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 Ogé)
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.
-------------------------------
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.
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