Analysis Of The Book The Grapes Of Wrath - 1193 Words

To quote Ma Joad in the film The Grapes of Wrath, â€Å"I ain t never gonna be scared no more. I was, though. For a while it looked as though we was beat. Good and beat. Looked like we didn t have nobody in the whole wide world but enemies. Like nobody was friendly no more. Made me feel kinda bad and scared too, like we was lost and nobody cared....Rich fellas come up and they die, and their kids ain’t no good and they die out. But we keep a comin’, we’re the people that live. They can’t wipe us out; they can’t lick us. We’ll go on forever Pa, ‘cause we’re the people.† This statement captures the resilience of the American working class since the birth of the country. Ma s speech can be read as a proclamation of necessary fictions to bolster the morale of the family. She is the uncomplaining maintainer of status quo in the home, the ultimate mother figure who not only attends to physical needs, but mental needs as wel l. The film begins with Tom Joad, released from prison after serving four years for murder, heading back to his family’s farm in Oklahoma. On his way he meets Jim Casy, a former preacher, and they travel together to the Joad farm only to find it deserted. They learn that all of the farmers in the area were being forced from their farms by the land owners. Tom is reunited with his family at his uncle s farm, which they must also vacate the following day. The family of twelve, plus Casy, pack up their belongings into an old truck and head to California.Show MoreRelatedAnalysis Of The Book Grapes Of Wrath 1436 Words   |  6 PagesTyler Jordan Ms. Mittleman Honors American Lit. September 14, 2014 â€Å"Humanity’s Wrathful Curtain† In his historical fiction, Grapes of Wrath, John Steinbeck characterizes the Joad family as one of the many migrating farming families subjected to prejudice and seclusion on their journey to California. Similarly, in T.C. Boyle’s Tortilla Curtain, Cà ¡ndido and Amà ©rica are victims of animosity and discrimination after fleeing their homes in Mexico to seek a better life in Los Angeles. In their storiesRead MoreAnalysis Of The Book The Grapes Of Wrath 904 Words   |  4 Pages The majority of people in the United States are lucky enough to have a place they can return to every night and call their home. Unfortunately, for the Joad and Walls families, this is not the case. The Grapes of Wrath, by John Steinbeck, tells the story of the Joads, a poor family of tenant farmers forced off their farm in Oklahoma due a bank foreclosure. Because of the circumstances they suffered, including being trapped in the Dust Bowl and economic hardship, the Joads set out for CaliforniaRead MoreAnalysis Of The Book The Grapes Of Wrath 2169 Words   |  9 PagesThis is also known because of the fact that he uses several of his life experiences, repeatedly, throughout his various novels. Everyday strife, effects his characters in any given book. Across Steinbeck’s different works, patterns of grieving, lifestyle, and culture, are often mirrored across plots. Both The Grapes of Wrath and The Pearl embody Steinbeck’s archaic view of divine human culture. All his characters were real people. Through traveling and journalism, and his study of people, he has carvedRead MoreAnalysis Of The Book The Grapes Of Wrath 2253 Words   |  10 PagesThe Grapes of Wrath Introduction The devastating effects of the dust storms mainly in western Oklahoma and the preceding rain failure caused families to flee to California. The banks repossession for their property and homes pushes them further into depression. Unguaranteed about a better future or even about the next meal, the families take their chances. Their arrival into California is however a disappointment as there are no jobs for them. Most ‘okies’ in the Hovervilles end up dead dueRead MoreAnalysis Of The Book The Grapes Of Wrath 2876 Words   |  12 PagesIntroduction In chapter one of the Grapes of Wrath, Steinbeck paints a picture of the severe weather occurring throughout Oklahoma and its harsh affects on the farms and farmers. In the third chapter the he gives a symbolic story of a turtle who is trying to cross a road but then is purposely hit by a driver. The turtle lands on its back and then has to greatly struggle to cross the road. The harsh weather and the mean driver both represent the hardships in life that come as a result of outsideRead MoreThe Grapes of Wrath: The Role of Ma Joad1252 Words   |  6 PagesThrough the roughest times in life, we come across crises that reveal the true character in those around us. Those who are strong are divided from the weak and the followers divide from the leaders. In the novel, The Grapes of Wrath, author John Steinbeck presents the character Ma Joad who serves an important role as the rock that keeps the family together. The Joad family, apart from many families in Oklahoma, is forced to leave their homes in search of work and better opportunities; CaliforniaRead More The Pain of the Okies Exposed in The Grapes of Wrath Essay1485 Words   |  6 PagesThe Pain of the Okies Exposed in The Grapes of Wrath      Ã‚  Ã‚   The Dust bowl was an ecological and human disaster in the Southwestern Great Plains regions of the United States in the 1930s. The areas affected were Oklahoma, Texas, New Mexico, and Colorado. The poor handling of the land and years of drought caused this great disaster (Jones History). During this time the Okies--a name given to the migrants that traveled from Oklahoma, Texas, Kansas, or anywhere in the Southwest or the northernRead MoreBlack Boy And The Grapes Of Wrath Analysis1728 Words   |  7 PagesThe bible is a pretty exhilarating book; tales of bearded men crossing deserts, talking snakes, talking bushes, forbidden fruits, floods, adultery, and pregnant virgins. What more could you want? Well, you might want to escape poverty. Logically, your next question is: can religion accomplish this task? And according to Richard Wright and John Steinbeck, the answer is a resounding â€Å"no.† Wright and Steinbeck, pump their books, Black Boy and The Grapes of Wra th, respectively, full of biblical allusionsRead MoreEssay about The Grapes of Wrath - Lifestyle in the 1930s1164 Words   |  5 PagesThe Grapes of Wrath is a historical and fictional novel that was written by John Steinbeck in 1939. He wanted to show his point of view of life in US during the years of Great Depression. This essay will talk about the lifestyle the public had during that time which dramatically changed conditions that the environment in we stern part of US had. The plot of Steinbeck?s work of fiction is rooted in the historical and social events of 1930s America, specifically the environmental disaster in OklahomaRead MoreThe Use of Symbolism in The Grapes of Wrath by John Steinbeck1052 Words   |  5 PagesThe Use of Symbolism in The Grapes of Wrath by John Steinbeck The Grapes of Wrath is a novel by John Steinbeck that in my opinion illustrates the terrible conditions under which the migratory farm families of America during the 1930s were forced to live under. This novel in a very descriptive and emotional way tells of one familys migration west to California from Oklahoma (the Joad family) through the great economic depression of the 1930s. The story revolves around the family having to

Immigrants at Central Station - 804 Words

The understandings and diversities of each immigrant and their experiences underlies in a range of issues they encounter such as rights, freedoms, beliefs, power, entrapment etc†¦ All of which are a common understanding when used in comparison towards the migrants lives using the poignant aspect of imagery and journey’s within the poem â€Å"Immigrants at Central Station, 1951†. The experiences and perceptive in this poem help perceive an understanding of the immigrants experiences towards the new world of which displays the integrity, emotion and suffering towards the new world and we as the readers are engaged into these aspects of life through trains, time, control and journeys. The imagery of this poem surrounds a train and can represent†¦show more content†¦Finally, the journey encountered in this poem varies from all three types of journeys, inner, imaginative and physical. â€Å"With a dampness that slowly sank into our thoughts – but we ate it all† expresses the realization of where they were and the reality of what they were going through with the mood while the hyphen is used to separate the thought and the atmosphere which is used to express theShow MoreRelatedThe Diary of Anne Frank1641 Words   |  7 Pagesa connection between this movie and â€Å"Immigrants at central station†. â€Å"Immigrants at central station† and â€Å"the Pianist† share a connection through the way the immigrants felt in â€Å"Immigrants at central station† to the way the Jews felt in â€Å"The Pianist†, in particular Wladyslaw Szpilman. Skrzynecki depicts the experiences of the immigrants as grim and melancholy, giving a sense of depression on the immigrants’ part. Under normal circumstances the immigrants would feel excitement that they are movingRead MoreAnalysis Of Crossing The Red Sea By Peter Skrzynecki Poem998 Words   |  4 PagesSea’, ‘Migrant Hostel’ and ‘Immigrants at Central Station’ the responder gains insight into the emigration experience which encompasses the physical and emotionally draining journey which is a result of the grave uncertainty and doubt lingering around the migrants future. Despite this, through each of his poems the composer also alludes to a future filled with hope and a sense of belonging. Crossing the Red Sea illustrates the excruciating journey endured by immigrants after fleeing from the aftermathRead MoreIllegal Immigration And The United States1640 Words   |  7 PagesKarlie Davis Dr. Brian Hesse Introduction to American Government and Politics 11-11-14 Illegal Immigrants Coming to the United States Illegal immigration and border patrol are becoming two of America’s top problems. The border separates Mexico from the United States, in particular Arizona and Texas. The fence is becoming a bigger issue for illegal immigrants to cross which, in turn, is making it an issue for border security. Different comparisons between Arizona and Texas and their state lawsRead MoreThe Gilded Age924 Words   |  4 Pagesthe United States saw twelve million immigrants pass through her golden doors, 70% of these immigrants were English, Irish, and German. Crop failures (potato famine in Ireland), job shortages, and religious freedom were the motivations behind many immigrating to America. Newly arrived immigrants faced a harsh reality in America, employers took advantage of them, the men were often paid less than other native born men and the women were paid even less. Immigrants suffered verbal and physical abuseRead MoreThe Immigrants Of The United States920 Words   |  4 Pagesthe 1890 s when immigrants needed money to enter the United States. Your huddle masses yearning to breathe free, huddle masses come with a quota and whichever nationality was in favor at the time. Send these the homeless, tempest, tossed to me (The New Colossus, Emma Lazarus 1883) just as long as you weren t Chinese or Japanese. In a thirty year span between 1870 and 1900 the United States saw twelve million immigrants pass through her golden doors. 70% of these immigrants were English, IrishRead MoreAlphabet Fun At New York City1070 Words   |  5 Pagesby spanning the East River.† Livi said, while standing at the top of the bridge and looking at the river’s water below. Shortly after, they made their way back to Central Park.â€Æ' â€Å"C is for Central Park.† Jojo said, taking a picture of the entrance. â€Å"Central Park is an urban park in middle-upper Manhattan, within New York City. Central Park is the most visited urban park in the United States, with 40 million visitors in 2013!† Livi said, watching the birds flutter from tree to tree. â€Å"It is also oneRead MoreThe Immigration Of The United States1632 Words   |  7 PagesEuropean to settle in the New World. Since the colonial era, America has seen a wave of immigrants migrate in search of freedom and equality. Is this the same immigration today? Nearly 11.6 million immigrants from Mexico reside in the U.S. Today Immigration has a significant impact on many aspects of life in the United States, from the workforce and the classroom to communities across the country. Not all immigrants come to America legally whether as naturalized citizens, legal permanent residents, refugeesRead MoreThe Immigration Of The United States1628 Words   |  7 PagesEuropean to settle in the New World. Since the colonial era, America has seen a wave of immigrants migrate in search of freedom and equality. Is this the same immigration today? Nearly 11.6 million immigrants from Mexico reside in the U.S. Today Immigration has a significant impact on many aspects of life in the United States, from the workforce and the classroom to communities across the country. Not all immigrants come to America legally whether as naturalized citizens, legal permanent residents, refugeesRead MoreIndustrialization Essay526 Words   |  3 Pages000 telephones. This aided in communication across the U.S. Another famous inventor, Thomas Edison, also helped the industrialization of the late 1800s by improving telephonic transmissions and the electric light bulb. He built the first power station in 1882 that supplied customers the electric current for lighting. With the industries and businesses flourishing, a big problem with urban development arose. With new industries, workers and their families would flood the surrounding city lookingRead MoreIllegal Immigrants And The United States1594 Words   |  7 Pagessuccess of illegal immigrants and those here legally. Legislation such as barring immigrants from being able to acquire driving license or being able to receive healthcare benefits are laws that not only hurt the immigrant population, but also the American population. One of the first topics we touched on was a reading from, â€Å"Living in a Car Culture Without a License,† this is an issue that really correlates to the wage and job abuse that many immigrants face, â€Å"Individual immigrants must travel to

Ancient Futures of Ladakh free essay sample

What is development? It can be defined as a specific state of growth or advancement. Helen Norberg-Hodge would view it as a western way of life, which brings forth destruction of family values and a change in the traditional way of life as seen in her documentary Ancient Futures: Learning from Ladakh. Ladakh was an isolated Himalayan country which followed the Tibetan way of life. They had a sustainable traditional way of life, and didn’t depend on the western view that money was what made you happy. They knew not of poverty, diseases, pollution or of being a society that didn’t work as a family or well knit community. They depended on the earth to sustain life; they worked together in their communities to harvest the crop; they were virtually able to sustain themselves, live peacefully and were happy people. But in 1974, this tight knit family oriented society, was met by the Western Culture. We will write a custom essay sample on Ancient Futures of Ladakh or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The pressure was there to modernize. Before when she visited the villages the people only knew of cultivating the land, to provide food. They took care of their native animals; they lived as big families, whereby it wasn’t just the parents and the children but also the grandparents. They build their own houses by using what the earth provided. As stated in the video, in traditional culture children learn from experience, how to grow food, build houses, how to make clothes and most importantly they learn about the values which supported their way of life over the centuries. On the contrary when the western way of development arrived, the children now went to school, and weren’t home to help their mother cultivate the land and carry out traditional practices. They were sent to school to get an education about how to get specialized jobs that are needed in urban centers (in the video, you see a child learning how to fix the engine of a car). Now, this became problematic because these types of jobs weren’t readily available, so in reality the children were basically trained to be unemployed. The video also states that the children were never thought about their own cultures but studied foreign poets and cultures. Furthermore, this type of development also made the people of Ladakh felt ashamed of their culture. She gave an instance whereby she asked a guy from one of the villages to show her the poor houses; before he was influenced by he western culture he replied that they didn’t had that; but over the next eight years his views changed and he then began seeming himself as poor just because western culture depicted that way of life to be that way. According to the video, he then began to see his culture as being backwards primitive and poor when compared to that of the west. With the arrival of tourists, the Ladakhis view them as rich people, and that life in the western world was clean easy and trouble fr ee. This is one of the reasons why I believe some members of the Ladakhi people decided to go along with modernization. As said in the video, films and television shows people of Ladakh, that west is best because of the images they show, of fashion and glamour and tools that do the work for humans. Development also destroyed the way the people treated each other. Women were regarded as the string that held families together. Now with western influence, the video tells us that the women now view themselves as sexual items; to be in line with the latest fashion and worry about the physical attributes. It also states that the men then began becoming more aggressive and wanted to live up to this macho image. They basically change the way the Ladakh’s use to be and interact with each other. As a result of development the ladakhis began losing their sense of self-confidence and worth. They alienated themselves from family and community and became insecure. Not like before when they were a family and did everything together and looked out for each other. A key note that should be mention was that, they then looked toward the importation of goods. The people no longer rely on their own crops n food to sustain themselves but imported wheat and goods. The country went from living off their own goods to having to import to sustain them. In reality modernization brought short term material benefits; it unraveled the relationships that held Ladakh over the centuries; pollution was introduced into the environment (Before, everything went back into the land; they knew not of waste. ); and lastly the communities were beginning to breakdown. As mentioned before people use to be happy with each other, now it is not that way anymore. It is my belief that development doesn’t have to go from one extreme to the other; or as you mentioned from situation A to situation B. It can be avoided if people hold certain values and develop in a way that will benefit their community at home and not looking at it as what other people view development to be. After all, each community is different, so the degree of development shouldn’t be the same everywhere. Additionally, I do believe that development is salvageable. One just has to try to resort back to being a community to do so. Start thinking about the wellbeing of the society they are living in rather than their own personal livelihood. They then have to start thinking about living more sustainably. I mean it is irrational to say that we’ll just abandon future development and resort to what society was before development. Sustainable Development will help a society to lower their pollution rates; provide jobs that are needed; and change the view of how life should be. I believe she called her documentary ancient futures because the Ladakh way of life may have been ancient in the way westerners view development; but now that most societies has resorted to the western culture; she probably believes that that way of life should be our future or teach us values so we could have a better future. This video opened my eyes and I think we in Belize have fall to the western culture. I grew up in the southern part of this country and I could give a small example as how modernization affected us. When I was younger, my family moved from Belize City to Stann Creek. This was in 1997. When I transferred to school down there I was surprised by the way life was. I already had the City mentality and found it to be weird but after a while I wanted to be like the people from down south. A particular instance I remember was that I would take my shoes off and be barefooted at school because everyone use to be that way. Then when I got home later my mom would be mad because I use to do that. So that was just basically me wanting to fit in. But now years later, with my little brother going to school down there the kids no longer care to adhere to that way of life because now they have full electricity, access to cable television and I don’t know become like everybody else. This can also be seen in the Mayan communities where the young girls don’t wear their traditional dresses as often but prefer to wear jeans like what everybody else is wearing. I believe we in Belize need to try to hold on to our culture, because we are losing it. I’m mestizo, but I don’t really know my tradition because I never grew up in it. I only knew the English way of life. One more point that came to me just now is Mestizo people not being able to speak Spanish and we have a lot of that in Belize. So we do need to work on developing sustainably but also sustaining our cultures.

Why Learn History Essay Example For Students

Why Learn History Essay As a high school student I was always annoyed by students who would ask: Why do we have to learn this stuff history anyway? We learn history so we dont repeat our mistakes. This is the common answer that my teachers, my father, and just about any other adult would give. This answer made perfect sense to me then, and I easily accepted it. In high school, students learn about the Nazi-Holocaust, and rightfully so. Information abounds regarding this topic. However, my teachers never taught me that our country has a Holocaust of its own (actually there are two; one killing 40 to 60,000,000 Africans, and one killing 100,000,000 Native Red Peoples). Hitler himself often expressed his admiration for the expediency in which the American Christians removed the Native Americans and gave them mass graves like the one in Wounded Knee, South Dakota. Have you ever heard the words American Holocaust(s) before? As I read about history I was drawn to the Indian Wars. One day I began reading Dee Brown s book Bury My Heart at Wounded Knee. I was shocked by what I read. I had never been taught these things, yet this history seemed so important and unparalleled in American history. Recently, I picked up Browns book and read it a second time. Finally, the words shook me from the sleep in which we Americans love to overindulge; the sleep of denial, materialism, and hedonism. The thoughts and images evoked in Browns book came back and my heart filled with an indescribable feeling of painful anger again. I thought to myself, Im glad that is all over with, I dont know what I would have done if I had been alive then. The words of William McPherson of the Washington Post regarding Browns book reassured my emotion: Shattering, appalling, compelling. . . .One wonders, reading this searing, heartbreaking book, who, indeed, were the savages. If you take from the reading of Browns book and others something remotely resembling what I take, the societal and environmental problems of today find th eir roots: roots which are still being well nourished. Parts of Browns book remained in my mind, in particular, the Sand Creek Massacre (in present day Colorado). I went to the library to read more about the subject. I was in a hurry, so I quickly grabbed an encyclopedia. I first looked under Sand Creek Massacre, shocked at finding nothing, I searched under Battle of Sand Creek and found nothing. The Sand Creek Massacre did not appear anywhere! I was, to use Mcphersons word, appalled. I kept looking, surely the World Book would have it. To my surprise, the book ignored one of the bloodiest and most grotesque massacres in American history. Well, I thought, surely the Encyclopedia Americana will have it. Blank. All encyclopedias had somehow forgotten those Native American men, women, and children. Why was it that the Boston Massacre, wherein 5 men lost their lives, was in every book? The 133 human beings who lost their lives in the most grotesque and mutilated way on Sand Creek were n owhere to be found. If a massacre like Sand Creek did not appear in encyclopedias and textbooks how were young people (and adults) to be taught of the Camp Grant Massacre, the Piegan Massacre, the Massacres of California, the Marias Massacre, the Wa*censored*a Massacre, Guatemala in the 70s and 80s, the Chiapas Massacre of 1997, the present day massacres in South America, Present day East Timor and so many others? What else is missing? What does this say about Americans today in 1998? What I did not realize then, and have come to realize now, is that I have stumbled onto a shameful and continuing history of genocide and holocaust. The reader, I am convinced, would be appalled also if he or she knew how many high school textbook publishers also thought Sand Creek and other historic events were unimportant. I looked through many textbooks until I found one, published in 1994, that gave a blip about Sand Creek. On October, 13, we celebrated, or at least observed others celebrating, Col umbus Day. What did we celebrate/observe? In 1492 Columbus ships appeared off the coast of San Salvador. The Taino Indians greeted Columbus with unimaginable hospitality. Columbus reported to his queen: So tractable, so peaceable, are these people, that I swear to your Majesties there is not in the world a better nation. They love their neighbors as themselves, and their discourse is ever sweet and gentle, and accompanied with a smile; and though it is true that they are naked, yet their manners are decorous and praiseworthy. (Brown pp. 1) Columbus soon lost site of the generosity and kindness of the Taino people. During the following conquest Columbus felt himself required at least to inform the natives of the terms by which he would steal their lifestyle and life itself; though they could not understand a word he said: I certify to you that, with the help of God, we shall powerfully enter into your country and shall make war against you in all ways and manners that we can, and sha ll subject you to the yoke and obedience of the Church and of Their Highnesses. We shall take you and your wives and your children, and shall make slaves of them, and as such shall sell and dispose of then as Their Highnesses may command. And we shall take your goods, and shall do you all the mischief and damage that we can, as to vassals who do not obey and refuse to receive their lord and resist and contradict him. (Stannard pp.66) This was known as the Requerimiento, such conquest ushered in the 16th century in South America. Most of the religion-professing conquistadors, Cortes, Pizzaro, de Soto, and others adopted this practice. The Holocaust of Columbus alone killed four million people on San Salvador in 4 years, without automatic weapons or merciful gas chambers (Stannard pp.72). The genocide did not stop after this first four million people; they were only the beginning. The missionary Bartolome de Las Casas recorded what he witnessed and I will later quote him at length. Th e analogies between the conditions in the death camps of the conquistadors and of Nazi concentration camps are appalling, keeping in mind that we still have a Columbus day. War, conquest, pestilence, and genocide continued in the 1500s with Fernando de Soto and Hernando Cortes, among others, commanding this page of the Holocaust. Evidence strongly suggests that both Cortes and de Soto were heartless killers. Both men raided islands looking for humans to sell as slaves. The Spaniards found natives often, and under the command of de Soto, Columbus, and others, put them to work in mining camps, starving, beating, raping, and burning them to death. In describing these events, missionary Bartolome de Las Casas wrote: . . . Whenever the Spaniards found them, they piteously slaughtered everyone like sheep in a corral. It was a general rule to be cruel; not just cruel, but extraordinarily cruel so that harsh and bitter treatment would prevent Indians from daring to think of themselves as hu man beings or having a minute to think at all. So they would cut an Indians hands and leave them dangling by a shred of skin and they would send him on saying Go now, spread the word to your chiefs. They would test their swords and their manly strength on captured Indians and place bets on the slicing off of heads or the cutting of bodies in half with one blow. They burned or hanged captured chiefs. (Stannard pp. 70 Las Casas, History of the Indies) The Spaniards found pleasure in inventing all kinds of odd cruelties, the more cruel the better, with which to spill human blood. They built a long gibbet, low enough for the toes to touch the ground and prevent strangling, and hanged thirteen natives at a time in honor of Christ Our Saviour and the twelve Apostles. When the Indians were still alive and hanging, the Spaniards tested their strength and their blades against them, ripping chests open with one blow and exposing entrails, and there were those who did worse. Then straw was wr apped around their torn bodies and they were burned alive. One man caught two children about two years old, pierced their throats with a dagger, then hurled them down a precipice. (Stannard pp. 72) A group of Dominican friars on the treatment of infants recorded when: Some Christians encounter an Indian woman, who was carrying in her arms a child at suck; and since the dog they had with them was hungry, they tore the child from the mothers arms and flung it still living to the dog, who proceeded to devour it before the mothers eyes. . . . When there were among the prisoners some women who had recently given birth, if the newborn babes happened to cry, they seized them by the legs and hurled them against the rocks, or flung them into the jungle so that they would be certain to die there. (Stannard pp. 72)To give the reader some background detailing the stereotype many whites had/have for the Native American, I have taken quotations from John Frosts book entitled, Pictorial History of Indian Wars and Captivities. Frosts book was published in 1873, nine years after the massacre at Sand Creek, and seventeen years before the Wounded Knee Massacre (both will be discussed later). Inside the front cover the title page bears the word Captivities in gory fashion. Frosts account of de Soto paints him more as a benevolent hero than a murdering-Hitler. The title also screams pictorially with bloody weapons that are no doubt those of the Native American; the most savage weapons, the white mans many different rifles and cannon, are conveniently missing. Frosts book loses its historical credibility by constantly slanting the adjectives in the white mans favor, and by using the noun savage hundreds of times. As a sidenote; the word savage, I am told, was used so commonly to describe the Native American that even authors like Emerson used the term. I acknowledge that Indians were not innocent in all cases involving violence on their part. When one reads, however, in many cases the Indians used violence only as a last resort or in retaliation, one must form his or her own opinion. I acknowledge that such a book cannot speak for all white people; however, when one reads in Dee Browns book of severed Indian heads being displayed in the local town square, and of the Sand Creek Massacre atrocities, Frosts words seem to embody white sentiments regarding Indians. Here are some brief passages from the beginning of Frosts book: The coasts of Florida etc. were carefully explored by de Soto and Cortes etc., and colonies planted, but they were soon given up as expensive, and involving too much hardship and danger. (Frost pp. 1) The Indians on the coast where he Vasquez de Ayllon landed made a feast, and induced the Spaniards to advance into the interior of the country. Two hundred men were killed there, and the others were assailed on the shore, and Vasquez de Ayllon himself fell a victim to the cruelty of the natives. (Frost pp. 2) The Indians harassed the Spaniards with an indomitable spirit; but they Spaniards at last returned safely to the coast, and embarked. (Frost pp. 13) Fernando de Soto, originally possessed of nothing but his courage and his sword, had followed the fortures of Pizarro, and returned to Spain from Peru, laden with wealth, and crowned with the laurals of a successful warrior. His reception was brilliant; and having obtained the favor of Charles V., he sued for permission to conquer and rule the territory of Florida.(Frost pp. 14) He de Soto strove, by every means, to mitigate the hatred of the Indians, but in vain. (Frost pp. 16) De Soto continued to advance, and at length reached the fertile district of Acali, where the troops felt the ground beneath their feet. The prince of the country tendered his submission; but soon after, while the Spaniards were crossing a river, they were attacked by the savages with a cloud of arrows. De Soto repulsed the enemy, and in keeping with his policy, refrained from revenging himself. (Frost pp. 16)Before his death in 1862, Henry David Thoreau, believing the Indian to be wholly misunderstood by whites, wrote: It frequently happens that the historian, though he professes more humanity than the trapper, . . . who shoots one as a wild beast, really exhibits and practices a similar inhumanity to him, wielding a pen instead of a rifle. (Jacobs pp. 29) Thoreau continues saying that history, recorded by one who believes his race superior to others, is no history at all. Thoreau wrote to many different people, but as was and is still common practice, he was ignored. Evidence for this argument is provided by the fact that when an Indian-lover was unknowingly appointed to a command, he was quickly removed. The reader is invited to read of such cases involving Edward Wyncoop, Ely Parker, Lieutenant William B. Pease, Lieutenant James Connor, Captain Silas Soule, and Lieutenant Joseph Cramer, among others. Returning now to our timeline progression, we are approaching the mid- 1500s. Under Hernando Cortes, the American Indians suffered greatly. The slave trade of natives was being highly and cruelly exploited. Cortes, arriving on islands entirely shorn of their inhabitants,e; continued the Holocaust by importing slaves. Entire peoples were divided, regardless of family ties, and were appropriated to a Spanish lord. The natives were shipped to unfamiliar lands and made to work in mines. As Las Casas puts it: the mountains looked like anthills. The natives were given no food and worked to the death, supplying gold and material wealth for the Spanish lords. The natives were treated as non-humans, their masters being described by other Christians as ministers of Hell. When natives would try to escape, the Spaniards hunted them down with mastiffs whereupon they were torn apart. If a native survived recapture, a show-trial was held. Warnings were passed to other natives, then the master: . . . flogged them until blood ran from their naked bodies, mere skin and bones from starvation. (Stannard pp. 73) Slaves were made to work, even when deathly ill, and were kicked and beaten night and day. The death rates on some Islands were so steep that blood of natives flowed in streams as if a great number of cows had perished. Another slaughter at the hands of Cortes claimed forty thousand people in a single day (Stannard pp. 78). Cortes himself recorded that: so loud was the wailing of the women and children that there was not one man among us whose heart did not bleed at the sound. (Stannard pp. 79) Regarding this same massacre against Montezumas people Cortes himself recorded that: The people of the city had to walk upon their dead. . .And in those streets where they were we came across such piles of the dead that we were forced to walk upon them. (Stannard pp. 79) This did not deter the Spaniards in their conquest, as such events were repeated. It has been noted that Cortes himself held nearly 27, 000 slaves under his own hand, nearly all of who m died. In an attempt to remain objective in this brief essay, I will not overlook accounts of human sacrifice by the Aztecs. Indeed these atrocities were committed by the Aztecs on some captured male prisoners. The degree to which these operations were carried out is debated by historians. Some estimates suggest that the Aztecs sacrificed up to 20,000 captives a year. Stannard reports that some modern scholars view the number of 20, 000 to be greatly exaggerated as a result of conquering interest. Whatever the case may be, Stannard quotes Pedro de Cieza de Leon, a conquistador in 1553, as saying: These and other things are the testimony the Spaniards raise against these Indians. . . endeavoring by these things we tell of them to hide our own shortcomings and justify the ill treatment they have suffered at our hands. . . I am not saying that they did not make sacrifices. . . but it was not as it was told. Stannard also notes that: . . . in the siege of Tenochtitlan the invading Span iards killed twice that many people in a single day Including (unlike Aztec sacrifice), enormous numbers of innocent women, children, and the aged. How does this information on the great explorers contrast what we learned in school? All of the people I have talked to remember celebrating Columbus Day in grade school, and learning of the conquistadors as heroes. I cant describe the look I saw on one womans face after she had seen and read about some of the pictures in Standards book. Within these brief accounts, we now approach the 17th century. Life in North American would rapidly change, and the face of the Earth Mother would be changed forever. Europeans arrived in 1607 at Jamestown. Gradually, in comparison to Spanish techniques, the new Englishmen began to settle in Powhatan country. This began with the crowning of Wahunsonacook, or, King Powhatan. King Powhatan was torn between his people and supplying the Englishmen with food. After King Powhatans daughter, Pocahontas, married John Rolfe, Powhatan was placed in an unenviable position. The Powhatan Indians became angry as they were made to supply the demands of the bearded men from the big boats. After Wahunsanacook died, the Indians tried to push the English back into the sea, but underestimated English weapons. Of the 8,000 Powhatans, less than a thousand survived. Another source tells of the war beginning as a result of Englishmen desiring the return of some whites who had chosen to live among the Indians. Powhatan gave proud and disdainful remarks. This, having enraged Thomas West De la Warr, may have brought about the war. As the historian Edmund S. Morgan puts it: The Indians. . . could have done the English in simply by deserting them. When the colonists landed at Plymouth in 1620, the Indians did not desert them. A Pemaquid named Somoset and three Wampanoags named Massasoit, Squanto, and Hobomah became self-appointed missionaries to the Pilgrims. (Brown pp. 3) All spoke some broken English, as a r esult of contact with earlier explorers. The new colonists were viewed as helpless children. The colonists were shown how to fish, and were given corn from the winter store of the Indians. The next Spring, the Indians showed the colonists how to plant corn. Despite the horrors they had endured in recent decades, the Indians continuing ability to produce enormous amounts of food impressed and even awed many of the earliest British explorers. (Stannard pp. 103) The gardens were tended with such care that they looked like huge gardens rather than farmlands. Early settlers also admired the Indians democratic government which contrasted sharply with the hierarchical ruler, King James I, whom they had left in Europe. And it is especially telling that throughout the seventeenth and on into the eighteenth and nineteenth centuries, while almost no Indians voluntarily lived among the colonists, the number of whites who ran off to live with the Indians was a problem often remarked upon. (Stann ard pp. 103) In an exclamation of his discontent, Benjamin Franklin wrote: When an Indian child has been brought up among us, taught our language and habituated to our Customs, yet if he goes to see his relations and makes one Indian Ramble with them, there is no persuading him ever to return. But when white persons of either sex have been taken prisoners young by the Indians, and lived a while among them, tho ransomed by their Friends, and treated with all imaginable tenderness to prevail with them to stay among the English, yet in a Short time they become disgusted with our manner of life, and the care and pains that are necessary to support it, and take the first good Opportunity of escaping again into the Woods, from whence there is no reclaiming them. (Stannard pp. 104)Stannard quotes J. Hector St. John de Crevecoeur as stating Thousands of Europeans are Indians, and we have no examples of even one of these Aborigines having from choice become Europeans! Whites who lived among the Indians noted that Indian life possessed a strong sense of community, abundant love, and uncommon integrity and. . . social equality, mobility, adventure, the most perfect freedom, ease of living, and absence of those cares and corroding solicitudes which so often prevail with us. What happened? This Indian behavior was looked down upon by the uncompromising colonists, who viewed their race and religion far superior. Similar accounts occurred in the 19th century also. Peace between the Indians and the settlers was growing fragile with each new shipload of settlers. The settlement became too crowded. In 1625, a request was made for 12,000 acres more of Indian land. Such transactions and ideas of ownership were so strange to the Indians and their religion that the land was given. After a ritual intended for humor, Samoset made his mark on a paper for them. This was the first of many land transactions that would take place on American soil. Settlers arrived by the thousands, all wa nting land to settle. After Metacoms father, Massasoit, died in 1662, Metacom was crowned King Phillip of the Pokanoket by the whites. King Phillip formed an alliance to remove the white settlers from their homeland. In 1675, after a series of arrogant actions by the colonists, King Phillip led his Indian confederacy into a war meant to save the tribes from extinction. (Brown pp. 4) The Indians were defeated, largely in part to the firepower wielded by the colonists. King Phillps head was publicly displayed in Plymouth for 20 years. Settlers sold the captured women and children as slaves in the West Indies. Elsewhere on the North American continent, the European economic system, devoted to personal wealth and materialism, began to flourish. The fur trade was big business, and the land was raped in search of fur-bearing mammals. Fur traders and companies stole the lifeblood and foodsource of the Iroquois, and other northern tribes. Many Indians could not understand this way of life; this proto-capitalistic ideology. For most Indians, killing animals for anything other than food and shelter was a high crime. (Jacobs 1972) We move into the 18th century ever mindful of rapidly changing lifestyles, unjust war, ethnocentrism, sickness, greed, proto-capitalism, and a new nation kicking in the womb. Indian territories, the causes of many Indian skirmishes, were now becoming heated warzones. In 1730 the French traders in the north formed alliances with the Indians and began to subdue other tribes, in particular the Fox. The Fox were interfering with French fur-trade profits as middlemen, so the allied French and Indians thoroughly thrashed them (Wrone and Nelson, pp. 39). The French were also plundering in Louisiana. This time the Natchez Indians would fall victim. The Natchez were not hunting people, but rather, they were farmers with their own government. In 1714 the French built Fort Rosalie near the great Natchez settlement known as the Great Sun. The relations wer e stressed when the French wanted the site of a village, and wanted a secondary ruler in the Natchez government. In 1729, the Natchez retaliated against the French, killing a French official. In 1730, the French (again with Indian allies) attacked the Natchez and removed them. During the colonial era, the British and the French waged violent wars with the Indians of North America, often taking their lands by force and using the treaty more as an instrument of surrender than as a peaceful diplomatic tool(MSNBC On Air). Treaties were written and Indian chiefs forced to sign; often times the treaties were written with ink and pencil. The pencil parts of the treaty could be erased and rewritten in a different way, or a new key clause could be added. It was common for the European governments, especially those of the English colonies, to offer bounties to rid the community of pests (squirrels, crows, wolves, etc.) (Wrone and Nelson pp. 50) During a time of trouble with the Indians, colon ials paid out cash for scalps and, on occasion, for the heads of the Indian enemy (Wrone and Nelson pp. 50). In 1756, the governor of Philadelphia included premiums for Deleware scalps. Whites were encouraged to embrace all opportunities of pursuing, taking, killing, and destroying the said Delaware Indians. . . The Delaware receded daily from their original lands farther and farther westward as the Europeans encroached. This foreshadowed Indian Policy to come. After the Boston Massacre in 1770, victory in the Revolutionary War, and the writing of the Declaration of Independence, George Washington renounced the crown, becoming our first President. MSNBC Quoted George Washington in outlining Indian Policy: I am clear in my opinion that policy and economy point very strongly to the expediency of being upon good terms with the Indians, and the propriety of purchasing their lands in preference to attempting to drive them by force by arms out of their Country.In researching, I have found this speech by George Washington. These words given September 7, 1783, were an outline of Indian Policy to James Duane (then head of the Indian Affairs Committee). What MSNBC leaves out, is that in this same letter Washington states that: . . . The gradual extension of our Settlements will as certainly cause the Savage as the Wolf to retire; both being beasts of prey tho they differ in shape. (Prucha, 1975)Thus the tone and manner of American Indian Policy (genocide) was born, though government officials in the 1800s probably did not use bribery (money) to drive off the Wolves as much as Washington would have liked. In the 1800s, without compromise or recollection of those first Indians who saved the Puritans from starvation and were the envy of many a European, the Indians were brutally removed. In 1805, the Nez Perces saved the Lewis and Clark expedition from starvation and scurvy, only to be slain in Yellowstone National Park in 1877 (it was a park then, and one of the most beau tiful lands in the world had been set apart for whites to enjoy). The Eastern Tribes were forgotten, the Wampanoag, Chesapeak, Potomac, Powhatan, Chikahominy, Pequot, Mohican, Montauk, Nanticoke, Machapunga, Narangansset, Catawba, Cheraw, Miami, Huron, Erie, Mohawk, Susquehanna, the Seneca and more. Who remembers them? The 1800s followed suit, most tribes leaving only their Anglicized names on the white mans newly claimed land. There is far too much of the 19th century. It is hard to know what to include and what to leave. Dee Browns book is a great introduction for those who want to learn more. In my research, it seemed that everywhere I looked I discovered a forgotten Indian massacre. There are too many of them. They are not taught in school. There is no listing anywhere of Indian Massacres, they just appear while you are reading, like something emerging from a dreary fog. It is clear, however, that the American Holocaust continued with few people (other than Indians) speaking out or doing anything to stop it. To contrast what we do, and do not learn in school, I will first give a short description of the Boston Massacre, which, according to one World Book, was not a massacre at all! If you do not already know how many people died in the Massacre, perhaps you might guess using the impression left you from high school and/or paintings you may have seen in a history book. In March of 1770, tension was high between colonists and British soldiers. The Massacre, as it was later dubbed by colonial speechmakers (in an effort to rouse colonial mobs), was initially instigated by 50 to 60 colonists attacking a British official. Colonists were angry about taxation, and other Acts like the Quartering Act. A British Captain, Captain Preston, brought men to the assistance of the attacked official. When colonists attacked these additional men, they reacted by firing at the angry mob, killing five and wounding six. My goal is not to belittle human death or justify British p resence, but to make a stunning comparison. The following information is taken from the book, Bury My Heart at Wounded Knee. On the morning of November 29, 1864, 600 Cheyenne and Arapahos camped on a bend of Sand Creek were awakened by the sound of charging hooves. Two thirds of these 600 were women and children as the government granted able bodied men to go east and hunt buffalo to feed their hungry families. Only 35 braves were in the camp. This made the ensuing charge all the more frightening for the women, children, elders, and remaining braves. So great was the fear of the coming charge that men, women, and children ran from their lodges into the biting cold taking no time to fully dress. The partially dressed Indians began to gather under a huge American flag above Black Kettles lodge (Black Kettle was given the huge American flag and peace medals by Abraham Lincoln and Colonel A. B. Greenwood in Washington only a year earlier and was told that as long as the American flag wa s above them, no one would be harmed). The braves present surrounded the women and children gathered under the flag. At 8:00 am more than 700 cavalry men under the command of Colonel John M. Chivington and Major Scott J. Anthony, rode in and fired on the huddled Indians from two directions. After the initial charge the US soldiers dismounted and continued the indiscriminate killing of men, women, and children. During the killing unspeakable atrocities and mutilations were committed by the soldiers. Accounts from two white men, John S. Smith and Lieutenant James Connor, described the acts of dehumanization.According to John S. Smith, Colonel Chivington knew these Indians to be peaceful before the massacre. 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The Tragedy of Romeo and Juliet Essay Example

The Tragedy of Romeo and Juliet Essay Example The Tragedy of Romeo and Juliet Paper The Tragedy of Romeo and Juliet Paper The Tragedy of Romeo and Juliet In Shakespeares play  The Tragedy of  Romeo and Juliet,  two main characters from very different familys meet and fall in love at first sight; their names were Romeo and Juliet. After Romeo is banned from Verona by prince Escalus, Juliet tries to fake her death so she can be snuck out of Verona to be with Romeo. When Romeo finds Juliet asleep without knowledge of her plan he assumes she is dead and ends up killing himself by consuming a deadly potion. When Juliet wakes up to find Romeo dead, she stabs herself with Romeos dagger. Friar Laurence is most responsible for this tragedy of Romeo and Juliets death because he said â€Å"In one respect I’ll thy assistant be; For this alliance may so happy prove, to turn your house holds rancor to pure love. † (Shakespeare Act 2, Scene 3, Line 90-92). The Friar mentioned that the reason he would marry them is because it might put an end to the hostilities between the two families. With this decision he did not think about the best for Romeo or the bad things that could come from decision. To avoid marrying Paris, a young nobleman related to the prince that the Capulets arranged for Juliet to marry, Friar Lawrence asks Juliet drink a potion so that she might fake her own death. â€Å"Take thou this vial, being then in bed and this distilled liquor drink though off;† (Shakespeare Act 4, Scene 1, Lines 92-93). The Friar made a very poor decision by going behind the Capulets back to let Juliet be with a boy she hardly knew. The right way would have been to ask Lord Capulet about Romeo and hope he understood. When Juliet awakens to find Paris and her Romeo dead beside her with a cup of poison in his hand, she goes to the comforting Friar. Instead of thinking about her or Romeo the Friar gets frightened and runs out. â€Å"Stay not to question, for the watch is coming. Come, go, good juliet. I dare no longer stay. † (Shakespeare Act 4, Scene 1, line 92-93). If The Friar would have stayed with Juliet he could have helped her get through this loss, and possibly make a different outcome of the situation. When he leaves her all alone, she stabs herself with Romeos dagger. If the Friar would have thought about Romeo and Juliets marriage before he married them he could have told them to think about their relationship. The Friar could have also told the Capulets about their kids plans like a responsible parent, so that they wouldnt have to go through with this risky plan to get Juliet to Romeo so they could secretly be together. Friar Lawrence demonstrates the he is a person of good intentions, yet it was the shortsightedness of his actions that in part led to the deaths of the two lead characters.

Life and Work of Maud Lewis, Canadian Folk Artist

Life and Work of Maud Lewis, Canadian Folk Artist Maud Lewis (March 7, 1903 – July 30,  1970) was a 20th-century Canadian folk artist. With a focus on subjects in nature and ordinary life and a folk style of painting, she became one of the best-known artists in Canadian history. Fast Facts: Maud Lewis Occupation: Painter and folk artistBorn: March 7, 1903 in South Ohio, Nova Scotia, CanadaDied: July 30, 1970 in Digby, Nova Scotia, CanadaParents: John and Agnes DowleySpouse: Everett LewisKey Accomplishments: Despite physical limitations and poverty, Lewis became a beloved folk artist, known for her brightly colored paintings of animals, flowers, and outdoor scenes.Quote:  Ã¢â‚¬Å"I paint all from memory, I don’t copy much. Because I don’t go nowhere, I just make my own designs up.† Early Life Born Maud Kathleen Dowley in South Ohio,  Nova Scotia, Lewis was the only daughter of John and Agnes Dowley. She had one brother, Charles, who was older than her. Even as a child, she suffered from rheumatoid arthritis, which limited her movements, even down to her hands. Despite this, she began making art at an early age under the tutelage of her mother, who taught her to paint watercolor Christmas cards, which she then sold. Maud dealt with multiple physical disabilities that left her hunched over. At the age of fourteen, she dropped out of school for unknown reasons, although it is possible that the bullying of her classmates (due to her visible birth defects) was at least partially at fault. Family and Marriage As a young woman, Maud became romantically involved with a man named Emery Allen, but they never married. In 1928, however, she gave birth to their daughter, Catherine. Allen abandoned Maud and their daughter, and they instead continued to live with her parents. Because Maud had no income and no means to support her child, a court required Catherine to be placed up for adoption. Later in life, an adult Catherine (now married with a family of her own and still living in Nova Scotia) attempted to get in touch with her mother; she was never successful in her attempts. Maud’s parents died within two years of each other: her father in 1935 and her mother in 1937. Her brother Charles inherited everything, and while he allowed his sister to live with him for a short while, she soon moved to Digby, Nova Scotia, to live with her aunt. In late 1937, Maud answered an advertisement placed by Everett Lewis, a fish peddler from Marshalltown, who was seeking a live-in housekeeper. While she was unable to perform her job well, due to the advancement of her arthritis, Maud and Everett married in January 1938. Painting Every Surface The painted interior of Maud Lewis home, as it is preserved in the Art Gallery of Nova Scotia.   Courtesy of the Art Gallery of Nova Scotia. The Lewises lived mostly in poverty, but Everett did encourage his wife’s painting – especially once he realized they could make a small profit. He procured  painting supplies  for her, and she then accompanied him on selling trips, starting with small cards like those she had painted as a child and eventually expanding to other, larger media. She even painted nearly every suitable surface in their small home, from typical sites such as walls to more unconventional ones (including their stove). Because canvas was difficult to come by (and expensive), Maud worked on beaver boards (made of compressed wood fibers) and Masonite, among other things. These smaller items, early in her career or for personal use, were full of bright colors and designs of flowers, birds, and leaves. This aesthetic would carry over into her later work as well. Early Sales Maud Lewis,  White Cat (2), 1960s, oil on pulpboard, 31.1 x 33.8 cm. Collection of the Art Gallery of Nova Scotia, gift of Johanna Hickey, Vancouver, BC, 2006.   Maud’s paintings, throughout her career, focused on scenes and items out of her own life, experiences, and surroundings. Animals appeared frequently, mostly domestic or farm animals such as cows, oxen, cats, and birds. She also portrayed outdoor scenes: boats on the water, winter sleigh or skating scenes, and similar moments of ordinary life, often with a playful and cheerful tone. The greeting cards of her youth came back again, this time as inspiration for her later paintings. Bright, pure colors are a hallmark of her paintings; in fact, she was known to never blend colors, but only use the oils as they came originally in their tubes. Most of her paintings are quite small, not exceeding eight by ten inches. This is mostly due to the constraints of her arthritis: she could only paint as far as she could move her arms, which was increasingly limited. However, there are a few of her paintings that are larger than that, and she was commissioned to paint a large set of shutters by American cottage owners in the early 1940s. Gaining Wider Attention Maud Lewis,  Fall Scene with Deer,  c. 1950, oil on pulpboard, 29.5 x 34.9 cm. Collection of the Art Gallery of Nova Scotia, purchase 1974. During her lifetime, Maud’s paintings did not sell for large amounts. By the late 1940s, tourists had begun to stop at the Lewises’ home to purchase her paintings, but they rarely sold for more than a few dollars. In fact, they wouldn’t sell for even close to ten dollars until the final years of her life. The Lewises continued to live a meager existence, with Everett taking on the lion’s share of work around the house as Maud’s arthritis continued to degenerate her mobility. Despite the attention of the occasional tourist, Lewis’s work remained fairly obscure for the majority of her life. All that changed in 1964, when the Toronto-based national newspaper  Star Weekly  wrote an article about her as a folk artist and brought her to the attention of audience across Canada, who quickly embraced her and her work. The attention only increased the following year, when the broadcasting network CBC featured her on its program  Telescope, which featured Canadians of varying degrees of notoriety who had made a difference in some way. In the final years of her life and following these major public mentions, Lewis was on the receiving end of commissions from a wide array of important figures – most notably, American president  Richard Nixon  commissioned a pair of paintings from her. She never left her home in Nova Scotia and was unable to keep up with the demand for artwork. Death and Legacy Maud Lewis,  Maud Lewis House, mixed media, 4.1 x 3.8 m. Collection of the Art Gallery of Nova Scotia, purchased by the Province of Nova Scotia, 1984.   Maud’s health continued to deteriorate, and in the late 1960s, she spent most of her shuttling between painting in her home and visiting the hospital for treatment. Her declining health was exacerbated by the wood smoke of their home and the constant exposure to paint fumes without proper ventilation, and the lung issues this caused left her susceptible to pneumonia. She died on July 30, 1970, after battling pneumonia. After her death, demand for her paintings skyrocketed, as did the appearance of forgeries. Several paintings purported to be Maud’s were eventually proven to be fakes; many are suspected to be the handiwork of her husband Everett in an attempt to continue cashing in on her prominence. In recent years, Maud’s paintings have only grown more valuable. She has become something of a folk hero in her home province of Nova Scotia, which has long embraced artists with authenticity and unusual styles, and in Canada as a whole. In the 21st  century, her paintings have sold at prices well into five figures. After Everett’s death in 1979, the Lewises’ house began to fall into disrepair. In 1984, it was purchased by the Province of Nova Scotia, and the Art Gallery of Nova Scotia took over the care and preservation of the house. It now dwells in the gallery as part of a permanent exhibit of Maud’s works. Her paintings have made her a folk hero among the Canadian art community, and the bright joyfulness of her style, combined with the humble, often harsh realities of her life, have resonated with patrons and fans worldwide. Sources Bergman, Brian. â€Å"Paying Tribute To Painter Maud Lewis.†Ã‚  The Canadian Encyclopedia, https://www.thecanadianencyclopedia.ca/en/article/paying-tribute-to-painter-maud-lewis/Stamberg, Susan. â€Å"Home Is Where The Art Is: The Unlikely Story of Folk Artist Maud Lewis.†Ã‚  NPR, https://www.npr.org/2017/06/19/532816482/home-is-where-the-art-is-the-unlikely-story-of-folk-artist-maud-lewisWoolaver, Lance.  The Illuminated Life of Maud Lewis. Halifax: Nimbus Publishing, 1995.

Answer short questions Essay Example | Topics and Well Written Essays - 2000 words

Answer short questions - Essay Example The whole play is about mastery and rule. It is a play that represents colonization by the English colonizers and their expansion into America. The Tempest can serve as an allegory, as we know that an allegory is an indirect representation of something .The story criticizes the European for the bad treatment to the native people. Native Americans represent a significant contrast to all of the other groups, for theirs was not an immigrant experience; they were the original Americans before the voyage of Columbus. When English colonizers arrived, they stereotyped them as savages and seized their lands by warfare (Takaki n.p.). Some of the Shakespearian characters in the Tempest have been used to make representation. For example, Sebastian and Antonio wanted to overthrow King Alonso and make the drunken butler Stephano the king of island. These characters represent the English colonizers, who came and possessed the native America’s land through warfare (Takaki n.p.). Caliban, one of the principal characters, was a new world inhabitant by the name Carib, which was the name of an Indian tribe, who came to mean savage for America. What are some of the parallels between the English expansion into Ireland and the English expansion into America? The English colonizer had different impacts in Ireland and America. ... After four years, the English had reduced the Irish people to wretchedness and they took possession of the Irish land (Takaki n.p.). While in America, the English colonizers had a lot of impact. The native people in America were the Indian people. The English colonizers saw the Indians reminding them of the Irish people. Unlike the Irish people, the Indians did not waste time in taking advantage by beginning with the educational process that would transform their lives (Takaki n.p.). Why did the European colonists believe that American Indians were lower on the scale of development then they were? The English colonizers did not find any difference between the Indians and the Irish people; they saw them as being lower on the scale of development. This was because they saw the Indians as being uncivilized and with no educational skills, so they could not be able to work on any development. They were also seen as being lazy and unwilling to work for their own needs. According to Takaki, the European colonists described them as beasts that were only ready to reap from what the English had (n.p.). Why did the British wish to take over Indian land? What opened the way for them to do so? In America, the English colonizers first settled in Virginia, where the Powhatans, an agricultural people, occupied and cultivated corn. Initially, when the English came to Virginia, the encounter between these Indians and the English was a peaceful one, and of friendship. After they had established a camp, it was reported that there came starvation and most of the English colonizers died leaving only a few. That is when the English started attacking the Indians trying to extort their food. The English colonizers were soon

Equality and Socialist Ideology Essay Example | Topics and Well Written Essays - 1500 words

Equality and Socialist Ideology - Essay Example Further, a great deal of historical context also needs to be considered with regards to determining how ideological and egalitarian concepts are born, gain notoriety, and work to incorporate themselves into a type of collectivized worldview that is ultimately translated back into the culture via the form of representative government. Although analyzing all of this necessarily lends itself to seeking to answer the age old riddle of what came first the chicken or the egg, the analysis itself will show that the process is symbiotic rather than mutually exclusive. Furthermore, by seeking to know and understand the levels to which these factors interlace and help to define the context of the culture and form of governance that pervades the current system, the reader can hope to gain valuable insights and key understandings with reference to seeking to better understand the world in which we live. As the two are so interlinked and bear such a high level of relation to one another, the firs t which will be discussed is equality with the second being ideology. Next a discussion of how these two forces interact and have an impact on culture and vice versa will be discussed followed by a final section on the impacts that both have on governance, self identity, and culture. The first determinant which will be discussed is that of ideology. As was noted in the introduction, the two terms which will be analyzed within the course of this essay are somewhat nebulous and do tend to feed back into one another at various junctures; however, for purposes of clarity, ideology should be tackled first. The reason for tackling the definition and means by which ideology influences upon equality first is due to the fact that in nearly every emergent movement, ideology or culture is the level of equality that the components seem to have concerning their members. This can be understood as a type of baseline for without it the level to which identity formation can begin to congeal is minim al (Angeloff et al 2012, p. 21). This has of course been noted time and time again throughout history as groups self actualize, form an identity, gain an ideology and only then consider the level to which the component parts will share in equality among the rest (McConnell 2010, p. 140). The ideological formation is extraordinarily important due to the fact that the components that are built within this phase directly impact upon the level of equality which is possible once the ideology itself has been formulated. Although the process that has herein been described appears to be something of rigid concept, the fact of the matter is that it is most fluid and open to the interpretation of the individuals that seek to form the ideology in the first place. This level of fluid change allows for the process to evolve in any number of ways; thereby making a firm and solid definition of the term even more difficult for the researcher. While on the topic of ideology, it is important to note that the process that has herein been described does not of course have to come as a function of forming a new system entirely; rather, it can come from redefining necessary components of a working system, worldview, or personal take on a given issue. As a function of this, the level to which these terms interrelate and coalesce becomes even more complex when one takes the issue outside of the bounds of systemic change and incorporates them into the realm of individual and worldview modulations (Whitely 1978, p. 211). This complicates the definition somewhat due to the fact that this level of incorporation necessarily bends and redirects the original ideology and identity that helped to form the

Metacognition Student Achievement Essay Example for Free

Metacognition Student Achievement Essay Metacognition has generally been described as thinking about one’s own thoughts. The realization that a human being cannot exist in isolation of his inner self, that he is constantly probing that dam of his very essence to evaluate situations and resolve the never-ending puzzles that daily confront him. Kornell (2009), has described metacognition as self-reflection and conscious awareness. An even more elaborate definition is that given by Serendip (2009). He defines it as â€Å"a reflective practice that helps one discern general patterns in one’s own views and abilities†. Whichever definition one feels comfortable with, it cannot be said to be superior to the other, because metacognition deals with the intangible and cannot be weighed on a scale. It has, however, been the subject of widespread research all over the world. Psychologists are now asking themselves, what causes that tip of the tongue experience, when you are sure you know someone’s name but cannot recall it? Or what is at play when one conveys a feeling of uncertainty? Why is it that humans are able to have certain cognitive abilities that animals apparently do not have? For example, if asked what year America gained independence, one may readily recall with certainty, or one may say with complete uncertainty that he does not know. The answer may also lie in between, showing a certain degree of uncertainty by replying, for example, I think it was 1776. Whatever answer one gives, it demonstrates an ability to question one’s memory and experience. According to studies that have been done, this ability can be improved. Thus, the science of metacognition is now rampant, with studies being carried out on the cognitive abilities of monkeys, children, students, and ways in which they can be improved. Metacognition 2 One study which was carried out to test the cognitive abilities of rhesus monkeys, was that conducted by Kornell, Son Terrace (2007). In this trial, the monkeys were initially trained to select a given picture from a sample of six pictures by touching the image on a touch-screen monitor. After this training period, they were shown six sample pictures which were then simultaneously removed and replaced with nine, one of the previous six being among them. As soon as they selected the sample they thought was among the previous six, they were required to bet on their choice by depressing an icon on the screen for certainty, with a reward of redeemable food tokens, or loss of tokens, if wrong. A further icon for a low risk bet was also there. After carrying out this experiment for a suitable period of time, they concluded that the monkeys would invariably only bet when they were sure that they knew the correct answer. The researchers were therefore of the opinion that the monkeys were guided by a cognitive ability. They also tested two monkeys on metacognitive control. This is the ability to use metacognitive ability to influence behavior. An example would be requesting for a hint when one is unsure of an answer, a common trait with humans. In this trial, two monkeys were presented with a few sample pictures to place in a certain order. They were also availed of onscreen visual hints if they needed. The penalty for using the hints was a less appetizing banana flavored pellet, instead of the more attractive MM candy. As the test progressed, it became apparent that the monkeys were using the hints less and less, and would only resort to them when they were sure that they did not know the right answer. This ability to have control over one’s metacognitive ability had been tested on humans for many years, and it was only now that it was becoming clear that it was also present in animals. However, how prevalent this is among them, cannot be clear and it cannot be generalized from this study that only involved rhesus monkeys. Metacognition 3 Smith Washbum (2005) have taken animal research a notch higher and carried out trials that probe the memory, referred to as monitoring the memory. In the test, animals which were given various tasks to do based on what they had done before, declined to engage in the more difficult tasks, a result that was the same as similar tests carried out on humans. The animals were selective and seemed to have the same analogous capacity as human. There was no doubt that they were using their metacognitive abilities to seek in their memories, and when they remembered that the task was arduous, they declined to take the test. Kornell Terrace (2007) also carried out some trials seeking to find out if monkeys benefited from learning. They did this with two rhesus monkeys which were given two problem sets to solve. In one difficult set, they were given hints to assist them after a suitable training period. In the other set, they were given no hints. The number of hints they used to solve the problem set steadily declined over time, the performance, however, did not change, it stayed the same. The monkeys were solving the problem with skills they had acquired from the hints and were using them less and less because they had â€Å"learned†. This is fascinating and opens up very interesting questions about the training of animals. There are other areas of animal metacognitive behavior which have been studied. Hampton, R (2009), carried out studies on rhesus monkeys to determine if they made decisions when they had information, or sought information when ignorant and immediately made a decision. The results were quite revealing. They carried out two sets of tests. In one test, the monkeys witnessed food being inserted into some opaque test tubes. These tests were referred to as the seen trials. In the other test, the food was inserted into test tubes without their knowledge. Metacognition 4 The monkeys were then required to identify the tubes which had food in them. In trial after trial, they would first look down the tubes to ascertain if the food was there and if it was, they selected the tube. What was evident from these tests is that the monkeys sought information first, by peering down the tubes, when ignorant, and only immediately selected the correct tubes without investigating, when they knew the food was there. That means they knew when they knew and only sought information when they knew that they did not know. This is a characteristic which is prevalent among human children, orangutans and rhesus monkeys. It is, however, not clear with capuchin monkeys when they were exposed to a similar trial about a decade before. There is room for more research on animals. According to Smith Washbum, a lot needs to be investigated regarding the gifts different animals have. For example, monkeys and dolphins seem to exhibit more cognitive abilities than pigeons, whose reactions appear to be more stimulus based. Further research in this area can yield very important information which may stimulate a whole spectrum of research into cognitive abilities of different animal specie. Additionally, there is a lot of room into studies on the ability or lack of ability of animals to make quantitative judgements, for example, their mood. Metacognitive abilities is also a subject of importance in developing learning capabilities for children. Loh, A (2009), has made suggestions on methods to use to improve metacognition learning for children as young as two year olds. Since parents spend the most amount time with children of this age, they are best placed to practice the techniques recommended by Loh. He says that children should be encouraged to think about their thinking process in order to develop their intellect and intelligence. Children should be engaged, soon after an activity, to gauge their Metacognition 5 thinking process and the techniques they used for a task. Immediately after this activity, they should be asked certain questions, for example : 1. They should be asked about the process they used to achieve the result. This way, they will recall the steps and learn the process. 2. What strategies did they use? This will engage them actively in the thinking process by beginning to adopt strategic thinking of alternative techniques they can use to achieve better results. 3. What do they think about the end result? Is it good or bad? This will help them to evaluate their work. 4. Offer them puzzling tasks that have more than one solution. This exposes them to cognitive conflicts 5. Engage them in debates and discussions with other children 6. Allow them to practice reciprocal teaching where they form groups and one child teaches members of his group. 7. Once they engage on a task, allow them to continue undisturbed. Help them with clues if they get stuck. Further, they can be assisted with questions that will incline them to probe their mind even more, for example, what they learned from the task and what they found difficult. Additionally, they can be probed to find out if they have a next goal and what will help them to achieve it. Metacognition 6 There has been more research in the field of metacognitive abilities of children. Young children’s understanding of mental life, or â€Å"theory of mind†, is an area that is currently being explored by various scientists. According to science daily (2008), a new study had made a link between theory of mind as assessed in kindergarten children and their metacognitive abilities in elementary school. Early theory of mind competencies positively influenced metacognitive abilities acquired later. 174 children between the ages of three and four were used as study subjects to investigate this relationship. Wolfgang Schneider, P. H. D. , of the University of Wurzburg, who carried out the trial, said that knowledge from this research can be used to develop training programs for young children. For all the progress that has been done on metacognition in animals and children, none can rival that of learners. The Elementary Teachers Federation of Ontario (2009), says that students with metacognitive needs have difficulties in setting priorities and planning their tasks. Additionally: 1. They are poor at strategizing in order to accomplish a task methodically 2. They procrastinate and are unable to start their work. 3. They are inattentive and make careless mistakes. 4. They are not able to identify their faults or know how to seek help. With these type of students they recommend the following teaching strategies : 1. Teachers should tutor them on how to plan and show them the scoring rubric for the assignment. 2. They should be taught on estimation of time needed to complete a task. 3. They should be assisted with think-aloud strategies. Metacognition 7 4. They should be cajoled to get engaged actively in their work by asking them how they are doing the work and how they will remember to solve the problem. 5. Teachers should be specific in their assignments to students by providing scoring rubrics for each question and how they have been calculated. However, Pierce (2004), dealt even deeper in metacognition for students. He was of the opinion that study strategies were generalized and teachers did not teach them in class. They assumed that students had already learned them. When they taught a strategy, students used the same strategy taught for all subjects. According to him, students needed to acquire three types of knowledge in order to improve their metacognitive abilities. These are : 1. Declarative knowledge which is having at their grasp factual information, for example, speed is distance divided by time taken. 2. Procedural knowledge which is knowing how to do something. Using the previous example of speed, they should know the formula for speed and the steps required in its calculation. 3. Conditional knowledge – This is knowing when to use a certain procedure and why one strategy is better than another. In applying the three types of knowledge for study strategies for example, students need declarative knowledge to know that a high school history textbook is different from an article analyzing the same textbook. They need procedural knowledge to take notes from such a textbook and conditional knowledge to know when such notes should be taken. According to Pierce, study techniques improve learning but are hardly ever taught. Additionally, many students do not internalize success as caused by ability and effort. Metacognition 8 Lippman, Danielsson Linder (2005), differed slightly with some researchers of metacognition. They claimed that most studies taught metacognitive skills and then measured the effects of training. Instead, they should quantify the use of metacognition. In a study that they carried out at an American university, their aim was to find out how much metacognition is used in a laboratory and how the setup encourages the use of metacognition. Three groups of students were used and their proceedings videotaped and their verbal comments recorded. In one group, students were given a set of instructions to follow. The same was done for the second group and in addition, they were expected to explain their reason. The third group was given a question to answer and expected to explain, in a presentation, the method they had used to get results. In analyzing the results, Lippman et al (2005) saw no difference in the amount of metacognition in the different groups. However, the most important finding was that there was a difference in how metacognition made students change their behavior in tackling the lab assignments. For example, in the third group, the verbal exchanges revealed that the use of metacognition made the students more creative. This was a different approach as was the one used by Mevarech Kramarski (2003). In this study, 100 eighth graders, studying algebra in four classrooms, were divided into two groups. One group was exposed to cooperative learning and also given metacognitive training. The other group was given cooperative learning but without metacognitive training. At issue was mathematical modeling and problem solving skills. After tasks to perform were given, the results showed that the group which had been given metacognitive training did outperformed the other that only had a cooperative setting. There was significant difference with the two groups with regard to planning, processing and reflection. They concluded that the cooperative Metacognition 9 setting is not enough to enhance modeling skills. Metacognitive skills are important in how to approach a problem, how to control and monitor the solution and how to reflect on the final answer. As a result of such studies, Mevarech Kramarski (2003) designed the learning tool called IMPROVE, whose letters stand for : Introducing the new material Metacognitive questioning Practicing Reviewing Obtaining mastery on higher and lower cognitive processes Verification Enrichment and remedial The important thing in IMPROVE is the approach in problem solving. Students are able to approach a scenario with a systematic method which first and foremost addresses the question of what is the issue at hand. They then investigate to find out how different the problem is from others and what the best strategies are to solve it. As can be seen from all the studies mentioned, metacognition is an area of development that has a lot of room for growth. Animals which have been shown to have metacognitive abilities can be researched further in order to discover if this is something widespread within the animal kingdom, and if not, then what actually determines metacognition of a species. With children too, the theory of the mind is interesting and further studies should be carried out to determine if there are other areas of their lives that can benefit from improved research on Metacognition 10 metacognition. For example, are high levels of metacognition genetic? Does diet affect levels of metacognition? What role does disease play in metacognition? It would also be interesting to see new research in the study techniques of students. More than anyone else, their place in society is critical because they take over reins in business, government and the civil society within only a few years after leaving college. Their overall performance in school is therefore a top priority. Of serious concern should be when study techniques should begin to be taught and how they would be standardized. Additionally, quantifying the use of metacognition as advocated for by Lippman (2005), needs to generate more study. If his research is anything to go by, then the approach to metacognition training must also address, not just the amount of metacognition ability gained, but also how it is channeled to productive use. This is an area that can prove very challenging and rewarding because teaching metacognition techniques is one thing, but being able to teach the type of techniques that can produce quantifiable measures cannot be easy. However, it is possible that the same metacognition graduates will discover new methods and strategies to impart more abilities in metacognition. Metacognition 11 References Elementary Teachers Federation of Ontario (2009). Metacognitive Skills. Retrieved on July 29, 2009 from http://www. etfo. ca/Multimedia/Webcasts/SpecialEducation/Pages/Metacognitive%20Skills. aspx Hampton, R (2009). Multiple demonstrations of metacognition in nonhumans: Converging evidence or multiple mechanisms? Retrieved on July 29, 2009 from http://psyc. queensu. ca/ccbr/Vol4/Hampton.pdf. Kornell, Nate (2009, February). Metacognition in Humans and Animals. Retrieved on July 29, 2009 from http://www3. interscience. wiley. com/cgi-bin/fulltext/122212734/HTMLSTART Lippmann, K. , Danielsson, A. Linder, C. (2005, August). Metacognition in the student Laboratory : Is increased metacognition necessarily better? Retrieved July 29, 2009 from http://www. anst. uu. se/rekun676/meta. pdf Loh, A (2009, July). Using Metacognition Learning to Make Children Smarter. Retrieved on July 29, 209 from http://www. brainy-child. com/articles/metacognition-learning.shtml Mevarech Z. Kramarski, B. ( 2003). Mathematical Modeling and Meta-cognitive Instruction. Retrieved on July 29, 2009 from http://www. icme-organisers. dk/tsg18/S32MevarechKramarski. pdf Metacognition 12 Mevarech, Z. Kramarski, B. (2003). Metacognitive Questioning and the use of Worked Examples. Retrieved July 29, 2009 from http://www. memory-key. com/StudySkills/IMPROVE. htm Peirce, W (2004, November). METACOGNITION: Study Strategies, Monitoring, and Motivation. Retrieved on July 29, 2009, from http://academic. pgcc. edu/~wpeirce/MCCCTR/metacognition.htm ScienceDaily (2008, August). Young Childrens Theory Of Mind Linked To Subsequent Metacognitive Development In Adolescence. Retrieved on July 29, 2009 from http://www. sciencedaily. com/releases/2008/08/080814154429. htm Serendip (2009). Metacognition. Retrieved July 29, 2009 from http://serendip. brynmawr. edu/exchange/wfrankli/ii09/metacognition Smith, D Washbum, D. (2005, February). Uncertainty Monitoring and Metacognition by Animals. Retrieved July 29, 2009 from http://www3. interscience. wiley. com/cgi-bin/fulltext/118706297/HTMLSTART

Empathy essay- my life as a slave (capture to the auction) :: essays research papers

MY INTRODUCTION TO SLAVERY We don’t have the same limitations as other people of different tribes do. I am a free woman, or shall I say I was a free woman. I am the wife of our tribes chief –Jankay Boto, that’s where I got my surname, Boto. Before my marriage I was a Touray. My father, or Paupa, was the chief of the tribe Adance. The two tribes, Adance and Denkyira, my husband’s tribe, are in the same village, Juffure. The two tribes have been friends for as long as anyone can remember, I mean they have been friends for since like ever. That’s how I got married into this tribe. As these tribes are very close to each other I can visit my Paupa’s house whenever I want. I, being the daughter of the tribes chief, was allowed to study but up till a certain age and when that age I came I wasn’t willing to stop my studies but my father and my brother wanted me to leave school and help my mom in the rice plantations. However this didn’t satisfy me, so I oppose th is idea up till my male relatives agreed on me having further studies and I did succeed, thanks to my mom. Now I teach to small children in my tribe and they are quite happy with me. My students include my 2 children, Brima and Saloum. I do more of religion there, I teach my students about Islam –my religion. My name is Yaisa Boto, and now you will learn about my life in detail. I had a very respected position in my tribe. People came up to me for consultancy because of my high experience of life. Apart from teaching I also did some house works with my slaves. I did not want to lay a heavy burden on their shoulders, I believed in justice not injustice. My husband and I had a couple of fights involving the slaves; he disagreed on the fact that I had to work with them but I ignored him. I did not want the slaves to do a lot of work. They just cleaned the house prepared the meal and did other such things. My slaves were not treated as slave; they lived in a comfy condition, they were never mistreated. I never saw them as slaves. The only two things that gave them this name, slave, were that they weren’t paid and they didn’t have the right to own property.

Native American Treaties

America requested that the Nation cede certain races of land, beneficial to the US, and with the agreement that the United States could establish garrisons where they desired In order to protect the frontiers. In exchange for the considerations and the permanent relinquishment of those lands and claims, the United States agreed to pay the nation several types of compensation. First was an annual monetary sum of $3000. 00 every year indefinitely to the Creek Nation, with an additional $1000. 00 per year to the chiefs who administer the governmental services to the tribe.Also provided In the treaty was the sum of $25,000. 00, to be distributed in parts as merchandise and goods, the distraction of debts the Nation owed, and the satisfaction of individual loss of property claims against the tribe by citizens of the united States. In addition, the united States agreed to furnish two sets of Blacksmiths tools and the men to work them for a period of three years. K State Creek 1802 1 felt a s though, while I still disagree with the idea that these â€Å"treaty agreements† were in any way fair or a true â€Å"option† to the tribes on these lands, this particular treaty wasn't any crueler than other treaties.The land descriptions of what was to be ceded to the united States Is official for me to comprehend in any Value' aspect. I am not certain of the acreage, nor would I begin to know the land value. Secondly, only part of that value was direct compensation. I find the breakdown of the larger compensation package suspect, since It virtually â€Å"forgives† â€Å"debts† that the United States government purports the Creek Indians acquired and/or for acts the government purports the Creek Indians committed against the citizens of America.If the land, property, or other purported to have been taken was in actuality the Creek Indian's to begin with, then it would be unfair to use land compensation as â€Å"payment of a debt† that never occ urred. The second treaty I chose was signed August 9, 1814, (also called the Treaty of Ft. Jackson) following the events surrounding the War of 1812. Andrew Jackson was both the 1 OFF the Creek Indian tribes that culminated with the Battle of Horseshoe Bend in Alabama on March 27, 1814, and killed 800 Indian warriors and imprisoned over 500 women and children in the Ft Aims Massacre. Britannica – Creek Indian War) The agreement was in response to â€Å"†¦ Unprovoked, inhuman, and sanguinary war, waged y the hostile Creeks against us† and for basically violating the 1790 treaty, â€Å"disregarding the previous genuine spirit of existing treaties†. (K State Creek 1814) This treaty had many more provisions, and heavily favored the United States, while laying blame to the Creek Indians for the events that lead to the massacre, and hence, this â€Å"treaty' which reads more as a list of spoils.The United States demanded the equivalent to all expenses for seeing out the entirety of the war to its end. Not being specifically written, I can only assume that they â€Å"entirety' included the Creek Indian War AND the majority of the War of 1812. The United States was penalizing the Creek Indians for affording assistance and aid to the British during the War of 1812. This equated to over 23,000,000 acres of land, minus a few â€Å"reservations† of 1 mile tracts per person who had remained friendly to the United States during the conflict.The US also demanded that the Creeks abandon all communications and relations with the British and the Spanish, the rights to establish military posts and trading houses on roads in territories still occupied by the Indian tribe, the right to completely free navigation of all waters, the surrender of al persons or property gained by the Creeks during the conflicts, the capture and surrender of all instigators, and permanent peace between the Creek Indians and the United States, as well as among the Cree k Indians and the Cherokee, Chickasaws, and Choctaw Indian tribes.In â€Å"return† for the demands, the Americans guaranteed the integrity of the Northern and North eastern aspects of their territory, as well as a â€Å"Humanitarian† gesture of continuing to â€Å"furnish the necessaries of life†¦ Until crops are competent to yield; and will establish trading houses in the Nation to enable the Nation to procure clothes†¦ By industry or economy'. (K State Creek 1814) The benefit of this treaty was quite obviously in favor of the United States. There was little concession to the Indians for what amounts to half of the state of Alabama and the entire South portion of Georgia in land mass. Britannica – Creek Indian War) While the wording tends to validate the demands of the US, it does not address that the War of 1812 was an occurrence during the intertribal wars that were going on at the time. Some tribes saw an opportunity to show a loyalty to the US, w hich further incited the opposing tribes who felt that the intrusion of the US was not permissible to act against the US, but supporting the opposition in the war, or actually attacking American citizens themselves. Encore of Alabama) The actions of the tribes had not started as actions against the United States for the sake of war against America. Had this been the case, Jackson's generalization of â€Å"unprovoked, inhuman war† might be more accurate. However, at a time in history where the United States was systematically striping land, rights, and humanity from the indigenous people who ere in actual possession of it upon the American's arrival is hypocritical at best.The drastic change between the style and manner of the treaties of 1802 and 1814 show the turn America took from being a participant in a mutual, albeit selfish, exchange to a punishing political power using treaties and government backed Americans was, ironically, to become President and initiate Indian Rem oval as formal policy. With the â€Å"concession as a gesture of humanity' America made the Creek Tribe both more dependent on the US government for necessities they could not themselves generate – now for lack of the territory they once had to farm, herd, and ark on – but also began a culture of resentment with the tribe.I am not convinced this wasn't the exact objective of the ‘humanitarian help' written into the agreement. It is clear to see that while in the beginning, there was a more conservative tactic with the treaties to maintain a certain amount of control over the native tribes, there was a more concerted effort as time passed and the United States desired to take more and give less. The power differential is shown most vividly in the sheer volume of land taken in the 1814 treaty as â€Å"equivalent to expenses†.