My Philosophy of Education Essay - 1519 Words

Philosophy of Education If I had to pick one view that is most compatible with my own view and learning and teaching it would have to be Constructivism. If I got to choose another one I would go with Cognitive. Constructivism is a view that focuses on the active role of the learner and a Cognitive view sees learning as an active mental process of receiving, remembering, and using knowledge. Both of these views see the role of students as an active role; an involved role. I believe that we learn knowledge and change our behavior based upon this knowledge; instead of the other way around. I used to be somewhat of a behaviorist in that I put too much of the teachers focus on the behavior of the students. I have began to stray away†¦show more content†¦Just because something was used and found to be successful in the past doesn’t mean it should be used now; and if it’s won’t work I’m obviously not going to use it. A good combination of views and techniques is the most suffice way to obtain a philosophy of your own. Every pure philosophy, by itself, has faults. I refuse to rely on one point of view to be the guideline to how I prepare my students for the future. There is a certain code if you will to how a teacher should act and just as important how he should present himself. I assumed that these rules were a given; that everyone automatically knew them. Unfortunately I was wrong. Some of today’s teachers do not know anything about either of these guidelines. A teacher should not only dress accordingly but more importantly act appropriately. Showing kindness to all of ones students should be a main priority. Avoid becoming a pushover, but become a friend to your students. This is where I think my old philosophy became a little too idealistic. I touched on this earlier and once again I think that the teacher student relationship has become too impersonal and a friendship between a teacher and a student is not very common in today’s classroom. A friendly, trusting teacher-student relationship is hard to obtain. A mutual respect can be more easily obtained and will create a better more effective learning environment. I t is also important that aShow MoreRelatedMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustainedRead MoreMy Philosophy On Philosophy Of Education852 Words   |  4 PagesMy Philosophy of Education My philosophy of education is founded on a belief that all students have a desire to learn and to feel accepted. Learning takes place when students are able to have their specific needs meet inside the classroom, to feel accepted in the environment, and find the learning to be meaningful. I believe that before learning can take place a proper educational environment must be present inside the classroom. In order to make any classroom work I believe you need meet three criteriaRead MoreMy Philosophy Of Education As A Education864 Words   |  4 Pagesdifferent philosophy of education, and what purpose education serves in a child’s life. The five philosophies of education that we recognize are: Essentialism, Perennialism, Progressivism, Social Reconstructionism, and Existentialism. I would most recognize my philosophy of education as Essentialism. Essentialism has been a dominant influence in American education since World War II. It focuses on core curriculum of traditional academic topics. I believe that the purpose of education is teachingRead MoreMy Philosophy of Education824 Words   |  4 Pages13 February 2011 My Philosophy of Education I believe that progressivism educational philosophy most closely matches my educational ideals. In my opinion based on the progressivism educational philosophy, the purpose of education is to enable students to learn useful knowledge that has meaning to them in the future. Thus, the most useful education for students is the skill of â€Å"learning how to learn†. When students understand the methodsRead MoreMy Philosophy Of Education And Education1038 Words   |  5 PagesMy Philosophy of Education When trying coming up with a personal philosophy of education, I had to ask myself what the purpose of education is. To me, the purpose of education is to teach students knowledge that is needed to make it through school and to succeed in the world after graduation. Anyone can go into teaching, but not every teacher can teach. Teachers go above and beyond to introduce methods, philosophies, and strategies to help their students learn, as well as, retain the informationRead MoreMy Education Philosophy 1511 Words   |  6 PagesPersonal Mission Statement Education is the imparting and acquiring of knowledge and skills through teaching and learning. As an educator, my personal mission statement is to master my subject area in order to serve as a role model for my students thereby producing students who thoroughly understand the subject matter, and who develop holistically. In order to achieve this goal I must have a set education philosophy with a strong Christian worldview. I must also have a general understanding of theRead MoreMy Philosophy Of Education1056 Words   |  5 PagesPhilosophy of Student Engagement My philosophy of education is that every child should receive high quality education that is inclusive, relevant and meaningful to their life. I am a firm believer of making pedagogy relatable to my students. My vision is driven by my personal experiences with the American school system. I was what is thought of as â€Å"A child at risk†. I am an immigrant, black, Muslim student. My life is transactional as I am a part of multiple marginalized groups. Most of my teachersRead MoreMy Philosophy Of Education And Education864 Words   |  4 PagesPhilosophy of Education Children are the future and their education is the key to our society’s success. When considering this, I realize I have an immense responsibility as an educator. The main focuses of my teaching are active learning, building character within students, and providing meaningful curriculum. I want to create a comfortable setting where every student feels safe to learn. In many ways, my philosophy agrees with the holistic approach to education. I feel this challenges the studentRead MoreMy Philosophy on Education814 Words   |  3 PagesMy Philosophy of Education I think when I made the decision to become a teacher I was not thinking the seriousness of this decision. When we become teachers we also become the molder that will shape our student to be successful in life. But when you decide to become a teacher in a Christian school you are not only shaping this student to be successful in life but we are also shaping their Christian mind to do things with a feeling knowing that they are shape and where made by the image of GodRead MoreMy Philosophy Of Education1015 Words   |  5 Pagesimmediately sparked my interest in becoming an educator and share my personal beliefs on the important aspects of education. In addition to this, I will present various traits I believe are essential and critical for teachers to successfully fulfill their role as an educator. During my elementary years, I developed an urge to frequently ask many questions during the school day. Being able to question anything was astonishing to me. This was because my parents were unable to answer my questions and help

Essay about Did the North Win the Civil War before it Began

Did the North Win the Civil War before it Began? I agree with the idea that the North had won the Civil War before it began to the extent of Lincoln’s conservative political stands. Trying to receive the favor of the South while winning in the North would require Lincoln to take neutral stands in heated political issues like slavery. It wasn’t really wan by the North until he broke away from these stands to enact the Emancipation Proclamation and turn the tides of war in favor of the North. â€Å"This Lincoln always publicly condemned the abolitionists who fought slavery by extra constitutional means – and condemned also the mobs who deprived them of their right of free speech and free press.† (Holfstadter, Lincoln and the Self-Made†¦show more content†¦It would be like a baseball team fighting to protect their right to play with footballs. The South’s dominating strategy in winning the civil war was attrition. They believed they could wear down the political will of the North if they held out long enough to make the Northerners tired and question value of the means to achieve the ends. Military stalemates, guerilla war tactics and inconclusive battles would help the South achieve this goal. â€Å"Confederate armies did not have to invade and conquer the North: they needed only to hold out long enough to force the North to the conclusion that the price of conquering the South and annihilating its armies was too high, as Britain had concluded in 1781 and as the United States concluded†¦Ã¢â‚¬  (Why Did the Confederacy Lose?, pg 117)The South really enjoyed McClellan’s performance in the Southern theatre with his tendency to retreat when he could have won. This was another helpful hand the South would need to cause attrition. In response, Lincoln knew he had to do two things to prevent attrition a nd win the war more quickly. He needed to fire McClellan, and shift the theme of the war in the view of the North so that it would not lose its thunder. He did this by issuing the Emancipation Proclamation and converting the war for unionism into the war for morality. TheShow MoreRelatedTo What Extent Do You Agree or Disagree with the Idea That the North H1086 Words   |  5 PagesI agree with the idea that the North had won the Civil War before it began to the extent of Lincoln s conservative political stands. Trying to receive the favor of the South while winning in the North would require Lincoln to take neutral stands in heated political issues like slavery. It wasn t really wan by the North until he broke away from these stands to enact the Emancipation Proclamation and turn the tides of war in favor of the North. This Lincoln always publicly condemned the abolitionistsRead MoreThe War Between The North And The South993 Words   |  4 Pagesbetween the North and the South. There is many reason into why the United States had a war between the North and the South. The United States was divided depending on location and personal sentiments. People in the United States sometimes think that this war was only fought over slavery, but there was many reason in why the Union and the Confederate States of America fought. The war was fought on many reason such as the idea of slavery, states’ rights, trade, and tariffs. The Civil War lasted forRead MoreThe Battle of Fort Sumter Essay1497 Words   |  6 PagesThe firing on that fort will inaugurate a civil war greater than any the world has yet seen†¦you will lose us every friend at the North. You will wantonly strike a hornet’s nest which extends from mountains to ocean. Legions now quiet will swarm out and string us to death. It is unnecessary. It put us in the wrong. It is fatal. –Robert Toombs. (Boerner paragraph 2). The Civil War impacted the course of history forever. But it had to start somewhere and the Battle of Fort Sumter marked the start.Read MoreEconomic Factors of the Civil War1457 Words   |  6 PagesThe Civil Wars outcome could have gone either way, on one hand you have the North, which had the industrial advantage, and the South on the other who had a home field advantage and better generals too. The war pitted brother against brother and father against son, and lost many wives their sons and or husbands. The victory of the North was due to many economical factors that hindered, and ultimately defeated the South. The North was the industrial part of the country. It depended on its factoriesRead MoreThe North s Technological Advances939 Words   |  4 PagesAdvances The Civil War was a time of one country divided among itself because of the freedoms of slaves. When Abe Lincoln was first elected that was the South’s turning point but the attack on Fort Wagner was the beginning battle to a war between States. One result of the Civil War was that Congress put into action the 13th amendment, banning slavery. The North were fighting for the freedom of slaves while on the other hand the South opposed this and fought to keep slavery legal. The North had many thingsRead MoreThe Civil War Was A Devastating Time For The United States Of America883 Words   |  4 PagesThe Civil War was a devastating time for the United States of America. During this time the United States was divided. The Civil War was a four year long battle. It is known as one of the bloodiest battles ever fought. Consequently it was fought between people of the same country. We were divided between the North and the South. The cause of the Civil War was slavery. The North was a gainst it and wanted slavery abolished. On the other hand the South did not want to part with slavery. Both the NorthRead MoreThe Lost Cause : The Lost Cause Of The Civil War1572 Words   |  7 Pages The Civil War ravaged the country. The number of American casualties during the Civil War was greater than the number of casualties that occurred during every other war with American involvement combined. The South was particularly devastated; most of the war was fought there. The plantation economy that the South had relied on for 200 years had been dismantled by the Emancipation Proclamation. Entire cities, such as Richmond, Virginia, had been burned to the ground, and it seemed as thoughRead MoreKamal Abokor . 2/06/2017. Period 7-8. Research Paper.1583 Words   |  7 PagesNashville on the Civil war The Battle of Nashville was an important battle in the Civil war which took place in December 1864 during the Civil War, The once powerful Confederate Army of Tennessee was nearly destroyed when the Union Army led by Ulysses S. Grant swarmed over rebel trenches around Nashville. That represented the end of large scale fighting in the American Civil War. The Battle of Nashville was a two day long Campaign that was crucial in determining the outcome of the Civil war and gave theRead MoreReasons For The Civil War1516 Words   |  7 PagesKaylea Simas U.S. History Mr. Burkey 11 December 2015 The Civil War There had been many misunderstandings between the North and the South in the years that led up to the Civil War, but the most tragic misunderstanding of all was that neither side realized, until it was too late, that the other side was desperate. Not until the war had actually begun would men see that their rivals really meant to fight? By that time it was too late to do anything but go on fighting. Southerners had been talkingRead More The Killer Angels and the Battle of Gettysburg Essay822 Words   |  4 Pagesto be free, and their desire to set slaves free was the cause of the Civil War. Just before the Battle of Gettysburg, Colonel Lawrence Chamberlain of the 20th Maine gave a speech to a group of mutineers. He told them that the war in which they were fighting was unlike any war in history. The war in which they were fighting was not for money, property or power. It was a war to set other men free. After the battle began, Sergeant Tom Chamberlain asked a group of prisoners why they were

What role can Youth Workers play in Reducing Anti Social Behaviour Free Essays

Abstract This paper is a research proposal which seeks to address the potential that youth workers have in reducing anti-social behaviour. This proposal seeks to take a case study approach to anti-social behaviour whilst utilising a number of governmental policies and practices which exist across a wealth of social work areas and youth work practice areas. Introduction The practice of youth work takes place within a trusted part of the spectrum of social work provision (Dept. We will write a custom essay sample on What role can Youth Workers play in Reducing Anti Social Behaviour? or any similar topic only for you Order Now for Education and Skills, 2005). The history of youth work can be traced back to the late 1880s and can found within an informal voluntary religious setting (Infed, 2014). It was, however, the Albemarle Report (Ministry of Education, 1960) which concretised the service within societal dynamics and within youth cultures. Within this approach a defined route to what youth work should incorporate, as well as highlight its role, was highlighted. Recent years, however, has seen the service being impacted by changes brought about through altered central government policies (Courree, 2012). During this time, youth work services has been subject to reform and has been incorporated into the auspices of the Integrated Youth Support Services (Infed, 2014), and utilised as a tool for reducing anti-social behaviour Recent years have seen anti-social behaviour become a dominant issue in community relations. Within their detached roles, it can be considered that youth workers have the potential to improve social dynamics and to reduce instances of anti-social behaviour. However the extent to which youth workers can effect change needs to be addressed. Background and Rationale for the study Youth work is a contested area of social work provision and its professional definition has been affected by a series of wider ranging work practices (Infed, 2014). Sercome (2010) also agrees that what constitutes as youth work is not an easy task but he produces a list of roles that are akin to that of both Infed (2014) and the National Youth Agency (2014). These roles serve to define youth work as a process which ‘helps young people learn about themselves, others and society, through informal educational activities which combine enjoyment, challenge and learning’ (National Youth Agency, 2014: n.p.). However, it is also evident that youth work also takes place within the modern social work context of multi agency practices. This outcome places youth workers at the centre of the plethora of criminal and social policies that are designed to counter anti-social behaviour. Detached youth work is a distinctive form of social work which interacts with young people using constructive dialogue and within the spectrum of personal and social development (Federation for Detached Youth Work, 2013). This form of youth work utilises principles of informal education in order that young people can be engaged in order to address a number of issues that exist in their lives. As a result youth workers now operate in a more robust legal framework which incorporates a multitude of legislative criteria and partner agencies, this can include but is not limited to, law enforcement agencies, education services, housing trusts, social services and medical services. This perspective is particularly applicable where knife crime as well as other forms of anti-social behaviour, are considered. Anti-social behaviour became an issue for the incumbent Blair administration in 1997. The Labour party manifesto for that election claimed that Labour wanted to see ‘communities that are safe†¦ (and)†¦ where mutual respect and tolerance are the order of the day’, adding, ‘these are things we must achieve together as a country’ (Labour Party, 1997: n.p.). As a result the Labour Government drafted the Anti-Social Behaviour sytem and incorporated programmes such as the Respect Agenda, which included a task force and related action plans (Millie, 2009). Youth workers play a central role in reducing anti-social behaviour. In the Tower Hamlets areas of London, anti-social beahviour conttitues to dominate local service provision and underpinning policies.The administartive wings of the area have been criticised for not resolving cases quickly (Tower Hamlets Homes, 2012). Similarly it is noted that the area is one of the most prevalent in London for instan ces of knife crime (Citizen Report UK, 2013). Knife crime has long been associated as being a criminal activity which is predominately carried out by young people (11 Million, 2009), and as such, falls within the remit of youth work. It is to be noted that youth workers may come into contact with service users who are engaged in anti-social behaviour on a regular basis whose behaviour is being dictated by a social, emotional or behavioural disorder. Cefai and Cooper (2006) argue that such a premise is not uncommon and argue that these conditions are a persistent factor in anti-social behaviour. They argue that these conditions are ‘characterised by their effect of being socially disruptive or disruptive to the development course of the individual (Cefai and Cooper, 2006: 18). McVie (2010) highlighted that there was a correlation between instances of, and the prevalence of poverty, low self esteem, knife crime, and gang membership. Within this narrative a number of associative links between what constitutes as being delinquent or anti social behaviour and knife crime. An earlier report by 11 Million identified a similar number of sociological factors which will aid a young person to turn to anti-social behaviour, and in particular knife crime. However McVie (2010) noted that those young people who can be classed as being persistent knife carriers consisted of only a small percentage of the overall knife carrying population. AS such it can be argued that knife crime occurs within two very distinct groups; persistent offenders and occasional offenders (McVie, 2010). Within this the aforementioned sociological and behavioural incorporation of low educational levels, behavioural issues and deprivation can be considered to be a factor. At this point it is worth remembering that Tower Hamlets is one of the poorest areas of London. As such there is a correlation between academic theory, statistics and environmental reality. Indeed this is a factor which 11 Million (2009) detected. Further to this a subsequent report, the Kinsella Report (2011), highlighted poverty as being a contributory factor in the perpetuation of this particular anti-social behavioural act. Aim and Objectives of the Study The aim of this study is to investigate and examine the roles of youth workers and assist the reduction of anti-social behaviour in the Tower Hamlets borough of London. To do so the proposed study has three main aims; Define anti-social behaviour in context with social exclusion and social work practice Identify and explain the current roles of youth workers in assisting authorities in combating anti-social behaviour. Assess the efficacy of contributory elements of knife crime in order to assist the wider youth work sector in helping reduce anti-social behaviour In responding to these tree aims, it is proposed that the question of what role can Youth Workers play in Reducing Anti Social Behaviour will be addressed. Literature Search Strategy The literature review will primarily involve the collection, collation and analysis of previous primary and secondary data sources and studies. These studies will be sourced from a number of online academic databases and will include statutory reports, academic research studies, state policy documentation and other regulatory statements as well as responses from professional bodies. In addition to this, the incorporation of secondary data such as academic perspectives and media sources will provide for a review of the discourse that resides within this area of debate. In effect, data sources of this type can be classified as multiple data sources. Here it is to be noted that multiple source datasets are capable of being interrogated, broken down and reclassified into specific policy and practice areas as well as time based datasets (Cohen, Mannion and Morrison, 2013). In essence, it is proposed that the approach being utilised for this research is based upon desk based research. Stud ies of this type can also known as descriptive research studies and involve a number of research areas that are related to the issues surrounding this particular study area (Cohen, Mannion and Morrison, 2013). Ethics and anti-oppressive practice considerations Since this paper is based upon a methodology which utilises descriptive research it will not require the involvement of participants within any subsequent research. As such, there are no ethical guidelines relating to the management or safety of participants. However it is to be remembered that descriptive research studies are subjective and it is possible that the inclusion of a number of case studies, or examples, can be influenced by personal perspectives and biases (Cohen, Mannion and Morrison, 2013). It is to be noted however, that every step will be taken to ensure that this issue does not impinge upon the study; this includes conscious or unconscious bias. Project outline Chapter one will consist of the introduction; this will include relevant background information, rationale, methodology, scope and constraints as well as overviews of the literature review. Additionally it will include an abridged findings section. Chapter two, the literature review, will consist of a review of primary and secondary resources. This will include, but not limited to, regulatory frameworks, state policies, professional literature and previous academic research studies. The third chapter will focus upon the Tower Hamlets area of London from a case study perspective. Within this Chapter, the level of anti-social behaviour, youth work initiatives, responses and results will be considered. This case study will be compared against information raised within the literature review in order to inform best practice in this area. the analysis section, will counteract the initial findings from the literature review and assess these against further data in order to assess how youth workers can help reduce anti-social behaviour. The final chapter, the findings of the study, will highlight where and how, if any, youth workers can help reduce anti-social behaviour. This chapter will also provide a series of recommendations for further research. Project timetable Weeks 1 – 4: Identification, collection and collation of primary and secondary sources in order to inform the literature review. Weeks 4 – 8: Literature review, first and second draft. Weeks 9 – 10: Finalise literature review and investigate areas for service provision in relation to reducing anti-social behaviour. Weeks 10 – 12: Findings section, first and second draft Weeks 12 – 14: Finalise the analysis chapter in order to highlight areas for recommendations for youth work service changes in order to address issues related to anti-social behaviour. Weeks 14 – 15: Complete findings and recommendations chapter. Weeks 15 – 16: Complete the first, introductory chapter. Week 17: Publish the final research study. Bibliography 11 Million, (2009), Young people, and gun and knife crime: a review of the evidence, London: Centre for Crime and Justice Annetts, J., Law, A., McNeish, W., Mooney, G., (2009), Understanding Social Welfare Movements, Bristol: Policy Press. Cefia Cooper, (2006), Social, Emotional and Behavioural difficulties in Malta: An educational perspective, (J), Journal of Maltese Educational Research, Vol. 4 (1), pp. 18-36. Citizen Report UK, (2013), London Knife Crime Offences by Borough 2007 to 2013, (online), available at http://www.citizensreportuk.org/news/2013/06/25/london-knife-crime-offences-by-borough-2007-to-2013/, (Accessed on 25/11/14). Cohen, L., Manion, L., Morrison, K., (2013), Research Methods in Education, (5th edition), London: Routledge Falmer Courree, F., (2012), The History of Youth Work in Europe: Relevance for Youth Policy Today, Volume 3, Strasbourg: Council of Europe. Dept. for Education and Skills, (2005), Targeted Youth Work: A Guide, London: HMSO. Federation for Detached Youth Work, (2013), What is Detached Youth Work?, (online), available at http://www.detachedyouthwork.info/more_about_detached_youth_work.htm, (accessed on 23/10/14). HM Government, (1983), Mental Health Act (1983), London: HMSO. HM Government, (2003), Every Child Matters, London: HMSO. HM Government, (2004), Children Act (2004), London: HMSO. HM Government, (2005), Mental Capacity Act (2005), London: HMSO. HM Government, (2013), Anti-Social Behaviour, (online), available at https://www.gov.uk/asbo, (accessed on 23/10/14). Infed, (2014), what is Youth WorkExploring the History, Theory and Practice of Work with Young People, (online), available at http://infed.org/mobi/what-is-youth-work-exploring-the-history-theory-and-practice-of-work-with-young-people/, (accessed on 23/10/14). Kinsella Report, (2011), Tackling Knife Crime Together: A Review of Local Anti-Knife Crime initiatives, London: HMSO. Labour Party, (1997), New Labour: Because Britain Deserves Better, (online), available at http://www.politicsresources.net/area/uk/man/lab97.htm, (accessed on 22/10/14). McDonald, R., (1997), Youth, The `Underclass’ and Social Exclusion, London: Routledge. Millie, A., (2009), Antisocial Behaviour, Maidenhead: McGraw-Hill. Ministry of Education (1960) Albemarle Report: The Youth Service in England and Wales, London: HMSO. National Youth Agency, (2014), What is Youth Work?, (online), available at http://www.nya.org.uk/about-nya/what-is-youth-work, (accessed on 23/10/14). Poverty.org, (2012), Poverty indicators: Relative poverty, absolute poverty and social exclusion, (online), http://www.poverty.org.uk/summary/social%20exclusion.shtml, (accessed on 23/10/14). Priory Group, (2012), Behavioural, emotional and social difficulties (BESD), (online), available at http://www.priorygroup.com/Conditions/Specialist-Education-and-Fostering-Conditions/Behavioural-emotional-and-social-difficulties-BE.aspx, (accessed on 23/10/14). Sercombe, H., (2010), Youth Work Ethics, London: Sage. Tower Hamlets Homes Anti Social Behaviour Service, (2012), Anti-Social Behaviour: Everybody’s Business, London: Tower Hamlets Homes. How to cite What role can Youth Workers play in Reducing Anti Social Behaviour?, Essay examples

Document Analysis of John Browns Address to the Virginia Court free essay sample

The address given by John Brown to the Virginia court was his final words before execution on charges of treason. The charges were given because of a raid that he directed with the intent to take federal weapons which is an act of treason. On October 16th-18th, 1859, the radical abolitionist John Brown led a group of white and black men, including two of his sons, on Harpers Ferry, Virginia. Brown’s goal was to seize the federal arsenal, arm the local slaves, and fight a way into the North as described in this primary source in court. This raid was not surprising because of his abolitionist background and insanity as described by the Robert E. Lee who led the Union Army that suppressed the revolt. The group held up in a fire department and was attacked by Lee’s soldiers. The failed attempt resulted in Brown’s capture, trial, and execution on December 2nd. We will write a custom essay sample on Document Analysis of John Browns Address to the Virginia Court or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This episode of slave resistance was the last major rebellion contributing to the secession of the South and, eventually, the Civil War. Purpose: John Brown had a a few purpose for delivering this address. Obviously, it was given in response to charges accumulated from the raid, and the address also makes several points explaining his defense. Brown stated that he did not intend to fire a single gun but wanted simply to take slaves from plantations and lead them to northern states or Canada. Brown also stated that he did not induce the others involved in the raid to join him which lessened his crime in his mind. To the charges he addressed, â€Å"I never did intend murder, or treason, or the destruction of property, or to excite or incite slaves to rebellion, or to make insurrection. Though he denied the charges, one can infer that Brown really did want a slave uprising to occur in the South due to his strong abolitionist morals and beliefs. If the raid were to be successful, Brown would not stop with those slaves, but rather continue his forced manumission of the South. Brown’s impression of the trial was one of satisfaction, but he argued that â€Å"it is unjust that I should suffer such a penalty [of death]. † He made this argument because his intent was not to start this uprising but, instead, to be an act of defiance that he knew would indirectly cause a mass insurrection in the South. Value: John Brown’s address is not a historical landmark and was a less significant historical document that had minimal aftermath; however, it provides a specific example of responses in court giving insight into how acts of slave resistance are dealt with legally. Brown gives this document a unique texture because of his eloquence in court compared with his savagery in the raid. Overall, he is given the status of a martyr with his words: â€Å"I submit [to death]: so let it be done! † Brown reveals a very different side of his personality in which he is a dignified martyr. He predicts that slavery will never end peacefully in the country whose â€Å"rights are disregarded by wicked, cruel, and unjust enactments†. Historians can use this document today to show people strong in their beliefs who act upon them, and although some failed in their efforts, their cause was strengthened. Limitations: The address made by John Brown contains several limitations that affect its credit as a historical source. A significant limiting factor is that there is only one opinion to explain the raid. Brown had a biased opinion mainly because of his childhood having been greatly influenced with abolitionist morals and beliefs. One would think that Brown’s address would be biased in spite of his numerous accusations, but he speaks as if he had nothing to lose. The aiding and abetting criminals in the raid would not have delivered a speech as dignified and passionate as Brown’s but would obviously be similar in their renditions of the event. To fully understand Brown’s raid, historians would need to consult Robert E. Lee’s notes. After viewing both sides of the story, a historian can either choose a side or make an inference that incorporates both.