After reading Dixie’s Daughters: The United Daughters of the Confederacy and the Preservation of Confederate Culture:
- What is the “Myth of the Lost Cause’? And, explain: who, why, and how, was this myth created sustained.
- Define “Confederate Culture.” What are the symbols associated with this culture? What groups were responsible for this tradition? What were their objectives.
- What aspect of American history does the author NOT discuss in the book and why?
- Who was the UDC? Who were its members? Why did they become members? And, how did the group evolve?
- How does Cox characterize the “New Man?” Be sure to discuss: motivations, goals, and these men differed from their fathers.
- Describe how women’s organizations were able to commit to monument building and fundraising? What kind of monuments did they desire?
- Describe the concept of “benevolence” as it relates to the UDC and the Progressive Era.
- Discuss and describe the UDC’s views on history and how they spread their ideology. What were their views on education?
- Explain and discuss vindication and reconciliation as it relates to the UDC. Be sure to include specific examples.
- According to Cox, how did the views of the UDC, and by extension, the South, change and then challenge the Civil Rights Movement?
grade students consisted of 12 males and 16 females at Turk Maarif Koleji in Cyprus. In this study, she used the descriptive methodology and student inteview to analyze and interpret the results.According to this study, seventh grade students have some misconceptions due to lack of knowledge in geometry subject. Although students don’t have any difficulties in examining, comparing, and analyzing properties of geometric figures, they have some difficulties in describe some concepts and remember formula related to geometry.In conclusion, due to lack in knowledge related to geometry subject, there are many misconceptions in seventh grade students. Kaygusuz and ”zerba” (2012) conducted a study called as ‘Determining Misconceptions on ‘Circle Sub-learning Area ‘ In Primary School Mathematics Course Syllabus’ which aims to determine the misconceptions on ‘circle sub-learning area’ in primary school mathematics course syllabus. They studied 582 fifth grade students consisted of 298 female and 284male students studying primary schools located in Ankara. In this study, achievement test developed by reseracher was applied to 582 fifth grade students and it was analyzed the misconceptions in circle sub-learning area with definitional research. According to findings in this study, it can say that students have most misconceptions on radius and least misconceptions on center concepts on circle sub-learning area. Also, it stated that female students have fallen into error less than male students in circle concept. In addition to this, number of read books have meaningful effects on concept signification and increasing success on mathematics increases the significations of concepts. Kemanka”l” and ”zsoy ( 2004 ) conducted a study as ‘Misconceptions and Main Errors of Secondary Education in Circle Subject’ which aims to examine and analyze secondary school students’ misconceptions, their main errors and their learning levels. Kemanka”l” and ”zsoy studied 70 eleventh grade students selected from high school. According to this study, it stated that students are not able to make contact with the concepts of interior, exterior, center and inscribed angles in a circle because they have confused definitons and properties of center and inscribed angles in ci>GET ANSWER