Final

Jack

Instructor Name

History and Anthropology

15 December 2019

Comparison between French and Russian Revolution

The years of 1789 and 1917 are important for historians as they mark the start of implementation of ideas that were the only discussed by philosophers in their texts. These ideas started events that would keep the entire Europe in turmoil for the next several decades. The events of 1789 came to be known as the French Revolution while the events of 1917 were later called the Russian Revolution. These revolutions changed Europe in many ways, especially in political ways. Though the initial steps of both revolutions were the same, yet they started to differ as the progressed with time. Hence these events were the same and different at the same time CITATION Shl93 \l 1033 (Shlapentokh).

The French Revolution of 1789 started due to the monetary crisis in the state of France. France played an active role in the course of the French Revolution that seriously negatively affected its coffers. This, combined with the lack of rains in France, created a state of widespread famine across the entire country. The ruler of France, Louis the Sixteenth, tried to contain the crisis. However, the situation worsened with time and the third estate of the Parliament broke cleanly from the Estates-General and formed their parliament. In short, this can be considered as a bottom-to-top revolution.

The Russian Revolution can be considered as the same on many grounds. In this case, there was also a widespread famine and poverty across Russia as well. Also, like the French monarchy, the Russian Tsar, Nicholas the Second, established the parliament called the Duma to resolve the crisis. Also, he took several extraordinary measures, one of which was placing Russia amid the First World War in 1914. But, all the efforts of the House of Romanov were fruitless as the revolution broke out in 1917.

Viewing both the incidents in detail, we can create a list of common events that caused both the revolution CITATION May02 \l 1033 (Mayer). For one, a dummy parliament structure was created to resolve the crisis, which was ultimately fruitless. Some other similar causes of both revolutions were widespread hunger and poverty, strain on resources because of unnecessary involvement in wars, dissatisfaction among the peasantry, and rioting. There was also the influence of the academics of the age of enlightenment that led to the beginning of both the revolutions. France had Rosseau and Voltaire while Russia had the doctrines of Karl Marx. Another important factor is that the aftermath of both the revolution propelled both the states to a position of importance on the European political stage. France became powerful under the leadership of Napoleon Bonaparte, whereas Russia came to be considered as a superpower during the Cold War. Although both Napoleon and Stalin did not manage to raise successful descendants to continue their legacy of marshal greatness.

In the end, we can say that both revolutions had a lot in common. But the concluding goals of both the revolutions were very different. The Russians ended up making the world’s first Communist/Socialist State, whereas France ended up as a democracy instead. But there is no doubt that both revolutions managed to achieve their goals of elimination of totalitarianism from their states. Although, it can be largely argued that both the revolution did not manage to stay true to their roots for a long time, as both the states ended up with dictators again. Yet, these revolutions eventually sprung up a large collection of new political, economic and social ideas that influenced the outlook of Europe for many years to come.

The Drive for Colonization by Europe and Japan

The concept of Colonization started in the 15th century when the Europeans started to attain unprecedented advances in science and technology. The Age of Discovery, as it is termed by the historians and scholars, was an effort that was initiated by the Spanish and the Portuguese that ultimately led to the creations of various empires, the largest of which was the British Empire which ruled over a quarter of the world and was written in the history books as "the empire on which the sun never set". Similarly, the kingdom of Japan also embarked on its quest to colonize the Far East as it attained its leaps and bounds in knowledge and technology after the process of the Meiji Restoration.

Here, the question arises that why these nations needed to colonize the world? There are several reasons for that CITATION Loo05 \l 1033 (Loomba). First and foremost, all the process in these nations was the result of the industrial revolution. This meant that all these nations required an abundance of raw materials to keep these industries running. So, there was a scramble as the European nations captured territories at key points in Africa, Asia and the Americas for their abundant raw materials and resources. Furthermore, these lands were also the markets of their finished products as well as abundant reserves of slave laborers. The second main reason for colonizing weaker nations was the concept of acquisition of more land as the population boomed after the advances in medicine and technology. Japan annexed the Korean Peninsula as well as the province of Manchuria to serve as “bread baskets” for their rising numbers.

The third reason can be termed as a social one. As most colonists started to face problems finding jobs in their countries due to excessive mechanization of labor, they started to move to the colonies under their respective states to escape poverty and hunger. In the end, there were also numerous religious reasons as well. Many religious groups ended up in the colonies to preach their respective religions as well as to avoid religious persecution.

The process of colonization had several positive effects on the colonized as well. The Africans learned about new and organized form of political system. These understanding later helped them in overthrowing their colonial masters. Another reason was the adaption of better agricultural practice by the Africans that managed to teach a lot to the Africans and the Asian, even though they were aimed at increasing the yield of the cash crops that they wanted for their industries.

But there should be no doubt that the effects of colonialization are mostly negative. There were numerous incidences as the Japanese and the Europeans pillaged and burned China for their material gains. Japan took over the eastern regions of China CITATION Ann17 \l 1033 (Anne Booth), which served as the economic bloodline of the Chinese empire, imitating a widespread hunger and poverty as the Chinese were forced to fight for the amusement of the Japanese for which they were given small sacks of rice that would last only a day.

In short, the effects of colonialism were numerous and diverse, so that they cannot be discussed in such a short space. However, its aftermath helped shaped a world where nations have extensive trade connections with each other. Also, the people were introduced to the New World, which gave the world a great peacekeeper in the form of the United States of America that has so far succeeded to prevent a major world war.

Works Cited

BIBLIOGRAPHY Anne Booth, Kent Deng. "Japanese Colonialism in Comparative Perspective." Journal of World History (2017): 61-98. Electronic. <https://muse.jhu.edu/article/663549/summary>.

Loomba, Ania. Colonialism/Postcolonialism. Oxon: Routledge, 2005. Ebook. <https://content.taylorfrancis.com/books/download?dac=C2009-0-23533-0&isbn=9781134267866&format=googlePreviewPdf>.

Mayer, Arno J. The Furies: Violence and Terror in the French and Russian Revolutions. Princeton University Press, 2002. EBook. <https://books.google.com.pk/books?hl=en&lr=&id=ZWGYDwAAQBAJ&oi=fnd&pg=PR13&dq=similarities+between+french+and+russian+revolution&ots=9sfDmr0fsW&sig=3sSmNEZGC8a9gbKF_ps4XnKJZlI&redir_esc=y#v=onepage&q=similarities%20between%20french%20and%20russian%20revol>.

Shlapentokh, Dimitry. "The French and Russian Revolutions as observed by Foreign Witnesses of the Russian Revolution." Revue des études slaves (1993): 493-498. <https://www.jstor.org/stable/43271023>.

Final Essay

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Final Essay

America was the only country which came out stronger and prosperous after World War 2. The United States not only came out safe comparatively from the ferocious effects of deadly war but also originated in a strong military and economic shape. In fact, some scholars of history and anthropology believe that American glory and development started way back when 1st World War commenced and the span of 30-40 years of two deadliest of the wars was the era responsible for America’s bright fate in the face of the earth. However, it is arguable whether World Wars were responsible for this change or it was America’s development and advancement in technology and Scientific explorations that lead to the uprise. Other factors which may be discussed as possible reasons are political leadership, America’s quest for resources and the row with Russia in attaining supremacy in technology. In this essay, we will analyze these possibilities critically to reach at a point to decide the main reason for the American rise after World War 2.

In World War 1, when Britain and France invested a humongous amount of money in war and purchase of weapon, it was almost a lottery for the weapon dealers as America was one of the biggest suppliers of weapons. Britain purchased more than half of the weapons and accessories including shell cases, two-third of the grains and nearly all the oil from other countries and America was on the top list of suppliers. This resulted in a trend of shifting of civil corporations and industries into military production centres and brought almost 2 billion dollars to the country’s economy only from weapon-related business. In World War 2, where Germany, Italy and Japan rallied against the United States and Russia and Britain were immersed into their militaristic ideologies, the United States did not enter into the war until Japan bombed an American fleet. The isolation earned the United States more room to work on science and technology mainly because of defence. A majority of war inventions were done by American scientists and war persons.

Along with these benefits, the United States had from world Wars, there are other considerable factors which should be undertaken. In World War 2, when German fell in Moscow, there was no stopping to communism and it started making its ground across its territories. The only hurdle and obstacle wad the United Stated before the blow of communists. Both countries started competing with each other in weapons, technology, long-range war-heads and other tactics and strategies. When Russia was leading in space science, the United States developed internet and advanced in computers. During World War, when men were in the fields, the American military department hired women to work on computers and they developed world 1st programmable computer called ENIAC. It was state of the art device of that time which was capable of tracing out the ballistic trajectories way faster than existing technologies. This supports the idea that the World wars both 1 and 2 brought about many prospectuses of glory for the United States but at the same time, it can be proved with enough facts that the war alone was not the main factor. The United States policies to stay at a safer side in World War 2 while securing their concerns and benefits at the same time was also a big factor. Further as stated above, America’s initiatives in technology and modern sciences at that time also proved to be a cause of advancements. The questions arise that if there was another country, provided with the same circumstances as America, would come as stronger as the United States without doing maximal efforts in missiles technology and computers? The answer is simply that for supremacy and development, nations need to strive and work hard rather than just relying on occasions and circumstances.

Final Exam

Civil Rights Movement

[Name of Writer]

[Name of Institution]

As the second World War steadily took over governmental policy, industrial setup, economic decisions as well as individual and personal lives; the struggle for equal employment opportunities hastened. The war had opened new fronts at the domestic level and a larger number of people were required to fill up more positions for the national effort. As this happened, the Jim Crow laws were still in effect and the blatant racial discrimination happening all over the country held back African Americans on a widespread scale. Their social repression continued to translate into economic repression as they were systemically less likelier to be appointed for national defense jobs. President Roosevelt signed an order in 1941 amidst threats of a march to Washington which opened federal jobs to all races and ethnicities. The civil rights movement hence flared and found its critical juncture as America struggled to put the final nail in the Nazi coffin. Black WWII veterans who had served regardless of the discrimination faced injustice even after heroic service. President Truman passed an order in 1948 to ensure an end to racial discrimination in the armed forces.

The fire finally reached the streets after the war ended and Rosa Parks refused to give up her seat to a white citizen in 1955. Reverend Martin Luther King Jr. was inevitably brought to the forefront of the struggle for social and racial equality because he headed the Montgomery Improvement Association formed in support of then arrested Rosa Parks. A boycott that lasted 381 days successfully convinced the Supreme Court to rule that segregation in bus seating was unconstitutional. This was one of the most motivational and uplifting successes of the modern civil rights movement. It was also a lasting validation for the nonviolent agenda that MLK had personified. The infamous case of Brown vs Board of Education had already led to a supreme judicial order to end racial segregation in public schools. Although desegregation had been legally ensured, social discrimination in the form of mobs and continued racial violence made it next to impossible for black students to avail the educational opportunities now open for them. President Eisenhower finally signed the Civil Rights Act of 1957 into law to show state commitment to the ongoing efforts of the civil rights movement. Federal prosecution for holding black from voting and investigations into voter fraud gave black people voting security. Social discrimination still continued and courageous protests continued as well. Greensboro sit-ins initiated a nonviolence fight against segregated lunch counters which later inspired nonviolent student protests against racial discrimination in educational institutions. Freedom Riders in 1961 paved the way for ending racial segregation in interstate transit. The March to Washington in 1963 finally brought the Civil Rights Act of 1964 which ensured equal employment and voting rights by going after the loopholes which had previously given space for discrimination to happen. Consequentially voting literacy tests were abolished and the voting rights act of 1965 passed. Malcolm X was assassinated in 1965 and MLK in 1986. His assassinated spurred the signing of the Fair Housing Act in 1968 ending racial discrimination for housing.

The civil rights movement coincided with the women’s rights and lgbt rights movements on various occasions as the fight for social equality demanded equality for all. When black people were finally ensured government jobs, so were women because discrimination based on sex was also denied. Many leaders who selflessly served the civil rights movement were also prominent representatives for the lgbt rights front. The successes of one equal rights movement paved the way for and ensured subsequent benefit for other movements with similar end goals.

Final Exam

Final Exam

[Name of the Student]

[Name of the Institution]

Final Exam

Identifications

1. Berlin Wall

It was August 13, 1961, when the government of East Germany started constructing the Berlin Wall, which was a symbol of rejection of the North German Fascists. The wall was constructed with the purpose of disconnecting East Germany from West Germany. It was aimed at stopping people of East Germany to migrate to West Germany. It was an isolation of the communist zone of East Germany under control of the Soviets from the rest of the country at that time, under control of Britain, France, and the US. The wall is considered to be demolished on November 9, 1989, however, it is only the official date. The actual fall of the wall happened on June 13 the next year when the citizens of East Germany were allowed to travel across North Germany. The Berlin Wall was a symbol of the cold war as well as the absence of freedom under communist rule. The division created between eastern and western parts of Berlin was actually a representative of the division between the communist alliance and the capitalist alliance.

2. Globalization

Among different views about the advent of globalization, it is most plausible to acknowledge that globalization began in the late nineteenth century when trade began to increase beyond the borders, and people started sharing cultures considerably. It can also be named as ‘modern globalization.’ It occurred mostly at the economic, cultural, and political fronts. Traditionally, the political activity of a state was confined to its borders. With increasing globalization, this activity became influential at the global level, affecting other countries. Political activity expands across national boundaries through nonprofit organizations and global movements. The global economy is affected by the large economic institutions such as IMF, WTO, and the World Bank. Critiques have varying views about globalization. The supporters claim it unites people on many different platforms, the international trade, the Internet, etc., and the opponents charge it with the suppression of poor countries and causing hindrance to their development and welfare. Cultural harmony is another effect of globalization that influences people of the world to act in a similar way.

3. TET Offensive

It was a military campaign that was carried out against the militaries of South Vietnam and the United States. The Vietcong group and the army of North Vietnam led this campaign, starting from January 30, 1968, to September 23, 1968. It comprises three waves of offensive. January 30 to March 28 made the first wave; May 5 to June 15 made the second wave. August 9 to September 23 made the third wave. In total, it involved around six hundred thousand forces of the communists who attacked the towns and cities held by South Vietnam and the US. The offensive resulted in numerous killings on both sides with only fifty thousand of the communists. The Vietcong became in much adverse condition, and they could not be able to take control of any territory effectively. This implies that the US and South Vietnam held the victory tactically. The communists of South Vietnam demonstrated in the offensive that they were rigid, and they could not be defeated easily. The communists were considered to be strategically victorious because forces of the US and South Vietnam experienced demoralization in their respective countries followed by the anti-war movement.

4. Voting Rights Act of 1965

The voting rights act was signed by US President Lyndon B. Johnson on August 6, 1965. The act empowered the African-American community in the US to vote in the elections held countrywide. This enhanced their status as citizens. They had already been granted the right to vote in the US Constitution under the Constitution’s fifteenth amendment. However, they were not able to vote in the elections until now practically. Later, this act of 1965 underwent amendments five times, and ultimately became a permanent law of the US federation. The impact of this act was that it substantially reduced discrimination among the people. It was further supported by making all forms of discrimination accountable for penalty by law. Intimidating a person to stop him from voting became a serious crime. The act was implemented successfully as the voting percentage among the African-American community increased considerably in later decades.

Essays

1. How did women’s roles change from the 1920s through 2018?

Women’s role in the twentieth century has changed or evolved gradually, and the scope of their responsibilities and rights have broadened with the advent of modernism. They are not bound by social norms anymore. Women of the new era have understood their importance in the society, and they have started movements and campaigns to get their rights to full extent since the late nineteen century. The movements and theories that focus on equal rights of women can be termed as ‘feminism’. The main purpose of feminist movements and ideologies is to eliminate all kinds of discrimination that women confront in society. Although efforts to get the due rights of women have been made by women in earlier times as well, yet collaborative and organized efforts to this end have started in the early twentieth century.

During the 1920s, the role of women was greatly influenced by the effects of war. Most of them came to work as a result of the war. That was a time of liberation for most of the women. They were given the right to vote. They became equal determinants of the government to be elected and enjoyed equal status with men in the society. They were usually called flappers that implied women had the liberty of dressing as they like, and they were free to engage in sexual activity has no restrictions. Short dresses were in fashion and divorce rate became doubled. However, as the change comes gradually and people do not like to change their values or norms easily, some women could not have this liberty of action.

The period of the 1930s was greatly affected by the Great Depression that had an enormous impact on the economy, politics, and culture. Unemployment was at its peak. Political stability was at stake too much extent. Women experienced severe discrimination in this era. They were offered jobs of low profile and were supposed to do household works. Slogans of caring and cooking were raised to address their role in the society. All well-paid jobs were offered to men. This trend increased the dependency of women on men and forced women to stay with their men or partners as subordinates.

In the 1940s, drastic changes occurred in women's roles. They had to work as nurses, drivers, mechanics, and clerks due to World War II. Their family life was shattered to meet the challenges of time. In 1950s, the society was recovering from the adversities of the war. A peaceful society was the goal of every individual, and this period is recognized by observation of gender roles strictly by both men and women. In the 1960s, women were confronted with the issues of discrimination once again and suffered from unequal compensation and sexual harassment at workplaces. It was during this time when the second wave of the movement of feminism emerged with full strength. The 1970s was a period of succession to what started in 1960s. The issues of discrimination and sexual harassment were in importance. Feminist activists fought for the rights of women. In the 1980s, as a result of the feminist activities of two earlier decades, women were able to achieve a better position in the society. They played a significant role in shaping the society and gained high status because of their earnings and social contribution. The 1990s saw the third wave of feminism that was run by the daughters of women involved in the second wave of feminism. They struggled for removing discrimination, gender parity, unequal employment opportunity, rights of reproductive activity, and end of violence against women. In the 2000s, women were seen equaling men in capabilities, and they were also given opportunities to become prosperous. In the 2010s, women are successful as men are. However, the issues of domestic violence and sexual harassment have still not been solved.

Women's role has evolved during all these decades and underwent several experiences. Feminist movements have played a key role in getting their rights, such as the right to vote, employment opportunities, and liberty of choice and freedom of expression.

2. What was the Great Depression and what caused it? What policies did Roosevelt implement to pull the United States out of the Depression and did they work?

The Great Depression was the economic slump that is considered to be the worst in the history of industrialization. It began with the stock market crash of 1929 and lasted until 1939.millions of investors were depleted and Wall Street was completely at stake. The effects of the Great Depression were overwhelming and the economic, political, and cultural aspects of life were completely shattered. People were not able to buy things they needed, and investors were unable to do business. Consequently, the industrial output decreased to minimum levels, and the country had to import goods from Europe. Companies laid off many workers and unemployment had never been seen so prevailing before or after the recession. The impact of unemployment can be seen in 1933, the lowest point of the Great Depression, when around fifteen million people were unemployed in the US, and about half the banks in the country had failed in their operations.

Several domestic and worldwide conditions caused the Great Depression to happen. The most widely cited cause was the crash of the stock market that was seen on October 29, 1929. Within two months, the shareholders lost forty billion dollars. The stock market began to recover the losses but it did not help sufficiently and the US was in the Great Depression by the end of 1930. More than nine thousand banks failed during the 1930s. Banks stopped issuing new loans out of the economic instability and made the deposited amounts of people uninsured, which implied people could not claim their money in case the bank failed. The purchasing power of people was diminished extremely. People with all financial backgrounds reduced purchasing goods. This resulted in an increase in inventory everywhere. Firms stopped much of their manufacturing, and people became unemployed. The tariff imposed by the government on imports was meant for supporting the domestic companies, but it also reduced trade between the US and other countries. Some historians also count World War I as a cause of the recession, because the increased production made during the war was the reason for the surplus of inventory created in the industry. Finally, the drought of Mississippi in 1930 can also be attributed to be the cause of this recession, as many people were not able to buy food or pay taxes and sold their farms for no profit.

Roosevelt took charge amidst the Great Depression and strived for directing the nation to the path of success and prosperity. He did not waste a minute and implemented several policies to improve the economic condition of the country. The four-day bank holiday enforced by Roosevelt was meant for reform legislation to make banking credible. He pledged for 100 days' agenda immediately after being elected and started work for industrial and cultural stabilization. For protection of the depositors’ accounts, Roosevelt initiated FDIC that referred to the Federal Deposit Insurance Corporation. He also created SEC, the Securities and Exchange Commission, which aimed at avoiding the undesired situations happened in the crash of 1929 in the stock market. All the above-said initiatives and many more made up the reforms of Roosevelt’s New Deal (1933-34), and it was characterized by ‘relief, recovery, and reform.’ The second New Deal (1935-38) further reformed legislation and laid the foundation of the social welfare system of the present time. His policies and efforts were successful and steered the nation toward the road to progress and developing self-confidence.

3. How did World War II differ from Vietnam from an American perspective? Be sure to include causes as well as outcomes.

World War II and the war of Vietnam both had the involvement of the US and both wars demonstrate certain differences as well as some similarities. The World War II continued from 1939 until 1945. It began with the attack of Germany on Poland. The US joined the war because the Japanese attacked at Pearl Harbor. The war of Vietnam started much later in 1959 and lasted until 1975. The former was fought on a much larger scale involving a number of nations, whereas the latter was fought based on communist dispute and included only two countries with the involvement of the US. World War II was supported by many people in the US, whereas the war of Vietnam was not supported by a lot of Americans. The Vietnam War was considered to be a bad war, and World War II as the good one. The reason behind the Vietnam War was also unknown to most of the people, whereas, the reason for World War II was evident to everyone. In World War II, the US won the war, while in the Vietnam War, it did not. Around fifty thousand individuals died in the latter, while more than sixty million persons lost their lives in the former.

4. In what ways did American foreign policy change since the Civil War and in what areas has it remained the same?

Foreign policy refers to the decisions and actions which aim at promoting the national interests, well-being, and security of the country in the world. During the civil war of America, the foreign policy was to focus on national interests. The interference of foreign entities was not considered as justifiable. It was upheld that the affairs of the state were internal matters and must not be intervened by others. The US declared an ‘open door policy’ that consisted of principles generated for protecting privileges for all those countries that were involved in China trade. It also aimed at supporting the territorial and administrative integrity of China. In World War I, the US remained neutral for three years. In 1917, it intervened the war and played an important role in the Paris Peace Conference in 1918. The neutrality acts of 1935-37 intended to isolate the US from the conflicts in Europe. With the start of World War II, the US foreign policy intended to help the allied forces. The US adopted ‘containment policy’ in the cold war as a response to the Soviet Union’s moves for the expansion of communism. It comprised many strategies for the prevention of communist spread. The new foreign policy of the US entails the promotion of democracy, development of the third world countries, elimination of terrorism, strengthening of the world economy, etc.

Final Paper For History

Kajal Emmett

Instructor Name

History and Anthropology

22 November 2019

The Institution of Slavery in the United States

The institution of slavery was legal in the territory of the United States, before and after its independence in 1776. It continued till it was officially abolished by the Congress by passing the thirteenth amendment in the US Constitution in 1865 CITATION Nat65 \l 1033 (Archives). Slavery was legally practiced in Colonial British America as a proper institution. Not only that, slaves had next to nothing rights and a great number of responsibilities. They were also bred by their masters like any other animal so that they would be traded as a commodity.

Slavery in Colonial America

The first African was technically introduced in the “New World” by Christopher Columbus in 1492. The name of the slave was Juan Las Canaries, who happened to a crewman on the ship “Santa Maria”. In 1508, a Spanish explorer named Ponce de Leon expanded the trade further by enslaving the indigenous Taino CITATION Abd16 \l 1033 (Rob) population of present-day San Juan, situated in Puerto Rico. In 1513, after it was felt that the local Taino were not enough to suit the increasing demands, the colonizers started to import the first African slaves to Puerto Rico. However, the first slaves on the continental united states arrived form the territories of the colony of Santo Domingo, in present-day Southern Carolina, which was founded by Lucas Vazquez de Ayllon, Spanish explorer, in the year 1526. Consequently, this colony was unable to survive due to a dispute in the leadership, this allowed the slaves to flee and hide among the natives close-by. Not soon after, the colony was abandoned due to the outbreak of a disease. The first Africans enslaved by the British who arrived in the colony of Jamestown, Virginia were captured from a Portuguese slave ship by British privateers in 1619. Interestingly, they were baptized as per British customs, and treated as indentured servants rather than slaves and were freed after a definite period.

Slavery and Economics

With the sowing of cash crops like cotton and tobacco, the southern states gained new heights of prosperity. Before the beginning of the civil war, the South produced three-quarters of the world's cotton CITATION Timst \l 1033 (Timmons). This makes the historians think that perhaps the slaves were the Southerners' most prized investments, and their "walking" assets. The demand of the slaves was on an all-time high after the invention of the cotton gin. More slaves were required to sow cotton as more cotton meant more supply to the British. The shipping industry was boosted, the ships becoming bigger and better at the art of navigation to increase global trade. New inventions like the steam engine were made, and all the while, the demand for slaves to work the cotton plantations kept on increasing. This made the slaves a legal property which was seen as collaterals to business contracts or as currency to pay existing debts during monetary dealings. As commodities, they became a source of tax for the local governments. Slaves were repeatedly told that they were the lesser children of God and their masters were members of a superior race that where doing God’s noble work as their shepherds, without which they would surely starve.

Slavery and Politics

Even before the declaration of independence from the British crown, slavery had become an issue for the emerging leadership of the US. In 1775, the British governor of Virginia issued a degree that offered freedom to the slaves that would fight with the British Redcoats. This did not have the desired effect but around two thousand Virginian slaves did fight with the British forces which can be considered as a weak response as the slaves were not even shattered around the colonies. Also, at the start of the War of Independence, there were at least two and a half million slaves present in the southern states. As the Americans gained their hard-fought slavery, cracks began to emerge in the leadership. There was a clear division between the northern and the southern states. For southerners, the institution gained a central role, while the Northerners passed a series of laws that abolished slavery in the North. Gradually the numbers of the slaves in the South grew, which compensated their southern white masters for the wartime defections and killings of the slaves. Slavery slowly became the leading dispute among both South and the North as the Southern slaves began to use the Underground Railroad Network to run to the free North. This eventually led to a civil war between the Southern and Northern states which thankfully ended the institution of slavery in 1865.

Works Cited

BIBLIOGRAPHY Archives, National. 13th Amendment to the U.S. Constitution: Abolition of Slavery. 31 January 1865. https://www.archives.gov/historical-docs/13th-amendment.

Rob, Abdul. "Taíno: Indigenous Caribbeans." 12 February 2016. Black History 365. https://www.blackhistorymonth.org.uk/article/section/pre-colonial-history/taino-indigenous-caribbeans/.

Timmons, Greg. "How Slavery Became the Economic Engine of the South." 2018 31 August. History.com. https://www.history.com/news/slavery-profitable-southern-economy.

Final Paper Western Pasts

Final Paper Western Pasts

[Name of the Writer]

[Name of the Institution]

Final Paper Western Pasts: Celtic Art

Introduction

The art associated with the people of Celts is known as Celtic Art. Celts are the people who communicated in Celtic languages from prehistoric times to the modern era. When it comes to Celtic Art it is a rather difficult term to describe, the reason behind being the fact that it covers an expansive period of time, culture and geography. A case can be created of artistic continuity from the Bronze era to the Neolithic era. Nevertheless, the archeologists mainly use the term “Celtic” to define the European Iron Age. This era talks about the culture behind the European Iron Age dating back to 1000 BC forward. It was until the subjugation by the Roman Empire of the majority of the concerned territory. The art historians usually start to refer to Celtic art when the Le Tene period initiates. Another term that is used for it is the Early Celtic Art, this stretches to the Britain era. When talking about the Early Medieval art of Ireland and Britain, this was the time when masterpieces like the Book of Kells and other noteworthy works of art were created that are known and appreciated to this day. This is what Celtic art evoked in the communities of the English-speaking world. It is known as Insular Art in the history of art and is said to be the Golden era of Celtic art. It is deemed as the best part of the Celtic art age but does not cover the whole age. There are more eras to be put under consideration like the Celtic art of the middle ages, which was also inclusive of the Scotland art known as the Pictish art. This paper will be discussing the development of Celtic Art. By doing so some reflection on the cultural and societal aspects of the time will also be mentioned and finally, light will be shed in regards to the comparison between Celtic art and Roman art.

Discussion

Background

The significant influence of non-Celtic foundations was absorbed by the Celtic art styles. Those non-Celtic basis were obtained by either subjugations or trade of others or of themselves. However, the retention of preference of the geometrical decorations on the figurative subjects was present, in fact, it was often stylized on an extreme level. Spirals, energetic circular forms, and triskeles are distinctive. If narrative scenes ever appeared they were under the outside impacts. Book of Kells and Gundestrup can be taken as a good example of the influences from outside. Majority of the material that has survived over time is made of precious metal, this fact without a doubt gives a misleading image. Other than Insular high crosses and Pictish stones, the large monumental sculptures, even if they have carvings to decorate, are considered quite rare.

Generally, it can be said the Celtic Art is ornamental. The reason behind it is the fact that they usually had perplexed symbolism, deviating away from straight lines. Other than that, rarely did the art form portrayed symmetry. Celtic art has taken inspiration from different cultures showcasing and using a variety of styles and methods. The essence of other cultures can be seen in the spirals, lettering, key patterns, human figures, plant forms, and knotwork. The Celtic art over the broad geographical and chronological span has showcased an exquisite and beautiful sense of balance. In the development of patterns, as well as who the patterns were laid out. Rounded forms are set so any positive and negative occupied spaces and areas get in harmony. When surface texturing and relief were done, the work predicts that there were meticulous restraint and control portrayed. Another fascinating fact is that irregular and awkward shaped surfaces were covered by circular and round patterns specifically designed for that job. One can see the establishment and growth in that era just by putting the artwork under consideration.

The terms also cover the visual art of the Celtic revival which is dated from the eighteenth century to the modern era. It all started as the mindful hard work of the Modern Celts. Majority of them were from Ireland and the British Isles, it all initiated to pivotally portray nationalism, self-identification, and above all, it gained popularity beyond the Celtic realms. The method and the essence of the style can still be seen in different popular forms. For instance, the motifs that were imitated were taken from the earlier eras present in tattoos and Folk art to the Celtic cross funerary. Coming to the later arts, they were more based on the Insular than the Iron Age. Late Le Tane vegetal art on the Art Nouveau movement dated from the nineteenth to the early twentieth century in France can be taken as another influence for the Celtic Art.

Hallstatt Culture

The earliest times of the arts and crafts of Celtic is known as the Hallstatt era. It was initiated in the site which was located in the Salzkammergut, on the sideways of the village of Hallstatt in Austria. Even though this culture was situated near Austria but it spread across central Europe. They were basically divided into an Eastern and a Western zone. The Hallstatt can be seen fully in the burial sites of the chiefs and the wealthy nobles. These areas were inclusive of significant quantities of meticulously crafted pottery, tools, jewelry, artifacts, and various other objects. Hallstatt art which was from Central Europe was mainly popular for its really good quality iron weaponry and tools. Along with all this, there were ornaments and objects that were made of bronze as well. Further, certain items made of silver and gold were also discovered from this era. The art was mainly influenced by aggressive Mycenean culture and art. The Celts took in this culture as they were passing by the area around the Black Sea.

The site that was located in Austria was discovered by archeologists in the nineteenth century. In this site, there was a big burial area discovered, which can be called a graveyard if one looks at form today. In this area, there were heaps of hoarded artifacts found. They ranged from spears, weaponry to bronze and metal jewelry like brooches, rings and so on. The weaponry that was found also was inclusive of various helmets, axes, daggers, swords, and the now famous winged Halstatt axe. Shield plates were also discovered, it was also observed that the swords were quite heavy with crescent-shaped hilts. The brooches also had a safety pin so it can be worn safely. Pottery was also found but it was not painted and was not as good as the Roman Pottery. Additionally, one of the most unique discovery would by the body of a German chief. It was wrapped in a silk cloak, and one can see the link of two different dynasties as it was obvious the cloth was made in China.

Even though the Hallstatt era was under the influence of many cultures and evolved over the span of time, the method of Halstatt art was mainly geometric. It was more like the era's trademark. It all reformed and changed over the course of time, but the advancement was based on technical improvements, not aesthetic enhancements. Later on, the influence of Greeks completely went away, the Halstatt’s would break up the smooth surfaces and then made use of colors to make an impact. The motifs that were created by them carried different spiral designs, animal and bird shapes, however, there were few plant shapes seen as well. One could clearly see rigid symmetry as the shapes and figures were more likely to be in pairs.

La Tene Culture

Coming to the next Celtic art type, it was known as La Tene. There was a site found located in the La Tere Village situated in Switzerland. This is the shift of the Celtic Art to the Western side. When the site was first discovered over 2500 objects were recovered mainly made of metal. This was the time when people started to bury the dead bodies instead of cremating them. Among the 2500 objects, the majority were weaponry. An abundant amount of swords, shields, and spearheads. The other objects that were found were brooches, artifacts, and other tools. Since people started to bury the bodies, geologist and archeologists hit the jackpot. There were many ornaments, tools, and objects found in the burial areas. In the olden days, people were buried with their belongings and necessities. It was said that they will help and come in handy in the afterlife of the deceased. La Tene can be seen as the rising point of the Celtic Era, this was the time when substantial development was seen. The art was flourishing and new techniques and styles were coming forth in light of the items that were getting discovered. This fact showed how widespread the Celtic culture was and how fast was it establishing.

La Tere culture was the period when a more mature version of the Celtic Art was witnessed. Great development and maturity could be seen in Italy and France. Some notable masterpieces from the La Tene era were a wealth of goldsmithery, there were absolutely breathtaking gold artifacts seen like collars and torcs. Other than the gold artifacts iron objects were also seen. The La Tene work initially took inspiration from the formal motifs that were imported from Italy, Caucasus and Greece. However, the western European Celtic metalworkers soon formed their own style. They made their own interpretation of various abstract flowing patterns. The result was a major upgrade from the round art they use to form. Now their work was more intricate and was mainly based on vegetable; leafy palmette forms, vines, acanthus leaves, tendrils, and lotus flowers were put together in conjunction of vines and spirals. The essence of patterns was still familiar to what they use to do but was much more advanced. The Celtic art in the La Tene era also had intricate designs of various animals like the owls, serpent heads, wild boars and so many more. Apart from that these patterns and artwork was usually in a combination of red or some other color, this was present on the weaponry of the Celtic warriors portraying power. People often ask that if the Celts made pottery or not, to which the answer is yes. However, ceramic wear was the strength of the Greek.

Amid the later period of the La Tene era, the Roman legions came in and took over the majority of the Celtic tribes on the continent vanquishing everything and making Europe fall under the Roman administration. Britain was also conquered and treated in a similar way. Only Ireland was left behind. The Celtic culture, art, and language declined in the time frame, the only place where it could be freely practiced and made was Ireland, and even there it was not thriving like the olden days. Later on, finally the Barbarian tribes took over the Roman Empire. With the collapse of the Roman Empire an era originated to this day it is called the dark ages in history. After the fall of the Roman Empire, the initiating of Christianity in Ireland laid the foundation for a renaissance in the Irish Celtic Art. First, the Celtic metalwork was regenerated, the second was the phase of production of beautiful and mighty Illuminated Gospel Manuscripts. At third comes the glorious free standing Sculptures, the High Crosses of Ireland. Unlike the things created in the past like weaponry and jewelry, the new creations coming forth were based on religious beliefs. Even though the workers continued using the spiral techniques, knotwork and various other designs of their pagan past, the muse of the work were different now. There might be thought that the Celtic Renaissance was because of the Church, which is not true. The fact that Ireland was spared from both the Romans and Barbarians is also one of the reasons a revolution came. The evolution was also seen in the techniques that were used by the metal workers.

The Difference between Celtic and Roman Art

Both the Celtics and Romans lived around the same time, before and after Christ. It will be fair to say that both empires were quite skilled when it came to creating masterpieces. The difference in the way both the empires worked and created is not based on the variation of the things that they created. They both made jewelry, tools, silverware, artifacts, household items, swords, shields, pottery and so on. The Romans also made various mosaics and painted many pictures, which the Celts did not, but both the empires tried to make simple, functional yet beautiful objects in the best way they could. The difference was also not in the materials that they used, because both the dynasties used metals like iron, gold, silver metal, stones, glass, and bones, wood and so on to make objects. The main difference was in the style, method, and technique that was used by both the empires. Times changed and the styles changed as well, but the difference stayed constant.

The Roman style is quite clear and easy to describe, it is realistic and takes inspiration from the Greeks. They mainly like to feature Gods and people and at times animals and plants too. On the other hand, Celtic Art is more difficult to describe and put into words. Their work is part way amid realistic and abstract. Their work does portray real things but it is mostly hard to tell what is real and what is not. There work is more about shapes, which are more evident and somewhat easier to understand. There are certain historians who claim they have seen birds in Celtic art, but unfortunately, the Celts did not have their own writing so it cannot be said with confidence that, that is the case. Contrasting from them, the Roman style is more logical and rational.

Conclusion

It is safe to say that the Celtic Era saw a great height and then saw an almost demise as well, but through all that managed to scrape by. The art is still seen as magnificent to this day by the archeologists and historians. There were great development and establishment seen over time as well. The era also predicts luxury and the use of weaponry is evident. The rich culture, society, and economic ups and downs are evident throughout different eras. The Celts made Abstract art divine and to this day it is a way to project suppressed emotions. The art might be difficult to understand back in the day, but today it projects great meticulousness and meaning.

End Notes

Gibbons, Joel. Early Celtic Art: From Its Origins to Its Aftermath. Routledge, 2017.

Day, Neil. "Creating Celtic art using fractal image generation." In 2016 IEEE International Conference on Multimedia & Expo Workshops (ICMEW), pp. 1-6. IEEE, 2016.

Fernández-Götz, Manuel. "‘Celts: art and identity’exhibition:‘New Celticism’at the British Museum." Antiquity 90, no. 349 (2016): 237-244.

Champion, Timothy. "Celts: Art and Identity. Edited by J. Farley and F. Hunter. British Museum Press, London, 2015. Pp. 304, illus. Price:£ 40.00 (bound);£ 25.00 (paper). isbn 978 0 7141 2835 1 (bound); 978 0 7141 2836 8." Britannia 47 (2016): 421-423.

Hunter, Fraser. "Coping with changing worlds: the roles of Celtic art in central Britain in the Roman period." (2018): 69-72.

Brennan, Michael N. "The Lindisfarne Gospels: The Art of Symmetry and the Symmetry of Art." In The Lindisfarne Gospels, pp. 157-165. Brill, 2017.

Champion, Timothy. "Celts: Art and Identity. Edited by J. Farley and F. Hunter. British Museum Press, London, 2015. Pp. 304, illus. Price:£ 40.00 (bound);£ 25.00 (paper). isbn 978 0 7141 2835 1 (bound); 978 0 7141 2836 8." Britannia 47 (2016): 421-423.

Final Project Wk 1

Final Project Wk 1

[Name of the Writer]

[Name of the Institution]

Final Project Wk 1

Research Topic

The Woman Suffrage Movement and the Nineteenth Amendment

When America entered the First World war the NAWSA (National American Woman Suffrage Association) encouraged people to partake in the efforts of war. Due to their support in the war, the organization sated moment and claimed that women deserve to vote as they too are the patriotic citizen of the nation. The argued that the women expertise of family and home would improve the political and social structure of the society The efforts that National American Woman Suffrage Association put into war and fame of NWP (National Women Party) helped in support of women suffrage movement (Siegel, 2001). Initially, the idea of women voting was rejected however later in the year 1918 the idea of equal vote right for both Men and Women was accepted. The motive was presented that if the women have the partnership in the suffering and sacrifices, then they should have the rights to privileges too. To give equal rights to both men and women, the Nineteenth amendment was presented

The nineteenth amendment is a constitution of America that offers the same rights to both men and women in regards to voting. The 9th amendment states that "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex" (Siegel, 2001). The equality for the voting right of women in the 14th amendment but most of the states continue to resist it and restriction in women suffrage. The continuing struggle resulted in the presentation of the Nineteenth amendment in the year 1878 and the implementation of this amendment occur in the year 1918. The political actions were strengthened by first world war effects of women which made this amendment possible.

Research Question

How did the war efforts of women in world war 1 made the 19th amendments a possibility in the year 1918?

References

Siegel, R. B. (2001). She the People: The Nineteenth Amendment, Sex Equality, Federalism, and the Family. Harv. L. Rev., 115, 947.

Food Security

Development research paper

Your Name (First M. Last)

School or Institution Name (University at Place or Town, State)

.

Country selected: Ethiopia

Global food security is one of the leading global institutions that are addressing all ten issues related to food, poverty, and hunger. It has been observed that American is putting all its effective efforts for addressing ten needs of people across the world. This institute is also making many pieces of research for trying to identify the causes of food insecurity in the world (Gilligan,et,al,2007). There are various causes of malnutrition and food insecurity in the world. This fact cannot be denied that world hunger has become one of the major issues that need to be given the top priority for saving people who are dying of hunger.

What is food insecurity and what roles does population growth play in it?

Food insecurity is the state of being without solid and reliable access to have a sufficient amount of food so that the nutrition of people could be fulfilled. It could be said that it is the disruption of the food intake that would be because of the various reason (mainly because of lack of money). According to the reports, in 2014 there were around 17.4 million U.S households that became a victim of food insecurity. Food insecurity could be of two types a short term and long term (Godfray,et,al,2010). Food insecurity generally occurs when people are unable to have a sufficient amount of food that being human they should take daily to keep themselves healthy.

Role of population growth

There are many global issues that are making life difficult for people and among these issues one of the most prominent issues is population growth. The global population is growing exponentially and numbers of people are increasing at an accelerated rate that has not ever been recorded before. Pieces of evidence show that population growth is the main cause of food insecurity and the situation is going to be worst in the coming future as it has been estimated that in 2050 world population would be 9.3 billion which means that world population is going to be doubled.

There has been observed a direct relationship between the population growth and food insecurity that means that if the population is going to be increased along with food insecurity. Many reports claim that population growth is one of the main contributors that has increased the demand for food. Population-food crisis relationship cannot be denied. Taking a look at Ethiopia it has been seen that it is among the developing countries but the rate of its progression has been badly affected because of population growth. Food aid is needed because the number of people is continuously increasing. The population of Ethiopia was 98.9 million in 2015 that rose to 110.14 million in 2019 and Ethiopia that is considered as one of the under-developed countries has become the most populous landlocked country in the African continent.

What specific factors interrupt the flow of food from the source to the people in the developing countries country you selected?

The flow of food is an important thing that must be kept in mind while discussing the issue of food insecurity and it has been seen that there are various factors that interrupt the smooth flow of food from source to people. In Ethiopia, there has been observed many physical and abstract factors that are becoming a hurdle in the flow of food. In Ethiopia, climate, the fertility rate of crops, lack of latest technology, limited area for cultivation are some of the major physical factors that clearly interrupts the flow of food from resource to people. Other major factors include a shortage of high-quality seeds, efficient labor and lack of mechanical types of equipment. There is another category of factors that also interrupts the food flow from source to people. This category includes poverty and lack of money because of various reasons. In developing countries, factors that are interrupting the way of the flow of food include economic resources of the government. In the case of Ethiopia, it has been seen that the government does not have sufficient economic resource that they could address all the issues that are there for the public. Particularly when it is about Ethiopia it won’t be wrong to say that the high cost of nutritional products is one of the main factors that is interrupting the smooth flow of food from source to the people. The financial crisis is the main source that interrupts the issues. Transportation is also a factor that would affect the flow of food from source to people as in Ethiopia it has been seen that there are many areas where it is difficult to reach and most of the cultivated lands are far off than populous areas where people want for food.

What forms of technology can be used to reduce hunger and improve food security?

According to the latest stats world population is 793 million who are not having proper food nourishment. According to the Food and Agriculture Organization of the United States (FAO), there are many things that are causing negative impacts of the cultivation of more agriculture so that the nutritional needs of people could be fulfilled. Weather, labor markets, a system of food supply, livelihoods and social inclusion all these things combine and hinders the ability to get food for meeting the day to day basis dietary energy requirements (Lal,et,al,2004). Researchers have found that most of the issues that are hindering the way for coping the issue of food insecurity could be controlled to a greater extent by using the latest technology that has been made for assisting human in all walks of life. There are various forms of technology that could be used for reducing hunger and improving food insecurity.

Improved prediction of weather, improved information gathering system and improved responses are some forms of technologies that must be used for improving the food production (Shiferaw,et,al,2014). The prediction will help in knowing in which season which crop should be harvested and when there would be chances of rain so that beforehand arrangements could be done for reducing hunger as most of the crops got damaged because of unpredictable rain. All the latest technology that is used in metrology should be used. Technology that would increase the crop yield and would minimize crop destruction by the pesticides should be used. Weather prediction technology would help in predicting drought and floods (Lobell,et,al,2008). Technologies that teach about how to use fertilizers so that land would not be lost its productivity. The technology of Grafting is could be also used as two different plants could be mixed for making a new plant that would be having characteristics of both plants. It is a way of producing off-season fruits and vegetables that would help in reducing hunger and improving food security.

Conclusion

By taking the present situation in consideration it could be said that the growing population is the main reason why hunger is increasing across the globe. Especially food insecurity is increasing in those countries that are under-developed and does not have the latest technology for coping issues that are causing many health issues for people. Malnutrition is the main issue that the world is facing and there have been recorded deaths because of malnutrition. As a whole, it could be concluded that increase of population is the main cause of malnutrition that is because of which people are unable to fulfill their nutritional needs and ultimately they faces various health issues that affect their performance as a whole.

References

Gilligan, D. O., & Hoddinott, J. (2007). Is there persistence in the impact of emergency food aid? Evidence on consumption, food security, and assets in rural Ethiopia. American journal of agricultural economics, 89(2), 225-242.

Godfray, H. C. J., Beddington, J. R., Crute, I. R., Haddad, L., Lawrence, D., Muir, J. F., ... & Toulmin, C. (2010). Food security: the challenge of feeding 9 billion people. science, 327(5967), 812-818.

Lal, R. (2004). Soil carbon sequestration impacts on global climate change and food security. science, 304(5677), 1623-1627.

Lobell, D. B., Burke, M. B., Tebaldi, C., Mastrandrea, M. D., Falcon, W. P., & Naylor, R. L. (2008). Prioritizing climate change adaptation needs for food security in 2030. Science, 319(5863), 607-610.

Shiferaw, B., Kassie, M., Jaleta, M., & Yirga, C. (2014). Adoption of improved wheat varieties and impacts on household food security in Ethiopia. Food Policy, 44, 272-284.

Timmer, C. P. (2015). Food security and scarcity: why ending hunger is so hard. University of Pennsylvania Press.

Foreign Relations To World War I

[Name of the Writer]

[Name of Instructor]

[ History and Anthropology]

[August 1, 2019]

Foreign Relations to World War I

The world has witnessed two world wars in the past centuries. Both wars were equally tragic and deplorable, however, it is the World War I which is most notorious in its effects as its Treaty of Versailles planted the seeds of the next World War two. Both wars originated in the European continent, but US participation remained a consistent affair. When the war erupted in 1914, the then US president Woodrow Wilson opted for neutrality and impartiality in the war of European nations. This neutrality by the president Wilson in the war was supported by everyone in the country and people remained supportive of his nonintervention policy. As a matter of fact, American nation did not favour getting involved in any foreign war. As ill-luck would have it, this pragmatic neutrality of the American nation was dramatically and drastically changed when Germany started expanding its outreach across the Atlantic ocean. Germany became an aggressive state for Americans with the sinking of British liner Lousitania by a german u-boat which killed around 128 American nationals. After this tragedy, the US severed diplomatic relations with Germany in 1917 after two years of the war on February 3, 1917. Besides, the news of Zimmerman telegram also aggravated the negative perception of an alliance was proposed with Mexico against the US. After this news, the US officially entered the war on April 6, 1917 ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"EAD96IN7","properties":{"formattedCitation":"(Gilbert)","plainCitation":"(Gilbert)","noteIndex":0},"citationItems":[{"id":833,"uris":["http://zotero.org/users/local/ZD9MNZ2P/items/97SZNLNI"],"uri":["http://zotero.org/users/local/ZD9MNZ2P/items/97SZNLNI"],"itemData":{"id":833,"type":"book","title":"American Financing of World War I","publisher":"Greenwood Publishing Corporation","source":"Google Scholar","author":[{"family":"Gilbert","given":"Charles"}],"issued":{"date-parts":[["1970"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Gilbert). Americans felt that Central powers were revisionist powers and they were bent upon disturbing the peace of the world. On the other side, Amerians held Allies in esteem as they were fighting to restore peace and harmony.

It is no blinking the fact that this World War I began as the conflict to protect the rights of the people and safeguarding the legitimate concerns of the victim nations. However, it became a menace in coming years when different governments imposed different kinds of censorship on American people. Sedition Act of 1918 extended the Espionage Act of 1917 and paved for more governmental intervention in personal life and liberty of individuals. Woodrow Wilson was an idealist who wanted to implement his liberal view of the world. People called Woodrow Wilson an unrealistic idealist who was ignoring the realist pattern of the anarchic world. He gave his famous Fourteen points on January 1918 ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"AeeEcJgb","properties":{"formattedCitation":"(Throntveit)","plainCitation":"(Throntveit)","noteIndex":0},"citationItems":[{"id":834,"uris":["http://zotero.org/users/local/ZD9MNZ2P/items/PI8BI9VZ"],"uri":["http://zotero.org/users/local/ZD9MNZ2P/items/PI8BI9VZ"],"itemData":{"id":834,"type":"article-journal","title":"The fable of the Fourteen Points: Woodrow Wilson and national self-determination","container-title":"Diplomatic History","page":"445–481","volume":"35","issue":"3","source":"Google Scholar","title-short":"The fable of the Fourteen Points","author":[{"family":"Throntveit","given":"Trygve"}],"issued":{"date-parts":[["2011"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Throntveit) to peacefully conclude the war and perpetuate peace by accommodating the concerns of both allies and central powers. Certainly, the plan of 14 points was all-comprehensive as it gave the vision of self-determination for all nations alike. He was a strict adherent of non-interventionists politics and this was the reason for his erstwhile neutrality. His peaceful overture continued even when he got involved in this brutal and illogical conflict. His fourteen points were more aligned with the conflicting interests of the belligerent nations such as Serbia, Austria-Hungary, Russia, Germany, and Great Britain. Wilson wanted to use World War one in a way to end “ all wars” as he did not like fighting wars with anyone. He wanted open diplomacy, open seas and open life for everyone in this world. The prime focus or the essential philosophy of Woodrow Wilson was such that it attempted to implement a liberal order in the world.

Nevertheless, when war comes, one has to mobilize all the resources for the victory ad economic resources to play an important role in the successful completion of the war. New federal agencies were created to regulate the funds to main war bodies and it brought the defeat of central powers eventually. As Wilson gave his own 14 points, he was not favouring the notorious Treaty of Versailles by the Allies ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"jD4E6Glt","properties":{"formattedCitation":"(Cline)","plainCitation":"(Cline)","noteIndex":0},"citationItems":[{"id":831,"uris":["http://zotero.org/users/local/ZD9MNZ2P/items/43XFMJPB"],"uri":["http://zotero.org/users/local/ZD9MNZ2P/items/43XFMJPB"],"itemData":{"id":831,"type":"article-journal","title":"British historians and the treaty of Versailles","container-title":"Albion","page":"43–58","volume":"20","issue":"1","source":"Google Scholar","author":[{"family":"Cline","given":"Catherine Ann"}],"issued":{"date-parts":[["1988"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Cline). Allies had their idea of concluding the war and they went for the Treaty of Versailles. Americans did not participate in it and remained neutral as congress had already rejected the 14 points. Hence, Americans had no participation in the Treaty of Versailles.

Works Cited :

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Cline, Catherine Ann. “British Historians and the Treaty of Versailles.” Albion, vol. 20, no. 1, 1988, pp. 43–58.

Gilbert, Charles. American Financing of World War I. Greenwood Publishing Corporation, 1970.

Throntveit, Trygve. “The Fable of the Fourteen Points: Woodrow Wilson and National Self-Determination.” Diplomatic History, vol. 35, no. 3, 2011, pp. 445–481.

FOUNDATIONS OF THE ENLIGHTENMENT

Shaquan Baker

Instructor Name

History and Anthropology

4 November 2019

Foundations of Enlightenment

The Age of Enlightenment was a philosophical movement that followed the Age of Renaissance in 18th century Europe. It was based on the concept of reasoning, declaring it as the foremost source of all sorts of authority. It also gave the concepts of tolerance, liberty, fraternity, ideals and constitutional form of government. The philosophers of this age simply wished to separate the state from the church, as they believed that the latter was one of their sources of misery. They took upon themselves to rid the society of traditional canons and principles. Philosophers like Rousseau and Voltaire argued on several traditional activities on the grounds of reason and not faith. The age of enlightenment gave way to several advances in human knowledge at the time that includes Scientific methods, Deism and Reductionism CITATION LOU04 \l 1033 (DUPRÉ). The Scientific Method helped the future generations to come as it separated Science from the Supranational and offered explanations to certain concepts that were not questioned as they came into direct conflict with religion. Deism was an interesting construct that argues that God has created Men (and Women), but He does not interfere in the affairs of them, rather he is simply not interested in the running of the world, leaving Men to fend for themselves. It also gave space to a variety of political movements like the famous French Revolution of 1789 and the formation of the First Republic CITATION Hou16 \l 1033 (History). The effects of the Age of Enlightenment were usually in the form of fits and starts as the French Republic was soon replaced by the Dictatorship of Napoléon Bonaparte and after that, the monarchy was restored in France.

Works Cited

BIBLIOGRAPHY DUPRÉ, LOUIS. "The Enlightenment and the Intellectual Foundations of Modern Culture." Jstor.org (2004).

History, Hourly. The Age of Enlightenment: A History From Beginning to End. CreateSpace Independent Publishing Platform, 2016.

Founding Brothers Paper

FOUNDING BROTHERS

Student’s Name

Subject

Date

“Founding Brothers” refers to the greatly recognized group of six individuals who are known to have played an integral role in shaping a considerable part of American history by their actions and decisions. Their sole purpose of liberating the U.S. The book “Founding Brothers: The Revolutionary Generation,” written by Joseph Ellis, discusses six key events that took place during the presidency periods of Hamilton, Madison, Burr, Adams, Jefferson, Washington, around the time of the “Revolutionary Era.” Ellis asserted the idea that unlike God, leaders were just men, who although were remarkable, but also flawed. The author believed that the occurrence of certain events during “Revolutionary War” was, in fact, a result of politics, and I support his notion.

Indeed, humans are mortal, flawed beings. However, leaders that are kings, queens in the past were looked upon as Godly figures like Zeus. , so they were unquestionable and were supposed to be followed with complete loyalty. Ellis redefined the view which proved to be revolutionary itself in humanity’s history. According to him, the “Founding Brothers” were not supermen, as they made mistakes, but they were also men who happened to change history – intentionally or unintentionally – through a combination of luck, perseverance, and intellect to shape up an independent America. I believe that had this not been the case, the US might not have existed today as it is.

Ellis gives an account of the legendary clash of personalities that is the duel between Hamilton and Burr, as an example of the humanistic, flawed nature of the “Founding Brothers (Ellis 2013). I agree that the tale is undeniably tragic as the two men had let their pride get the best of themselves. They could have backed down, could have taken an easy way out and apologized for their actions – endless possibilities – but they didn’t. They let their negative feelings for each other grow and develop into an infinite hatred, and when their hearts turned cold, blood was shed (Young 2002). One was consumed, and another’s life was ruined. While Ellis articulates the fact that Hamilton and Burr had their ideological differences on America’s identity, I felt that he was biased as I could easily express that he was fond of one of the two personalities.

On the other hand, Ellis mentions about an intense House Debate that took place in 1790, which did not address the issue of widely prevalent slavery. In the past, during the Continental Congress and crafting of the Constitution, the problem was said to have been ignored to meet the demands of the Southern end of the country (Ellis 2013). As a result, as per the Constitution, any new laws for slavery were forbidden until 1808. With nothing said on the further discussions, in 1970 the House brought up the topic once again, after the petition signed by Franklin ("Founding Fathers Book Review" 2019). However, Madison didn’t desire any compromise, and he secured states and silence rights to prevent the issue from being discussed at the federal government level. With an absence of understanding and increasing divisions within the country, Ellis believed that the “Civil War” was the consequence of ignoring the highly complicated issue of slavery. It was until 1862 that the issue was corrected through Lincoln's “Emancipation Proclamation in 1862”.

Summarising all of the above, I believe that the “Revolutionary War” was indeed an outcome of the decisions made by men which we call our leaders and ideals. While I know history is not always accurate, from my perspective, Ellis has tried his best to provide an objective view that is reasonable based on the times we are living in.

Bibliography

Ellis, Joseph J. 2013. Founding Brothers. New York: Alfred A. Knopf.

"Founding Fathers Book Review". 2019. Studylib.Net. https://studylib.net/doc/7543646/founding-fathers-book-review.

Young, Hugo. 2002. "Review: Founding Brothers By Joseph J Ellis". The Guardian. https://www.theguardian.com/books/2002/mar/02/historybooks.highereducation.

Founding Brothers Paper

Founding Brothers Paper

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Founding Brothers Paper

Introduction

In the nation's history, there have been many events and many people who contributed and played a significant role in the growth and development of the nation. Although many people played their role in the history of the country among these groups or generations, one particular group allowed all that followed to take place, and they are one of the most important and noteworthy components in the American history, the founding brothers. The novel titled as "founding brother" overviews in detail about the main events and interactions of these founding brothers. On the unavoidability side it is justified to narrate that back then there were many voices who were encouraging and urging prospective nationalists to call American independence as a former type of manifest destiny . For instance, Tom Paine once said that it is a situation of common sense that a small island cannot rule an entire continent. The book that was written by Joseph J.Ellis was well received at the commercial and critical level. Since its inception “Founding Brothers” were expanded and then adopted by the history channel. “Founding Brother” was so well written that the readers who do not know anything about US history could read and then understand the book quite easily.

Several well-known revolutionaries were also discussed as if they were actors in a historical drama and the script of the drama has already been written by gods. During the unprecedented generation, Ellis was quite wonderous for its flexible quality and also deep-felt understanding. This novel played an important role in conveying the progressive perspective from a certain perspective, that many people had never imagined existed. The main points of the novel were quite fascinating towards the youth of the present era. Also, it played a significant role in showing that what exactly happened during that era. There is no doubt that America survived the revolutionary war and their abundance of produce and isolation and land. Because of the past federal government building, the national government was a major holdback which majorly disappeared with other mistakes. How America should be ruled will be from the distinctive perspectives of the best political leaders who were James Madison, Benjamin Franklin and Alexander Hamilton. The author of this novel is quite direct with his knowledge of American history . The novel was written with dignity and grace and told the readers that what should be assumed about the early Republicans. Ellis has the ability to understand the materials and then stretches the discussion briefly. In this novel the author wrote quite a lot about the distinguished leaders as not fit for their job or best man with some strong facts and evidence but still for a few of us they are not acceptable. He indicated some of the individual's faults amazingly like he said that George Washington was a greater amount of an on-screen character than a president. However, he also has a positive view on him when he said that "he is the single reason why we are here". With the correct and stable leadership skills, he undoubtedly formed a connection on the grounds. He referred to Thomas Jefferson as a psychotic and cunning person .

The book founding father is an extremely important book for the ones who want to understand the impact of revolutionary war and how certain political leaders like Hamilton and Jefferson took responsibility in their hands. The novel helps give an exceptional experience through the time in history, and also it helped the reader to see the perception from others point of view.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY “Founding Brothers.” Accessed March 5, 2019. http://movies2.nytimes.com/books/first/e/ellis-founding.html.

“Founding Brothers: The Revolutionary Generation Critical Essays - ENotes.Com.” eNotes. Accessed March 5, 2019. http://www.enotes.com/topics/founding-brothers-the-revolutionary-generation/critical-essays.

“What Is Founding Brothers About?” eNotes. Accessed March 5, 2019. http://www.enotes.com/homework-help/what-founding-brothers-272781.

Founding Brothers Paper

Founding Brothers Paper

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Founding Brothers Paper

Introduction

Joseph J.Ellis in his book Founding Brothers: The Revolutionary Generation presents an interpretation of the historical American Revolution and the impact of the rival interpretation on the early history of the United States of America. The focus of this book is on some of the prominent personalities like John Adam, Ben Franklin, George Washington. The main point of the entire book revolves around the basic idea that all the Americans take their independence for granted, but their forefathers struggled hard to achieve this goal although they were not sure that they would be able to achieve this revolutionary success. In my opinion, this book successfully describes the struggle of the forefathers that how despite the thread they were receiving, they were able to put their interest aside and they became united to achieve success.

Ellis in this book wants to state that although compromise was complicated and extremely tough for the leaders at that time but this was one of the most important aspects of the leaders that they were able to resolve their issue unitedly by compromising certain things that were linked to their interest, and in my opinion this is one of the prominent element of their legacy. The author wants to make a point here that how the founding brothers were able to resolve their issue to benefit the masses .

Founding Brothers shows that the period that followed after the revolution was damaged which was fueled by not only ideological disagreements but also by some uncertainties, practical and political conflicts and even by rumors. The period after the revolution was a period of conflict where the leaders once defeated the British were no longer together in the common cause which Ellis narrated in a way like “ Bound together united against the imperialistic enemy, the leadership strat to fragments when the common enemy disappears, and the different agenda for the new nation must confront its differences". Once the common enemy disappeared from the picture, then the conflict that was suppressed and ignored before the independence suddenly start to rise in full force. Although the legacy of the revolution started to become warfare in itself and certain leaders were blamed for deceiving the revolution by taking the side of the monarchical-style of government. From that point, the conflict of interest of all these leaders became quite intense and their unity dissolved over time.

The element of compromise is described several times in this book, and in my point of view, most of the goals that were achieved by these leaders are by compromising certain points to achieve the bigger goals. To make his point clear the author narrated a resolution of conflict by the compromise of 1790. In this incidence, Alexander Hamilton was able to achieve the federal government assuming state debts and Madison and Jefferson were given the nation’s capital in the South. Although at that time the conflict followed the compromise was severe, but the leaders were able to reach a compromise through discussion, mutual trust, and bargaining .

Ellis in his book also gives credit to the Founding Brothers that their decision to escape the question of slavery was very helpful for the US in the survival of its first decade as a free country. The book also stresses it was not only for practical reasons that the issue of slavery was ignored but the founding brothers were also facing inside conflicts related to the slavery issue. At that time most of them were totally against slavery and referred to it as a moral evil, many of them also ignored the discussion of abolition. Although Ellis wants to convince his audience that the continuation of slavery was not due to the founding fathers, it was the need of the hour, but at the same he let the audience decide about the role of founding fathers in it .

Conclusion

Ellis in this book describes some of the historical events of US and wants to make a point that how the founding brothers sacrificed their interest for the benefit of the nation by compromising on different issues, and then they succeeded in their goal, but the new generation is taking this freedom too easily. Different events are described in this book to make it clear that how even in difficult situations sensible decisions were made to avoid certain conflicts. Different reasons and events support each claim in the book. Although the author took a side of the founding fathers for some of their decisions at the same time, he is not forcing the reader to agree with him. I would suggest that before reading this book, try to empty your mind from any historical background because then you will start doubting the authenticity of the events written in this book.

References

Ellis, Joseph J. 2002. Founding Brothers: the revolutionary generation. New York: Vintage Books

Founding Brothers Paper

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Founding Brothers: The Revolutionary Generation

Pulitzer Prize winning book “Founding Brothers: The Revolutionary Generation” is written by eminent American history author, Joseph J. Ellis. Distributed in 2000, Ellis book inspects the lives, commitments, and connections of the men in charge of setting up the new American country following the defeat of the British in the 1776 war of independence.

In this book Joseph Ellis, the writer narrates the chronicles of six essential noteworthy occasions that figure out how to catch the flavor and intensity of the revolutionary age and its extraordinary pioneers. The book consists of six sections that are mentioned as "The Generation", "The Duel", "The Dinner", "The Silence", "The Farewell", "The Collaborators" and "The Friendship", while every section or story can be perused independently and totally comprehended, they do identify with a more extensive common theme. One of Ellis' fundamental purposes recorded as a hard copy the book shows the beginning periods and tribulations of the American government and its framework through his utilization of very much mixed stories. The possibility that a republican administration of this nature was totally phenomenal is underlined all through the book. Ellis examines the interesting issues that the revolutionary age experienced because of overseeing under the new idea of a popular government. These issues included-the elucidation of protected forces, the guideline of legislative power through balanced governance, the main presidential races, the astonishing rise of ideological groups, states’ rights versus government expert, and the issue of servitude in a generally free society. Ellis plunges considerably more profound into the subject by presenting the pursuers to genuine knowledge of the real players of the founding generation. The book endeavors to catch the goals of the initial revolutionary age pioneers and the clashing political perspectives they had. The identities of Hamilton, Burr, Adams, Washington, Madison, and Jefferson are exhibited in extraordinary detail. Ellis uncovered the truth of the inward and factional strife suffered by every one of these figures in connection to one another. Ellis picks the eight who in his view are the most astounding. Four of the main players, Washington and Adams, James Madison and Alexander Hamilton, were competitors but then teammates; at times soldiers, some of the times intellects, who molded the governmental establishments, over 200 years after the fact, remain the premise of the nation that turned into the most dominant on earth.

Ellis stresses that in spite of these troublesome obstacles, the youthful American country endure its beginning periods on account of its incredible accumulation of appealing pioneers and their capacity to not support one establishing sibling over another. The book's sources appear to originate from a wide assortment of both essential records and basic writing. Extraordinary citations from every one of the establishing siblings are sufficiently and appropriately scattered to make a dream that the real players in the book are contending their separate focuses. The citations are so powerful on the grounds that they come straightforwardly from the American heads themselves and are flawlessly mixed with Ellis' extra critique. Ellis' account is rich in knowledge delicately worn, a work of deep scholarship effectively taking on the appearance of well-known history. It infiltrates numerous questions that resonate today, from America's inceptions as a country set on having "no entrapping alliances" to the tricky devices by which even this age of pioneers, remarkable in their inventiveness and continuance, generally abstained from tending to the destructive issue of slavery which, inside a couple of decades, nearly blew their establishment apart.

Shockingly, by concentrating on just a couple of occasions, Ellis' book fails in that it lacks scope. The book additionally centers on some of the founding brothers in a lot more prominent detail than others. While I leave away with an abundance of learning about the two Adams and Jefferson, I have less information of Ben Franklin and Aaron Burr, as Ellis' spotlight is essentially less on them.

Bibliography

Bartleby.Com, Last modified 2019. https://www.bartleby.com/essay/Analysis-Of-The-Book-Founding-Brothers-PK4S699CF99X.

Ellis, Joseph J. Founding brothers: The revolutionary generation. Vintage, 2002.

"Founding Brothers Summary & Study Guide | Supersummary". Supersummary, Last modified 2019. http://www.supersummary.com/founding-brothers/summary/.

Founding Mothers

Founding Mothers

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Founding Mothers

Theme

The book “Founding Mothers” by Cokie Roberts is one of the bestselling books that addresses the role of women in making America great. The author has beautifully highlighted the contributions of brave women, who stood by men to work for the progress of the country. The services of females after the American Revolution are remarkable. It is very rare that historians and writer focus on the role of women in the development of the country. However, most of the women were limited to domestic chores before the American Revolution. There was not any trend of women participating in politics or any other such activities at that time. There are only a few names who played an important role in the development of the country. Unlike other authors, Robert has shed light on the services of women in shaping the United States. Thus, the main theme of the book is to inform about the role of women that cannot be neglected. Through this book, the author encourages the young women of the country to come out and face the challenges like their mothers did in history. It is a non-fiction book that helps the 21st-century women to get connected to their history and see, what others have not illustrated about the females. Roberts also encourages the women of the United States to participate in politics.

Summary

The book mainly focuses the young women by providing the details of the era from 1775-1789. It is a comprehensive book that covers all the details about the women who were equally important in developing America after the war. There were women like mothers, sisters, wives, and daughters behind the menfolk who participated in the Declaration of Independence. Roberts struggled to collect the primary data of private letters between these women, their personal stories, and diaries. Information gathered from these sources assisted the author to come up with such a wonderful book. In the presence of evidence from history, the writer depicts those women who fought to secure their family, community and their country like men did. Likewise, without the women, it was impossible to bring the United States to this position. She further emphasizes that women served in every field, they were on the battlefield along with the soldiers to look after them during the war. The women at war helped the soldiers with cooking, treating their injuries and taking care of the camps. Women were working equally to earn money. They were the backbones of soldiers and without them, soldiers could not perform so well.

Furthermore, the book also presents the women who remained at home to overlook the functions of the towns and cities when the country was at war. Roberts gives an example of Deborah Franklin, a wife of Benjamin who ran their business in the absence of her husband. Mr. Franklin would feel proud to mention the services of his wife1. However, after the war women also went through some challenging phases. After the Declaration of Independence, they had to fight for their legal rights. It was difficult for them because they had no female representation in politics. The wife of John Adams, Abigail Adams became the voice of these women and she directly talked to her husband. She complained about the lack of status of woman in the United States. Likewise, her letters are used as evidence in the book. Significantly, Abigail prompted that men are getting praised for their services but they forget that without women they could not do it. By remaining behind, the women protected the families of men at war and took the whole responsibilities. At the same time, some of the women had to sacrifice as men had. However, the writer also affirms that John agreed with his wife.

Furthermore, the writer also mentions about the female who is rarely known to the world. She talks about the girls who fought at war by wearing man clothes. Likewise, Esther Reed and Sarah Bache struggled together to raise funds to provide financial assistance to Washington's army in Forge. Roberts stresses that these are the stories that should be remembered1. At the same time, the author also talks about the efforts of women who were poor and invisible. These poor women also worked determinedly without any appreciation. Roberts acknowledges the services of the women mentioned in the book, and she also comments about the women who worked for feminism and societal change. In short, women were the ones who kept the male in line.

Evaluation

It was one of the best reads I have ever read. I always liked the topics that discuss women empowerment. However, Founding Mothers is an amazing literary effort, made by Cokie Roberts. There are multiple lessons for the young women of the United States. It encourages all the female fellows to come out and walk on the steps of their ancestor mothers. They have the same capabilities as the women of the 17th and the 18th century. The writer of the book repeatedly reminds that without women nothing was possible. Women were out to raise money for their soldiers and they were doing it by themselves1. Unlike today’s women, they lack opportunities but they found a way for themselves. I learned one thing that if they can do it, why cannot we. We have a platform and we can also perform well.

End Notes

Roberts, Cokie. 2004. Founding Mothers. 1st ed. Harper Perennial.

Fraser Paper Assignment

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Fraser Paper Assignment

Your Name here

In the book entitled, Age of Acquiescence by Steve Frasers examines the U.S peoples relationship with capitalism.Fraser explains the concept of second Gilded Age. Steve Fraser identifies three sets of explanatory factors for the weakness of the American labor movement, which is not without echoes at home. It dissects the elements relating to the world of work, whose keyword is flexibility (relocation, subcontracting, self-employed workers, right-to-work legislation, etc.), but also the ideology of the labor market. According to Fraser, a feature of the political economy of finance capital, as opposed to the political economy of the accumulation of the previous epoch, which was based on moral psychology focused on future gratification and was naturally forward-looking. The development of this mass consumption leads to personal indebtedness, which puts even more workers in their jobs.

The third set of factors analyzed by Fraser revolves around identifying the businessman presented as a hero. He cites the case of the young wolves on Wall Street and the myth of Steve Jobs and his emulators who would have invented everything from scratch in their garages, while it has shown that their products are indebted to the discoveries of state agencies. Fraser deals with a large extent with fictitious capital (he had previously written a good book on Sidney Hillman, the labor statesman of garment workers. The first part is an overview of the class struggle in the United States, from the American Revolution to the late 1960s. It also focuses on violence against the American worker and the rarely mentioned extent of these struggles which from 1877 to 1919 frightened the American ruling class.

This book underlines the importance that the enormous income and wealth inequalities in our societies have had in the genesis of economic and financial crises. The author also highlights that the measures that governments are taking in response to financial market pressures are increasing these inequalities. The article shows, for example, how the countries sovereign debt valuation agencies stimulate the reproduction of such disparities. The report also points out how the reduction of taxes, proposed by conservative and neo-liberal parties, contributes to the growth of those inequalities, thereby hindering economic recovery.

The Gilded Age, which lasted from the 1870s to the initial 1900s, was a prosperous period in US, railways established with great opportunities for the state, millions of immigrants from Europe poured into it. The terms in which historians in the 1920s captured a period of accelerated industrialization and a social upsurge in the United States originate from Mark Twains novel, The Gilded Age A Tale of Our Days, written in 1873. The agrarian and manufacturing invention of the America surpasses, by the start of the twentieth century, that of the European states. If any calamity comes to tremor up the economy, it not ever lasts a long time and the march onward takes again more. Involvement adds a more thoughtful renunciation to the generous suggest that everybody benefits from the limitless presentation of concurrency in fact, in several fields, the strongest or the most skillful seize the control of the production or trade of a creation. They can then set the value short of any other thought than their own interest.

The money flowed from London and Paris to the United States and fueled industrialization and the development of railways, including transcontinental ones, and providing access to vast territories on which mining could found, or farming could start. Travel time from New York to San Francisco was reduced from six months to six days. Several industries, including oil, steel, sugar and cotton, came under the control of several large firms under the control of trusts. Trusts controlled all aspects of production from raw materials to sales, which allowed them to operate in their sphere exclusively, eliminating competitors. The owners of the trusts were among the richest people in history, their descendants are also represented in the annual lists of the rich.

The golden years of capitalism in the United States is the period from the end of the Second World War until the economic crisis of 1973 in which the United States became the greatest power of the world economy, this economic growth was produced by the Marshall plan. The different agreements that were carried out in that period produced the support of multiple countries, such as the Breton Woods agreement, the creation of the world bank and the stimulation of the economy in third world countries through the international monetary fund. Based on the above, the welfare state model is produced The first welfare state, which emerged after the economic crisis of 1930, consisted of greater regulation of the state in the economy, through the incentive of consumption in the market, the new welfare state emerged between the period of (1945-1973), achieved important cultural and social changes.

In economics, and especially in finance, the paradigm is that markets are efficient. Economists have decades ago concluded that financial markets behave in a chaotic manner. In most sessions, chaos is deterministic and investors decisions meet certain regularities. However, when uncertainty takes over markets, investors cannot correctly assess the risks they are taking and are scared, letting their emotional side dominates themselves. At this time, financial crises occur, and we humans behave like buffalo herds in the prairies, which in the academic field is called the herd effect. In times of panic, purchase orders disappear. Like black swans, society continues to assume that markets are efficient and consider crises as an anomaly of the system. However, there is a regular financial crisis approximately every five years, so we must understand them as essential normality to the system and let science clarify the facts, to prevent mythology from giving absurd explanations.

To conclude, crises always meet certain regularities. They are preceded by a period in which investors underestimated the risk and inflation of the price of assets. The processes of overvaluation of assets are usually gradual and pleasant. Since, all participants in the game improve their well-being and have positive externalities on economic activity and employment, and allowing most of society to benefit from the phenomenon. However, the adjustment is always violent and unpredictable, and prices fall to return to equilibrium. The deflation of assets usually affects the financial and banking system, causes credit restrictions and ends up infecting the real economy of families and businesses.

Bibliography

Fraser, Steve. The Age of Acquiescence. Salmagundi 170/171 (2011) 3.

Fraser, Steve. The Age of Acquiescence. Salmagundi 170/171 (2011) 3.

Fraser, Steve. The Age of Acquiescence. Salmagundi 170/171 (2011) 3.

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Frederick Douglass Paper

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Frederick Douglass Paper

“Life and Times of Frederick Douglass” is an autobiographical book about Frederick Douglas, who was an American abolitionist leader, orator and author. The book, author by Douglas himself, is his third biography authored in the year 1881, which was later revised in the year 1892. The previous two biographies were authored in the years 1845 and 1855 respectively. Frederick Douglas was born as a slave and spent a few years of his life as a fugitive slave before finally buying his freedom. He wrote three biographical books about his life, because he was unable to reveal all the details of his life and his escape from slavery, due to the controversial status of his life, as well as due to the fear of causing trouble to the people who had helped during his life-threatening journey of becoming a free man. In this particular book, “Life and Times of Frederick Douglass” the author has shared the minutest details of his life, as well as his journey of escaping from a life of slavery to that of a free man. He has uncovered the names of the people who helped him in his escape, as well as in the process of becoming a free citizen. The author has also discussed the details of his life as a free man, after which he became an abolitionist leader and travelled across the country as well as abroad, to help the people in slavery by raising awareness about the social cause and collecting funds for their help. This paper will discuss the escape of Frederick Douglas from slavery, as well as his efforts and services for the abolition movement, in addition to discussing the interview of Eric Foner, in which he has talked about the ways and techniques utilized by the slaves to escape slavery.

Frederick Douglass was born a slave in an isolated Maryland plantation and the early years of his life had instilled the desire of escaping from slavery. He was not aware of his date of birth and even year. He was separated from his mother when he was an infant, therefore, did not know his mother as well. His father was probably a white slave owner, and he suspected to be his master, Captain Anthony, however, he was not sure about it. He spent his early life with his grandmother, however, was separated from her as well, at the age of six and moved to the wye house plantation. The plantation was owned by Colonel Lloyd and Captain Anthony was the overseer. His life on the plantations was not as brutal and worse as compared to that of the other slaves, probably because of his young age. He was not exposed to violence, beatings and whippings. When he was seven years old, he was sent to Baltimore to Hugh Auld, who was the brother of the son-in-law of Captain Anthony. He had comparatively pleasant life there, as his new masters had never owned a slave and were not cruel and violent like the other hit slave owners of the southern plantations. Hugh Auld’s wife Sophia Auld was specifically kind towards him, as she taught him reading and writing. This was the major introduction of Douglas with education, which instilled the hope of learning and becoming educated in Douglas. However, Hugh shortly stopped his wife from teaching him as they feared that education would make him rebellious. However, he was not ready to give up on education then and kept finding ways to learn more. This was the main reason that he was sent to the son in law of Captain Anthony, named Thomas Auld. Douglas continued his efforts to getting an education as well as teaching other slave kids. Fearful of his rising rebellions, Thomas sent him to Edward Covey, who used to whip him and he forgot about his mission of getting an education and teaching other kids. Till the age of twenty years, Douglas spent his life as a slave, while spending his time with different relatives of Captain Anthony. He faced violence and brutality, as well as worked as a ship caulker. At first, he used to hand over all the money to his mater, however, after some time he got the permission of saving up for himself. The purpose of saving was to attempt the escape (Douglass, 35).

At the age of twenty years, Douglas attempted the third escape of his life from slavery, which ultimately proved successful. He had failed in the previous two attempts because of the betrayal of the fellow slaves, as well as due to the turn of the circumstances. On September 3rd, 1838, Douglas boarded the train from Baltimore to Philadelphia, disguising himself as a free black sailor. He not only changed his appearance by wearing clothes like that of back sailors, however, changed his accent and language accordingly. The trains used to check the papers of the black people, which declared them to be free, in order to avoid the issue of escapes of the slaves from the south to north. Douglas did not have the papers, however, he borrowed the sailor license of one of his acquaintance who was now a free man. The sailor license had the stamp which used to declare the holder as the citizen of the states. It was equal to proving that the person is a free citizen and it was the only document which could enable Frederick Douglass to escape from slavery. He was quite nervous at the time of checking, as the description of the person given in the documents did not match with Douglas and he feared to be caught. However, when the conductor reached him and asked him for his free papers, he claimed that he does not carry them with him while working on the ship and he only has his sailor license with him. The conductor checked the stamp of the eagle on the license, collected the fee of the ticket from him and moved ahead. It was the very first success of Douglas, as he was not caught and sent back. During the course of his journey, he came across three white people who knew that he was a slave. However, they were unable to acknowledge him as the encounter was quite brief, which was another important success of his journey. He moved to New York, right after reaching Philadelphia. There, he provided refuge by David Ruggles, who was an anti-slavery activist. Shortly after that, he married Anna Murray, who was his acquaintance from Baltimore and a free black woman. The couple then moved to New Bedford, Massachusetts, in order to ensure that Douglas is not caught by the slave patrol roaming the in the New York, intending to catch the slave fugitives and sending them back to the south. Douglas changed his last name and adopted ‘Douglas’ as his last name in order to avoid being caught due to his name. Socially, he had become a free man; however, legally he was still a slave, liable for punishment according to the constitution of the country (Douglass, 50).

In Massachusetts, Douglass joined up with abolitionists in the North and became a prominent abolitionist. He had received the basic education and was a great orator, due to which he became popular among the abolitionist group. He played quite an important role in the abolitionist movement in the U.S. and abroad, as well. Being a fugitive slave, he used to tell the story of his escape to the masses, who often doubted his story because of his eloquent speech and personality. He travelled across the north, as well as abroad which include Canada, Ireland, England and many other countries to support the abolitionist movement as well as collect funds to buy his freedom. His acquaintances from abroad Henry Richardson and Ellen Richardson helped him collect the funds and ensured his freedom. He worked with anti-slavery leader William Lloyd Garrison, who was greatly inspired by his orating skills and he was also the one who introduced him to the world of abolitionists. After buying his freedom, he became more vocal for the rights of the slaves and supported the Underground Railroad as well, which was the main source of the escapade of the slaves from the south to north. He also started offering refuge to the fugitive slaves at his home. He believed that he was able to buy his own freedom, however, most of the slaves were not able to do so and it did not mean that they should spend the rest of their lives as slaves as they had an equal right to spend their lives as free people. He believed that slavery was a matter of political power and choice which was protected by the constitution and not merely public opinion. He also believed that the constitution needs to be changed while acknowledging, as well as declaring the people of colour as the free people. Due to his active role as an abolitionist leader, he got the chance of meeting and becoming close to the American president Abraham Lincoln and gave him the suggestion of abolishing slavery from the southern states. He supported the notion of the Union army in the American civil war and influenced Abraham Lincoln's decision of recruiting the African Americans in the Union forces. His two sons also participated in the war, fighting along with the union forces (Douglass, 135).

Talking about the book, “Gateway to Freedom: The Hidden History of the Underground Railroad” Eric Foner told to Terry Gross of NPR that the slaves used to escape from south to north using different transportation means. They left their families behind and kept struggling to take them along, after securing their position. Moreover, the slaves used to travel and escape in groups and when caught, they were brought back to Philadelphia, even from New York. One of the most important similarity see between Douglass' experiences and the experiences that Professor Foner discussed is that the slaves used to escape utilizing different modes of transportation. They mostly relied on the train, as it was fast and more efficient and enabled them to escape slavery within twenty-four hours. On the other hand, the Underground Railroad emerged then as the greatest mean of transporting slaves from south to north. It is also true that the slaves attempting escape used to leave their families behind. There was number of reasons behind it, and the most important out of them were the unfavourable circumstances, in the availability of enough resources and not being able to take children with them due to the fear of being caught. Moreover, the experience of Douglas shares similarity with the description of Foner in the way that the slave patrols used to roam in New York to catch the fugitives and send them back to their owners. Some of the black men also served as the slave patrols and spied on the black fugitives in order to earn their living. They had to stab their own people in the back, for the sake of ensuring the livelihood of their families. According to Foner, the slaves gave the reasons of achieving liberty and living their lives as free people, for wanting to escape. It was not just slavery, they wanted to escape brutality, violence and oppression. Foner gave the estimate for the number of slaves who escaped through New York City as more than a hundred slaves a year, for almost thirty years. Foner also shared his opinion on the importance of the Fugitive Slave Act and claimed that it helped to shape the civil rights act of 1866. He was of the view that the Fugitive Slave Act endangered the peaceful lives of the freed slaves, who had established their life in New York, even after fifteen years of their escape. The law allowed the authorities to search for the fugitives and return them to their owners, even if they had established their new lives for years. The Fugitive Slave Act shaped the civil rights act of 1866 by highlighting the cruelty of the system towards the African Americans and providing the chance of ensuring their due rights and status in society. The source of the information in Foner's book “Gateway to Freedom” is Sydney Howard Gay, who was an operative of Underground Railroad and he was found by an undergraduate student of Columbia University (Gross).

Frederick Douglas is one of the most important abolitionists and orator in the slave history of the United States of America. He was born as a slave and bought his freedom by escaping to the north. He became an abolitionist leader and travelled across the country and the world as well to collect funds for the slaves, and preach the cause of abolishing slavery from the United States of America. He was able to develop relations with influential leaders like Abraham Lincoln and influence their decisions, due to which slavery as abolished from the United States of America.

Works Cited

Douglass, Frederick, and Rayford Whittingham Logan. The life and times of Frederick Douglass. Courier Corporation, 2003.

Gross, Terry. 'Gateway to Freedom': Heroes, Danger and Loss on the Underground Railroad. Air Fresh. National Public Radio. 2015. Retrieved from: https://www.npr.org/2015/01/19/377606644/gateway-to-freedom-heroes-danger-and-loss-on-the-underground-railroad

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Abina and the Important Men

Although, Abina was wrongfully enslaved, slavery and imperialism were meant to give her life meaning. It was slavery that encouraged her to fight for her freedom and with this initiative, she contributed towards uprooting years of torment that were faced by the young, enslaved women. It showed the horrible face of a society that was solely based on men's privileges. Flourishing slavery even if it's illegal greatly influenced the social organization. On the other hand, Abina was the one whose slavery became her strength which made her fight for her freedom ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"E2qlzpNI","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). Despite, all the challenges that she faced in her life, she was able to make people hear her voice.

Abina And The Important Men is a graphic novel that gives a visual representation of a court transcript ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"EIZ11uFz","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). It is composed of writers Trevor. R. Getz and Liz Clarke. It mainly illustrates the viewpoint of a young lady who spent years enslaved by men when slavery was considered a crime. Later, she takes a case of her being kept in slavery to the court. It goes through a series of trials to hear both sides of a story. The second perspective in a story is illustrated by the important men. The major portion of a book gives the visual perspective of the Abina’s tale through a series of graphic like portrayal. The second part consists of an actual transcript of a court case. The third part is mainly focused on the historical background of the British Empire and slavery. The rest of the parts gives a reader to discuss the wide range of historical themes other than a court case.

Britain was known to have significant ties with slavery due to the glorious era, she experienced as a conqueror. Trans-Atlantic Slave Trade Databases have estimated that during the years 1501- 1866, thirty-two billion slaves were transported by British ships out of a total of 12.5 million. However, slavery was outlawed in many regions by the late 19th century ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"7am5D0OD","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). During the time of Abina’s case trials, although slavery was illegal in the Gold Coast Colony, it was still tolerated by the British. This was due to the region’s economic system which was dependent on the export of real products. Gold Coast was the major producer of palm oil which had a significant share in the country’s exports. Plantation and harvest of the palm trees were at a mercy of forced labor ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"cVOoR5vT","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). As the abolition decree did not seem to influence the women, they became the ultimate victim of labor slavery. Young girls were imported by slave owners to carry out the activities of plantation and harvest. Eventually, it emerged as a business and female slaves were accepted as wives by an influential family. Through this journey, Abina Mansah came to existence as a slave on the Gold Coast ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Vm0nwor9","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke).

Part I of a book gives an artistic demonstration of Abina throughout her testimony against Quamina Ebbo. Quamina Ebbo was a rich man who had a business of palm oil and slavery. Even when slavery was abolished, he kept many people at his knees ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"oiamm5oq","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). One of them was Abina Mansah. Quamina had strong trade relations with the British. In the book, he is referenced as one of the important men. He was known to have a great influence on the British Empire. When Abina gets free, she meets a person called "William Melton" whom she requests to put Quamina in jail. He decides to take the case to the court. Throughout the trials, the judge, Melton and this jury of "important man" struggle with deciding between justice and profit ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"XFZT3t83","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). The whole incident of injustice and inequality allows the reader to pity Abina and her desires to get justice.

A major thing that played an enormous role in giving a proper shape to Abina’s story was the envisioned prejudice. It seemed like everybody was against her. She was against the system of inequality, gender discrimination, and racism that no one seemed to acknowledge. She was the only one in favor of herself. Her youth, race, and gender played a major role in building up her story of continuous struggle. I believe the first part was positive in depicting Abina and her struggle. It has a sense of hope and future that was envisioned by Abina throughout the trials. If she did not have hope for the future, she would not have decided to take the case in the first place. She had a notion that history has changed. Eventually, she realizes that powerful people are capable of controlling everyone ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"QUaLRnXp","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke).

Part II of the story gives the primary source of Abina unheard plead. It is titled “the transcript” which gives the events from the courtroom ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"zupyyuMP","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). It demonstrates the actual courtroom transcripts that were used to formulate the graphical section. According to my opinion, this portion does not emphasize depicting the story of Abina but is more focused on the “important men” ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"4tcelSWI","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). It lets the reader walk through the courtroom filled with important men. The defendant, the judge, and the jury are characterized as an “important men” who have control over others due to their power. The perspective of these men was that women play an important role in community thriving and this makes them doubtful to be reckoned as slaves.

Although Abina lost the case, I believe that her voice was heard. History is filled with instances where weak were silenced and powerful were allowed to speak and make decisions. Abina was heard which can be demonstrated by four pieces of evidence. First said that “views of some individuals never get heard”. However, testimonies of Abina were taken in a record ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"KIhv15eH","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). Second states that “Due to little or no worth, booklets are thrown away instead of turning into the archives”. However, Abina’s testimonies were saved into archives ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Cbyb1xvR","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). Third says that “People who write history, focus more on the voices of an influential people than that of weak”. However, Abina was weak whose history is written by writers of this book ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"8kvlMUJL","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke). Last and the most significant one states that “Only incidents classified as ‘classics’ are kept in count while others are discarded”. Although, viewpoint of Abina was not deemed worthy of importance by the important men in court but her courage to get justice overcame her silence ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"RhDFVRHD","properties":{"formattedCitation":"(Getz and Clarke)","plainCitation":"(Getz and Clarke)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"uri":["http://zotero.org/users/local/9FPdQOCJ/items/7I4J3SSD"],"itemData":{"id":2,"type":"book","title":"Abina and the Important Men: A Graphic History","publisher":"Oxford University Press","number-of-pages":"238","source":"Google Books","abstract":"Winner of the James Harvey Robinson Prize from the American Historical Association--and widely acclaimed by educators and students--Abina and the Important Men, Second Edition, is a compelling and powerfully illustrated \"graphic history\" based on an 1876 court transcript of a West African woman named Abina, who was wrongfully enslaved and took her case to court. The book is a microhistory that does much more than simply depict an event in the past; it uses the power of illustration to convey important themes in world history and to reveal the processes by which history is made. The story of Abina Mansah--a woman \"without history\" who was wrongfully enslaved, escaped to British-controlled territory, and then took her former master to court--takes place in the complex world of the Gold Coast at the onset of late nineteenth-century colonialism. Slavery becomes a contested ground, as cultural practices collide with an emerging wage economy and British officials turn a blind eye to the presence of underpaid domestic workers in the households of African merchants. The main scenes of the story take place in the courtroom, where Abina strives to convince a series of \"important men\"--a British judge, two Euro-African attorneys, and a jury of local leaders--that her experiences and perceptions matter. \"Am I free?\" Abina inquires. Throughout both the court case and the flashbacks that dramatically depict her life in servitude, both the defendants and members of the court strive to \"silence\" Abina and to impose their own understandings and meanings upon her. Following the graphic history in Part I, Parts II-V provide detailed historical context for the story, a reading guide that reconstructs and deconstructs the methods used to interpret the story, and strategies for using Abina in various classroom settings. This second edition features a new gender-rich section, Part V: Engaging Abina, which explores Abina's life and narrative as a woman. Focusing on such important themes as the relationship between slavery and gender in pre-colonial Akan society, the role of marriage in Abina's experience, colonial paternalism, and the meaning of cloth and beads in her story, this section also includes a debate on whether or not Abina was a slave, with contributions by three award-winning scholars--Antoinette Burton, Sandra Greene, and Kwasi Konadu--each working from different perspectives. The second edition includes new, additional testimony that was rediscovered in the National Archives of Ghana, which is also reflected in the graphic history section.","ISBN":"978-0-19-023874-2","note":"Google-Books-ID: GwNiCgAAQBAJ","title-short":"Abina and the Important Men","language":"en","author":[{"family":"Getz","given":"Trevor R."},{"family":"Clarke","given":"Liz"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Getz and Clarke).

Writers of a graphic novel have contributed their best to uncover the life story of Abina and other understated individuals of that timeframe. According to my perspective, I am convinced that writers have contributed their best in representing a graphical history of a story instead of putting everything into a group of words. They have wonderfully depicted the scenario from facial expressions to the abstract characteristics of a setting such as attire, ethnicity, gender, etc. The differences in these characteristics mainly demonstrate the inequality of a judicial and cultural system.

Overall, I appreciate how writers have contributed to preserving the life history of Abina who is thought to bring a major change in the life of understated people. She made them acknowledge their right to freedom and speech. Although, perspectives of weak may not be given importance as that of powerful this piece of writing played a major role in documenting Abina's life as a symbol of hope.

Works Cited

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Getz, Trevor R., and Liz Clarke. Abina and the Important Men: A Graphic History. Oxford University Press, 2016.

French And American Revolution

Zia Soto

Instructor Name

History and Anthropology

3 November 2019

Contrast between the American and French Revolution

Although both the American and the French Revolution are regarded as the struggles for Democracy, yet they are not as similar as they are portrayed in the history books. For one, the Americans did not fight for change in their governmental system. The main objective to gain independence from British colonial rule. The slogan of "No taxation without Representation" can be adequately cited in favor of this argument. The Americans were the pride and joy of the British, so Americans had to fight for their independence on the battleground. They fought for their basic human rights rather than to create a new system of governance and make a new social order. That is where the French come into the discussion. The French did not fight a colonial power for their independence, instead, they fought for the ideals of "Liberty, Equality, and Fraternity". The French fought for the above-mentioned concepts with their kin. They were delusive and their goals were not as tangible as the American ones.

If we view the second paragraph of the American Declaration of Independence, we can observe that the founding fathers of America did not think about establishing a Union, their main goal was to yoke the American elite together to abolish the British rule CITATION PSO19 \l 1033 (Onuf). They thought that their collective might was needed to banish their overseas masters for good and attain their freedom by blood and sword. Therefore, we can regard the Declaration of Independence as an “Anti-British Rule” document, rather than the declaration of their freedom. It was after banishing the British that they thought of the formation of a government. Instead of ideas, they put their faith in experience, as termed by Alexander Hamilton in his Federalist papers CITATION DWi15 \l 1033 (Wirls).

The French were the polar opposite of the concept, as they relied more on their reason, which began to supersede even religion, which was regarded as the supreme authority in Europe during those times. They began to reason among themselves rather than asking for divine interventions. The name of God was seldom used lesser, unlike in the American Declaration of Independence. But their success was short-lived as they did not have any concrete foundation to stand on. If the reason is not guided by historic experiences then the main objectives are led astray. The lack of the aforementioned failed the French Revolution. The population of France was plunged into a "Reign of Terror" where the government executed anyone they even suspected of mutiny. This resulted in the transaction of the rule in the hands of the dictator, Napoléon Bonaparte, which further changed into another monarchic period after he failed CITATION CEn15 \l 1033 (Ennis)

In terms of violence that was the main aspect of the revolutions, the French are the clear winners. If we quote the Boston Tea Party, we can see the Americans never intended to face the British in an all-out war. They wanted to use non-violent political means to overthrow them from their lands. Contrary to that, the French killed wherever and whenever they would. From the event of the storming of the famous prison castle Bastille to the coronation of Napoléon, the French butchered thousands of their kinsmen, even the reigning King Louis the Sixteenth and his wife Queen Marie Antionette CITATION Kat19 \l 1033 (Crawford).

In short, the rule in America was about freedom where the state was established in the evolutionary process of territorial expansion. The French Revolution was truer to its salt, but as it was unguided, it failed astoundingly. But that does not mean that the Americans are the true fathers of the democratic revolutions. Their struggles can be better justified by the term “War of Independence” rather than the American Revolution.

Works Cited

BIBLIOGRAPHY Crawford, Katherine. "Marie-Antoinette’s Darkest Days: Prisoner No. 280 in the Conciergerie by Will Bashor (review)." Early Modern Women (2019): 88-90. MUSE.org.

Ennis, C. From Pacifist to Monster: How the Politics of the French Revolution Changed Robespierre. 2015.

Onuf, PS. History, Nature and the American Founding. Oxford University Press, 2019.

Wirls, D. The Federalist Papers and Institutional Power in American Political Development. Palgrave and Macmillian, 2015.