How did the era of westward expansion and industrial development for the period of 1876-1900 reshape American society?

How did the era of westward expansion and industrial development for the period of 1876-1900 reshape American society? 

Use specific examples from the the first week’s documents to include the Gilded Age Reader as well the Daniels Reader to fully address this prompt.

Your essay must be primary document driven.

Your essay cannot cite the textbook. The textbook may be used as a source for research but you need to document evidence to support your thesis from the primary sources and the Daniels reader.

You must use quotations with proper in-text citation to support your thesis.

You need to add a work cited page at the conclusion of your essay.

Citation format may be the following: APA/MLA or Turabian

Length: 2-3 pages, double spaced

Directions: Review and prepare the following documents to examine the central historical question below:

How did politics during the Gilded Age affect the progress of social and economic rights of citizens in the United States? A Mother Protests Against the Denial of Equal Education Digital History ID 30 Author: Mary Tape Date:1885 Annotation: San Francisco did not establish a segregated school for Chinese pupils until 1885. Mary Tape protests the refusal of San Francisco to admit her daughter Mamie to a school nearer her home.

 

Document: To the Board of Education—Dear Sirs: I see that you are going to make all sorts of excuses to keep my child out off the Public schools. Dear sirs, Will you please to tell me! Is it a disgrace to be Born a Chinese? Didn’t God make us all!!! What right have you to bar my children out of the schools because she is a Chinese Descend…. Do you call that a Christian act to compel my little children to go so far to a school that is made in purpose for them. My children don’t dress like the other Chinese…. Her playmates is all Caucasians ever since she could toddle around. If she is good enough to play with them! Then is she not good enough to be in the same room and studie with them?… It seems no matter how a Chinese may live and dress so long as you know they Chinese. Then they are hated as one. There is not any right or justice for them.

 

A Protest Against the Statue of Liberty Digital History ID 31 Author: Saum Song Bo Date:1885 Annotation: In the pages of a missionary magazine, Saum Song Bo describes the irony of erecting a Statue of Liberty just after the United States had enacted a law excluding Chinese from the United States.

 

Document: SIR: A paper was presented to me yesterday for inspection, and I found it to be specially drawn up for subscription among my countrymen toward the Pedestal Fund of the Bartholdi Statue of Liberty. Seeing that the heading is an

appeal to American citizens, to their love of country and liberty, I feel that my countrymen and myself are honored in being thus appealed to as citizens in the cause of liberty. But the word liberty makes me think of the fact that this country is the land of liberty for men of all nations except the Chinese. I consider it as an insult to us Chinese to call on us to contribute toward building in this land a pedestal for a statue of Liberty. That statue represents Liberty holding a torch which lights the passage of those of all nations who come Into this country. But are the Chinese allowed to come? As for the Chinese who are here, are they allowed to enjoy liberty as men of all other nationalities enjoy it? Are they allowed to go about everywhere free from the insults, abuse, assaults, wrongs and injuries from which men of other nationalities are free? If there be a Chinaman who came to this country when a lad, who has passed through an American institution of learning of the highest grade, who has so fallen in love with American manners and ideas that he desires to make his home in this land, and who, seeing that his countrymen demand one of their own number to be their legal adviser, representative, advocate and protector, desires to study law, can he be a lawyer? By the law of this nation, he, being a Chinaman, cannot become a citizen, and consequently cannot be a lawyer. And this statue of Liberty is a gift to a people from another people who do not love or value liberty for the Chinese. Are not the Annamese and Tonquinese Chinese, to whom liberty is as dear as to the French? What right have the French to deprive them of their liberty? Whether this statute against the Chinese or the statue to Liberty will be the more lasting monument to tell future ages of the liberty and greatness of this country, will be known only to future generations. Liberty, we Chinese do love and adore thee; but let not those who deny thee to us, make of thee a graven image and invite us to bow down to it.

 

 

Women Migrants Digital History ID 11

 

Date:1886 Annotation: There were few opportunities to earn wages for Chinese women migrants. A few became cooks, housekeepers, laundresses, or seamstresses, but many others were forced to sign coercive labor contracts trapped them into lives of prostitution. The 1870 census reported that 61 percent of the 3,536 Chinese women in California were employed as prostitutes.

 

Document: The contractee Xin Jin became indebted to her master/mistress for food and passage to San Francisco. Since she is without funds, she will voluntarily work as a prostitute at Tan Fu’s palce for four and one-half years for an advance of 1,205 yuan (U.S. $524) to pay this debt. There shall be no interest on the money and Xin Jin shall receive no wages. At the expiration of the contract, Xin Jin shall be free to do as she pleases.. Until then, she shall first secure the master/mistress’s permission if a customer asks to take her out. If she has the four loathsome diseases she shall be returned within 100 days; beyond that time the procurer has no responsibility. Menstruation disorder is limited to one month’s rest only. If Xin Jin becomes sick at any time for more than 15 days, she shall work one month extra; if she becomes pregnant, she shall work one year extra. Should Xin Jin run away before her term is out, she shall pay whatever expense is incurred in finding and returning her to the brothel. This is a contract to be retained by the master/mistress as evidence of the agreement. Receipt of 1205 yuan by Ah Yo. Thumb print of Xin Jin in the contractee. Eighth month 11th day of the 12th year of Guang-zu (1886).

 

A Haymarket Radical Addresses the Court Digital History ID 1075 Author: Louis Lingg Date:1886 Annotation: On May 4, 1886, some 1,200 workers in Chicago gathered at Haymarket Square to demand an 8 hour day and to protest violence against strikers at the McCormick Harvester Plant. One worker had been killed the day before, and a circular publicizing the gathering read: “REVENGE! WORKINGMEN! TO ARMS!” Nearly 200 policemen patrolled the meeting. As the workers dispersed, a bomb exploded, killing one policeman and wounding many others. The police then fired into the crowd. The ensuing riot left 7 policemen and 4 laborers dead, and more than 100 injured. Louis Ling, a German-born carpenter, was just 22 years old when he was convicted of taking part in Chicago’s Haymarket Square bombing and the subsequent rioting. In 1893, Illinois Governor John Altgeld pardoned three convicted men, in an 18,000 word statement, arguing that their trial had been grossly unfair. Three years later, the governor, who was denounced as “Pardon” Altgeld, was defeated in his bid for reelection.

 

Document: Court of Justice! With the same irony with which you have regarded my efforts to win in this “free land of America,” a livelihood such as humankind is worthy to enjoy, do you now, after condemning me to death, concede me the liberty of making a final speech.

I accept your concession; but it is only for the purpose of exposing the injustice, the calumnies and the outrages which have been heaped upon me. You have accused me of murder, and convicted me: What proof have you brought that I am guilty? In the first place, you have brought this fellow Seliger to testify against me. Him I have helped to make bombs, and you have further proven that with the assistance of another, I took those bombs to No. 58 Clybourn avenue, but what you have not proven—even with the assistance of your bought “squealer,” Seliger, who would appear to have acted such a prominent part in the affair—is that any of those bombs were taken to the haymarket. A couple of chemists also, have been brought here as specialists, yet they could only state that the metal of which the haymarket bomb was made bore a certain resemblance to those bombs of mine, and your Mr. Ingham has vainly endeavored to deny that the bombs were quite different. He had to admit that there was a difference of a full half inch in their diameters, although he suppressed the fact that there was also a difference of a quarter of an inch in the thickness of the shell. This is the kind of evidence upon which you have convicted me. It is not murder, however, of which you have convicted me. The judge has stated that much only this morning in his resume of the case, and Grinnell has repeatedly asserted that we were being tried not for murder, but for anarchy, so the condemnation is—that I am an anarchist! What is anarchy? This is a subject which my comrades have explained with sufficient clearness, and it is unnecessary for me to go over it again. They have told you plainly enough what our aims are. The state’s attorney, however, has not given you that information. He has merely criticized and condemned, not the doctrines of anarchy, but our methods of giving them practical effect, and even here he has maintained a discreet silence as to the fact that those methods were forced upon us by the brutality of the police. Grinnell’s own proffered remedy for our grievances is the ballot and combination of trades unions, and Ingham has even avowed the desirability of a six-hour movement! But the fact is, that at every attempt to wield the ballot, at every endeavor to combine the efforts of workingmen, you have displayed the brutal violence of the police club, and this is why I have recommended rude force, to combat the ruder force of the police. You have charged me with despising “law and order.”What does your “law and order” amount to? Its representatives are the police, and they have thieves in their ranks. Here sits Captain Schaack. He has himself admitted to me that my hat and books have been stolen from him in his office—stolen by policemen. These are your defenders of property rights! The detectives again, who arrested me, forced their way into my room like housebreakers, under false pretenses, giving the name of a carpenter, Lorenz, of Burlington street. They have sworn that I was alone in my room, therein perjuring themselves. You have not subpoenaed this lady, Mrs. Klein,

who was present, and could have sworn that the aforesaid detectives broke into my room under false pretenses, and that their testimonies are perjured But let us go further. In Schaack we have a captain of the police, and he also has perjured himself. He has sworn that I admitted to him being present at the Monday night meeting, whereas I distinctly informed him that I was at a carpenters’ meeting at Zepf’s Hall. He has sworn again that I told him that I also learned to make bombs from Herr Most’s book. That also is a perjury. Let us go still a step higher among these representatives of law and order. Grinnell and his associates have permitted perjury, and I say that they have done it knowingly. The proof has been adduced by my counsel, and with my own eyes I have seen Grinnell point out to Gilmer, eight days before he came upon the stand, the persons of the men whom he was to swear against. While I, as I have stated above, believe in force for the sake of winning for myself and fellow-workmen a livelihood such as men ought to have, Grinnell, on the other hand, through his police and other rogues, has suborned perjury in order to murder seven men, of whom I am one. Grinnell had the pitiful courage here in the courtroom, where I could not defend myself, to call me a coward! The scoundrel! A fellow who has leagued himself with a parcel of base, hireling knaves, to bring me to the gallows. Why? For no earthly reason save a contemptible selfishness—a desire to ‘rise in the world“—to ”make money,” forsooth. This wretch—who, by means of the perjuries of other wretches is going to murder seven men—is the fellow who calls me “coward”! And yet you blame me for despising such “defenders of the law” such unspeakable hypocrites! Anarchy means no domination or authority of one man over another, yet you call that “disorder.” A system which advocates no such “order” as shall require the services of rogues and thieves to defend it you call “disorder.” The Judge himself was forced to admit that the state’s attorney had not been able to connect me with the bombthrowing. The latter knows how to get around it, however. He charges me with being a “conspirator.” How does he prove it? Simply by declaring the International Working People’s Association to be a “conspiracy.” I was a member of that body, so he has the charge securely fastened on me. Excellent! Nothing is too difficult for the genius of a state’s attorney! It is hardly incumbent upon me to review the relations which I occupy to my companions in misfortune. I can say truly and openly that I am not as intimate with my fellow prisoners as I am with Captain Schaack. The universal misery, the ravages of the capitalistic hyena have brought us together in our agitation, not as persons, but as workers in the same cause. Such is the “conspiracy” of which you have convicted me. I protest against the conviction, against the decision of the court. I do not recognize your law, jumbled together as it is by the nobodies of bygone centuries, and I do

not recognize the decision of the court. My own counsel have conclusively proven from the decisions of equally high courts that a new trial must be granted us. The state’s attorney quotes three times as many decisions from perhaps still higher courts to prove the opposite, and I am convinced that if, in another trial, these decisions should be supported by twenty-one volumes, they will adduce one hundred in support of the contrary, if it is anarchists who are to be tried. And not even under such a law—a law that a schoolboy must despise—not even by such methods have they been able to “legally” convict us. They have suborned perjury to boot. I tell you frankly and openly, I am for force. I have already told Captain Schaack, “if they use cannons against us, we shall use dynamite against them.” I repeat that I am the enemy of the “order”of today, and I repeat that, with all my powers, so long as breath remains in me, I shall combat it. I declare again, frankly and openly, that I am in favor of using force. I have told Captain Schaack, and I stand by it,“if you cannonade us, we shall dynamite you.” You laugh! Perhaps you think,“you’ll throw no more bombs”; but let me assure you I die happy on the gallows, so confident am I that the hundreds and thousands to whom I have spoken will remember my words; and when you shall have hanged us, then—mark my words— they will do the bombthrowing! In this hope do I say to you: I despise you. I despise your order, your laws, your force-propped authority. Hang me for it!

 

Dawes Act Digital History ID 4029

 

Date:1887 Annotation: In 1871 Congress declared that tribes were no longer separate, independent governments. It placed tribes under the guardianship of the federal government. The 1887 Dawes Act allotted reservation lands to individual Indians in units of 40 to 160 acres. Land that remained after allotment was to be sold to whites to pay for Indian education. The Dawes Act was supposed to encourage Indians to become farmers. But most of the allotted lands proved unsuitable for farming, owing to a lack of sufficient rainfall. The plots were also too small to support livestock. Much Indian land quickly fell into the hands of whites. There was to be a 25 year trust period to keep Indians from selling their land allotments, but an 1891 amendment did allow Indians to lease them, and a 1907 law let them sell portions of their property. A policy of “forced patents” took additional lands out of Indian hands. Under this policy, begun in 1909, government agents determined which Indians were “competent” to assume full responsibility for their allotments. Many of these Indians quickly sold their lands to white purchasers. Altogether, the severalty

policy reduced Indian-owned lands from 155 million acres in 1881 to 77 million in 1900 and just 48 million acres in 1934. The most dramatic loss of Indian land and natural resources took place in Oklahoma. At the end of the 19th century, the Cherokee, Chickasaw, Choctaw, and Creek nations held half the territory’s land. But by 1907, when Oklahoma became a state, much of this land, as well as its valuable asphalt, coal, natural gas, and oil resources, had passed into the possession of whites.

 

Document: The Dawes Act February 8, 1887 An act to provide for the allotment of lands in severalty to Indians on the various reservations, and to extend the protection of the laws of the United States and the Territories over the Indians, and for other purposes. Be it enacted, That in all cases where any tribe or band of Indians has been, or shall hereafter be, located upon any reservation created for their use, either by treaty stipulation or by virtue of an act of Congress or executive order setting apart the same for their use, the President of the United States be, and he hereby is, authorized, whenever in his opinion any reservation or any part thereof of such Indians is advantageous for agricultural and grazing purposes to cause said reservation, or any part thereof, to be surveyed, or resurveyed if necessary, and to allot the lands in said reservations in severalty to any Indian located thereon in quantities as follows: To each head of a family, one-quarter of a section; To each single person over eighteen years of age, one-eighth of a section; To each orphan child under eighteen years of age, one-eighth of a section; and, To each other single person under eighteen years now living, or who may be born prior to the date of the order of the President directing an allotment of the lands embraced in any reservation, one-sixteenth of a section; . . . Sec. 5. That upon the approval of the allotments provided for in this act by the Secretary of the Interior, he shall . . . declare that the United States does and will hold the land thus allotted, for the period of twenty-five years, in trust for the sole use and benefit of the Indian to whom such allotment shall have been made, . . . and that at the expiration of said period the United States will convey the same by patent to said Indian, or his heirs as aforesaid, in fee, discharged of such trust and free of all charge or encumbrance whatsoever: . . . Sec. 6. That upon the completion of said allotments and the patenting of the lands to said allottees, each and every member of the respective bands or tribes of Indians to whom allotments have been made shall have the benefit of and be subject to the laws, both civil and criminal, of the State or Territory in which they may reside; . . .And every Indian born within the territorial limits of the United States to whom allotments shall have been made under the provisions of this act,

or under any law or treaty, and every Indian born within the territorial limits of the United States who has voluntarily taken up, within said limits, his residence separate and apart from any tribe of Indians therein, and has adopted the habits of civilized life, is hereby declared to be a citizen of the United States, and is entitled to all the rights, privileges, and immunities of such citizens, whether said Indian has been or not, by birth or otherwise, a member of any tribe of Indians within the territorial limits of the United States without in any manner impairing or otherwise affecting the right of any such Indian to tribal or other property. The Ghost Dance and the Wounded Knee Massacre Digital History ID 700 Author: Benjamin Harrison Date:1891 Annotation: President Benjamin Harrison offered these comments about the Wounded Knee massacre.

 

Document: That these Indians had some complaints, especially in the matter of the reduction of the appropriation for rations and in the delays attending the enactment of laws to enable the Department to perform the engagements entered into with them, is probably true; but the Sioux tribes are naturally warlike and turbulent, and their warriors were excited by their medicine men and chiefs, who preached the coming of an Indian messiah who was to give them power to destroy their enemies. In view of the alarm that prevailed among the white settlers near the reservation and of the fatal consequences that would have resulted from an Indian incursion, I placed at the disposal of General Miles…all such forces as were thought by him to be required. He is entitled to the credit of having given thorough protection to the settlers and of bringing the hostiles into subjection with the least possible loss of life. The Ghost Dance and the Wounded Knee Massacre Digital History ID 705 Author: Red Cloud Date:1891 Annotation: A member of the Ogala Sioux describes the pattern of conflict between Indians and the government that contributed to the rise of the Ghost Dance religion.

 

Document: Everybody seems to think that the belief in the coming of the Messiah has caused all the trouble. This is a mistake. I will tell you the cause. When we first made treaties with the Government…the Government promised us all the means necessary to make our living out of our land, and to instruct us how to

do it, and abundant food to support us until we could take care of ourselves. We looked forward with hope to the time when we could be as independent as the whites, and have a voice in the Government. The officers of the army could have helped us better than any others, but we were not left to them. An Indian Department was made, with a large number of agents and other officials drawing large salaries, and these men were supposed to teach us the ways of the whites. Then came the beginning of trouble. These men took care of themselves but not of us. It was made very hard to deal with the Government except through them…. We did not get the means to work our land…. Our rations began to be reduced…. Remember that even our little ponies were taken away under the promise that they would be replaced by oxen and large horses, and that it was long before we saw any, and then we got very few…. Great efforts were made to break up our customs, but nothing was done to introduce the customs of the whites. Everything was done to break the power of the real chiefs, who really wished their people to improve, and little men, so-called chiefs, were made to act as disturbers and agitators. Spotted Tail wanted the ways of the whites, and a cowardly assassin was found to remove him…. Rations were further reduced, and we were starving….The people were desperate from starvation–they had no hope. They did not think of fighting. What good would it do? They might die like men, but what would all the women and children do? Some say they saw the son of God. All did not see Him. I did not see Him…. We doubted it, because we saw neither Him nor His works…. We were faint with hunger and maddened by despair. We held our dying children, and felt their little bodies tremble as their souls went out and left only a dead weight in our hands…. There was no hope on earth, and God seemed to have forgotten us. Some one had again been speaking of the Son of God, and said He had come. The people did not know; they did not care. They snatched at the hope. They screamed like crazy to Him for mercy. They caught at the promises they heard He had made. The white men were frightened, and called for soldiers…. We heard that soldiers were coming. We did not fear. We hoped that we could tell them our troubles and get help. A white man said the soldiers meant to kill us. We did not believe it, but some were frightened and ran away to the Bad Lands. The soldiers came. They said: “Don’t be afraid; we come to make peace, and not war.” It was true. They brought us food, and did not threaten us.

 

 

 

 

 

 

 

Atlanta Exposition Address Digital History ID 3613 Author: Booker T. Washington Date:1895 Annotation: In 1895, the year Frederick Douglass died, a new African American leader, Booker T. Washington, was catapulted to national prominence. In a 10minute speech delivered on a hot September afternoon at the Cotton States Exposition in Atlanta, Washington urged African Americans to accept social segregation as the price for acquiring education and economic security. The Atlanta Exposition was intended to impress Northerners that the “New” South was prepared to embrace industry and had solved its racial problems. In fact, this was a period during which many southern states segregated public facilities, such as streetcars and railroad cars, and instituted measures to restrict black voting rights, such as poll taxes and literacy tests. Lynchings were common. From 1899 to 1918, 2400 Africans Americans were lynched or burned at the stake. In his 1895 speech, Washington argued that Northern industrialists should be urged to invest in the South and that African Americans should share in the economic growth that Northern investment would bring. In return, African Americans should abandon, at least temporarily, the quest for full political and civil rights. “In all things purely social,” he explained, “we can be as separate as the fingers, yet as the hand in all things essential to mutual progress.” In his speech, Washington opposed unions and foreign immigration. He argued that these were not in the interests of African Americans. Born a slave in 1856, Washington became a noted educator and an exponent of black self-help. He first achieved prominence as the head of the Tuskegee Institute, a vocational training school in Alabama that taught skills like bricklaying. In 1901, he became the first African American to dine with a President. W.E.B. DuBois, the nation’s first black Ph.D., condemned Washington for failing to speak out publicly for racial equality. But in secret, Washington fought lynching and financed court tests of laws that upheld segregation and disfranchisement. His Tuskegee Institute worked to improve black health and literacy and to assist black farmers.

 

Document: Mr. President and Gentlemen of the Board of Directors and Citizens: One-third of the population of the South is of the Negro race. No enterprise seeking the material, civil, or moral welfare of this section can disregard this element of our population and reach the highest success. I but convey to you, Mr. President and

Directors, the sentiment of the masses of my race when I say that in no way have the value and manhood of the American Negro been more fittingly and generously recognized than by the managers of this magnificent Exposition at every stage of its progress. It is a recognition that will do more to cement the friendship of the two races than any occurrence since the dawn of our freedom. Not only this, but the opportunity here afforded will awaken among us a new era of industrial progress. Ignorant and inexperienced, it is not strange that in the first years of our new life we began at the top instead of at the bottom; that a seat in Congress or the state legislature was more sought than real estate or industrial skill; that the political convention or stump speaking had more attractions than starting a dairy farm or truck garden. A ship lost at sea for many days suddenly sighted a friendly vessel. From the mast of the unfortunate vessel was seen a signal,“Water, water; we die of thirst!” The answer from the friendly vessel at once came back, “Cast down your bucket where you are.” A second time the signal, “Water, water; send us water!” ran up from the distressed vessel, and was answered, “Cast down your bucket where you are.” And a third and fourth signal for water was answered, “Cast down your bucket where you are.” The captain of the distressed vessel, at last heeding the injunction, cast down his bucket, and it came up full of fresh, sparkling water from the mouth of the Amazon River. To those of my race who depend on bettering their condition in a foreign land or who underestimate the importance of cultivating friendly relations with the Southern white man, who is their next-door neighbor, I would say: “Cast down your bucket where you are”— cast it down in making friends in every manly way of the people of all races by whom we are surrounded. Cast it down in agriculture, mechanics, in commerce, in domestic service, and in the professions. And in this connection it is well to bear in mind that whatever other sins the South may be called to bear, when it comes to business, pure and simple, it is in the South that the Negro is given a man’s chance in the commercial world, and in nothing is this Exposition more eloquent than in emphasizing this chance. Our greatest danger is that in the great leap from slavery to freedom we may overlook the fact that the masses of us are to live by the productions of our hands, and fail to keep in mind that we shall prosper in proportion as we learn to dignify and glorify common labour, and put brains and skill into the common occupations of life; shall prosper in proportion as we learn to draw the line between the superficial and the substantial, the ornamental gewgaws of life and the useful. No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem. It is at the bottom of life we must begin, and not at the top. Nor should we permit our grievances to overshadow our opportunities. To those of the white race who look to the incoming of those of foreign birth and strange tongue and habits for the prosperity of the South, were I permitted I would repeat what I say to my own race,“Cast down your bucket where you are.” Cast it down among the eight millions of Negroes whose habits you know, whose fidelity

and love you have tested in days when to have proved treacherous meant the ruin of your firesides. Cast down your bucket among these people who have, without strikes and labour wars, tilled your fields, cleared your forests, builded your railroads and cities, and brought forth treasures from the bowels of the earth, and helped make possible this magnificent representation of the progress of the South. Casting down your bucket among my people, helping and encouraging them as you are doing on these grounds, and to education of head, hand, and heart, you will find that they will buy your surplus land, make blossom the waste places in your fields, and run your factories. While doing this, you can be sure in the future, as in the past, that you and your families will be surrounded by the most patient, faithful, law-abiding, and unresentful people that the world has seen. As we have proved our loyalty to you in the past, in nursing your children, watching by the sick-bed of your mothers and fathers, and often following them with tear-dimmed eyes to their graves, so in the future, in our humble way, we shall stand by you with a devotion that no foreigner can approach, ready to lay down our lives, if need be, in defense of yours, interlacing our industrial, commercial, civil, and religious life with yours in a way that shall make the interests of both races one. In all things that are purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress. There is no defense or security for any of us except in the highest intelligence and development of all. If anywhere there are efforts tending to curtail the fullest growth of the Negro, let these efforts be turned into stimulating, encouraging, and making him the most useful and intelligent citizen. Effort or means so invested will pay a thousand per cent interest. These efforts will be twice blessed—blessing him that gives and him that takes. There is no escape through law of man or God from the inevitable: The laws of changeless justice bind Oppressor with oppressed; And close as sin and suffering joined We march to fate abreast… Nearly sixteen millions of hands will aid you in pulling the load upward, or they will pull against you the load downward. We shall constitute one-third and more of the ignorance and crime of the South, or one-third [of] its intelligence and progress; we shall contribute one-third to the business and industrial prosperity of the South, or we shall prove a veritable body of death, stagnating, depressing, retarding every effort to advance the body politic. Gentlemen of the Exposition, as we present to you our humble effort at an exhibition of our progress, you must not expect overmuch. Starting thirty years ago with ownership here and there in a few quilts and pumpkins and chickens (gathered from miscellaneous sources), remember the path that has led from these to the inventions and production of agricultural implements, buggies, steam-engines, newspapers, books, statuary, carving, paintings, the management of drug stores and banks, has not been trodden without contact with thorns and thistles. While we take pride in what we exhibit as a result of our independent efforts, we do not for a

moment forget that our part in this exhibition would fall far short of your expectations but for the constant help that has come to our educational life, not only from the Southern states, but especially from Northern philanthropists, who have made their gifts a constant stream of blessing and encouragement. The wisest among my race understand that the agitation of questions of social equality is the extremest folly, and that progress in the enjoyment of all the privileges that will come to us must be the result of severe and constant struggle rather than of artificial forcing. No race that has anything to contribute to the markets of the world is long in any degree ostracized. It is important and right that all privileges of the law be ours, but it is vastly more important that we be prepared for the exercise of these privileges. The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an operahouse. In conclusion, may I repeat that nothing in thirty years has given us more hope and encouragement, and drawn us so near to you of the white race, as this opportunity offered by the Exposition; and here bending, as it were, over the altar that represents the results of the struggles of your race and mine, both starting practically empty-handed three decades ago, I pledge that in your effort to work out the great and intricate problem which God has laid at the doors of the South, you shall have at all times the patient, sympathetic help of my race; only let this he constantly in mind, that, while from representations in these buildings of the product of field, of forest, of mine, of factory, letters, and art, much good will come, yet far above and beyond material benefits will be that higher good, that, let us pray God, will come, in a blotting out of sectional differences and racial animosities and suspicions, in a determination to administer absolute justice, in a willing obedience among all classes to the mandates of law. This, coupled with our material prosperity, will bring into our beloved South a new heaven and a new earth.

 

 

Hearing of the Women Suffrage Association before House Committee on the Judiciary Digital History ID 3607

 

Date:1892 Annotation: The women’s movement did not really emerge as a significant political force until the 19th century. While there were many opinions and objectives within the women’s movement, the main objective was gaining the right to vote and securing equal legal rights with men. In the United States, a Woman Suffrage Amendment (the 16th Amendment) was introduced in Congress in 1878. The wording of this Amendment was the same to the Amendment that finally became

the 19th Amendment in 1919. The following excerpts are taken from the records in 1892 of the House Committee on the Judiciary, debating the proposed Amendment. Elizabeth Cady Stanton, Susan B. Anthony, and Lucy Stone were leading figures in the movement.

 

Document: The committee met, Mr. Culberson in the chair. The committee having under consideration House resolution 14, proposing an amendment to the Constitution extending the rights of women to vote at all Federal elections, this day heard argument in regard to the same. ADDRESS OF MRS. ELIZABETH CADY STANTON. [1] Mrs. Elizabeth Cady Stanton, president of the National Woman Suffrage Association, addressed the committee. She said. [2] Mr. Chairman and gentlemen of the committee: We have been speaking before Committees of the Judiciary for the last twenty years, and we have gone over all the arguments in favor of a sixteenth amendment which are familiar to all you gentlemen; therefore, it will not be necessary that I should repeat them again. [3] The point I wish plainly to bring before you on this occasion is the individuality of each human soul; our Protestant idea, the right of individual conscience and judgment-our republican idea, individual citizenship. In discussing the rights of woman, we are to consider, first, what belongs to her as an individual, in a world of her own, the arbiter of her own destiny, an imaginary Robinson Crusoe with her woman Friday on a solitary island. Her rights under such circumstances are to use all her faculties for her own safety and happiness. [4] Secondly, if we consider her as a citizen, as a member of a great nation, she must have the same rights as all other members, according to the fundamental principles of our Government. [5] Thirdly, viewed as a woman, an equal factor in civilization, her rights and duties are still the same-individual happiness and development. [6] Fourthly, it is only the incidental relations of life, such as mother, wife, sister, daughter, that may involve some special duties and training. In the usual discussion in regard to woman’s sphere, such men as Herbert Spencer, Frederic Harrison, and Grant Allen uniformly subordinate her rights and duties as an individual, as a citizen, as a woman, to the necessities of these incidental relations, some of which a large class of women may never assume. In discussing the sphere of man we do not decide his rights as an individual, as a citizen, as a man by his duties as a father, a husband, a brother, or a son, relations some of which he may never still. Moreover he would be better fitted for these very relations and whatever special work he might choose to do to earn his bread by the complete development of all his faculties as an individual.

[7] Just so with woman. The education that will fit her to discharge the duties in the largest sphere of human usefulness will best fit her for whatever special work she may be compelled to do. [8] The isolation of every human soul and the necessity of self-dependence must give each individual the right to choose his own surroundings. [9] The strongest reason for giving women all the opportunities for higher education, for the full development of her faculties, forces of mind and body; for giving her the most enlarged freedom of thought and action; a complete emancipation from all forms of bondage, of custom, dependence, superstition; from all the crippling influences of fear, is the solitude and personal responsibility of her own individual life. The strongest reason why we ask for woman a voice in the government under which she lives; in the religion she is asked to believe; equality in social life, where she is the chief factor; a place in the trades and professions, where she may earn her bread, is because of her birthright to self-sovereignty; because, as an individual, she must rely on herself. No matter how much women prefer to lean, to be protected and supported, nor how much men desire to have them do so, they must make the voyage of life alone, and for safety in an emergency they must know something of the laws of navigation. To guide our own craft, we must be captain, pilot, engineer; with chart and compass to stand at the wheel; to watch the wind and waves and know when to take in the sail, and to read the signs in the firmament over all. In matters not whether the solitary voyager is man or woman. . . . [10] The talk of sheltering woman from the fierce storms of life is the sheerest mockery, for they beat on her from every point of the compass, just as they do on man, and with more fatal results, for he has been trained to protect himself, to resist, to conquer. Such are the facts in human experience, the responsibilities of individual sovereignty. Rich and poor, intelligent and ignorant, wise and foolish, virtuous and vicious, man and woman, it is ever the same, each soul must depend wholly on itself. [11] Such is individual life. Who, I ask you, can take, dare take, on himself the rights, the duties, the responsibilities of another human soul? *** Miss Susan B. Anthony, Mr. Chairman and gentlemen of the committee, I now wish to introduce to you Mrs. Lucy Stone, of Boston, one of the pioneers of our movement, and one, I believe, who has not yet spoken before the Judiciary Committee of the House, although Mrs. Stanton and myself have been here for the last twenty-five years. We are very proud to present to you Mrs. Lucy Stone. ADDRESS OF MRS. LUCY STONE. Mrs. Lucy Stone, of Boston, next addressed the committee. She said: [12] Mr. Chairman and gentlemen of the committee, I arrived in town only last night and did not even know of a hearing here today, so I have not any speech prepared. Nevertheless I am glad to be here, and I am glad to see this committee, and-I suppose I have the right to say it-I am glad to see you are

the kind of looking men I see before me. It is something on our side to have you be the men you seem to be. I come before this committee with the sense which I always feel, that we are handicapped as women in what we try to do for ourselves by the single fact that we have no vote. This cheapens us. You do not care so much for us as if we had votes, so that we come always with that infinite disadvantage. [13] But the thing I want to say particularly is that we have our immortal Declaration of Independence and the various bills of rights of the different States (and George Washington advised us to recur often to first principles), and in the Declaration of Independence nothing is clearer than the basis of the claim that women should have equal rights with men. It is that those that are to obey the laws should make them. A complete government is a perfectly just government. Now it is easy to say that our fathers announced that principle but did not apply it. Of course they were in no condition to do so, and they could not. In the white heat of the struggle of the war of the Revolution these men declared better things than they could do. They saw the great truth that a complete government must be a just government; but they were too near the throne; they had the idea of the one man power, and so they were unable to carry out the principle of a just government. In my own State of Massachusetts they allowed none but church members to vote. Then property holders alone had the right to vote; and then the Democratic party came in and said that the poor man had as much right to vote as the man of property, and abolished the property qualification. Then the Republicans came and abolished the disfranchisement of the negroes; and to-day every human being in the United States except woman has the right to vote. [14] Now, what I want particularly to impress upon this committee is the gross and grave injustice of holding forty millions of women absolutely helpless under the Government. The laws touch us at every point. From the time the little girl baby is born until the time the aged woman makes her last will and testament, there is not one of our affairs which the law does not control. It says who shall own property, and what rights the woman shall have, and it settles all her affairs, whether she shall buy or sell or will or deed; it settles all that a woman has to do; and so, except in the single State of Wyoming-how glad I am you have two Senators from Wyoming-women are in a helpless position. (In 1890, Wyoming entered the Union with universal–male and female–suffrage.) Mrs. Stanton has told you about the solitude of the individual, but think what it is to be in the power of others in such a way that in nothing that concerns you have you any voice! If you are a woman and happen to have property and wish to rent it, somebody decides what you shall have for rent, how much you shall pay for taxes, etc., and in not a single solitary thing are you allowed to have a voice for yourself. Persons are elected by men to represent them in Congress and the State legislatures; and here are forty millions of women, with just the same stake in the Government that men have, with a class interest of their own, and with not one solitary word to say or power to help settle one of the things that concern them.

[15] Men must know the value of votes and the value of the possession of power, and I look at them and wonder how it is possible for them to be willing that their own sisters, mothers, wives, and daughters should be debarred from the possession of like power. . . . [16] What I wish, gentlemen, this winter, is for you to recommend a sixteenth amendment with an educational qualification in it. I believe you should never put obstacles in the way of anybody’s right to vote. Everybody should have the right to vote who cares to vote, but anyone who does can learn to read. What I think you should recommend is a sixteenth amendment with an educational qualification. I do not suppose there is a State in the Union that would adopt it, not one; but the fact that you put it forward as a thing which ought to be adopted is a part education of the great public mind. What we look forward to is part of the eternal order. It is not possible that forty millions of women should be held forever as lunatics, fools, and idiots. It is not possible, as the years go on, that each person should not at last have the right to look after his own interests. As the home is at its best when the father and mother consult together in regard to the family interests, so it is with the Government. I do not think it possible for a man to see from a man’s point of view all the things that a woman needs, and I do not think a woman from her single point of view sees all the things that a man needs. Now, I think men have brought their best, and also brought their worst, into the Union, and it is all here, but the thing you have not in the Government at all is the qualities that women possess, the feminine qualities. It has been said in regard to this matter that women are more economical and peaceful and law-abiding than men, and all those qualities are lacking in the Government to-day. [17] How much do we spend for war, and how much should we save if this peace element were only represented in the Government? If the peaceful sex can have their way it will go toward helping peace. It will be the same way in regard to the economy of the Government. The part that a woman does in the family no man can do. When she brings up her children who are to be Senators and Representatives, or farmers or ranchmen, that woman, who has given twenty years to bringing up that family, has rendered a service to the Government that no man can render. She does not get compensation for it in money; there is no compensation in money that can buy such labor, and she does not ask for that. At the same time, women who earn a compensation (and I am sorry to say it is very much less than the wages of men), when they get a dollar do not go and spend it on carriage hire, etc., but they get the things they need, for they have learned economy. If women came into the Government, they would bring with them that economy and those traits which the Government needs. [18] But whether this would be so or not, it is right that every class should be heard in behalf of its own interests. . . . [19] I wish I had the power to impress you with the fact that greater than the free coinage of silver, or the tariff, or anything you have before you, is the question

whether the people shall have the right to govern themselves, irrespective of whether they are men or women.

 

 

Populist Party Platform Digital History ID 4067

 

Date:1896 Annotation: Platform of the Populist Party in 1896. In the late 19th century, the Populist Party increased in popularity among western farmers, largely because they were in opposition to the gold standard. They had not faired well financially under industrialization, and they mounted a campaign against corrupt government and economic power. They claimed they were overlooked as big business and railroads prospered. In reality, industrialization had little to do with the farmer’s plight. Fluctuations in prices of corn and wheat contributed more to the farmer’s troubles. In 1896, the People’s Party Platform signified the farmer’s hostility against the government. The farmers were not only concerned with being overlooked and exploited, but there was deep unease over the belief that any collaboration between government and big business would harm the fabric of American democracy. The People’s Party Platform, therefore, directed its attention towards preserving agriculture and stopping corruption between government and big business. Two of their proposals, the direct election of senators and the income tax, would be adopted many years later. After the 1896 election, the Populist Party ceased to exist and melded with the Democratic Party.

 

Document: Adopted at St. Louis, July 24th, 1896. People’s Party Platform The People’s Party, assembled in National Convention, reaffirms its allegiance to the principles declared by the founders of the Republic, and also to the fundamental principles of just government as enunciated in the platform of the party in 1892. We recognize that through the connivance of the present and preceding Administrations the country has reached a crisis in its National life, as predicted in our declaration four years ago, and that prompt and patriotic action is the supreme duty of the hour. We realize that, while we have political independence, our financial and industrial independence is yet to be attained by restoring to our country the Constitutional control and exercise of the functions necessary to a people’s government, which

functions have been basely surrendered by our public servants to corporate monopolies. The influence of European moneychangers has been more potent in shaping legislation than the voice of the American people. Executive power and patronage have been used to corrupt our legislatures and defeat the will of the people, and plutocracy has thereby been enthroned upon the ruins of democracy. To restore the Government intended by the fathers, and for the welfare and prosperity of this and future generations, we demand the establishment of an economic and financial system which shall make us masters of our own affairs and independent of European control, by the adoption of the following declarations of principles: The Finances 1. We demand a National money, safe and sound, issued by the General Government only, without the intervention of banks of issue, to be a full legal tender for all debts, public and private; a just, equitable, and efficient means of distribution, direct to the people, and through the lawful disbursements of the Government. 2. We demand the free and unrestricted coinage of silver and gold at the present legal ratio of 16 to 1, without waiting for the consent of foreign nations. 3. We demand that the volume of circulating medium be speedily increased to an amount sufficient to meet the demand of the business and population, and to restore the just level of prices of labor and production. 4. We denounce the sale of bonds and the increase of the public interest-bearing debt made by the present Administration as unnecessary and without authority of law, and demand that no more bonds be issued, except by specific act of Congress 5. We demand such legislation as will prevent the demonetization of the lawful money of the United States by private contract. 6. We demand that the Government, in payment of its obligation, shall use its option as to the kind of lawful money in which they are to be paid, and we denounce the present and preceding Administrations for surrendering this option to the holders of Government obligations. 7. We demand a graduated income tax, to the end that aggregated wealth shall bear its just proportion of taxation, and we regard the recent decision of the Supreme Court relative to the income-tax as a misinterpretation of the Constitution and an invasion of the rightful powers of Congress over the subject of taxation. 8. We demand that postal savings-banks be established by the Government for the safe deposit of the savings of the people and to facilitate exchange. Railroads and Telegraphs

1. Transportation being a means of exchange and a public necessity, the Government should own and operate the railroads in the interest of the people and on a non-partisan basis, to the end that all may be accorded the same treatment in transportation, and that the tyranny and political power now exercised by the great railroad corporations, which result in the impairment, if not the destruction of the political rights and personal liberties of the citizens, may be destroyed. Such ownership is to be accomplished gradually, in a manner consistent with sound public policy. 2. The interest of the United States in the public highways built with public moneys, and the proceeds of grants of land to the Pacific railroads, should never be alienated, mortgaged, or sold, but guarded and protected for the general welfare, as provided by the laws organizing such railroads. The foreclosure of existing liens of the United States on these roads should at once follow default in the payment thereof by the debtor companies; and at the foreclosure sales of said roads the Government shall purchase the same, if it becomes necessary to protect its interests therein, or if they can be purchased at a reasonable price; and the Government shall operate said railroads as public highways for the benefit of the whole people, and not in the interest of the few, under suitable provisions for protection of life and property, giving to all transportation interests equal privileges and equal rates for fares and freight. 3. We denounce the present infamous schemes for refunding these debts, and demand that the laws now applicable thereto be executed and administered according to their intent and spirit. 4. The telegraph, like the Post Office system, being a necessity for the transmission of news, should be owned and operated by the Government in the interest of the people. The Public Lands 1. True policy demands that the National and State legislation shall be such as will ultimately enable every prudent and industrious citizen to secure a home, and therefore the land should not be monopolized for speculative purposes. All lands now held by railroads and other corporations in excess of their actual needs should by lawful means be reclaimed by the Government and held for actual settlers only, and private land monopoly, as well as alien ownership, should be prohibited. 2. We condemn the land grant frauds by which the Pacific railroad companies have through the connivance of the Interior Department, robbed multitudes of bona-fide settlers of their homes and miners of their claims, and we demand legislation by Congress which will enforce the exemption of mineral land from such grants after as well before the patent. 3. We demand that bona-fide settlers on all public lands be granted free homes, as provided in the National Homestead Law, and that no exception be made in the

case of Indian reservations when opened for settlement, and that all lands not now patented come under this demand. The Referendum We favor a system of direct legislation through the initiative and referendum, under proper Constitutional safeguards. Direct Election of President and Senators by the People We demand the election of President, Vice-President, and United States Senators by a direct vote of the people… The Territories We favor home rule in the Territories and the District of Columbia, and the early admission of the Territories as States. Public Salaries All public salaries should be made to correspond to the price of labor and its products. Employment to Be Furnished by Government In times of great industrial depression, idle labor should be employed on public works as far as practicable. Arbitrary Judicial Action The arbitrary course of the courts in assuming to imprison citizens for indirect contempt and ruling by injunctions should be prevented by proper legislation. Pensions We favor pensions for our disabled Union soldiers. A Fair Ballot Believing that the elective franchise and an untrammeled ballot are essential to a government of, for, and by the people, the People’s party condemns the wholesale system of disfranchisement adopted in some States as unrepublican and undemocratic, and we declare it to be the duty of the several State legislatures to take such actions as will secure a full, free and fair ballot and an honest count. The Financial Question “The Pressing Issue” While the foregoing propositions constitute the platform upon which our party stands, and for the vindication of which its organization will be maintained, we recognize that the great and pressing issue of the pending campaign, upon which the present election will turn, is the financial question, and upon this great and specific issue between the parties we cordially invite the aid and co-operation of all organizations and citizens agreeing with us upon this vital question.

A Changing World Thesis and Outline

Assignment 1.1: A Changing World Thesis and Outline
Due Week 3 and worth 50 points

“The discovery of America, and that of the passage to the East Indies by the Cape of Good Hope, are the two greatest events recorded in the history of [human] kind”—Adam Smith, in The Wealth of Nations, 1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe? How did it change globalization in terms of trade, culture, societies, innovations, old and new world exchanges, and in other ways?

Part 1:
1. Write a thesis statement that is one to two (1-2) sentences long in which you:

  1. State your thesis on how the discovery of America changed the world. Justify your response.

For the first part of this assignment, you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/)

Part 2:
For the next part of this assignment you will create an outline of the main points you want to address in this paper. This outline will serve as the basis for your Assignment 1.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/)

2. Write a one to two (1-2) page outline in which you:

  1. Determine three (3) major aspects that demonstrate Old and New World exchanges.
  2. List five (5) specific groups that were affected by this event. Provide two (2) examples for each cohort describing how they were affected.
  3. List five (5) ways that the creation of new global trade routes affected the occupations and lifestyles of the average working American in the colonies.
  4. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.

SECOND PART USING THE THESIS AND OUTLINE FROM PART ONE TO DO THE ESSAY

 

The discovery of America and that of the passage to the East Indies by the Cape of Good Hope, are the two (2) greatest events recorded in the history of [human] kind” – Adam Smith, in The Wealth of Nations,1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe?  How did it change globalization in terms of trade, culture, societies, innovations, new and old world exchanges, and in other ways?

You have already developed a thesis statement and developed an outline in which you identify three (3) main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.

Write a three to five (3-5) page paper in which you:

  1. Introduce your paper with your previously crafted thesis statement.
  2. Identify three (3) major aspects that demonstrate Old and New World exchanges. Explain your responses with specific examples and details.
  3. Identify three (3) specific groups that were affected by this global event and provide two (2) examples for each group describing how the group was affected.
  4. Summarize how this discovery affected the life of the average working American during the colonial period. Use specific examples and details.
  5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

Assignment 1.1: A Changing World Thesis and Outline
Due Week 3 and worth 50 points

“The discovery of America, and that of the passage to the East Indies by the Cape of Good Hope, are the two greatest events recorded in the history of [human] kind”—Adam Smith, in The Wealth of Nations, 1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe? How did it change globalization in terms of trade, culture, societies, innovations, old and new world exchanges, and in other ways?

Part 1:
1. Write a thesis statement that is one to two (1-2) sentences long in which you:

  1. State your thesis on how the discovery of America changed the world. Justify your response.

For the first part of this assignment, you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/)

Part 2:
For the next part of this assignment you will create an outline of the main points you want to address in this paper. This outline will serve as the basis for your Assignment 1.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/)

2. Write a one to two (1-2) page outline in which you:

  1. Determine three (3) major aspects that demonstrate Old and New World exchanges.
  2. List five (5) specific groups that were affected by this event. Provide two (2) examples for each cohort describing how they were affected.
  3. List five (5) ways that the creation of new global trade routes affected the occupations and lifestyles of the average working American in the colonies.
  4. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.

SECOND PART USING THE THESIS AND OUTLINE FROM PART ONE TO DO THE ESSAY

 

The discovery of America and that of the passage to the East Indies by the Cape of Good Hope, are the two (2) greatest events recorded in the history of [human] kind” – Adam Smith, in The Wealth of Nations,1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe?  How did it change globalization in terms of trade, culture, societies, innovations, new and old world exchanges, and in other ways?

You have already developed a thesis statement and developed an outline in which you identify three (3) main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.

Write a three to five (3-5) page paper in which you:

  1. Introduce your paper with your previously crafted thesis statement.
  2. Identify three (3) major aspects that demonstrate Old and New World exchanges. Explain your responses with specific examples and details.
  3. Identify three (3) specific groups that were affected by this global event and provide two (2) examples for each group describing how the group was affected.
  4. Summarize how this discovery affected the life of the average working American during the colonial period. Use specific examples and details.
  5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

America As A Superpower

Assignment 3: America as a Superpower

This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.

Statement—in which you can take a pro or con position:

· The American international “policing” role developed because of the Cold War, but now terrorists or  any power having or trying to get weapons of mass destruction (WMD) are the potential targets of such a role. By examples from different decades since 1950, it is clear that the policing strategy was once essential but should be discarded as ineffective and counterproductive.  (Or you can argue the opposite—that the policing strategy is more necessary than ever; or you can argue for a more moderate position.)  Use specific examples—two from the Cold War years and two from the past two decades.

After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:

· The position you choose —or something close to it—will be the thesis statement in your opening paragraph.

· To support your position, use four (4) specific examples from different decades between 1950 and the present. However, two (2) examples must be from the Cold War years (before 1991) and the other two (2) examples must be from the past twenty (20) years.

· Explain why the opposing view is weak in comparison to yours.

· Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.) 

Length: The paper should be 500-to-750 words in length. 

Research and References: You must use a MINIMUM of four quality academic sources; the Schultz textbook must be one of them. Two of them must come from the online library—either those library sources listed or others. Your other source should be drawn from the list provided below. This is guided research, not open-ended Googling.

Source list for Assignment 3: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having libdatab.strayer.edu as part of the URL have a permalink to that source in our university’s online library.

SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed.

G. H. W. Bush. March 6, 1991. Address before a Joint Session of the Congress on the Cessation of the Persian Gulf Conflict. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bushnwo.html

J. F. Dulles. Jan. 2, 1954. Secretary Dulles’ Strategy of Massive Retaliation. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/dulles.html

M. Klare. July 15, 2002. Endless Military Superiority. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=6926412&site=eds-live&scope=site

C. Paul. 2008. Marines on the Beach: The Politics of U.S. Military Intervention Decision Making. eBook. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=275009&site=eds-live&scope=site

C. Powell. Feb. 6, 2003. Transcript of Powell’s UN Presentation. http://www.cnn.com/2003/US/02/05/sprj.irq.powell.transcript/

R. Reagan. March, 1983. Remarks at the Annual Convention of the National Association of Evangelicals. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/evilemp.html

Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed.

S. M. Tarzi. Sept. 2014. The Folly of a Grand Strategy of Coercive Global Primacy: A Fresh Perspective on the Post-9/11 Bush Doctrine.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=98323177&site=eds-live&scope=site

3/3/2019 Bush: New World Order, 1991

http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bushnwo.html 1/4

READING

“New World Order” Speech

George Herbert Walker Bush

Address Before a Joint Session of the Congress on the Cessation of the Persian Gulf Conflict

March 6, 1991

Speaker Foley: Mr. President, it is customary at joint sessions for the Chair to present the President to the Members of Congress directly and without further comment. But I wish to depart from tradition tonight and express to you on behalf of the Congress and the country, and through you to the members of our Armed Forces, our warmest congratulations on the brilliant victory of the Desert Storm Operation.

Members of the Congress, I now have the high privilege and distinct honor of presenting to you the President of the United States.

The President: Mr. President. And Mr. Speaker, thank you, sir, for those very generous words spoken from the heart about the wonderful performance of our military.

Members of Congress, 5 short weeks ago I came to this House to speak to you about the state of the Union. We met then in time of war. Tonight, we meet in a world blessed by the promise of peace.

From the moment Operation Desert Storm commenced on January 16th until the time the guns fell silent at midnight 1 week ago, this nation has watched its sons and daughters with pride, watched over them with prayer. As Commander in Chief, I can report to you our armed forces fought with honor and valor. And as President, I can report to the Nation aggression is defeated. The war is over.

This is a victory for every country in the coalition, for the United Nations. A victory for unprecedented international cooperation and diplomacy, so well led by our Secretary of State, James Baker. It is a victory for the rule of law and for what is right.

Desert Storm’s success belongs to the team that so ably leads our Armed Forces: our Secretary of Defense and our Chairman of the Joint Chiefs, Dick Cheney and Colin Powell. And while you’re standing — [laughter] — this military victory also belongs to the one the British call the “Man of the Match” — the tower of calm at the eye of Desert Storm — General Norman Schwarzkopf.

And recognizing this was a coalition effort, let us not forget Saudi General Khalid, Britain’s General de la Billiere, or General Roquejeoffre of France, and all the others whose leadership played such a vital role. And most importantly, most importantly of all, all those who served in the field.

I thank the Members of this Congress — support here for our troops in battle was overwhelming. And above all, I thank those whose unfailing love and support sustained our courageous men and women: I thank the American people.

Tonight, I come to this House to speak about the world — the world after war. The recent challenge could not have been clearer. Saddam Hussein was the villain; Kuwait, the victim. To the aid of this small country came nations from North America and Europe, from Asia and South America, from Africa and the Arab world, all united against aggression. Our uncommon coalition must now work in common purpose: to forge a future that should never again be held hostage to the darker side of human nature.

Tonight in Iraq, Saddam walks amidst ruin. His war machine is crushed. His ability to threaten mass destruction is itself destroyed. His people have been lied to, denied the truth. And when his defeated legions come home, all

 

 

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Iraqis will see and feel the havoc he has wrought. And this I promise you: For all that Saddam has done to his own people, to the Kuwaitis, and to the entire world, Saddam and those around him are accountable.

All of us grieve for the victims of war, for the people of Kuwait and the suffering that scars the soul of that proud nation. We grieve for all our fallen soldiers and their families, for all the innocents caught up in this conflict. And, yes, we grieve for the people of Iraq, a people who have never been our enemy. My hope is that one day we will once again welcome them as friends into the community of nations. Our commitment to peace in the Middle East does not end with the liberation of Kuwait. So, tonight let me outline four key challenges to be met.

First, we must work together to create shared security arrangements in the region. Our friends and allies in the Middle East recognize that they will bear the bulk of the responsibility for regional security. But we want them to know that just as we stood with them to repel aggression, so now America stands ready to work with them to secure the peace. This does not mean stationing U.S. ground forces in the Arabian Peninsula, but it does mean American participation in joint exercises involving both air and ground forces. It means maintaining a capable U.S. naval presence in the region, just as we have for over 40 years. Let it be clear: Our vital national interests depend on a stable and secure Gulf.

Second, we must act to control the proliferation of weapons of mass destruction and the missiles used to deliver them. It would be tragic if the nations of the Middle East and Persian Gulf were now, in the wake of war, to embark on a new arms race. Iraq requires special vigilance. Until Iraq convinces the world of its peaceful intentions — that its leaders will not use new revenues to rearm and rebuild its menacing war machine — Iraq must not have access to the instruments of war.

And third, we must work to create new opportunities for peace and stability in the Middle East. On the night I announced Operation Desert Storm, I expressed my hope that out of the horrors of war might come new momentum for peace. We’ve learned in the modern age geography cannot guarantee security, and security does not come from military power alone.

All of us know the depth of bitterness that has made the dispute between Israel and its neighbors so painful and intractable. Yet, in the conflict just concluded, Israel and many of the Arab States have for the first time found themselves confronting the same aggressor. By now, it should be plain to all parties that peacemaking in the Middle East requires compromise. At the same time, peace brings real benefits to everyone. We must do all that we can to close the gap between Israel and the Arab States — and between Israelis and Palestinians. The tactics of terror lead absolutely nowhere. There can be no substitute for diplomacy.

A comprehensive peace must be grounded in United Nations Security Council Resolutions 242 and 338 and the principle of territory for peace. This principle must be elaborated to provide for Israel’s security and recognition and at the same time for legitimate Palestinian political rights. Anything else would fail the twin test of fairness and security. The time has come to put an end to Arab-Israeli conflict.

The war with Iraq is over. The quest for solutions to the problems in Lebanon, in the Arab-Israeli dispute, and in the Gulf must go forward with new vigor and determination. And I guarantee you: No one will work harder for a stable peace in the region than we will.

Fourth, we must foster economic development for the sake of peace and progress. The Persian Gulf and Middle East form a region rich in natural resources with a wealth of untapped human potential. Resources once squandered on military might must be redirected to more peaceful ends. We are already addressing the immediate economic consequences of Iraq’s aggression. Now, the challenge is to reach higher, to foster economic freedom and prosperity for all the people of the region.

By meeting these four challenges we can build a framework for peace. I’ve asked Secretary of State Baker to go to the Middle East to begin the process. He will go to listen, to probe, to offer suggestions — to advance the search for peace and stability. I’ve also asked him to raise the plight of the hostages held in Lebanon. We have not forgotten them, and we will not forget them.

 

 

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To all the challenges that confront this region of the world there is no single solution, no solely American answer. But we can make a difference. America will work tirelessly as a catalyst for positive change.

But we cannot lead a new world abroad if, at home, it’s politics as usual on American defense and diplomacy. It’s time to turn away from the temptation to protect unneeded weapons systems and obsolete bases. It’s time to put an end to micromanagement of foreign and security assistance programs — micromanagement that humiliates our friends and allies and hamstrings our diplomacy. It’s time to rise above the parochial and the pork barrel, to do what is necessary, what’s right, and what will enable this nation to play the leadership role required of us.

The consequences of the conflict in the Gulf reach far beyond the confines of the Middle East. Twice before in this century, an entire world was convulsed by war. Twice this century, out of the horrors of war hope emerged for enduring peace. Twice before, those hopes proved to be a distant dream, beyond the grasp of man. Until now, the world we’ve known has been a world divided — a world of barbed wire and concrete block, conflict, and cold war.

Now, we can see a new world coming into view. A world in which there is the very real prospect of a new world order. In the words of Winston Churchill, a world order in which “the principles of justice and fair play protect the weak against the strong. . . .” A world where the United Nations, freed from cold war stalemate, is poised to fulfill the historic vision of its founders. A world in which freedom and respect for human rights find a home among all nations. The Gulf war put this new world to its first test. And my fellow Americans, we passed that test.

For the sake of our principles, for the sake of the Kuwaiti people, we stood our ground. Because the world would not look the other way, Ambassador al-Sabah, tonight Kuwait is free. And we’re very happy about that.

Tonight, as our troops begin to come home, let us recognize that the hard work of freedom still calls us forward. We’ve learned the hard lessons of history. The victory over Iraq was not waged as “a war to end all wars.” Even the new world order cannot guarantee an era of perpetual peace. But enduring peace must be our mission. Our success in the Gulf will shape not only the new world order we seek but our mission here at home.

In the war just ended, there were clear-cut objectives — timetables — and, above all, an overriding imperative to achieve results. We must bring that same sense of self-discipline, that same sense of urgency, to the way we meet challenges here at home. In my State of the Union Address and in my budget, I defined a comprehensive agenda to prepare for the next American century.

Our first priority is to get this economy rolling again. The fear and uncertainty caused by the Gulf crisis were understandable. But now that the war is over, oil prices are down, interest rates are down, and confidence is rightly coming back. Americans can move forward to lend, spend, and invest in this, the strongest economy on Earth.

We must also enact the legislation that is key to building a better America. For example, in 1990, we enacted an historic Clean Air Act. And now we’ve proposed a national energy strategy. We passed a child-care bill that put power in the hands of parents. And today, we’re ready to do the same thing with our schools and expand choice in education. We passed a crime bill that made a useful start in fighting crime and drugs. This year, we’re sending to Congress our comprehensive crime package to finish the job. We passed the landmark Americans with Disabilities Act. And now we’ve sent forward our civil rights bill. We also passed the aviation bill. This year, we’ve sent up our new highway bill. And these are just a few of our pending proposals for reform and renewal.

So, tonight I call on the Congress to move forward aggressively on our domestic front. Let’s begin with two initiatives we should be able to agree on quickly: transportation and crime. And then, let’s build on success with those and enact the rest of our agenda. If our forces could win the ground war in 100 hours, then surely the Congress can pass this legislation in 100 days. Let that be a promise we make tonight to the American people.

 

 

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When I spoke in this House about the state of our Union, I asked all of you: If we can selflessly confront evil for the sake of good in a land so far away, then surely we can make this land all that it should be. In the time since then, the brave men and women of Desert Storm accomplished more than even they may realize. They set out to confront an enemy abroad, and in the process, they transformed a nation at home. Think of the way they went about their mission — with confidence and quiet pride. Think about their sense of duty, about all they taught us about our values, about ourselves.

We hear so often about our young people in turmoil — how our children fall short, how our schools fail us, how American products and American workers are second-class. Well, don’t you believe it. The America we saw in Desert Storm was first-class talent. And they did it using America’s state-of-the-art technology. We saw the excellence embodied in the Patriot missile and the patriots who made it work. And we saw soldiers who know about honor and bravery and duty and country and the world-shaking power of these simple words. There is something noble and majestic about the pride, about the patriotism that we feel tonight.

So, to everyone here and everyone watching at home, think about the men and women of Desert Storm. Let us honor them with our gratitude. Let us comfort the families of the fallen and remember each precious life lost.

Let us learn from them as well. Let us honor those who have served us by serving others. Let us honor them as individuals — men and women of every race, all creeds and colors — by setting the face of this nation against discrimination, bigotry, and hate. Eliminate them.

I’m sure that many of you saw on the television the unforgettable scene of four terrified Iraqi soldiers surrendering. They emerged from their bunker broken, tears streaming from their eyes, fearing the worst. And then there was an American soldier. Remember what he said? He said: “It’s okay. You’re all right now. You’re all right now.” That scene says a lot about America, a lot about who we are. Americans are a caring people. We are a good people, a generous people. Let us always be caring and good and generous in all we do.

Soon, very soon, our troops will begin the march we’ve all been waiting for — their march home. And I have directed Secretary Cheney to begin the immediate return of American combat units from the Gulf. Less than 2 hours from now, the first planeload of American soldiers will lift off from Saudi Arabia, headed for the U.S.A. That plane will carry the men and women of the 24th Mechanized Infantry Division bound for Fort Stewart, Georgia. This is just the beginning of a steady flow of American troops coming home. Let their return remind us that all those who have gone before are linked with us in the long line of freedom’s march.

Americans have always tried to serve, to sacrifice nobly for what we believe to be right. Tonight, I ask every community in this country to make this coming Fourth of July a day of special celebration for our returning troops. They may have missed Thanksgiving and Christmas, but I can tell you this: For them and for their families, we can make this a holiday they’ll never forget.

In a very real sense, this victory belongs to them — to the privates and the pilots, to the sergeants and the supply officers, to the men and women in the machines and the men and women who made them work. It belongs to the regulars, to the reserves, to the National Guard. This victory belongs to the finest fighting force this nation has ever known in its history.

We went halfway around the world to do what is moral and just and right. We fought hard and, with others, we won the war. We lifted the yoke of aggression and tyranny from a small country that many Americans had never even heard of, and we ask nothing in return.

We’re coming home now — proud, confident, heads high. There is much that we must do, at home and abroad. And we will do it. We are Americans.

May God bless this great nation, the United States of America. Thank you all very, very much.

Acts of the Virginia Commonwealth on the PBS site Slavery and the Making of America

Locate the webpage “Acts of the Virginia Commonwealth on the PBS site Slavery and the Making of America: The Slave Experience. Use the following keywords in your search: acts of Virginia Commonwealth slave experience. Read the information on this page. Feel free also to locate and incorporate additional scholarly sources to respond to this case study.

Construct 3 pages (not including title page or references page) case study by responding to the following prompts:

1.Describe in what ways the practice of slavery was different between Africans and Europeans?

2.Explain how the length of service of slaves (servants being brought into the colony without indentures or covenants) change between 1642 and 1705?

3.How was the status of children born to slaves by white men determined?

4.Describe in what ways were slaves treated similarly to property (regarding the right of possession, damage to property, etc.)?

5.As the author of the Declaration of Independence, analyze Jefferson’s viewpoint of slavery and abolition of slavery.