Short
Answer Question and Bar Scene Play
(class 17)
Note:
This assignment, like ALL assignments in this class, must be typed.
See handout on class expectations
(due
Tuesday at 11 PM through Dropbox)
notes:
1) this assignment is worth TWO homeworks
and consists of one short answer question AND a play you must
write.
2 )
This assignment, like ALL assignments in this class, must be typed.
See handout on class expectations
3)
You MUST use blackboards digital dropbox (details here)
to submit this homework
4 ) BE
SURE TO FOLLOW THE FILE-NAMING CONVENTIONS FOR THIS COURSE.
All files should be named as: your last name, followed by an underscore
("_"), followed by a your first initial, followed
by an underscore ("_"), followed by
the assignment number. So if a student named Saddam Hussein were
to submit assignment number 17, the file name would be:
hussein_s_17.doc
THIS
IS ASSIGNMENT 17
1)
SHORT
ANSWER QUESTION ON TEXTBOOK READING
Answer the following
question with a detailed paragraph.
Carefully describe the process by which 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 MERCHANTALISM. 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 Iberia-America had
different relationships to the "revolutionary enthusiasms"
of the era than did the leaders in 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 410 and 600 words of dialogue that captures
this discussion; be sure that your dialogue reflects the ideology
and perspective of each the characters below. How would they answer
each others' arguments? Where would they disagree and where would
they agree? How much liberty, revolution, and freedom would each
find appropriate for whom and why?
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 to explain WHY
MIGHT SOME GROUPS IN LATIN AMERICA BE AMBIVELANT ABOUT REVOLUTION;
why and how would local historical events shape their perception
of revolution?
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) 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).
7) EXTRA-CREDIT, Vincent Oge: lawyer, slave-owner, and person-of-color.
Oge 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 Oge 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); what LOCAL historical events
would shape their response to revolution? |
Who,
according to this character, should have freedom why? What sort
of freedom? |
Who,
according to this character,should NOT have more liberty and
why? |
General
world view? Inspired by what type of thinking? |
de
Pina |
|
|
|
|
| L' Overture |
|
|
|
|
| The Fathers |
|
|
|
|
| Hernandez |
|
|
|
|
| Williams |
|
|
|
|
| V. Oge
(extra-credit, see below) |
|
|
|
|
EXTRA-CREDIT: SLAVE
OWNERS OF COLOR IN SAINT DOMONIQUE (Haiti)
(POTENTIALLY
WORTH 100 POINTS OVER AND ABOVE THE 100 POINTS OF THE HOMEWORK)
To get this extra-credit you will need to add an extra character
(Vincent Oge) to your play as well as add an additional 150 words.
At least 75 of these extra 150 words need to be spoken by Oge himself.
To understand Vincent Oge’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 Oge and the perspective of
the slave-owners-of-color on the island, you will find Oge’s
proclamation to Assembly of Colonists in Paris.
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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