People not understanding CRT : Political Cartoon

1. Overarching topic

Any attempt at talking about race is met with opposition by people that see it as a personal attack.

2. Describe in intricate detail what is going on in your political cartoon. No detail is unimportant. 

A politician that somewhat resembles Ted Cruz is holding up “Antiracist baby” and pointing at a history teacher in anger, accusing them of teaching CRT. Or what they think CRT is. People in the audience looking at him with a facial expression that can be best described as “the fuck?!” 

3. What your political cartoon is attempting to communicate to the reader and how it goes about doing it. 

People that do not understand topics are still the ones talking the loudest about them.

All it takes is an apple to be a Commie : Political Cartoon

1. Overarching topic

Accusation without evidence

2. Describe in intricate detail what is going on in your political cartoon. No detail is unimportant. 

A judge figure is accusing the regular Joe of being a communist with no permissible evidence (a red apple with yellow shapes on it). A band of hysterical people are screaming at the accused. The accused in confusion are walking back, off a cliff.

3. What your political cartoon is attempting to communicate to the reader and how it goes about doing it. 

Fear is prompting people to act irrationally, which results in destroying the lives of the innocent.

Heinrich Himmler on the Nazi concentration camps

1. How does Himmler describe the camps? 

Himmler confirms that the camps are a harsh but fair way to reform criminals.

2. Who is Himmler speaking to? 

Himmler is speaking to the people of Germany, listening to the radio.

3. What does Himmler say the camps will do for the people forced to stay there. 

Himmler claims that the camps will reform criminals into model German citizens, reeducated for civilized life.

4. What is Himmler’s intention in making this speech?

Himmler’s intention is to sway the people of Germany to support the harsh use of the camps and believe that they are for the greater good of Germany.

Executive Order 9066 and the Internment of Japanese Americans

https://storymaps.esri.com/stories/2017/japanese-internment/index.html

Part 1: Introduction

⦁ How many Japanese Americans were forcibly removed from their homes and detained in concentration camps during World War II?

Over 120,000

⦁ Why were Japanese Americans placed in concentration camps according to the American government in World War II?

The Government declared the “Japanese race” an “enemy race”

⦁ What did the American government state about the internment of Japanese Americans during World War II in 1982?

The American government stated that the internment of Japanese Americans was for national security but later admitted that it was a mistake based on collective misinformation and fear.

 Part 2: The Prelude

⦁ During what time period did the Japanese start migrating to the United States in large numbers?

The Mid-1880s

⦁ Who are the Issei?

Issei were the first generation of immigrants from Japan

⦁ How did the federal government try to prevent Japanese immigration to the United States?

The U.S. government signed a “Gentleman’s Agreement” in 1907, that would limit the flow of Japanese laborers. By 1924 they also added the “National Origins” act, which prohibited any further immigration from Japan.

⦁ In what three states did most Japanese and Japanese Americans live in by 1940?

Washington, Oregon, and California

⦁ Why were Japanese communities so segregated?

White real estate agents would sell the property to Japanese-Americans in Japantowns, which resulted in segregating their communities.

⦁ Who were Nisei and Sansei?

Nisei and Sansei were Japanese-Americans, born in the U.S, and considered themselves Americans.

⦁ What rights and advantages did Nisei and Sansei have over the Issei? 

Younger generations were viewed more as Americans than Japanese-Americans.

⦁About what percent of the American population was Japanese and Japanese American around 1940? 

Less than 1%

Part 3: The Order

⦁Why did General John L. DeWitt believe the United States needed the establishment of military zones of exclusion for Japanese Americans?

He believed that the Japanese invasion was imminent.

⦁When was Executive Order 9066 signed?

It was signed on February 19, 1942

⦁ What did Executive Order 9066 allow?

This authorized the army to remove any civilians from designated military exclusion zones

⦁How many assembly centers were there on the West Coast for Japanese Americans?

There were 15 assembly centers on the west coast

⦁What types of buildings or areas were used for assembly centers by the American government?

They were usually used for public spaces such as fairgrounds, lumber mills, racetracks, and livestock pens

⦁What were relocation centers? What parts of the United States were they usually located within?

They were federally owned land and usually were located across the west and south areas

⦁ Did Executive Order 9066 use the words Japanese Americans in its order?

Japanese American was not used in the order it was the word civilians

Part 4: The Relocation

⦁How did most Americans or popular opinion view Japanese Americans during World War II? 

Most Americans’ opinions about Japanese Americans were assuming their guilt.

⦁What did mountain states demand if Japanese Americans were to be sent to their states?

Mountain states refused the arrival of Japanese Americans so they made WCCA which forced the removal of Japanese Americans

⦁What happened to the property and personal possessions of most Japanese Americans during the relocation?

They usually stored it or sold it off,

⦁How were Japanese and Japanese Americans moved to the internment camps?

By car, bus, and train the WCCA WRA evacuated families. 

⦁What was the only way Japanese and Japanese Americans could show their loyalty to the United States?

If they complied with what the WRA told them to do then they’d be considered loyal

⦁By the end of 1942, how many Japanese and Japanese Americans had been moved to internment camps?

120,000 people were moved into internment camps.

⦁About how many years did most Japanese and Japanese Americans spend in the internment camps?

About 4 years

Part 5: The Camps

⦁What were the camps like when the first Japanese Americans arrived?

Each family was given a single tar-papered barracks-style room measuring 20 feet by 20 feet. Cots and blankets, stoves, electricity, and a clothing stipend were provided by the government, as well as mass teaching, eating, and bathing facilities.

⦁How much space did each family get in a barrack?

The families would get 20 by 20 feet barracks.

⦁List some of the few supplies or resources the government provided to families:

Cots and blankets, stoves, electricity, and a clothing stipend were provided by the government, as well as mass teaching, eating, and bathing facilities.

⦁About how much were people paid for work in the camps?

Jobs in the camp paid at a rate of $12 per month for unskilled labor, up to as much as $19 per month for professional services

⦁What did the WRA believe or assume about most incarcerated or imprisoned Japanese-American families?

The WRA was founded on the premise that the majority of incarcerated families were loyal. The WRA assumed that its wards had not fully adapted to Western values, therefore it imposed an “Americanization” strategy on them.

⦁List several ways that Japanese-Americans tried to have a “normal” life in the internment camps:

Incarcerated families attempted to live regular lives in the camps if only to protect their children from the horror of incarceration. Community governments, newspapers, and businesses such as grocery stores, barbershops, and cobblers were established by Japanese Americans. They held baseball tournaments and built basketball hoops out of local materials. The WRA promoted activities that aligned with its Americanization objective.

⦁What were all of the internment camps surrounded by?

All of the camps were surrounded by barbed-wire fences and armed watchtowers.

⦁What would happen if Japanese-Americans got too close to a prison wall or fence?

The Japanese – Americans would be shot if they were too close.

⦁How many Japanese Americans served in the United States military during World War II?

33,000 Japanese Americans

⦁What camp were the 12,000 “disloyal” Japanese and Japanese Americans sent to?

Tule Lake

Part 6: Resettlement

⦁For what reason were some Japanese-Americans allowed to leave the internment camps?

Some were allowed to leave for agricultural labor or pursuit of education.

⦁Why did President Roosevelt wait on ending or closing some of the internment camps in 1944?

The election was motivated by political considerations 

⦁About what percent of Japanese-Americans returned to the West Coast after World War II ended in 1945?

Little more than 50%

⦁What did Executive Order 9742 do?

Dissolving the wartime relocation authority 

⦁What problems did many Japanese American families face when they tried to return home?

Land overgrown and possessions looted

Part 7: The Legacy

⦁What did many Japanese Americans want the United States government to do in the 1960s all the way through the 1980s?

Pushing for public acknowledgment and reparations 

⦁What did the Civil Liberties Act do?

Formally apologizing to the American people of Japanese descent incarcerated during the war

⦁What is something new or interesting you learned about the internment of Japanese Americans during World War II? 

The Japanese Americans didn’t get any public acknowledgment until they asked for it, and the government admitted its mistake 

⦁What lesson do you think the United States could learn from the operation of internment camps and the mistreatment of American citizens during World War II?

They can learn to not do it again and find better ways of going about a war 

⦁Executive Order 9066 was very controversial; can you think of any policies or other activities by the United States government that have been controversial during your lifetime?  

California’s vehicle laws, the death penalty

Causes & Effects of the Spanish-American War

AIM: What were the causes and effects of the Spanish-American War?

ACTIVITY 1: DO NOW 

Directions: Answer the questions below.

1	Which countries are involved in this particular conflict? What do they each want?	Answer: The United States is in conflict with Spain and their colonial rule in Cuba. They both want control over Cuba.
2	How did the U.S. attempt to help the revolutionaries? Why do you think they did this?	Answer: The U.S. went to war with the hope to stop the inhumane Spanish colonial rule in Cuba.
3	ASSESSING THE SCENARIO: How will you respond to the sinking of the USS Maine? Do you enter a full-scale war, do you continue to aid the Cuban revolutionaries, or do you exit the conflict altogether? Explain your response.	Answer: As a response to the sinking of the USS Marine I would retaliate with an aggressive and symbolic attack. I would publicly announce war and highlight the fact that we didn’t start fighting. This would be the ideal position publicly and will encourage support.

ACTIVITY 2: POLITICAL CARTOON ANALYSIS

Directions: Analyze the document below and complete the questions that follow.

1	Who is the figure represented in the top hat in the center?	Answer: Uncle Sam
2	Do you think this cartoon will gain support for — or against — a conflict with Spain?	Answer: This cartoon will gain support for a conflict with Spain.
3	Analyze this cartoon to identify two reasons why the U.S. may enter a war with Spain.	Answer: The two reasons to enter a war with Spain are “Free Cuba” and the sinking of the USS Maine.

ACTIVITY 3A: TEXT ANALYSIS

Directions: Analyze the text below and complete the questions that follow.

1	How long has Cuba been ruled by Spain? Why did Cubans suddenly begin to revolt towards the end of the 19th century?	Answer: Cuba was ruled by Spain from the 15th century until 1898 when the U.S. took over the territory. Cuban citizens and businesses were suppressed by their Spanish rule, which is why they started revolting with the hope of joining the U.S.
2	How did Spain try to maintain order and control over its population to prevent them from revolting?	Answer: Spain suppressed their rebellious citizens.
3	Why did the United States support the revolts by Cubans against Spain? How did the United States justify their support for the revolts?	Answer: The United States supported the Cuban revolts to protect citizens and businesses in Cuba and to further their interests. The U.S. justified this with the Monroe Doctrine.
4	How did the United States government respond to the sinking of the USS Maine?	Answer: As a response to the sinking of the USS Maine The U.S. declared war.
5	How did the results of the Spanish-American war turn the United States into an empire? Explain your response.	Answer: By the end of the Spanish-American war the United States got sovereignty over Cuba, the Philippines, Puerto Rico, and Guam.

ACTIVITY 3B: PRIMARY SOURCE ANALYSIS

Directions: Analyze the text below and complete the questions that follow.

1	Identify at least two ‘miseries’ President McKinley claims exist in Cuba under Spanish rule.	Answer:  President McKinley claimed that Cubans under Spanish rule were a victim of barbarities, bloodshed, starvation, and more. He also said that Spain was not able to support and protect Cuban citizens, which the U.S. could.
2	Explain what McKinley means when he says, “we owe it to our citizens in Cuba to afford them that protection and indemnity for life and property which no government there can or will afford…”.	Answer: By saying this he meant that it is his duty to take care of the people there.
3	Analyzing the quote in #2, do you think McKinley is suggesting that the United States has an obligation to protect Cubans? Why or why not? Explain.	Answer: I think he is suggesting that the United States is only obligated to protect Americans. This implies that Cubans that agree to join America will receive the protection of the U.S.
4	According to McKinley, how would continued Spanish aggression in Cuba affect American commerce, trade, and business?	Answer: McKinley implied that all commerce, trade, and businesses would suffer from the continued Spanish aggression.
5	According to McKinley, are American trading vessels safe in the Caribbean with Spain in control of Cuba? Use a quote to support your response.	Answer: According to McKinley American vessels are not safe in the Caribbean, as long as it is controlled by Spain. He states that “our trading vessels are liable to seizure and are seized at our very door by warships”.
6	How did the sinking of the USS Maine affect the United States? Do you think this was the final straw — or would the United States have gotten involved in a war against Spain anyway? Explain.	Answer: The sinking of the USS Maine did spark the war, but the U.S. was just waiting for a reason to get into war. Without the sinking, the United States would most likely start a war within a few years, but this way it had public support for retaliation.

ACTIVITY 4: ASSESSMENT

Directions: Choose an option below. Write the answer, post an image of a written answer/drawing, or create a drawing (click insert → drawing → ‘new’) in the space below the option boxes for an assessment grade.

OPTION A	OPTION B
Create a T-chart identifying the causes and effects of the Spanish-American War. Then, explain whether or not the Monroe Doctrine was honored based on your analysis of the T-chart you’ve created.	In a paragraph of 6-8 sentences, answer the AIM: “What were the causes and effects of the Spanish-American War?” Provide at least two pieces of evidence from today’s activities.

ACTIVITY 5 — ADDITIONAL RESOURCE: GUIDED NOTES

Directions: Copy the notes as directed.

What were the CAUSES of the Spanish-American War?	Answer: Yellow journalismUS businesses and tradeThe sinking of the USS MaineMonroe DoctrineHuman rights violations
What were the EFFECTS of the Spanish-American War?	Answer: US Imperialism

ACTIVITY 6 — ADDITIONAL RESOURCE: VIDEO ANALYSIS

Directions: Analyze the video linked below and complete the questions that follow.

LINK: https://www.youtube.com/watch?v=5ZMcRzvxTMg 

1	Why did President McKinley send the USS Maine to Cuba?	Answer: The USS Maine was sent to Cuba to protect Americans and American businesses. And in case of an emergency organize an evacuation.
2	What is ‘yellow journalism’? How did it impact the Spanish-American War?	Answer: Yellow journalism had the purpose of encouraging war against Spain, using nonfactual exaggerated newspapers.
3	How did the Spanish-American War lead to conflict in the Philippines?	Answer: The conflict shifted from freeing Cuba from Spanish control to acquiring all Spanish empire territories.
4	Why did the U.S. emerge from the Spanish-American War as an imperial superpower?	Answer: America gained full control over territories.

Assembly Line

In Michigan, 1901 Ransom Eli Olds invented the assembly line, as a way to mass-produce his automobiles, the Oldsmobile. Manufacturing cars back then took more than 12 hours per car and the assembly line took that time down to less than 2 hours. 

It reduced the time needed to build because now each worker was responsible for a single function after which it was passed to the next worker, which made production much cheaper. This accelerated the population shift from rural areas to cities, and increased the number of people doing repetitive, low-skilled jobs. 

In 1913 Henry Ford perfected the assembly line and installed it at his Ford Motor factories in Los Angeles, and became an international celebrity. A few years later the assembly line factories gained even more popularity and business started increasing at its highest rate. This attracted other companies to use the assembly line for their product manufacturing. This included companies such as food packing, artillery, toy manufacturing, and more. 

This invention makes it possible to manufacture multiple products at the same time without losing productivity or quality. It makes manufacturing cheaper while increasing the amount of products made. The workers require almost no expertise or prior knowledge of their function.

Citations

The evolution of assembly lines

TheHenryFord

Britannica

Abolitionist Web Quest

Abolitionist	What do I look like?	Where am I from	What did I do to be considered an abolitionist?	Was I successful in my cause?  Explain!
Frederick Douglassby Edgar Sargsyan		Talbot County, Maryland	He regularly lectured on anti-slavery, women’s rights, and Irish home rule.	Douglass was successful in spreading anti-slavery across the states and became a famous writer, adviser, and intellectual.
William Lloyd Garrisonby Joseph Navarrete		Newburyport, Massachusetts	In 1830, William Lloyd Garrison founded The Liberator, an abolitionist publication. In 1832, he was a founding member of the New England Anti-Slavery Society. When the Civil War broke out, he continued to denounce the Constitution as a pro-slavery document. When the Civil War ended, he witnessed the abolition of slavery.	William Lloyd Garrison was successful in decrying the Constitution as an instrument that favored slavery. When the civil war ended, he witnessed the abolition of slavery for himself.
Abolitionist	What do I look like?	Where have I lived?	What did I do to be considered an abolitionist?	Was I successful in my cause?  Explain!
Harriet Beecher Stoweby Krish Khatao		Cincinnati, Ohio	In 1852, author and social activist Harriet Beecher Stowe popularized the anti-slavery movement with her novel Uncle Tom’s Cabin. While slavery was prominent in the South, many Americans did not encounter slavery daily. Therefore, many did not fully grasp its appalling nature.	The series was so successful that in 1852 it was published in book form in two volumes and quickly became a bestseller in the United States, England, Europe and Asia.
Harriet Tubmanby Edgar Sargsyan		Dorchester County, Maryland	After escaping her enslavement, Tubman led hundreds of other slaves from their plantation systems to freedom, using the Underground Railroad Network.	Tubman was successful at freeing many enslaved workers and helping the Northern Army during the Civil War.
Sojourner Truthby Anthony Mendoza Luna		Rifton, NY	Sojourner was a women’s rights activist and at the same time wanted her life´s purpose to abolish slavery.	Throughout her life as a civil and women´s rights activists also wanting to abolish slavery she had a big impact with what she was fighting for. She was able to expose the nature of slavery. It even got her to the president at the time Abraham Lincoln.

Abolitionist	What do I look like?	Where have I lived?	What did I do to be considered an abolitionist?	Was I successful in my cause?  Explain!
Nat Turnerby Edgar Sargsyan		Southampton County, Virginia	Turner led a violent revolt with the help of other enslaved workers and killed his owners.	He was partially successful in being an icon of rebellion, but his actions also brought more harshness and brutality towards enslaved people, since his rebellion was violent.
John Brownby Anthony Mendoza Luna		Torrington CT	Brown raided a federal arsenal and was against slavery and he led to the Civil War	He was somewhat successful in his cause but his plan did not go as planned because he got killed.
Grimke Sistersby Krish Khatao		South Carolina	recognize the importance of women’s rights and to speak and write about the cause of female equality	Though skeptics warned that two women speaking together could damage the anti-slavery cause, their first tour was largely regarded as successful. From there they shared an exhaustive tour of New England, furthering the abolition movement. As of 1837, there were no longer gender restrictions on the audience.

Abolitionist	What do I look like?	Where have I lived?	What did I do to be considered an abolitionist?	Was I successful in my cause?  Explain!
Martin Robinson Delanyby Joseph Navarrete		Charles Town, Virginia	Delany became involved in abolitionist activities in Pittsburgh, including leading the Vigilance Committee, which assisted in the relocation of fugitive slaves, assisting in the formation of the Young Men’s Literary and Moral Reform Society, and joining the integrated militia to protect the Black community from white mob attacks.	Martin Robinson Delany was successful in assisting in the relocation of fugitive slaves.

Enlightenment Thinkers Webquest

	Where was your thinker born and when?	What famous books or articles did your thinker write. What were they about?	Answer the questions below, based on the knowledge you have gained.	Answer the questions below based on the knowledge you have gained.
Voltaire	1694 : Paris, France	The fictitious lettres philosophiques and the satirical novel Candide. A series of essays written by Voltaire based on his experiences living in England between 1726 and 1729	https://www.theschooloflife.com/thebookoflife/voltaire/What were Voltaire’s views on Religion? He looked favorably on religious tolerance, even though he could be severely critical towards Christianity, Judaism and Islam.	http://www.fsmitha.com/h3/h29-phil2.htmScroll to the section on Voltaire. Did he think humans were naturally really good or not? Use a quote to prove your point. Did he believe that slavery was okay?  Voltaire opposed all forms of slavery, and hoped that “enlightened monarchs would rule above class interests and keep a firm but tolerant reign on society for the sake of all”
Rousseau	Born: 1712 Geneva, Switzerland	Treatises A Discourse on the Origins of Inequality and many others but the aim for discourse is to examine the foundations of inequality among men	http://www.philosophyslam.org/rousseau.htmlUsing the link, did he feel that humans were naturally good or bad? Explain your answer with evidence from the link.  People were born good, instinctively concerned with the welfare of others	Watch this video for help answering this question https://www.youtube.com/watch?v=81KfDXTTtXE&t=392s&has_verified=1If Rousseau were alive today, how would he answer the question, “Which is more powerful, love or hate?” why? Love. he is known as one of the founding figures of the romantic ideology
Wollstonecraft	Born: 1759, Spitalfields, England	Mary Wollstonecraft is best known for the books “A vindication of the rights of woman”, “Thoughts on the Education of Daughters” and they are about the social equality for women.	http://www.historyguide.org/intellect/wollstonecraft.htmlWhich of Wollstonecraft’s views would have been so radical for the time she lived in (1700’s)? For the times she lived in people would have found her views on women’s equality and freedom for the tyranny so often afflicted in marriage as an absurd illusion.	https://www.youtube.com/watch?v=_6nyX1c5jjwHow do you think leaving to work at a young age and helping her sister leave an abusive marriage helped to shape her views and philosophies? Because she lived through such events she had a first hand experience on how many marriages at her time were abusive and gave her clarity on why such social status for women that can not continue.
Montesquieu	Born:Jan 81689La Brede,France	One of the great works in the history of political theory and influenced the Declaration of the rights of man Also inspired the constitution of the U.S.	http://www.ncsl.org/research/about-state-legislatures/separation-of-powers-an-overview.aspxMontesquieu was a proponent of the idea of Separation of Powers. The US took his idea and separated their government into 3 parts.What are the 3 parts of the US government? The three parts are the legislative, executive and judicial branches. Why is it important to separate the powers of a government?  It is important to separate the powers so that there can be balance in power, also that it can be divided into 3 each with different responsibilities so not only one branch will be the core of the government.	“There is no greater tyranny than that which is perpetrated under the shield of the law and in the name of justice.” What do you think Montesquieu was saying in this quote? I think what he’s trying to say is that the most oppressive rulers are the ones that commit fraud and are part of a government in which it believes in laws and justice. How do you think it reflects on his thoughts about government? His thoughts on the government were that they were corrupt because they were cruel and unfair as a leader in which the government focuses on justice and laws.
John Locke	Born: 1632, United Kingdom	Locke is best known for his “Two Treatises of Government”, and “An Essay Concerning Human Understanding” Most of the things he wrote were about Liberty, toleration, government, and State of nature	“What worries you, masters you.”What is Lock saying about the power of fear? Locke refers to the way our fears take control over our mind and that we have to overcome such fears to take control of our lives. “We are like chameleons, we take our hue and the color of our moral character, from those who are around us.”This sounds like something an older person might tell us! What is Locke saying about the people you hang around? Locke uses this quote to tell us that we are not the ones shaping our personality, but the people we interact with. “Nature vs Nurture”	https://www.youtube.com/watch?v=bZiWZJgJT7I&t=5sWatch the above video, how did Locke feel about: Educating Children: He saw education as a crucial part of life and believed that without it we are vulnerable to lies and deception.  Religious Tolerance: Locke believed that people should be free to choose any religion and not be persecuted for it.
Thomas Hobbes	April 5, 1588, Westport, Wiltshire	Hobbes is best known for his 1651 book Leviathan, in which he expounds an influential formulation of social contract theory.	Watch this video and answer the question below. https://www.youtube.com/watch?v=9i4jb5XBX5sAccording to Hobbes, why should someone obey a government that may not be a very good government? He believed that in doing so it would cause less chaos as well as less bloodshed.	The English Civil War had a major impact of Hobbes. How could living through a war change your thoughts on the people around you? Living through a war can change the way you see people when you hear or see about all the bad things happening going on. You also begin to see the true hate in people and as a man that hates violence going through that it can extremely alter the way you see people around you. You watch people become divided.

The Economy That Slavery Built

Beginnings of the cotton economy

• How did the invention of the cotton gin influence the economy, the treatment of enslaved people, and the treatment of Native Americans?

The invention of the cotton gin created a need for more land, which the United States took from native Americans and sold to white settlers. This also caused the need for cheap labor to increase. That meant more slaves were needed, and their conditions were harshened.

• What connections do Matthew Desmond and Nikole Hannah-Jones draw between the techniques for managing labor and productivity on slave plantations and in modern corporations?

They draw a connection between the labor techniques used by enslaved workers/slave owners and modern-day management systems. How these were the origins of such systems and that they haven’t changed much since then. 

Connecting banking to slavery

• Did you know the history of banks allowing plantation owners to make out mortgages on enslaved people? What questions and emotions does it bring up for you?

Finding out about this makes me feel angry and confused. The anger is self-explanatory, and the confusion comes from the infinite questions such conduct creates. For example, what would happen if the enslaved workers that were used as the mortgage died?

• Why was it hypocritical for global investors to buy slave-blacked mortgage bonds in the United States while saying they oppose slavery?

Such people were being hypocritical because they were saying that they are opposed to slavery, but were still profiting from slavery and by that supporting it.

The panic of 1837

• Have you previously heard of the Panic of 1837? What about the economic crisis in the late 2000s? What comparisons do Demond and Hannah-Jones draw between the two? Does their analysis make sense to you?

Both these economic crises were new to me. The comparison drawn was the notion that some industries are “just too big to fail”, and no changes are necessary.

• What is the conclusion Desmond ultimately comes to about American capitalism?

The conclusion is that the way American capitalism and the economy were formed, which was the use of enslaved labor, is still affecting the economy today and it still has the roots of slavery in it.

Jesmyn Ward poem

• Jesmyn Ward wrote this creative work in her imagining and responding to the 1808 Act prohibiting the importation of slaves. What does this demonstrate about how knowledge and research can inspire us to create?

This poem demonstrates how the spread of knowledge and research can result in new kinds of creations that further our understanding of important topics like slavery.

What does the American dream mean for you?

To me, the American Dream is the promise that you can achieve your academic and professional dreams. That you will be assisted to reach your goals and eventually will get the job of your dreams. I do think that it is somewhat achievable, but there is a problem with it. Just like many other big goals for society, the problem is the human nature to further your own goals in the expanse of others, which makes it very competitive and destroys the whole point of the dream.