Causes of the Mau Mau Rebellion in Kenya

Causes of the Mau Mau Rebellion in Kenya The Mau Mau rebellion in 1952 was undeniably caused by the growing tensions between the Kikuyu and the white European settlers in Kenya. However, despite growing unrest, the precise causes of the rebellion remain unclear. This essay will discuss a number of possible reasons for the revolt, examining the economic, social and political tensions caused by the colonial administration in an attempt to discover the real reasons for the Mau Mau rebellion and why the Kikuyu were so unhappy with their colonial administrators. Arguably one of the most important reasons for the Mau Mau rebellion was the economic deprivation of the Kikuyu. The Kikuyu had long been unhappy with white settlers in Kenya taking their land, and their economic deprivation lead to vast discontent throughout the Kikuyu.[1] Despite attempts to address this issue, the Kikuyus were ignored. Michael Coray has argued that by failing to create a system through which Africa grievances against white settlers could be settled fairly, the Kikuyu grew more dissatisfied with the colonial administrations failures,[2] thus playing a significant part in the development of the Mau Mau rebellion. Economic deprivation continued throughout colonial rule; by 1948, 1.25 million Kikuyu were restricted to 2000 square miles whilst 30,000 white settlers occupied 12,000 square miles,[3] demonstrating the extent to which the Kikuyu were disadvantaged by the white settlers, causing them anger and resentment. As a result to these poor living conditions, there w as a huge increase in the number of Kikuyu migrating to the cities; leading to poverty, unemployment and overpopulation.[4] Despite these factors, it has been argued that economic deprivation was not of particular importance in relation to why the Mau Mau rebellion broke out. Claude Welch has claimed that grievances were expressed primarily on a tribal basis as opposed to a class basis, which he uses as evidence to suggest that economic deprivation is not as significant a factor as one might believe.[5] However, regardless of whether or not it contributed greatly to the break out of the Mau Mau rebellion, there is little doubt that the unrest caused by economic deprivation had an impact on the Kikuyu, and trough this contributed to the Mau Mau rebellion. As well as economic deprivation, the Kikuyu were arguably angered by their loss of economic independence during the colonial period. As Eric Brown has stated, the loss of land to white settlers meant not only that the Kikuyu were bereft of their land, but also that they had to then find work in order to make a living; usually working for the white settlers.[6] Brown has paralleled this with Serfdom, and argues that Kikuyu reliance on white settlers caused an increase in social tensions amongst the Kikuyu.[7] Though already at a disadvantage, the Kikuyu would also earn on average only a fifth of the payment which white workers would earn for the same amount of work,[8] which only furthered the Kikuyu resentment of the settlers. Despite migrating to the cities, which one might consider puts the Kikuyu at an economic advantage, the Kikuyu were in fact disadvantaged when considering their prosperous position prior to colonial administration; coffee growing in particular was a rewarding i ndustry due to the fertile land held by the Kikuyu, and so the prohibition of coffee growing imposed by the colonial government crippled the Kikuyu.[9] In this light, a rebellion against the British settlers might be seen as inevitable. The Kikuyu were the most populous ethnic group in Kenya, with what Brown calls a flourishing society;[10] therefore, when the Mau Mau offered them an opportunity to revolt against British colonialism, the group grew rapidly.[11] One could then argue that a main reason why the Mau Mau rebellion broke out was so that the Kikuyu could regain the economic independence that they longed for, and were used to prior to colonial disruption. However, the social conditions of the Kikuyu cannot be ignored when attempting to address the main reasons for the break out of the Mau Mau rebellion. Harsh restrictions were placed upon the Kikuyu; they were taxed heavily (which when one considers that they were earning only a fifth of the wages white settlers were earning, seems particularly severe),[12] and racial tensions increased. White settlers saw the Kikuyu as agricultural competition, thus explaining why such heavy restrictions were placed upon them.[13] Disciplinary measures were introduced by white settlers on the Kikuyu who worked on their land; workers were often tortured or abused by the white settlers.[14] This horrific treatment of the Kikuyu only angered them further and caused greater discontent between black and white. Alongside their economic deprivation, the Kikuyu and other people of Africa were made to feel like outsiders within their homeland, and became alienated from society. Many Kikuyu had no choice but t o become squatters on white land, which to them seemed degrading considering the land was rightfully theirs.[15] There were also increasing tensions between the Kikuyu people themselves. Kikuyu land owners and those forced to work on white land began to despise each other; Furedi argues that this led to the land owners and their white allies releasing a wave of repression onto those with no land, thus increasing social tensions throughout Kenya.[16] This meant that poorer Kikuyu workers were not only angered by the white settlers but also by their own people, thus strengthening the argument that the Mau Mau rebellion was a peasant revolt against the wealthy and the white.[17] The vast growth of the Kikuyu Central Association also accounts for the break out of the Mau Mau rebellion in 1952. The KCA made its aims clear to reclaim the land taken from them and ran a campaign of civil disobedience in order to protest against the white settlers taking their land,[18] which demonstrates the unrest amongst the Kikuyu prior to the rebellion. The KCA also made radical demands, for example the return of their land, in hope of returning to their economic position prior to colonial rule.[19] The growth in membership of the KCA can be accounted for in the popular demands it made; for example, higher wages and the right to grow coffee again.[20] It has already been established that the Kikuyu were greatly unhappy with their social and economic position within Kenya, and so the KCA offered them an opportunity to voice their discontent and attempt to make a change through convincing the government that if their demands were not met, they would create more trouble.[21] De spite these protests, the KCA was largely ignored by the colonial government, thus furthering tensions between the two.[22] The KCAs grievances originated in the 1920s and 1930s, and so by the time the Mau Mau rebellion broke out in 1952, decades had passed with little change to benefit the Kikuyu, and therefore the rebellion had arguably been a long time coming. Consequently, the growth of the KCA reflects the growing tensions amongst the Kikuyu which led to the Mau Mau rebellion of 1952. Another key reason for the break out of the Mau Mau rebellion in 1952 was the internal divisions within the Kikuyu. It has been argued that there never was a single Mau Mau.[23] One possible reason for this argument is that the Mau Mau never made their goals clear; many have attempted to discover their goals through Mau Mau actions, and yet there is no solid evidence to suggest what the Mau Maus goals might be. Clough has argued that Mau Mau goals were political, and that they wanted to drive out the white settlers and isolate African enemies.[24] There is certainly some validity to this argument; as Clough notes, memoirs from Mau Mau meetings show that a great effort was made planning what the Mau Mau relationship should be with detained leaders, and how they would communicate with the British to get their message across,[25] demonstrating the importance of political motivations. Others have argued that their goals were economical, and that as previously stated the Kikuyu people str ived to regain their economic independence that was lost through colonialism.[26] The Mau Mau was a rapidly expanding group, and therefore the lack of a well-known, common goal meant that internal divisions were inevitable. Therefore the rebellion in 1952 was arguably caused by Mau Mau intentions to achieve something in order to avoid being seen as a radical group without a goal. However, as Lonsdale has pointed out, despite internal divisions, the Mau Mau were bound to each other by hopes of citizenship and bureaucracy,[27] and therefore perhaps the broadness of such a goal benefitted the Mau Mau rather than causing a failed uprising. It can therefore be concluded that there were a number of reasons for the break out of the Mau Mau rebellion in 1952. Arguably the most important cause of the rebellion was the economic discontent of caused by white settlers claiming Kikuyu land and its consequences. The restrictions placed upon the Kikuyu, both economically and socially, also played a significant role in the break out of the rebellion, as the Kikuyu were made to feel alienated from their own society and repressed by white settlers. However, the most likely cause of the Mau Mau rebellion was a combination of all the above factors, which led to a growth in discontent amongst the Kikuyu and left them with no other alternative than to revolt. In this sense, it can be concluded that there was not just one cause of the Mau Mau rebellion, but a vast amount of varying causes encompassing economic, social and political tensions. Bibliography Grinker, R., Perspectives on Africa: A reader in culture, history and representation (Wiley-Blackwell 1997) Shaw, C., Colonial Inscriptions: Race, Sex and Class in Kenya (University of Minnesota Press, 1995) Welch, C., Anatomy of Rebellion (SUNY Press, 1980) Mwakikagile, G., Africa and the West (Nova Publishers, 2000) Harcourt, W., Feminist Perspectives on Sustainable Development (Zed Books, 1994) Furedi, F., The Mau Mau War in Perspective (James Currey Publisers, 1989) Berman, B., and Lonsdale, J., Unhappy Valley: Conflict in Kenya and Africa (James Currey Publishers, 1992) Lonsdale, J., Foreword in Kershaw, G., Mau Mau from Below (Ohio University Press, 1997) Clough, M., Mau Mau Memoirs: History, Memory and Politics (Lynne Rienner Publishers, 1998) Odhiambo, E., and Lonsdale, J., Mau Mau and Nationhood: Arms, Authority and Narration (Ohio University Press, 2003) Kenya Information Sheet (Accessed 21st November) Eric W. Brown The Early Days of the Mau Mau Insurrection Jens Finke, Kikuyu Colonial History (Accessed December 2nd 2009) Coray, M., The Kenya Land Commission and the Kikuyu of Kiambu Agricultural History 52 (Jan 1978) [1]Grinker, R., Perspectives on Africa: A reader in culture, history and representation (Wiley-Blackwell 1997) pg. 654 [2]Coray, M., The Kenya Land Commission and the Kikuyu of Kiambu Agricultural History 52 (Jan 1978) pg. 179-93 [3] Kenya Information Sheet (Accessed 21st November) [4] Shaw, C., Colonial Inscriptions: Race, Sex and Class in Kenya (University of Minnesota Press, 1995) pg. 43 [5] Welch, C., Anatomy of Rebellion (SUNY Press, 1980) pg. 65-66 [6]Eric W. Brown The Early Days of the Mau Mau Insurrection [7] Ibid. [8] Ibid [9] Ibid. [10] Ibid. [11] Ibid. [12] Mwakikagile, G., Africa and the West (Nova Publishers, 2000) pp. 95 [13] Ibid. [14] Ibid. [15] Harcourt, W., Feminist Perspectives on Sustainable Development (Zed Books, 1994) pp. 133 [16] Furedi, F., The Mau Mau War in Perspective (James Currey Publisers, 1989) pp. 7 [17] Ibid. [18] Berman, B., and Lonsdale, J., Unhappy Valley: Conflict in Kenya and Africa (James Currey Publishers, 1992) pp. 446 [19] Jens Finke, Kikuyu Colonial History (Accessed December 2nd 2009) [20] Ibid. [21] Ibid. [22] Ibid. [23] Lonsdale, J., Foreword in Kershaw, G., Mau Mau from Below (Ohio University Press, 1997) [24] Clough, M., Mau Mau Memoirs: History, Memory and Politics (Lynne Rienner Publishers, 1998) pp. 167 [25] Ibid. [26] Brown, The Early Days of the Mau Mau Insurrection [27] Odhiambo, E., and Lonsdale, J., Mau Mau and Nationhood: Arms, Authority and Narration (Ohio University Press, 2003) pp. 77

How to Write an Essay :: essays research papers

How to Write an Essay What is the point of the paper?To see if you can write at length about some topic, in a focused and sustained way. Focused -- not rambling disconnectedly on "everything I know about X", but discussing a specific topic or cluster of interrelated topics in an integrated way. Sustained -- following through some clear line(s) of argument in some depth (e.g. discussing not just objections but objections to the objections). That still leaves options. You may go 'vertically' and dig more deeply into one particular issue; or you may go 'horizontally' and be concerned to make connections, and show how different parts of the philosophical landscape fit together -- or a bit of both. But whichever way you go, you should aim for a clearly structured story and some meaty arguments. 'But typical one-word questions like "Necessity" or "Scepticism" or "Justice" are not very focused!' True. But they are intended as invitations to write on some specific topic that falls under the one-word heading. What the the Faculty Handbook says about Extended Essays and Dissertations applies here too. "The candidate in effect sets their own question [in the given area], and is expected to define this question and then write about it, not about its general philosophical environs." To emphasize again, you cannot construct a good extended essay merely by collecting a lot of points about a topic and setting them out one after the other. They need to be organized into an argument in favour of some particular conclusion, which you have specified as your target. 'How much should I aim to write?' Quite a bit! If your essay is hardly longer than a typical answer to a single question on one of the other papers, then it is almost certainly too short. (Of course, you might be a Gettier, about to make a Major New Point in a couple of pages -- but then again, probably not ...!) On the other hand, you might well write rather less overall than in other three hour papers, because you need to spend somewhat more time in thinking out and planning your work. Don't just dive in -- plan your answer very carefully. And certainly, you should avoid padding your answer out with material irrelevant to your main theme (that way, you can well end up with lower marks than if you had stopped sooner). 'It's a lottery. How can I be expected to predict questions?

Prayer of a Black Boy Essay

In the poem The prayer of a Black Boy the writer wrote the poem in the point of view of a young black boy which is the speaker of the poem. who was a slave at this time. The poet tells us that the black boy doesn’t want to go to a white people school because he they are teaching him a new culture that he doesn’t like it he finds it boring because is a new culture and they do things that he doesn’t do at home, he also says that he doesn’t want to be a gentleman of the city because they have a sad life. The poet wrote this poem like a narrative story and he makes the poem very descriptive and he also makes his point across by using alliteration which will create a specific sounds or images stand out, he also uses metaphor to make images of what the slaves went throw. The writer shows us how desperate the and humiliated and tired the black people was. The writer uses metaphors for example when he reflects in the first line of the poem the word â€Å"tired† This is a metaphor often used by elderly people when they have lived through many events. They are not physically tired but mentally exhausted. This suggests that the young boy has witnessed many atrocities and culture changes inflicted on his race by the white culture. The poet also gives us to understand that for a black person to go to school was very difficult because of the way he was seen and mistreated and humiliated because of this. he pleads to god for not going to school â€Å"Lord, I don’t want to go to their school† please help me that I need to go again† the boy says it was to difficult because † the road to school is steep† By this he means that the school isn’t actually on top of a hill, but it is a mental ascent to have the courage to accept another culture teaching him western traits, most of which aren’t relative to the life he wants to leave and that he thought that he was going to loose he culture and way of learning which was by traditional dances and by story telling under the light of the moon â€Å"who do not know how to dance by the light of the moon†. The poet gives us to understand that the boy prefers to carry on with his own tradition † I want to follow father into the cool gorges† because he finds his culture more interesting we can see this when he writes a personification â€Å"when the night is hovering over magic forest† he uses a personification in here to create an image of the night floating over the trees which is obviously not true because the night is a natural thing which is everywhere, he also shows freedom and happiness of his ants esters by writing â€Å"Where spirits play before the dawn.† He shows freedom of how the spirits play o the night. By the writer using alliterations he makes an image of a ship throwing out like animals its crew â€Å"a ship on the sugarfields, Land and spits its crew† he also gives an image of black workers useless after they have finished their shift The writer writes again â€Å"Lord, I do not want to go to their school, Please help me that I need no to go again†, the writer repeats this phrase again to show how desperate and unhappy the boy is and to show that the boy doesn’t want to be the â€Å"gentleman of the city† or as the whites â€Å"call it a real gentleman† ,in here the writer gives us to understand that the boy doesn’t want learn the by the way that the whites learn by using books of other countries and learning things that they don’t now or seen before, we see this when he say â€Å"Why should we learn again from poreing

Stealing God s Thunder Benjamin Franklin s Lighting Rod...

Professor John Greg Thompson American History 1 11/30/16 The book Stealing God’s Thunder Benjamin Franklin’s Lighting Rod and the invention of America. By, Philip Dray renowned author, writer, and historian. Philip is known for his comprehensiveness of World history pertaining to racial, scientific, labor and social matters. Dray navigates the reader in an up-close and personal look into the life of Benjamin Franklin, as a youth well into his senior years until death. He outlined facts; Ben was an Inventor/scientist long before he entertained the thought of becoming a diplomat, civic leader, abolitionist and one of the Founding Fathers of the United States of America. The message Dray points out about Benjamin Franklin is although he was a political figure, his first love was curiosity of nature and experimenting. Philip Dray covers several areas of Franklin s activities, but he focuses on his scientific work, especiallyelectricity. All through his life he continued to increase his intelligence. He had a high quality of life; he had strong beliefs in his ideas thoughts and beliefs. He wasn t perfect but he always tried to achieve perfection. He always took a scientific approach to everything but he didn t see it as such. He wasn t aware the he was inventing. He was just trying to figure out solutions to his problems. During His first experiment he didn t even realize that he would be labeled as an inventor. Again, he was just finding a solution to anything that

The Dangers of Totalitarianism Essay example - 1978 Words

After World War I, which led to the overthrow of several monarchs and a complete reshaping of Europe, the political landscape of Europe began to change. Totalitarian fascists, such as Adolf Hitler, Joseph Stalin, and Benito Mussolini, of Germany, The Soviet Union, and Italy, rose to power. These leaders created an atmosphere of fear in their respective countries. The only people who were safe were the ones that did not protest at all and just let the dictators lead. Hitler’s rise to power led to World War II, where including the Holocaust, approximately sixty million people died. Sixty million people died, while millions of others silently watched in fear, and in hopes of surviving the genocide. This forever changed the landscape of†¦show more content†¦His new perspective inspires him to question his fellow colleagues, asking them if the world was always like this. His coworkers tell him that it was always like this, starting with the first fireman, Benjamin Franklin . They then got a call and were sent to a house full of books. One of the inhabitants, a woman, refuses to leave, and, as a result, is burned with the books, severely disturbing Montag (Bradbury 32-40). The firemen served as a reminder of what would happen if someone broke a rule. During the Holocaust, if someone a Jewish person was caught, or someone went against Hitler, they would either be instantly killed, or sent to a concentration camp. In Fahrenheit 451, it was close to the same thing. If someone was caught with a book, their house would be burned down and they would either be killed or arrested. However, a very slim percentage of the population had books because they were so afraid of the firemen. Society wiped out something as common as reading through the instillation of fear, which represents how a totalitarian government can accomplish anything, as long as their subjects are terrified of them. Whereas the firemen and mechanical hound were the feared hit men in Fahrenheit 451, the Thought Police were the source of terror in 1984. 1984 is a perfect representation of a totalitarian government. It has a strong central government (The Party), where its head members live luxurious lives. Next, are the normal party members, who live inShow MoreRelatedThe Dangers of Totalitarianism1312 Words   |  6 Pages1984, a book by George Orwell, offers an alternate reality for what the future could have been. The concept of a totalitarian society is but a far off, if not long dead, ideal. In the past totalitarianism was not just an ideal but an actual living, breathing menace to people of the late 1940s. Totalitarian governments would go to horrific lengths in order to sustain and increase their power. 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Theme Of The Book Thief And The Boy In The Striped Pyjamas

The Book Thief, directed by Brian Percival, and The Boy in Striped Pyjamas, directed by Mark Herman, are both films that share similar themes and are focused on the time of war during Hitler’s reign of power. In both films, the idea of innocence is portrayed and corrupted through the friendship of child protagonists, influence of father figures, characterisation of children in war and the narrative perspectives. Symbolism, motifs and themes in these two films are explored to emphasise how innocence is portrayed and corrupted throughout the texts. Through the friendship of child protagonists in both films, the audience is able to view and understand how innocence is portrayed and corrupted. Bruno in The Boy in Striped Pyjamas, is the main†¦show more content†¦With a similar end of war scene in The Book Thief, after the bombings that occurred, Liesel lost the boy she loved which is another way that the idea of innocence has been corrupted. Within this scene the director uses a bird’s eye view angle of the death of Rudy and mise en scene is also used in this text, placing Liesel sitting with Rudy in the middle of the ruins of their street, leaving the audience to feel heartbroken just as The Boy in Striped Pyjamas does with the death of both boys. Although, the friendship between child protagonists in The Book Thief, Liesel and Rudy, starts as an innocent friendship and remains that way through most of the film, their friendship is explored through playful love whereas the friendship between Bruno and Shmuel is e xplored through boundaries and restrictions to their freedom, being stuck on opposite sides of the fence. Another friendship that occurs is the friendship between Liesel and a Jewish man named Max that her family is hiding under their basement. In this friendship, Liesel herself symbolises innocence which enables Max to find the strength to survive. The Boy in Striped Pyjamas, however, does not include another important friendship to the main protagonist, it only focuses on the unlikely friendship between a Jew and a boy with a commander for a father. The influence of father figures in bothShow MoreRelatedComparing The Book Thief And The Boy In Striped Pyjamas2076 Words   |  9 Pagesin The Book Thief and The Boy in Striped Pyjamas? The Book Thief, directed by Brian Percival, and The Boy in Striped Pyjamas, directed by Mark Herman, are both films that share similar themes and are focused on the time of war during Hitler’s reign of power. In both films, the idea of innocence is portrayed and corrupted through the friendship of child protagonists, influence of father figures, characterisation of children in war and the narrative perspectives. Symbolism, motifs and themes in theseRead MoreThe Boy in the Striped Pyjamas’ and ‘the Book Thief’1430 Words   |  6 Pages‘The Boy in the Striped Pyjamas’ and ‘The Book Thief’ In novels, the author creates a focus on a relationship - between enemies or friends, a parent and child, or husband and wife. In the two texts, The Book Thief, and The Boy in the Stripped Pyjamas this is a aspect that is featured in both, the relationship between children. The Book Thief focuses on the relationship between Liesel and Rudy, two of the characters. In The Boy in the Stripped Pyjamas the relationship that is focused on is betweenRead MoreThe Boy in the Striped Pyjamas Portfolio6447 Words   |  26 PagesRothen Table of contents Introduction | 3 | Book report | 4 | Main characters | 5 | Themes | 7 | New book covers | 9 | Words and Phrases | 10 | Reflection | 11 | Film review | 12 | Interview | 14 | Song interpretation | 16 | Peer assessment | 18 | Vocabulary | 20 | Self evaluation | 22 | Introduction This portfolio documents my dealing with the book â€Å"The Boy in the Striped Pyjamas†, written by John Boyne, and the corresponding film, which was releasedRead MorePersonal Project4460 Words   |  18 PagesPersonal Project: Book Review Blog - Phase 4 Searage Arabi 10A Supervisor: Miss Oznur Australian International Academy Tables of Contexts Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦................†¦.. Page 3. About My Personal Project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Page 3. Area Of Interaction (AOI) Used †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Page 4. Plan Layout †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 4. Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreBelonging Essay4112 Words   |  17 PagesStephen, Billy Elliot Making Multicultural Australia, www.multiculturalaustralia.edu.au It is also suggested you choose 3-4 related texts as you will have more to discuss. You do not have to read a full book; a story from an anthology can be enough. You can also choose a poem, a picture book, film or photographs. Remember though that you will need to discuss at length the relevance of the chosen piece to write about how belonging is represented in the text, how are the ideas about belonging broughtRead MoreFrench Terms for Ib Sl French B8316 Words   |  34 Pagesnà © nom / nom de famille nombre / nombreux poids prà ©nom taille affreux agrà ©able aimable aimer ambiance amer amical / amicalement amitià © amour / amoureux de amusant / amuser GCSE French General Vocabulary List  © OCR 2009 daughter / girl son brother boy / waiter people grandmother / grandfather / grandparent man young / youth twin / twinned Mrs Miss mummy husband mother Mr / gentleman nephew niece uncle relative / parent father boyfriend / girlfriend grandchild grandson / granddaughter people sister

Bchs football Essay Example For Students

Bchs football Essay In 1957, many important events occured. Possibly the most important was, the launching of Sputnik 1, the first satellite sent into space, on October 4, 1957 by the country of Russia. This event left many Americans shocked and surprised, that it was possible to send something into space successfully. Four months after the launch of Sputnik 1, America launches Explorer 1 the first U.S. satellite, this sparked the beginning of the space race. President Dwight D. Eisenhower sends federal troops to Little Rock, Ak, to ensure the integration of Central High School. He also signs the Eisenhower Doctrine, promising that the United States would resist all Communist aggression in the Middle East. This year is also the year the frisbee and the hula hoop are introduced. The Boeing 707 passenger jet makes itsinnaugural flight this year as well. In Disneyland, the House of Tomorrow opened its doors to the public. In the music industry Rock ; Roll as well as Doo Wop, made their statements to the world. Elvis became the king of Rock ; Roll after releasing two hit singles Jailhouse Rock and All Shook Up. Buddy Holly and the Crickets released their single Thatll Be The Day. Other career musicians who made their mark during this year include: Johnny Mathis, Paul Anka, The Everly Brothers, and Sam Cooke. American Bandstand goes coast to coast on August 5, 1957, after being a local Philadelphia show since 1952. In 57 Elvis made another big impression on the country besides with his music, this was the year his first movie opened it was called Love Me Tender. The same year a twenty-two year old unknown Michael Landon has the starring role in the B-movie I Was A Teenage Werewolf. As all this stuff was going on in the world, Coach Don Wilson of Bolivar, Tn was getting ready for a new season of good old highschool football. The 57 football team was headed by captain Tommy Baker. The Tiger team consisted of thirty-three finely tuned atheletic machines, ready for a new season of bone crunching action. The team was credited for the great Charles Bunny Orr also known as the pile driver. Orr was the states second highest scoring player that year. He managed to score 108 points for the Tigers, just seven points shy of Larry Banks of Brownsville who was the top scoring champ.