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Core Humanities 203 > Midterm Exam > Flashcards

Midterm Exam Flashcards

1
Q

Native American tales and oral tradition

A
  • Indigenous— Cultures and collective identity were formed from relationships with particular landscapes and regions over significant periods of time
  • Myths play an important role in identities—Expresses truths above values
  • Creation stories (origin or emergence), etiological stories (natural phenomena), trickster stories (educational and entertaining)
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2
Q

Christopher Columbus

A
  • Voyages took place within the context of Spain and Portugal vying for control of lands they discovered through maritime explorations
  • “Letter to King Ferdinand” served to persuade the monarchy to continue funding for voyages
  • Emphasizes desirable plants, spices, gold, availability of slaves
  • Extractive colonialism
  • Depiction of Natives as ‘noble’ or ‘savage’
  • Language as a tool for colonization
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3
Q

Bartolomé de las Casas

A
  • Dominican priest who wrote to expose the atrocities committed by the Spaniards in the name of the Crown and the Church
  • Begins by asserting the divine rule of kings but he qualifies his recognition of authority by calling on the duty of kings to right wrongs
  • Argue for the humanity of values
  • Frequent mention of colonizers as “Christians” to point out hypocrisy
  • “Short Account of the Destruction in the Indies”
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4
Q

Alcatraz, Red Power, “Alcatraz Proclamation”

A
  • Target for Native activists to raise awareness of Native American issues
  • Indian of All Tribes- Members belonged to a variety of tribal nations across North America
  • Pan-Indian activism- Unity amongst different Native American groups regardless of affiliation
  • Helped forge stronger opposition to United States settler colonialism
  • Occupation was an important synonym of the growing Red Power movement (to get Federal government to return land that was previously owned by Native Americans) helping to mobilize a pan-Indian identity for generations of Native Americans
  • Alcatraz Proclamation had a satiric approach to stress the inequities caused by federal Indian policy; Great Father, Declares right of discovery, sale of Manhattan (cliche that Natives had no concept of property ownership)
  • Most importantly, Alcatraz greatly resembled the Indian Reservations!!!
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5
Q

Massachusetts Bay Colony

A
  • Religious self-determination
  • Community
  • Art was meant to convey simple moral messages without excessive adornment
  • ‘Plain-style’ conveyed right action, dress, and attention to duty and God breeding conformity
  • Election theology; pre-determination
  • Strict social organization avoiding declension (moral backsliding)
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6
Q

Jamestown

A
  • Chartered corporation
  • Headlight- Per-person allotment of land
  • Ad-hoc labor force- Anyone who wanted to come along could including the poor and criminals
  • Rugged, individual, agrarianism
  • Relied on immigration, not natural birth
  • Combination of landholdings into single wonders and use of sales develops into the plantation system
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7
Q

Captain John Smith

A
  • Condescension mostly helped promote the colony

- “John Smith Writes about the Chesapeake Indians of 1608”

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8
Q

Chief Powhatan

A
  • Reply to Smith was a plaintive and measured rhetoric
  • Desire for peace, trade, and sharing between his people and English
  • Identifies English selfishness in their dealings with the Native Americans
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9
Q

John Winthrop

A
  • Puritan ministers and governor of Massachusetts Bay Colony
  • Agenda-setting sermon
  • “Model of Christian Charity”
  • ‘City Upon a Hill’ — If Puritans live by Winthrop’s ideas, they would be the example for the world to see of how people and communities should live
  • Mission in the New World to set up their own colony as an example of what leading a righteous life ought to look like to the rest of humanity
  • American exceptionalism- Nation’s special place in world affairs separate from all others
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10
Q

Mary Rowlandson

A
  • Centrality of God’s role
  • “Narrative of the Captivity and Restoration of Mrs. Rowlandson”
  • Didactic document meant to instruct Puritan readers in right behavior and thinking
  • Devil’s work- Attitude towards wilderness and its inhabitants
  • Help keep community together
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11
Q

Anne Bradstreet

A
  • God’s role in Puritans’ life
  • “By Night when Others Slept Soundly”
  • Roles of women cautiously described in verse
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12
Q

Jonathan Edwards

A
  • Fire-and-brimstone preaching
  • “Sinner in the Hands of Angry God”
  • Supported the Enlightenment helping the colonists rebel under traditional rule
  • Establishes the terms of faith versus reason we struggle with today
  • Rationalism rather than religious and emotional beliefs
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13
Q

Virginia’s slave laws

A
  • Legal apparatus to ensure systematic dehumanization
  • Safeguarded the division between whites and blacks ensuring white supremacy
  • All rights slowly stripped away from blacks one time as a threat of insurrection increased
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14
Q

The Enlightenment

A
  • Period of intellectual growth in human civilization
  • Natural world and its observable phenomena- Center of thought
  • Applied in the service of higher order, more abstract thought
  • Reason as a guiding force, not religion
  • Reason and rationality lead to the idea of ‘self-making,’ a shift away from God’s will permeating all life (namely Puritans)
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15
Q

Thomas Paine

A
  • “Common Sense” was a propaganda for revolution
  • Success in that one could hardly deny the power of his logic
  • Language resounds in “Declaration of Independence”
  • Desire for rational argumentation has lived on and inspired many from the political spectrum
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16
Q

Benjamin Franklin

A
  • First American celebrity (polymath and inventor)
  • Rejected religious dogma
  • Suffused with the idea of self-making as the way to success
  • “Autobiography Part” I has rational explanations for his decision-making while keeping an open mid about religion
  • “Autobiography Part II” includes thirteen virtues as plan where success for the person could be a plan for nation’s success
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17
Q

“The Declaration of Independence”

A
  • Ecstatic document of the Enlightenment
  • List of twenty-eight grievances
  • Rhetorical potency based in deliberation on the ration basis for a split
  • Used Britain’s own Declaration of Rights as a stepping stone using ironic British influence
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18
Q

Abigail Adams

A
  • Foresight to consider a women’s place in the new republic
  • No match for sexism dominant in the area that would squelch women’s opinions
  • “Letter From Abigail Adams to John Adams”
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19
Q

Lemuel Haynes

A
  • Essay “Liberty Further Extended” takes Declaration at face-value and argues for extension of citizen rights to blacks and mulattoes
20
Q

The US Constitution

A
  • Document of a very fragile consensus
  • Ratified version of Constitution is the bare set skeletal form of how the federal government works
  • Bill of Rights presents a limit of the federal government’s power over individual citizens
21
Q

Transcendentalism

A
  • Stressed individual thought and valued reason over understanding (formal education)
  • Studied perception of what is divine both in human nature and in the natural world
  • Personal rationality versus formal education
  • Individualism and self-reliance
22
Q

Ralph Waldo Emerson

A
  • “Nature” and the essay “Self-Reliance”
  • Skeptical of eighteenth century American society which influenced by the new market economy and the Industrial Revolution and obsessed with materialism and status
  • “Harvard Divinity Speech”
  • Rejects basic tenets of organized Christianity and emphasizes on what the natural world has to teach about the divine and human nature
  • Uses natural world to discuss religion and spirituality
23
Q

Henry David Thoreau

A
  • Application of Emerson’s principles to life

- “Civil Disobedience” as text of protest against control

24
Q

Domesticity

A
  • Creation of more rigid social roles
  • Home considered the moral center of life contrasted with the amoral world of the new market economy
  • For its time, an empowering role—Progressive and liberating
25
Q

Margaret Fuller

A
  • Argued for more fluid understanding of gender
  • Masculinity and femininity flow into each other, impossible to separate
  • “Wrongs of American Women” suggest need for women’s fulfillment through professions
26
Q

Catherine Beecher

A
  • Argued for the social subordination of women to men in economic, political, and legislative matters but leaders in the home
  • “Treatise of Domestic Economy”
  • Places all responsibility for home and children on mothers
27
Q

Elizabeth Cady Stanton

A
  • Seneca Falls Convention
  • Advocate for women’s rights
  • Primary author of the “Declaration of Sentiments”
  • Formal invocation of the U.S. Declaration of Independence
  • Grievances toward men instead of Britain
28
Q

Maria W. Stewart

A
  • Identifies trouble with women’s opportunity as imbricated with race
  • Access to domestic sphere also conditioned by class
  • “Why Sit Ye Here and Die”
  • Challenges feminist thinkers to consider black women as part of the movement and to recognize much of the labor in the home was undertaken by black women
29
Q

Sojourner Truth

A
  • Urges for space for all women

- “Ar’nt I a Woman” speech - All women for women’s rights

30
Q

Frontier

A
  • Land expansion

- Identity formation- Rugged individualism`

31
Q

John O’Sullivan

A
  • Coins the term ‘manifest destiny’
  • “Annexation” of Texas from the Mexican-American War
  • God’s granting the United States the full extent of the American continent
  • Manifest Destiny as applied to any situations in which the United States could acquire more territory
32
Q

“Workingmen’s Party” of Charlestown, Massachusetts

A
  • Made up of mostly craftspeople who felt their skills were being exploited under new capitalist economy
  • ‘Real producers’ criticism of finance
  • Fronter as a place to increase profit and escape
33
Q

Frederick Jackson Turner

A
  • “Frontier Thesis”

- Establishment of robust American character

34
Q

Helen Hunt Jackson

A
  • Response of squeezing out of Native American
  • Indian Reform Movement
  • “Century of Dishonor”
  • Sets stage for next century of self-determination
35
Q

Civil War

A
  • Authority, morality, culture, labor
  • Slavery or states’ rights
  • Cultural divide over whether slavery had a place in the country
  • Radicalized labor base in the South and the economic threat posed by its demise
  • Begins as an issue about states’ right to allow slavery
  • Not slavery or states’ rights, but slavery and state’s rights
  • Led bounds of regionalism was set in addition to figural representation of South which showed the sense of pride relating to one’s identity
  • Abiding regional political division
36
Q

Frederick Douglass

A
  • Slavery as an institution that corrupts everyone involved
  • Slaves have been systematically stripped of their identities
  • Blacks were made to believe their enslavement was the natural order of things
  • Rubric of ‘manhood’ that helps reorient his thinking
  • Exposure of the evils of slavery to large public audience
  • “The Narrative of Frederick Douglass”
37
Q

George Fitzhugh

A
  • Argued African Americans are uncivilized and benefited from slavery because it gave them order, purpose, Christianity
  • Argument in response to Northern capitalism
  • Logical response but ignores his argument’s deep racist condescension
  • Cultural divide between the North and the South
  • “Cannibals All! or Slaves without Masters”
38
Q

“First Inaugural Address”

A
  • To preserve the Union with no regard to the questions of slavery; moral rightness of the United States
  • Affirm the rights of the states to do as they please due to Constitution’s rights
  • Asserts that violence can be avoided as long as everyone stays calm and remembers that the rights of the states are enshrined in the establishment of the country; consensus
39
Q

“Gettysburg Address”

A
  • Mentions the need for freedom and an assertion of the basic goodness of democracy
  • Entire speech was to bolster public opinion that the war was right and just
  • Short speech seeks to provide support rather than the issues at stake in the war
40
Q

“Glory”

A
  • Crisis of enlistment
  • Dramatization of African American solider’ struggles
  • Message of consilience in working together
41
Q

“Second Inaugural Address”

A
  • Total change of rhetoric of state’ rights to the moral issue of slavery as a reason for war
  • Point directly to the divine justice of ending slavery and reminds the country roar those that have fallen died justly
42
Q

“Nevada Constitution”

A
  • ‘Battle’ Born
  • Established the basic structure of government as well as interesting provisions for education and mining
  • Only real requirement for statehood was the banning of slavery; still no slavery
  • Banning lotteries, medical marijuana, same-sex marriage ban in 2002, property and mineral rights taxation
43
Q

“Morrill Land-Grant Act”

A
  • Transferred public lands to the states for the purposes of higher education
  • Specific requirements in therms of disciplines to be taught at such schools
  • Support the preparation of a skilled and enlightened public after the Civil War, a key development as the complexity of modern life would necessitate a skilled workforce and learned elite
44
Q

Establishment and changes in racial identity in the colonial period through the Civil War

A
  • Native Americans— Colonies saw Non-Whites are inferior and in need of civilizing influence
  • African Americans— African American take care of the liberating white women’s home, stripped of identities, evils of abuse and lifestyle, ‘uncivilized’ and ‘benefited,’ struggles during Civil War enlistment
  • White supremacy

Potential texts:

  • “Letter to King Ferdinand” — Naked, timid, “so generous with all they possess,” NO THREAT, easy targets for forceful manipulation
  • “A Short Account on the Destruction of the Indies” — Christians are hypocritical because they call themselves Christian but they torment and have “slain…infinite souls” for resources and land, wants relief to the New World
  • “Narrative of the Captivation and Restoration of Mrs. Rowlandson” — Captured during King Philip’s War, spoke badly about Native Americans and the wilderness, refers to the two forces as evil, “Indians gaping before us with their guns, spears, and hatchets to devour us”
  • Virginia Slave Laws — Enforced Implemented to prevent insurrection and resistance, became more restrictive over the years, controlled personal lives such as the forbidden to have a sense of community and to vote
  • Powhatan—Anxiety and doubt over the white men, questions their intentions and the future of his people, states that his tribe will remain friendly with the white men despite their guns and swords
  • “Liberty Further Extended” — Wanted liberty, used the word ‘tyranny’ on male dominancy, “Freedom” was the rallying cry during the Revolution, everyone has the natural right to liberty, slavery provokes violence and rebellion, no where in the Scripture does it say that Africans are suited for slavery, slavery produces ignorance which is just to justify slavery
  • “Narrative of Fredrick Douglass” — Portrayed atrocious crimes committed by slave owners, illustrate the immoral treatment, ethos (anecdotes, concise syntax) to appeal to moral instincts
  • “Cannibals All! or Slaves without Masters” — Capitalist slavery is worse than the South’s (food, shelter), Northern slaves were left to ‘work or starve’, glories the South’s better treatment, appeal to pathos (logic)
  • “Second Inaugural Address” — Civil War is about slavery, addresses division of the nation on the morality of the issue
  • “Glory” — Captain Robert Shaw goes on leave when injured and meets abolitionist Frederick Douglass, accepts African childhood friends into his regiments, severe training, limited manual tasks, denied supplies such as shoes by racist quartermaster, rejected from being commissioned to higher ranks
45
Q

Shifts and deployment of gender identity in the colonial period through the Civil War

A
  • Massachusetts Bay Colony— Limited roles for women because they were too intellectual and emotional (Puritans)
  • Federal America— Desired for the men constructing the Constitution to include their rights and place in the new republic, gender fluidity
  • Cult of Domesticity— Home life (household chore, children, comfort), moral center of life VS. freedom

Potential texts:

  • “Narrative of the Captivation and Restoration of Mrs. Rowlandson” — Lack of support system, strong relationship and reliance on her community common amongst Puritan women, devotion to God
  • “By Night when Others Soundly Slept” — Responsibilities with children, disclose feelings when alone because it is not looked upon by society, devotion to God
  • “Letter from Abigail Adams to John Adams” — Wanted liberty, used the word ‘tyranny’ on male dominancy,
  • “Wrongs of American Women”— “Minds of women…to be of a higher purpose,” as little girls were always subject to limited acquaintance with science and literature, husband provides for domestic sphere while she maintains it, reversed roles in England, against Catherine Beecher’s idea , argue for more professions for women other than teacher
  • “Treatise of Domestic Economy”— Subordination to men, both sexes are degraded by attempting to make them equal
  • “Declaration of Sentiments” — Paradox of Declaration of the Independence, irony on rights that did not extend to women, ridicules injustice, mocks equality as established by the Founding Fathers
  • “Why Sit Ye Here and Die” — Wants equal opportunity and education for women, used biblical references, compares African slaves to pilgrims (persecution), quintessential Americans, common heritage with the white men, societal failure to educated her, respectability of merits
  • “Ar’nt I a Woman?”— White women are being helped into carriages while she is not, gave birth to thirteen children all being sold to slavery (mother’s grief), INTELLECT, women and negroes’ rights, Christ came from God and a woman, if woman have the strength and power to turn the world upside down (Eve) they can surely turn it right side up again
46
Q

Relations between dominant power structures and dissent

A
  • ‘Savage’ versus ‘Noble’
  • Massachusetts Bay Colony (religious) vs. Jamestown (economic)
  • Colonies vs. British— Heterogeneity, communication, divide of the Atlantic Ocean
  • North vs. South— New market economy during the Frontier, settled and civilized vs. unsettled and wild, authority, moral, culture, labor divide
  • Frontier settlers vs. Native Americans
  • Capitalistic economy vs. Craftsman- ‘Real Producers’
  • Federal vs. State

Potential texts:

  • Powhatan—Anxiety and doubt over the white men, questions their intentions and the future of his people, states that his tribe will remain friendly with the white men despite their guns and swords
  • Captain John Smith
  • “Common Sense” — Proposed American’s separation from Britain, rational reasoning to prove ‘sense,’ uses countries’ size, American heterogeneity, inability to communicate, the demographic divide, and British malfeasance as justification
  • “Century of Dishonor”— Criticize’s government breaking of treaties, inadequate Indian reservations, poor government agencies, “shameful record of broken treaties and unfulfilled promises,” westward expansion was another in the many government pushing and relocation of the Native Americans’ home
  • “Address of Workingmen’s Party”—”We are the real producers,” protest against capital factory bosses, expresses their unsatisfied conditions below what is “proper” to man, work solely for others’ profit, increase amount of production and reduction in wages
  • “First Inaugural Address”— No intention on infringing state’s rights and immunities including slavery, controversial issue between North and South
47
Q

Accuracy of the notion of “American exceptionalism”

A
  • American exceptionalism- Nation’s special place in world affairs separate from all others
  • Democratic ideals and democracy due to the aftermath of the American Revolution
  • Racial divisions and gender prejudice
  • Began as far back as the colonies with North as orderly, intellectual, and communal and the South as rugged, individual, agrarianism
  • Monroe Doctrine— United States as the protector of the Western hemisphere, any act of European intervention would be seen as an overt act of aggression

Potential texts:

  • “Model of Christian Charity” — Model community God envisioned all societies to be, righteous notions should be implemented in day-to-day life, hard work and collective means, practice covenants of God
  • “Declaration of Independence” — Unalienable rights, tyrannical King of England has usurped the nation for far too long, list of grievances
  • “Constitution” — “In order to make a more perfect Union,” individual rights more than federal, do whatever is “necessary and proper” to carry out the citizens’ rights
  • “Common Sense” — Proposed American’s separation from Britain, rational reasoning to prove ‘sense,’ uses countries’ size, American heterogeneity, inability to communicate, the demographic divide, and British malfeasance as justification
  • “Annexation” — Defend Texas’ annexation, Impede hostile interference by European powers, divinity has granted consent to America to use any means necessary to acquire continent’s land, tried to secure unity between the North and the South
  • “Frontier Thesis” — New opportunities, American fluidity, distinguishable from European frontiers, westward expansion led to American democracy
  • “Gettysburg Address” — Equality was undermined by the Constitution, “dedicate to the task remaining,” “government of the people, by the people, for the people”

http://www.newworldencyclopedia.org/entry/American_exceptionalism

Core Humanities 203 (2 decks)

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