Short Answer Question and Bar Scene Play
(assignment 18)

Notes:

1) This assignment, like ALL assignments in this class, must be typed. See handout on class expectations

2) You MUST use blackboard's digital dropbox (details here) to submit this homework; if you do not use microsoft word, be sure to follow these directions

3 )
BE SURE TO FOLLOW THE FILE-NAMING CONVENTIONS FOR THIS COURSE.

All files should be saved on your computer as: your last name, followed by an underscore ("_"), followed by the first two letters of your first name, followed by an underscore ("_"), followed by the assignment number. So if a student named Saddam Hussein were to submit assignment number 18, the file name would be:

hussein_sa_18.doc

THIS IS ASSIGNMENT 18


This homework is due at the start of class and can NOT be turned in late
This homework can NOT be revised
This homework is worth 1% of you final semester grade, or 100 Fritz Points -- but note the possibility of lots of extra-credit




1) SHORT ANSWER QUESTION ON TEXTBOOK READING

Answer the following question with a detailed paragraph.

Carefully describe the process by which the system of mercantilism led to what the textbook refers to as the "political reorderings" in the Atlantic world; that is, how and why did one lead to the other? BE SURE TO KEEP YOUR FOCUS ON MERCANTALISM -- and note that I am not asking about the spread of Enlightenment ideas (which also played a role). Be specific and provide examples. As always, put your answer in your own words; do not repeat the language of the textbook's authors.


2) BAR SCENE PLAY

You will notice that in the readings for this class, the textbook emphasizes the ways in which leaders in the Caribbean and Iberian-America had different relationships to the "revolutionary enthusiasms" of the era than did the leaders in France and the United States. Moreover, as the textbook notes on p. 213 the long-term legacy of the "revolutionary enthusiasms" differed between (on the one hand) Iberian-America and the Caribbean and (on the other hand) France and the United States.

Imagine this (rather implausible) meeting: the individuals listed below find themselves all in the same bar in the South American city of Santiago sharing multiple rounds of the local brandy (pisco) mixed with the juice of lemons and sugar (a drink called a "pisco sour"). They discuss how they understand the legacy of the "revolutionary enthusiasms" (described in the textbook) in the Atlantic world and the proper response to this new force. Write a play with between 850 and 1100 words of dialogue that captures this discussion; be sure that your dialogue reflects the ideology and perspective of each of the characters below. How would they answer each others' arguments? Where would they disagree and where would they agree?

YOUR GRADE WILL REFLECT HOW WELL YOUR DIALOGUE CAPTURES THE TEXTBOOKS ARGUMENTS AND HOW WELL YOU GROUND YOUR CHARACTERS' PERSPECTIVES IN SPECIFIC HISTORICAL EVENTS. SEE HINTS C AND D BELOW

Hints:

A) Be sure to make each character's arguments as persuasive as possible (even if you yourself are not persuaded). For example, often when people push for an idea that benefits themselves, they do so in a way that aims to make it seem as if it such a course of action (A) will benefit everyone, (B) simply makes sense, or (C) is part of the natural order of things.

B) Do NOT have your characters simply repeat language from the textbook or utter simplistic arguments.

C) Be sure your dialogue explains WHY SOME GROUPS IN LATIN AMERICA MIGHT BE AMBIVELANT ABOUT REVOLUTION AND WHY THE LONG-TERM LEGACY OF THE "REVOLUTIONARY ENTHUSIASM" DIFFERS BETWEEN LATIN AND NORTH AMERICA; likewise, for all of your characters, be sure I can know why and how would local historical events shape their perception of revolution (and its limits).

D) When explaining "why and how would local historical events" (hint C above) shaped your characters perceptions and opinions, be sure to ground your characters' opinions in historical events they would have experienced. That is, you will need something on the order of "I hold opinion X -- just look at event Y that justifies that opinion for reason Z."

Feel free to make your play amusing, however. Sometimes even professors like to laugh.

 

Cast of Characters

1) Don Julio Joffroy de Pina: a member of the Iberian-American colonial elite in Cuzco, site of the spectacular Indian uprising in the 1780s. (a fictional character -- but the textbook provides information on Cuzco, the uprising, its consequences, and the perspective of the elite)

2) Toussaint L' Overture: the former slave, brilliant general, and revolutionary hero of what is now Haiti. (in the textbook)

3 & 4) Fathers Jose Maria Morelos & Miguel Hidalgo: (real persons, see the textbook -- you only need to have one of them speak).

5) Francisco Hernandez: a member of the Creole elite in Mexico city. (Also a fictional character -- but the textbook provides the necessary information for the perspective of the creole elite in Mexico City)

6) El-Fritzisimo: a caudillo (see textbook, p. 213)

7) George Williams:A (fictional) merchant and leader in the American Revolution, who had previously smuggled goods, an activity targeted by Revenue Act of 1764 (all relevant information in the textbook). READ THE WHOLE SECTION ON THE U.S. CAREFULLY; YOU WILL NEED IT TO UNDERSTAND HIS VISION OF REVOLUTION AND ITS APPROPRIATE LIMITS.

EXTRA-CREDIT, Vincent Ogé: lawyer, slave-owner, and person-of-color. Ogé was a real individual and the representative to the Assembly of Colonists in Paris for the many slave-owners on what is now Haiti who were -- to use the terms current at the time -- either black or mulatto. Indeed, such persons-of-color (to use a phrase from our own era) owned one-third of the plantation property and one-quarter of the slaves on the island. See below (after the chart) for a details on what you need to do to gain (a lot of) extra-credit points by adding Ogé to your play.


If you are having trouble getting started, you might consider filling out this chart. It's entirely optional and I am not going to grade it -- but it will clarify your understanding of the issues in ways that will help you write the play.

 CHARACTER Personal stake in "revolution" (or the stake of their particular social group); how and why might LOCAL historical events would shape their response to revolution? What part of the old system should be overthrown in this revolution? Why? What should be preserved? Why? Who, according to this character, should NOT have more liberty and why? General world -view of the character? Influenced by what type of thinking? What inspires their understanding of revolution?

de Pina

       
L' Overture        
The Fathers        
Hernandez        
Williams        
El-Fritzisimo        
V. Ogé (extra-credit, see below)        


EXTRA-CREDIT: SLAVE OWNERS OF COLOR IN SAINT DOMONIQUE (Haiti)

(POTENTIALLY WORTH 200 POINTS OVER AND ABOVE THE 100 POINTS OF THE HOMEWORK)

To get this extra-credit you will need to add an extra character (Vincent Og
é) to your play as well as add an additional 300 words over the minimum of 850. At least 200 of these extra 300 words need to be spoken by Ogé himself. Moreover, you must get at least a B+ on the rest of the play in order to get these extra-credit points.

To understand Vincent Ogé’s response to the “revolutionary enthusiasms” of the era, you will want to read the following excerpts BELOW from the textbook Liberty, Equality, Fraternity: Exploring the French Revolution.

(Full-disclosure: this text was co-produced by the American Social History Project, a former employer of mine; the book appears in multiple formats, I have excerpted from them all. See here for the full text of the book on-line, as provided by Amazon.com)


After the textbook discussions of the Ogé and the perspective of the slave-owners-of-color on the island, you will find Ogé’s proclamation to Assembly of Colonists in Paris.

BE SURE THAT THE ARGUMENTS OF OGE'S PROCLAMATION FIND REFLECTION (BUT NOT REPETITION) IN THE WORDS HE SPEAKS IN YOUR PLAY.

Liberty, Equality, Fraternity

(CD-Edition)

Since the revolutionaries explicitly proclaimed liberty as their highest ideal, slavery was bound to come into question during the French Revolution. Even before 1789 critics had attacked the slave trade and slavery in the colonies. (See Chapter 3) France had several colonies in the Caribbean in which slavery supported a plantation economy that produced sugar, coffee, and cotton. The most important of these colonies was Saint Domingue (later Haiti), which had 500,000 slaves, 32,000 whites, and 28,000 free blacks (which included both blacks and mulattos). Some free blacks owned slaves; in fact, the free blacks owned one-third of the plantation property and one-quarter of the slaves in Saint Domingue, though they could not hold public office or practice many professions (medicine, for example).
The Caribbean colonies were quick to respond to the outbreak of the Revolution in 1789. The white planters of Saint Domingue sent delegates to France to demand representation at the new National Assembly, as did the mulattos.

(print edition, p. 121)

Because the white planters had excluded mulatto planters from their campaign, the mulattos of Saint Dominique promptly sent their own delegation to Paris. Vincet Oge, a lawyer mulatto and slave-owner presented the views of the mulatto delegates He hoped to convince them
that they shared many interests as property owners in the colonies. If they did not act in concert, if the whites did not grant equal rights to the free men of color, he warned, “we will see blood flowing, our lands invaded, the objects of our industry ravaged, our homes, burnt,…the slave will raise the standard of revolt,. . .commerce will be ruined,… we will lose everything.” His appeal failed, for the white planters feared any concession on the matter of color might set a dangerous precedent that would threaten the entire slave system.

(web edition)

Several prominent deputies in the National Assembly belonged to the Society of the Friends of Blacks, which put forth proposals for the abolition of the slave trade and the amelioration of the lot of slaves in the colonies. (see also Chapter 3) When these proposals fell on deaf ears, some deputies sympathetic to blacks turned to arguing that full civil and political rights should be granted to free blacks in the colonies. Before long, radical journalists in Paris began to take up the cause of black slaves, pushing for the abolition of slavery, or at least for a more positive view of the Africans. The pioneering feminist and playwright, Olympe de Gouges, also wrote a pamphlet challenging the colonial pro-slavery lobby to improve the lot of the blacks. As the agitation in favor of granting rights to free blacks and abolishing the slave trade gathered steam, the colonies became filled with uncertainty and expectations began rising, especially among the free blacks and mulattos. In response, the white planters mounted their own counterattack and even contemplated demanding independence from France. Less is known about the views of the slaves because hardly any of them could read or write, but the royal governor of Saint Domingue expressed concern about the effects of the Revolution on the colony's slaves. In October 1789 he reported that the slaves considered the new revolutionary cockade (a decoration made up of red, white, and blue ribbons worn by supporters of the Revolution) a "signal of the manumission of the whites . . . the blacks all share an idea that struck them spontaneously: that the white slaves kill their masters and now free they govern themselves and regain possession of the land." In other words, the black slaves hoped to follow in the footsteps of their white predecessors, freeing themselves, killing their masters, and taking over the land.


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Motion Made by Vincent Ogé the Younger to the Assembly of Colonists, 1789

Historical Background: Vincent Ogé presented the views of his fellow mulatto property owners to a meeting of the white planter delegates who had come to Paris from Saint Domingue, the largest and wealthiest French colony. Ogé came to Paris to press mulatto claims for full civil and political rights. This document shows the complexity of the racial and hence political situation in the colonies; the mulattos wanted to align themselves with the white planters, because like them they held property and slaves. But the white planters resisted any such coalition for they feared that such an alliance might encourage the slaves to demand changes in their status. When the slaves of Saint Domingue began their revolution in August 1791, the mulattos and free blacks took varying and sometimes contradictory positions, some supporting the whites, some taking the side of the slaves, some trying to maintain an independent position. By then Ogé himself had died, executed for leading a mulatto rebellion in the fall of 1790.


But Sirs, this word of Freedom that one cannot pronounce without enthusiasm, this word that carries with it the idea of happiness, is this not because it seems to want to make us forget the evils that we have suffered for so many centuries? This Freedom, the greatest, the first of goods, is it made for all men? I believe so. Should it be given to all men? I believe so again. But how should it be rendered? What should be the timing and the conditions? Here is for us, Sirs, the greatest, the most important of all questions; it interests America, Africa, France, all Europe and it is principally this question that has determined me, Sirs, to ask you to hear me out.

If we do not take the most prompt and efficacious measures; if firmness, courage, and constancy do not animate all of us; if we do not quickly bring together all our intelligence, all our means, and all our efforts; if we fall asleep for an instant on the edge of the abyss, we will tremble upon awakening! We will see blood flowing, our lands invaded, the objects of our industry ravaged, our homes burnt. We will see our neighbors, our friends, our wives, our children with their throats cut and their bodies mutilated; the slave will raise the standard of revolt, and the islands [of the Caribbean] will be but a vast and baleful conflagration; commerce will be ruined, France will receive a mortal wound, and a multitude of honest citizens will be impoverished and ruined; we will lose everything.

But, Sirs, there is still time to prevent the disaster. I have perhaps presumed too much from my feeble understanding, but I have ideas that can be useful; if the assembly [of white planters] wishes to admit me, if it desires it, if it wants to authorize me to draw up and submit to it my Plan, I will do it with pleasure, even with gratitude, and perhaps I could contribute and help ward off the storm that rumbles over our heads.