Progressive Era

Both authors(Maureen A. Flannigan and Shelton Stromquist) concerning reformation during the progressive area gives insight to two different perspectives. One author, Stromquist, focus on the cases that took place during Cleveland, including the carstrike of 1899 and the derailing of the democratic party. The other author, Flannigan takes the perspective of women by demonstrating the different roles of both men and women during the Progressive era in Chicago. Flannigan uses the examples of the City Club which was male and the Women's City Club which was female. Presenting these articles, it would not make much sense to point who is directly “wrong” or “right”, because they both give evidence to the argument that there is more than one answer to the Progressive Era on the concern of municipal concerns. 
Shelton Stromquist points out that it is his argument, “that progressive reform at the municipal level congealed in a crucible class polarization and conflict” (1) His primary example, Cleveland. Cleveland in the late nineteenth century was essentially dominated by the republican party, but it would be both the republican and democratic party that would suffer in the hands of reform after the campaign of 1899. After suffering from two main events, Streetcar strike of 1899 and the successful campaign of “Samuel ‘Golden Rule’ Jones”, the political web of Cleveland would change dramatically. (2) The Streetcar strike of 1899 did two main things. The first would be that streetcar men enjoyed widespread support among Cleveland’s working class. The second would be the support across the diverse ethnic working-class communties of the city. (3) Jones would run as nonpartisan campaign, finishing the race, Jones had 56% of Cleveland’s votes. (4)
Flannigan’s argument included Women’s City Cubs (women) and the City Club (men) of Chicago. (5) These clubs uses took different approaches on how the solve the municipal debates that were taking place in Chicago.Unlike that of Stromquist, Flannigan debates the role of women during the Progressrive Era.  One example would be sanitation. One group leaned toward municipal ownership instead of contracting out while some others wish to keep the same system but tighten up on regulations. (6) The City Club voted to support to keep the system in private hands for financial reasons. (7) The Women’s Club took a different approach to handling the sanitation issue. They favored both the municipal control over garbage if it would maximize the healthiness of the enviorment. (8)
     Flannigan's argues that the Women played a vital role in the Progressive Era such as their idea of issue of sanitation in Chicago while Shelton focuses more on the transformation of a political and social Cleveland. Therefore, both arguments take credit for describing the changes and reformation during the early nineteenth century of America. 

1.Stromquist, Shelton. The Crucible of Class : Cleveland Politics and the Origins of Municipal Reform in the Progressive Era. Journal of Urban History 1997 23:192.(Sage, Urban History Association 1997.)  http://juh.sagepub.com/content/23/2/192.citation. (Accessed April 14, 2012) 194
2. Ibid., 200
3. Ibid., 202
4. Ibid., 206
5. Flannigan, A. Maureen. Maureen A. Flanagan. Gender and Urban Political Reform: The City Club and the Woman's City Club of Chicago in the Progressive Era The American Historical ReviewVol. 95, No. 4 (Oct., 1990), (University of Chicago) 1032-1050. http://www.jstor.org/stable/2163477 (Accessed April 14, 2012) 10336. Ibid., 10367. Ibid., 10378. Ibid., 1038

Every Dog (No Distiction of Color) has its Day

I chose cartoon B which after researching from Harper’s weekly website found the title to be called “Every Dog (No distinction of Color) has its day”, by Thomas Nast in 1879. The cartoon features three characters, two main and the other one is in the background. The first character to the right of the image appears to be Chinese because of his facial features and because of his clothing. The man looking over his shoulder, to the left of the image is obviously an American Indian. His head dress, clothing and the weapon in his hand is a dead give away. The third character is sitting in the background with a sign to his left stating, “My day is coming”. He is shaded black, in farmer type of clothing and hat. The dark shading makes him appear he is a negro.(1)

The date of this cartoon became a big help in research because I was able to find that Nast’ cartoon could be a response to the events that took place in 1875 where Congress announced, “regulating immigration were unconstitutional because they were inconsistent with the exclusive power of the U.S. Congress to regulate foreign commerce.” (2) Which would explain the, “The Chinese must Go” sign hanging in the cartoon above the Chinese character. As well as the writings, “Go East” while the “Go West” writings is a response of Americans moving West and taking over Native Indian lands. During this time period, Americans feared immigration, thinking that Asians could effect the American society. Nast’s cartoon is a sarcastic reminder of Americans that they themselves were immigrants or descendants of immigrants. (3.) One obvious symbol is the text written, “The Chinese Problem” and the mentioning of the “Naturalization Laws” and the large print of “Laws providing for their Banishment”. The title, “Every dog(No distinction of color) has its day” is also a clue to the meaning of this cartoon. The “no distinction of color” refers to the fact, it doesn’t matter whether they are black, yellow or red. 

Nast intentions were possibly a sarcastic twist of faith that while the United States was proposing eliminating immigration, it was in fact immigration that we were founded upon. Promoting the idea that African Americans would be next, “My day is coming” when they would find a freedom. 

1. Thomas, Nast. "Every Dog (No Distinction of Color) has its day." Haper's Weekly. Journal of Civilization. Feburary 8, 1879 (Accessed April 5, 2012). http://ecollege.asu.edu/re/DotNextLaunch.asp?courseid=6535434&userid=9107239&sessionid=45bedeea73&tabid=2UhQFWSFEF9qFx7um1jw12DlsCMm6Gzg9YIQwTYfq2UYH4rKHaZBWNMbl3IfKr7t&sessionFirstAuthStore=true&macid=qWI4bMshOpJeHO9zqnlym/1x38YxiKnZhUBZaciOKCyyXoV5mOWlMA6mjaE19P33OcHgRu2dG0vHZg5MtdGaO9Z+TY5eYonRiyEfTyAibwqpu/iVdUed80pTKKUA3HEpKpehkfGAom9UFGI+fQY4FWUNSRf4mUh8vxKlpk57n3Yv/RVftOTiN7axR03SI2MsjrOOmJjdJ4PqXl0my0Ppz9kHxNKRC5x0VC2DpZY4qeM=

2.Bankston, Carl. "History of US Immigration, 1783-1891":In encyclopedia of American Immigration. March 2010. Salem Press. (Accessed April 5, 2012). 

.http://salempress.com/store/samples/american_immigration/american_immigration_history.htm

3..Ohio History, "What's so Funny?": In Using Cartoons in the Classroom. (Accessed April 6 2012)http://ohiossrc.org/ode-focus-on-social-studies/whats-so-funny/materials/11.htm 

French Revolution and Human Rights

I would to begin by saying it was difficult to narrow down how to presents my own opinion in a short paragraph. And it is an opinion that keeps changing with time. 

It is difficult to make a stand when referring to “human rights” simply because there is never just two sides. When debating “right, human rights or natural rights” the first thing to be accomplished is defining what exactly “human rights” are, says who, and under what circumstances are they defined. This would obviously lead to different opinions that have been noted in Hunt’s documentations. However, Malquet makes an excellent, although obvious point, “The nations is waiting for us: it wants order, peace and protective laws...”(Hunt:75) His statement alone is one that any nation would agree to. 

In the case of the French Revolution, the definitions of “human rights” is presented in several articles under the “Declaration of the Rights of Man and Citizen”. The very opening line is one familiar, as Dr. Wright has already pointed out, “Men are born and remain free and equal in rights.” (Hunt:78) I do not think that there would be anyone would completely disagree with this statement, but questions could easily arise. What does “free” mean and is there any limitations? The problems of human rights does not necessarily fall on definition but perhaps the lack of. Rights,as we know, are constantly being debated and are evolving in the same categories that Hunt as already presented even slavery, although this does not necessarily include Africans. 

In the case of slavery during the French Revolution, there is room to debate the freedom of slaves because the opening statement of Declaration refers to “men” not men of specific color or status. Slowly, pushing the edges of the Declaration, “The abolition of Negro Slavery or Means for Ameliorating Their Lot” presents a solution to the slavery problem by making a compromise to the colonies and for abolitionist. The first proposition, “Blacks transported from Africa to our colonies could only be sold on the condition that the inhabitants who bought them would restore their freedom at the end of ten years...” (Hunt:103) How does this proposition relate to any right of the “human rights” definition? This article is an excellent example of how its context is naive to our modern world. We have seen the results from “freeing” black Africans in American history. How would anyone know that they were free? It was more than likely that they could not possess any knowledge of reading or writing, therefore unable to make their case for any kind of freedom. What jobs could they possess afterwards? 

This is an example of how defining the “human rights” truly has no clear definition at all. It is an evolutionary process of trial, circumstances and religion. 

The Narrative

Caretta uses examples of literature during or before and after the time of Vassa to support his conclusion, such as The Analytical Review of 1789, The Monthly Review of 1789, The Oracle and the Star (1792) and The Narrative (several of the editions) as main key points in his arguments.(1) All of them being a piece of literature. Using his knowledge of British literature, Caretta calculated that Vassa was indeed born in South Carolina and not in Africa as he claimed in The Narrative. (2) Vincent Cerrata takes a different aproach from Paul Lovejoy because in the examples of his readings, he takes the literal words into account. For an example, the St. Margaret Church recorded that "Gustavas Vassa a Black born in South Carolina".(3) With various other supporting arguments, all literature, Carretta reaches the final conclusion stating that, "what evidence external to The Interesting Narrative do we have that the identity of Olaudah Equiano existed before the name appeared in the first and subsequent editions of Vassa's book?"(4) Obviously his birth place would be be the a main issue concerning Vassa's true identity.


Paul Lovejoy, a history professor uses a different approach with different resources. Lovejoy concludes opposite that of Caretta, "circumstantial evidence indicates that he was born where he said he was, and that, in fact, The Interesting Narrative is reasonably accurate in its details, although, of course, subject to the same criticisms of selectivity and self-inter- ested distortion that characterize the genre of autobiography." (5) However, Lovejoy responds to Caretta's debate conlcuding that Vassa was indeed born in Africa,"basing his (Caretta)analysis on documentary evidence that Vassa was born in South Carolina." (6) Paul Lovejoy uses more historic documents and evidence than that of Caretta's "Olaudah Equiano or Gustavas Vassa?". One example would include the history of the name "Gustavas Vassa" which was a Sweeden King. (7) When questioning the time period that Gustavas Vassas was born, he does not conclude that the written evidence should be taken so literally instead he concludes, "In my opinion, Vassa guessed when he was born, based on his own calculations of when he thought he arrived in England and the fixed date of his baptism in 1759." (8)


These are just small examples of what Lovejoy and Caretta used in their arguments debating the name and identity of Gustavas Vassa. However, Caretta's experience as a professor in the English department has lead to his conclusion based on documents, while Lovejoy's thoughts are from based off what could possibly be human era. He looks at the documents from a different perspective. 




1. Vincent, Caretta. "Olaudah Equiano or Gustavas Vassa?" in "New Light on an eight-teenth Century question of identity" : Slavery and Abolition: A Journal of Slave and Post-Slave Studies, 20:3, pp 96-97
2.Ibid, 102
3.Ibid, 102
4.Ibid, 103
5. Lovejoy, E. Paul. "Autobiography and Memory: Gustavas, alias Oluadah Equiano, the African" in "Slavery and Abolition. Vol. 27, No. 3, Decemeber 2006 pp. 318
6.Ibid, 319
7.Ibid, 321
8.Ibid, 322

Columbus

From your text on Christopher Columbus and with additional research, discuss Columbus’ progress toward becoming a great navigator.  Include comments about how he balanced science and religion. Essays should be 200 -400 words.

"He came to believe that he was predistined to fulfill a number of prophecies in preperation for the coming of the Antichrist and the end of the world.” -Christopher Columbus 1.

Christopher Columbus became known as one of the greatest navigators to sail the ocean and given credit for finding the Americas. Though he was not a professional academic, he had received knowledge in astrology, geometry, and arithmetics.2 His ability to balance science with religion eventually made him successful.

There have been two reasons as to why Christopher Columbus would make the long voyage to the West. One would be the desire to find China and to gain its riches.3The second reason would be that Christopher Columbus believed that he was predestined to fulfill a number of prophecies before the coming of the Antichrist.4

Using his knowledge and instruments of the sea, Columbus was able to track his location on his chart and make longitudes and latitudes.5 He was able to record his data on his voyages, “south-southwest” to keep track of his whereabouts and to make new maps.6  However, he did not credit himself, but always found that it was an act of God. On December 25, the ship’s boy,(although not allowed) steered through the night and not 

knowing, led the boat onto a sand bar.7 This incident was given credit to God, that he allowed the ship to aground there so he should leave the people there, resulting in the discovery of the new island and new peoples.8

        Christopher Columbus was able to maintain success as an admiral of the seas because he used facts, and knowledge of text book information of that time to gain the information needed to set sail, but used religion as a tactic of motivation. 

First Map made by Columbus after his trips to the West Indies. 9

1. Watts, Pauline Moffitt. 1985. "Prophecy and Discovery: On the Spiritual Origins of Christopher Columbus's 'Enterprise of the Indies'." American Historical Review 90, no. 1: 73. Academic Search Premier, EBSCOhost (accessed March 8, 2012)pg

2. Watts, Pauline Moffitt. 1985. "Prophecy and Discovery: On the Spiritual Origins of Christopher Columbus's 'Enterprise of the Indies'." American Historical Review 90, no. 1: 73. Academic Search Premier, EBSCOhost (accessed March 8, 2012)pg 74

3. Columbus in Portugal. (1476-1485), in Christopher Columbus and the Enterprise of the Indies: A Brief History with Documents, eds. Geoffrey Symcox and Blair Sullivan (Boston: Bedford/St. Martin’s, 2005)9

4. Watts, Pauline Moffitt. 1985. "Prophecy and Discovery: On the Spiritual Origins of Christopher Columbus's 'Enterprise of the Indies'." American Historical Review 90, no. 1: 73. Academic Search Premier, EBSCOhost (accessed March 8, 2012)74

5. Christopher Columbus (August 3,1492-March 15,1493), in Christopher Columbus and the Enterprise of the Indies: A Brief History with Documents, eds. Geoffrey Symcox and Blair Sullivan (Boston: Bedford/St. Martin’s, 2005)65

6. Christopher Columbus (Sunday, October 28),  in Christopher Columbus and the Enterprise of the Indies: A Brief History with Documents, eds. Geoffrey Symcox and Blair Sullivan (Boston: Bedford/St. Martin’s, 2005)71

7. Christopher Columbus (Tuesday, December 25), in Christopher Columbus and the Enterprise of the Indies: A Brief History with Documents, eds. Geoffrey Symcox and Blair Sullivan (Boston: Bedford/St. Martin’s, 2005)75

8. Christopher Columbus (Wednesday, December 26), in Christopher Columbus and the Enterprise of the Indies: A Brief History with Documents, eds. Geoffrey Symcox and Blair Sullivan (Boston: Bedford/St. Martin’s, 2005)79

9. http://www.bbc.co.uk/schools/primaryhistory/famouspeople/christopher_columbus/teachers_resources.shtml