students’ understanding of Lincoln’s major speeches (ie The Gettysburg Address), the Civil War, or the passing of the 13th Amendment outlawing slavery. They range from questions that ask them to further their knowledge about the figures in the film to making connections to issues of today. In this movie, Benjamin Gates must follow a clue left in John Wilkes Booth's diary to prove his ancestor's innocence in the assassination of Abraham Lincoln.They range from pre-knowledge activities about the figure of Lincoln to questions about the making of the film and the Thirteenth Amendment.Answers to the quotes and character chart are not included because they are subject to opinion. An answer key for the 25 questions is provided for the teacher, and a rubric outlines the point values for the 5 open-responses. This product would fit in nicely to a unit about the Civil War. Considerable attention is given to Grant's capture of Vicksburg. The focus of this assignment is to think like a historian by critically analyzing films for their historical accuracy. There are 12 questions and an essay piece at the end. No answer key is provided. The viewing guide is detailed and arranged in time-stamped sections. I make enough copies for each student and pass them out and collect them at the end of each class. The movie tackles some of the biggest issues in the study of the Civil War and Abraham Lincoln’s legacy but does so with a tight framework that demands background and careful explanation. On this page, we attempt to help teachers guide their students by providing a series of resources that might serve as an unofficial “teacher’s guide” to this important film. Weaver II by WP Weaver. Available from Amazon.com. This Lesson Plan provides the information, discussions, and assignments to allow teachers to use the film without students retaining that misimpression. The materials below present the movie as an integral part of a unit on the end of America’s nightmare dance with slavery. The movie has many important strengths. Daniel Day-Lewis’ portrayal of Abraham Lincoln is by far the best characterization of the man recorded on film. The acting and writing for the character of Thaddeus Stevens should lead to a new appreciation for this almost forgotten leader of the Radical Republicans. Stevens’ view of race relations was a hundred years ahead of its time. The movie contains one of the best historical extrapolations, whether on film or in print, of Lincoln’s reasons for demanding that the 1865 lame-duck session of the House of Representatives join the Senate in proposing the 13th Amendment to the States. The complications posed by the Confederate Peace Commission are well-represented, as are Mary Lincoln’s desperate efforts to prevent the Lincolns’ oldest son from enlisting in the army. The Lincolns’ grief at the death of their middle son, Willie, and the Lincolns’ sometimes difficult marriage are also shown. The film ignores the fact that “Emancipation — like all far-reaching political change — resulted from events at all levels of society, including the efforts of social movements to change public sentiment and of slaves themselves to acquire freedom.... Slavery died on the ground, not just in the White House and the House of Representatives.” Professor Kate Masur.http://dev.pb-adcon.de/node/18334 The film also fails to mention the growing support for abolition among many in the American public that had, a few short years before, been overwhelmingly opposed to emancipation. There is scant mention of the change of position, due to conviction or political calculation, by a number of War Democrats who came to favor abolition. In fact, the historical record shows that before January 1865, so many blows had been struck against slavery that it would have been almost impossible for the nation’s “peculiar institution” to recover. This is not shown in the movie. The lesson plan starts with student reports that will present the information necessary to understand how slavery was ended in the U.S. up to the point where the movie takes over. After students have seen the film and developed a strong personal identification with Abraham Lincoln, they will be required to read on their own or out loud in class excerpts of Lincoln’s important speeches and writings. This will: (a) enhance students’ appreciation of Lincoln’s eloquence; (b) review basic historical lessons of the Civil War period, and (c) turn students’ attention from the movie toward the historical record. Finally, the lesson plan takes the emotional interest generated by the film to promote class discussion and drive assignments. However, the benefits will be great because it will focus students' attention on what is probably the most important event in the first hundred years of the republic. For those educators who would like to use the movie, the introduction is necessary to avoid exaggerating the importance of the legislative battle of January 1865, thereby introducing historical error in the presentation of the history of emancipation. David Strathairn as William Seward, Joseph Gordon-Levitt as Robert Lincoln, James Spader as W.N. Bilbo, Hal Holbrook as Preston Blair and Tommy Lee Jones as Thaddeus Stevens. They will retain striking visual images of Abraham Lincoln, Thaddeus Stevens, and the passage of the resolution sending the 13th Amendment to the States for ratification — all within the context of the broad effort to end slavery in the U.S. They will understand why the 13th Amendment was necessary to invalidate protections for slavery written into the Constitution by the Founding Fathers. Students will be motivated to do their best on research and writing assignments. Tell your child that the effort to abolish slavery was a social movement by abolitionists and black Americans that took decades and a bloody civil war to accomplish. The Civil War, in which 620,000 Americans died, roughly 2 of the population of the country, was the costliest war in American history. In today’s terms, that would be six million Americans dead. This movie is about one of the last acts in the struggle for emancipation. If a particular report does not include the “Important Facts,” teachers should supply the missing information along with any additional insights that the teacher believes will be helpful. For a list of report topics click here. Omit reports on those topics that the class has already studied. In the alternative, teachers can provide the necessary background for the film through direct instruction using the “Important Facts” as the starting point for the lecture. The case concerned James Somerset, a slave brought to England from Virginia by his master. Somerset ran away but was captured and confined on board a ship that would soon sail for Jamaica where Somerset was to be sold. Friends of Somerset filed an application in the English courts for a writ of habeas corpus. Lord Chief Justice Mansfield issued the writ requiring the captain of the ship to bring Somerset to the court and to justify his detention. Somerset’s master appeared in the case and tried to claim his “property.” The only other way for slavery to be imposed in England was by positive law, that it is, by a decree of the King or a law passed by Parliament. Since no such positive law permitting slavery existed in England, Lord Mansfield held there was no basis to deny Mr. Somerset his freedom. This decision effectively abolished slavery in Britain because any slave who ran away could not be compelled to return to his or her master. The Somerset decision was known to the slave owners in the American South. While it only applied to slaves in the British Isles, the handwriting was on the wall, and slave owners worried that eventually slavery would be outlawed throughout the British Empire. Thus, in addition to their desire for a republican form of government, the Southern slave owners had another contradictory reason for joining the American Revolution; ensuring that the benefits of freedom did not apply to their slaves. After years of abolitionist protests the international slave trade was outlawed by Great Britain in 1807 and slavery was abolished in most of the Empire by 1833. Slavery in Britain itself had been effectively abolished by judicial decision in 1772 in Somerset’s Case. In 1776 when the South joined with the North to declare independence and also in 1787, when the constitution was drafted, it was apparent to the planter class in the Southern states that the British Empire was moving to abolish slavery in the colonies. The Southern Colonists agreed to participate in the American Revolution, in large part, to avoid the abolition of slavery and required the North to agree to let slavery alone if the nation and later the Constitution was to come into existence. Southern concern over the fate of slavery in the British Empire was well-founded. Britain outlawed slavery in the colonies in 1833. However, there were several provisions that protected slavery. Art. I, Section 2, Clause 3 prohibited Congress from banning the importation of slaves until the year 1808. Article 4, Section 2, Clause 3 protected slavery even in free states: If a slave escaped to a free state, his status remained that of a slave, and he had to be returned. The Three-Fifths Rule provided that each slave was to be counted as three-fifths of a person in determining representation in the House of Representatives and votes in the Electoral College, although only whites could participate in elections. This gave the South a strong advantage in Congress and a disproportionate say in the election of the President.Northerners agreed to these provisions for the purpose of getting the Constitution adopted, expecting that the institution of slavery would wither away. In 1776 and 1787, with the slave economy under stress, that appeared to be happening. These included Lincoln (see his First Inaugural) and even such radical anti-slavery men as Thaddeus Stevens. See Korngold, 47 and Excerpts from the debate on the 13th amendment. In addition, slaves were prohibited from becoming educated. In every slave state except Tennessee, slaves were not permitted to learn to read or write. In fact, in his will, he freed his slaves upon the death of this wife Martha, and established a trust fund to assist them in the transition to lives as free men and women. Washington was the only founding father to free his slaves. Washington also signed the nation’s first fugitive slave law allowing for the capture of slaves who had fled to northern states. Jefferson wrote that slavery was like holding “a wolf by the ear, and we can neither hold him, nor safely let him go.” As Secretary of State Jefferson wrote the Northwest Ordinance that prohibited slavery in the Northwest Territories. Jefferson freed only a few slaves, including Sally Hemings’ two older brothers and her children. Sally Hemings and another slave were informally freed at his death by Jefferson’s daughter who gave them “their time.” The rest of Jefferson’s slaves were sold at his death to pay his debts. He assumed, as was the common belief, that Africans were sub-human. This began to change in 1759 when he visited a school for young blacks and observed that they were studious and intelligent. Over time his attitudes toward slavery and blacks changed and he began to see slavery as a system that caused black degradation. Franklin freed his slaves and, in 1770, began to attack the institution. When Franklin returned from France in 1785, he became President of the Pennsylvania Society for Promoting the Abolition of Slavery and the Relief of Negroes Unlawfully Held in Bondage. However, in 1787 he supported the new constitution that accepted and protected slavery. Otherwise, for the rest of his life Franklin was a participant in efforts to abolish slavery. It could have been. Cotton doesn’t spoil and even before refrigeration could be easily stored for long periods and shipped long distances. However, cotton has small black seeds intermixed with the cotton fibers. Even with slave labor it was difficult and time-consuming to remove the seeds. This changed when Eli Whitney (1765-1825) an inventor from Westboro, Massachusetts, invented a machine that automated the separation of cottonseed from cotton fiber. A cotton gin could generate up to fifty-five pounds of cleaned cotton daily. Suddenly, cotton production became profitable, cotton cultivation expanded, and there was an increased demand for slaves to work the cotton fields. A thriving textile industry grew up in New England and in Britain to turn Southern cotton into cloth for the American and European markets. This changed the economy of the American South, strengthening the economic foundation of slavery. The cotton gin was one of the key inventions of the industrial revolution. Cotton came to represent over half the value of U.S. exports from 1820 to 1860. This led to what abolitionists and Republicans called “the Slave Power.” In this indirect way, a Yankee inventor was a major contributor to the political and economic power of the slaveholders. However, he did become famous. This helped him get a contract to manufacture muskets for the U.S. Army. To fulfill the contract, Whitney invented a system for manufacturing muskets by machine, making the parts interchangeable. This led to faster assembly and easier repair. For this work, Whitney became famous again as a pioneer of American manufacturing. He also made a fortune. Eli Whitney continued to create new inventions for the rest of his life. It completely dominated the Senate and the Supreme Court, and nearly every Congress prior to 1861. West Point was ancillary to it; both the army and the navy were its auxiliaries. The social life at Washington obeyed its behests;... Statesmanship was its servitor; and diplomacy its handmaid. Exponents of the effete Southern aristocracy swarmed in the departments... ” Henry C. Whitney, a friend and biographer of Lincoln, writing nearly four decades after Lincoln’s death. From Life on the Circuit with Lincoln, pp. 376-377 by Henry Clay Whitney. One of the reasons why the national capital wasn’t located in the population and commercial centers of the North, such as New York and Philadelphia, was that those states restricted slavery. Instead, it was carved out of two slave states, Virginia and Maryland. Slavery was legal in Washington, D.C. until 1862. In many places, North and South, free blacks couldn’t vote or hold public office nor could they travel or live where they pleased. Some states prohibited the entry of free blacks. In most states free blacks were subject to seizure as fugitive slaves. In some states they were prohibited from owning real estate, testifying against whites, entering into contracts, maintaining lawsuits or enrolling their children in school. Free blacks in the South were under the most restrictions.However, they couldn’t figure out a practical way to end slavery. As the production of cotton and slavery became more profitable and abolitionists became more strident in their denunciation of slavery, Southerners reacted by elevating slavery to a God-sanctioned necessity for a civilized nation. Local voices against slavery were severely punished and therefor stilled. Abolition came to the fore as the Great Awakening accelerated. America during this period came to celebrate individualism and the self-made man who rose from humble beginnings to wealth and positions of prominence. (Abraham Lincoln and Thaddeus Stevens were self-made men who grew up in poverty.) Some Americans, like Lincoln and Stevens, disliked slavery and believed in free labor. They believed that a person should be able to benefit from the fruits of his labor. In that environment, the fact of slavery became all the more galling, and the immorality of slavery began to penetrate the consciousness of some people in the North. Most abolitionists also believed in racial equality. Foner, p. 20. By that standard, the abolition movement was only partially successful, achieving freedom for blacks but not its other goals. Equality of all races before the law and the moral transformation that eliminates racism is still a work in progress. As late as 1862, Lincoln was proposing colonization.Unlike the abolitionists who wanted a complete ban on slavery, Lincoln’s position, and that of a majority of the North in the 1860 elections, was that the Constitution protected slavery in the South. What they were against was the expansion of slavery into new territories. Working class whites feared that free blacks would come North and take their jobs. Abolitionist meetings were often disrupted by crowds of angry whites, and occasionally abolitionists were killed. During the war, there were riots in New York in which blacks were hunted down and killed. Lincoln, despite his antipathy to slavery, repeatedly distanced himself from the abolitionists, understanding that identification with abolitionism would be a great obstacle to Republican success at the polls. Until emancipation of the slaves in the South became a military necessity, Lincoln advocated leaving slavery alone in the South.With his wife and two daughters (ages 14 and 7 at the time of the Supreme Court ruling), Scott brought a lawsuit claiming that since they had resided in a free state and a free territory, they were now free even though they had been moved back to Missouri, a state that recognized slavery. However, he was a firm believer in black inferiority. In the Dred Scott decision, the Court had held that all blacks, including free men, were not citizens of the United States and never could become citizens. It held that the words “all men are created equal” in the Declaration of Independence did not apply to blacks. The decision found that African-Americans were considered merely as property by the Founding Fathers. Those rights would not extend beyond the bounds of the state. Six of the other eight justices joined in Judge Taney’s decision, thus the vote on the case was 7 to 2. Click here for excerpts from the Dred Scott decision. He was viewed as more electable than Seward precisely because of his position on slavery. The Democrats split into a Northern faction which supported Stephen A. Douglas and favored popular sovereignty and the Southern Democrats who contended that under the Constitution Congress could not forbid slavery anywhere (see the Dred Scott decision). A fourth party, the Constitutional Union party of John C. Bell, didn’t take a position on slavery but supported maintaining the Union. They downplayed the threat of secession contending that it was not legal. He wasn’t even on the ballot in some Southern states. If all of the votes of the three other candidates had been combined into one, Lincoln would have won in the Electoral College. Foner, p. 144. However, there was a clear preference for maintaining the Union because both Bell and Douglas were Unionist candidates. It included the following: respect the constitutional right of the slave states to determine for themselves whether to permit or prohibit slavery; prevent the expansion of slavery into any new territory, specifically, the new territories of the West; encircle the slave states with a cordon of free territory; repeal or water-down the fugitive slave law so that slaves who reached free territory could not be arrested and returned to their masters; make Washington, D.C., an enclave bordering Maryland and Virginia, free territory; and cooperate with Great Britain in suppressing the already illegal transatlantic slave trade. The hope and prediction of the abolitionists was that within a few decades of the application of their policies by the federal government, slavery would die out and the Southern states would abolish it of their own accord. Oaks pp. 1 — 50. The election of 1860 saw the first time that the federal government was under the control of a political party whose policies aggressively, if peacefully, sought the end of slavery. The leaders of the Slave Power agreed with the abolitionists that the policies of the Scorpion’s Sting would sap slavery of at least some of its vitality. The Slave Power saw that with the policies of the Scorpion’s Sting in place, the North’s advantages in numbers and manufacturing power would only grow. So, 1860 was the best time to resist. And, due to the superior leadership of its generals, such as Robert E. Lee, and the difficulty that the North had in finding generals who could match Southern military leadership, the Slave Power almost pulled it off. This was not just out of American patriotism, but to ensure “that government of the people, by the people, for the people, shall not perish from the earth.” In 1860, most of Europe was in the hands of a resurgent aristocracy; the promise of the French Revolution had been blunted. Napoleon III had been elected “Emperor” by universal male suffrage but ruled France as a dictator without interference from other democratic institutions. While Britain had a Parliament, only men with substantial property could vote. This excluded six out every seven adult males and did not change for several decades. The U.S. was the world’s only major democracy, and if it could not hold itself together, the cause of democracy throughout the world would have been set back for generations, if not discredited entirely. In addition, the elimination of slavery was a reason for the war and the incredible carnage that was holy as preserving modern democracy. This became a commonly presented theme, expressed, for example, by Stevens in his January 5, 1865 speech on the House Floor supporting the 13th Amendment and by Lincoln in his Second Inaugural. Lincoln signed the bill into law. Lincoln signed the bill into law. Lincoln signed the bill into law. This law repudiated the Dred Scott decision and Stephen A. Douglas’ popular sovereignty. Lincoln signed the bill into law. Lincoln signed the bill into law. It encouraged them to run away from their masters and to cross Union lines. The Emancipation Proclamation freed slaves in areas then in open rebellion, excluding slaveholding states that had stayed loyal to the Union: Missouri, Kentucky, Maryland, and Delaware. It did not include the state of Tennessee which was under Union control, the District of Columbia, the dissident counties of Virginia that would form the state of West Virginia, and those areas of New Orleans and its suburbs that were under Union control. As a practical matter, the Proclamation freed no more than 50,000 slaves, but as Union Armies advanced throughout the rest of the war, all the slaves they encountered were freed. Lincoln worked to increase the number of slaves crossing Union lines. On April 8, 1864, the Senate adopted a resolution proposing the 13th Amendment to the States. It was forwarded to the House of Representatives for concurrence, a necessary step in the Constitutional amendment process. The 13th Amendment then languished until January of 1865. These included, in early 1864: restored Union governments in Virginia and Arkansas; in August 1864, the border state of Maryland; in September 1964, restored governments in Tennessee and Louisiana, and on January 11, 1865 the border state of Missouri. On the eve of the vote on the 13th Amendment, if the Emancipation Proclamation was a valid exercise of Presidential power, slavery was legal only in Kentucky, with between 60,000 and 100,000 slaves, and in Delaware with less than 1,000 slaves. (Note that even in Kentucky slavery had been severely undermined because some 24,000 black Kentuckians had enlisted in the Union Army, securing freedom for themselves and their families.) The new Chief Justice, Salmon P. Chase, had been Lincoln’s Secretary of the Treasury and was a committed abolitionist. While discrimination in the Northern Army often kept black soldiers from the battlefield, by January of 1865, black soldiers had fought bravely many times in some very hard fights. These men fought to end slavery. There were more than 100 of these camps by the end of the war. The contrabands were often employed as laborers by the Union Army and Navy. After 1863, the men were encouraged to enlist in the Union Army or Navy. The soldiers, still organized in their units would have revolted, the Contrabands would have rioted, and the free blacks in the North would have protested. A strong argument could be made that once blacks, about 200,000 strong, had served in the Union military, fought hard, and had been promised their freedom, and also once about 400,000 contrabands had crossed Union lines under a promise of freedom and lived freely for a time, the country could not go back on its promises and re-enslave them. Similar reasoning applied to the 3 to 4 million slaves in the South who had all heard about the Emancipation Proclamation and its promise of freedom. Moreover, the United States (that is white America) had a moral duty to keep its promises. This was an argument frequently used by Lincoln when he spoke or wrote to War Democrats and conservative Republicans. They then used patronage to convince other lame duck Democratic Congressman to vote for the Amendment. John Rollins, who claimed to represent the strongest slave district in Missouri and who owned many slaves, changed his mind and voted for the Amendment. Lincoln recruited Samuel S. Cox of Ohio, a respected War Democrat, to lobby his colleagues in favor of the Amendment. Cox was credited with changing six votes for the measure but ended up voting against it himself because he came to believe that passing the amendment would scuttle peace negotiations and prolong the war. However, had his vote been crucial it is believed that he would have voted for the Amendment. Tammany Hall, for the good of the Democratic Party, switched its position and supported the Amendment, although some Representatives associated with it maintained their opposition. Even as the Amendment was being debated, Sherman’s army was advancing through the Carolinas and freed slaves were burning plantations. Some 400,000 contrabands had freed themselves by crossing Union lines. Congress had passed laws abolishing slavery in Washington D.C. and the territories in 1862 and 1863. Border states of Missouri and Maryland had emancipated their slaves.Not that I doubt the fact that in any event slavery is doomed.