Political Cartoons

Political cartoons are one of the oldest forms of propaganda.  They can be funny or serious, either way the artist is trying to convey a message to her or his audience.  The goal of the cartoonist is to share their opinion on a particular topic to the people. In order to really appreciate the cartoon the audience must have some basic background knowledge of current events. That will help you understand the cartoon.

   If you are a fan of The Simpsons or Family Guy, you are watching two shows that make many references to other aspects of pop culture.  The writers of those shows will throw in refrences to movies or other t.v. shows that they enjoy and know the audience will understand.  If have not been to an Apple Store or not seen an Ipod commercial then you could not appreciate the episode where Lisa goes to the Mapple store. 

Like a carpenter, a cartoonist has several tools that they will use to achieve their goal.  These include:

Exaggeration: making the art and situation seem more extreme than it really is to emphasize an opinion.

Symbolism: use of commonly understood symbols to help you get the point more easily

Analogy: comparing one situation to another to make a point

Irony: Creating a situation where something is the direct opposite of what you might expect..

Some cartoons can use humor to prove a point:

The steroid exploits of A-Rod had provided us with a wide arrange of drawings and cartoons poking fun at the Yankee third basemen.  

Other cartoons can be more serious.

On Father's day of 2001, a fire in Queens killed three members of the FDNY.  Up until that point it was the single most tragic day for the Fire Department. 

The fireman on the left is supposed to be Harry Ford.  Harry grew up on the same street as my dad and they both joined the FDNY around the same time. 

Manifest Destiny

Prior to the Revolution, Americans had already begun  to move West.  In 1775, the west meant moving to parts of North Carolina, Virginia, Kentucky and Tennessee.  The British government tried to halt these advancements, fearing that Native American tribes would become hostile towards the settlers.  

   Expansion West continued during the Presidencies of Washington, Adams, and Jefferson.  During their terms, farmers began to move into Illinois, Indiana, and Ohio.  The Federal government established guidelines to govern the territories and encouraged citizens to move into these areas.  As the populations of territories grew they would become eligible for statehood.  

  Thomas Jefferson did more to encourage westward expansion than most other presidents.  The Louisiana Purchase doubled the size of the nation.  Jefferson hoped to provide the country with a Pacific shoreline.  He felt that it would take 1,000 years for the U.S. to fully populate the territory.  He was off by 900 years.

Historians call the decades following the War of 1812, "The Era of Good Feelings".  There was widespread nationalism and patriotic pride across the country.  For the second time in the young country's short history, they were able to defeat Great Britain.  For many, this was a sign that God had blessed the country, and the U.S. was destined for greatness.  The Founding Fathers achieved almost God-like statuses.  Washington's birthday was celebrated as a holiday.  The Constitution and the Declaration of Independence were revered.  

  People will often credit destiny when something good or wonderful takes place.  Couples might credit destiny for bringing them together.  If your parents met in college, you would not be here right now if your mom decided to attend a different school.  Scientifically speaking you are unique, one of a kind.  There will be nobody else like you ever again, and there was nobody else like you before.  You are a one time deal.  The fact that you are here is pretty amazing.  Think about it, it means that for the past 3.8 billion years all of your direct ancestors were not eaten, drowned, squished, squashed, killed, stabbed, or eaten by a shark before they were able to pass along their DNA.  

However, when things go bad or tragic, destiny does not get the credit.  When a car accident occurs, the doctors do not tell the victims family that it was their destiny to die that day.  Destiny will get credit for giving a person their dream job but not giving them a pink slip.

Our American Destiny is a high point in American History, but it is a dark period in Mexican history.  Mexico once controlled Texas and California, two states that are blessed with a variety of natural resources.  Imagine how much different American history would be if we did not have access to the gold and oil found in California.  How much richer would Mexico be if it had retained control of the American Southwest?  (Where would Brangelina live?)

Quiz tomorrow on the Indian Removal Act.

Homeroom you get PB and Js.

Hearing Results

I hope you all had a wonderful vacation.  It was a nice little break but it is good to be back to school.

I was able to review the surveys from all of my classes.  Thank you to those that took the time to complete the surveys. The feedback that you gave me was very helpful, and I will make some corrections for the future classes so they will not have to experience the same problems and pitfalls that you went through.    One common theme from all the classes was that you wanted more time for the project.  Next year, I will make sure that there is more time for the project to be completed.  

    I asked the classes to decide what group and individual they felt stood out amongst the others.  Here are the results:

First Period

The Jackson Group was recognized by doing the best job.  Amanda was selected by the class as doing the best job.

Third Period

Tray, you stood out amongst your peers as having the biggest impact on your class.

Missionaries you were selected as doing the best job.

Fourth Period

The Plantation Owners and Farmers your class overwhelming suggested that you did the best job. Ali your classmates voted that your presentation stood out the most amongst the class.  Congratulations.  Also, a special acknowledgment to Rebecca who also did an outstanding job in my eyes as well as the class. 

6th Period

Congrats to the Farmers and the Plantation Owners.  You were declared by your peers to have done the best job.  Olivia and Wendy, you were both chosen by the class as doing the best job.  You both stood out in my eyes.  Congrats.

7th Period

Cherokee you were selected by the class as doing a stand out job.  In terms of individuals that the class selected there was a tie.  Lauren H and Sam C, your peers have selected you both for standing out.

Congrats to all. 

Indian Removal Hearings

   Today was the first day of the Senate hearing on the Indian Removal Bill.  Members from the Jackson Administration came down to defend the Bill that the President himself was supporting. Southern plantation owners and farmers came to explain why the Bill would be vital to their very survival.  Members of the Cherokee and Seminole tribes came to protest the Bill and defend their right to the land. Missionaries argued on behalf of the Cherokee tribe that they have lived amongst for the past few years.  

   Each of the groups did a very good job getting their views across.  Those responsible for the opening remarks were able to address the issue and give a summary of their groups summary.  I would like to acknowledge that some Cherokee groups and Missionaries did a wonderful job in their opening remarks.  Closers, there will be a good amount of pressure on your part for tomorrow.  Some did a better job then others in the cross examination portion of the hearing.  I do congratulate those who successfully stumped their opposition during the debate. 

    Today may have been a good lesson for some groups.  Levels of preparation and knowledge of the issue of Indian Removal was shown today.  Groups that were organized seemed to have an edge over those that were not as prepared.  Questioners and Answerers learned to think fast on their feet in some scenarios, and I applaud those who stood out.  

Closing remarks tomorrow, keep up the good work.

Tips, Advice, and Some Guidance

Today you were all assigned to one of the following groups: Cherokee, Jackson Administration, Plantation Owners/Farmers, Missionaries and Reformers, and Black Seminole.

   If you are a Plantation Owner, or a member of the Jackson Administration you are for the Indian Removal Act and you want the Senate to pass it.  The Missionaries, Cherokees, and Seminole are all trying to have the Bill killed as soon as possible.  Each group feels that they are right, and are fighting for the protection of their homes and rights.

   One Tuesday, February 10th, all groups will begin the Senate Hearing on the issue of Indian Removal.  Each group will be responsible for presenting the Senate with facts and data that will persuade each of the voters.  Every group will have to defend their position as well as questioning the opposition. 

   Starting today you began researching general information for your debate.  The handout from Wednesday contains a wealth of information that you are encouraged to use.  The links from the previous post will also provide you with background information that will help build your case in class.

   Some tips that might help you in your research:

Cherokee: 

Give the Senate examples of how well you have assimilated.  Maybe present yourself as an American name instead of your Cherokee name. (Address the crown as Nicholas instead of Sequoia)

1. Treaty of Hopewell when was it signed?  What did it promise?

2. You have a Constitution, are you American citizens?  Would America do this to Canada?

3. How much have you assimilated?  Who asked you to assimilate?

4. Have you ever been West of the Mississippi?

Jackson's Administration.

Your boss is very passionate about this particular issue.  He has ordered you to address the Senate about the urgent need to get this Bill passed.

1. When were the treaties signed?

2. Who can use this land?

3. How will the nation benefit?

4. Are any tribes a threat to the security of the nation?

Plantation Owners.

1. Poor farmers and yeomen will also be able to use this land

2. This land has already been developed.  (there are crops and fields)

3. The land belongs to the state of Georgia

4. Indians are getting their own new land with taxpayers money

5. Seminole have been attacking your farms and plantations for years

6. Florida could be vital land

Missionaries.

For years some of you have been living and working with the Cherokee of Georgia.  Your goal is to prove to the Senate that they have assimilated and are not a threat to the people of Georgia.

1. How well have they assimilated to the American culture?

2. Has white culture been promoted?

3. Has religion spread?*

*To an American in the 1830s the baptism of a Native American was vital to their soul.  The spread of Protestant beliefs was widely encouraged during this timer period.  "The Second Great Awakening"

Seminole.

Your argument is very similar to the Cherokees.

1. Focus on legal issues

2. How long have you lived there?

3. What will happen to your culture

Ladies and Gentleman this assignment can be outstanding and the highlight of the year, it has potential.  The more work you put into this, the more you will get out of it.

email if you have questions or agada

Sources for the Indian Removal Debate

Background Documents for Indian Removal Debate

Below, you will see a HUGE amount of material that could be incredibly useful as you set out to create your argument for the class debate on the Indian Removal Act of 1830. You are not expected to use all of these reources, but reviewing some might be helpful to your group. Consider having every member look at 1-2 sites, and report back to the group what information might be valuable. 

General Background Documents (many thanks to Mr. Blumer, Ms. Harrigan, and Ms. Karol for their resources)

A collection of all treaties This has the text of every treaty signed with different native american groups from the 1700s to the late 1800's. Obviously , this is more than you need. Look at the Cherokee and Seminole pre-1830, as well as any with the "5 civilized nations". Skim the treaties, looking for patterns you might use in debate. Cherokee Land Maps Maps showing how the Cherokee land changed. Debate Primary Sources: Con These are two speeches against the Indian Removal Act that make a wide variety of arguments. IF you quote from them in your speech, you must reference the orginal speaker. (As Senator Spraque recently said...") Indian removal Summary This is a good summary of the issues, how Jackson felt, and what happened in the end. Read as much as you want. Portions of the Actual Debate this is a transcript of the actual debate in Congress. Skim through it to find actual arguments on both sides. The Actual Text of the Indian Removal Act It is always useful to know exactly what you are speaking for or against!

Cherokee Resources 

A Cherokee view of the Jackson Administration

This article describes why Cherokees disliked Jackson and his policies so much. Read the first 6 paragraphs for stuff related to the simulation, and the rest tells you what happened afterwards if you want to know early. Look for a good Jackson quote here.

Cherokee History

Lots to see on this site, but check out the timeline, and chapters 2 and 3 of the history section in particular. Chapter 3 has some interesting stuff on how the Cherokees helped the US fight Britian in the war of 1812.

Sequoyah: An amazing Cherokee

A site about Sequoyah, who developed a written language for the Cherokee. Definitely helps in the arguments about Cherokees being "civilized".

Treaty of Hopewell-1785

This was the first treaty between the new US government under the Articles of Confederation and the Cherokees. the top splits the treaty into categories. Several sections have interesting promises, especially the section that defines boundaries.

Black Seminole Resources  Black Seminole Names To be authentic, pick a name Black Seminoles: A Historical Look A great site to give you background of where Black Seminoles came from and what they did to survive. It has good information about slavery in Seminole culture, too. Stop at the section called "the Indian territory", as it is past what we are doing in the simulation. Seminole History-in their own words... This is from the seminole tribe of Florida. Jackston Administration Resources  Jackson's Dec 1830 Speech to Congress Very valuable resource- this is Andrew Jackson in his own words explaining why he thinks the Indian Removal is a needed thing for the US and a good things for Indians too. It is tough reading, but you can get a lot from it if you are careful. Names of Jackson's cabinet A great place to get authentic names for your roleplay of the Jackson administration. Missionaries/Reformers Click on the links to get more info, but here are 4 important reformers that you might want to see what you might Google to see if there are good quotes, ideas or info Important People  Samuel Worcester was a missionary who worked with the Cherokee. He organized protests against Jackson's decision to remove Native Americans from land that would otherwise be used by plantation owners. As a result, he was arrested and sentenced to four years' imprisonment for violating a law that forbade white men from living with Native Americans. When the Cherokee left, he went with them and established the Park Hill Mission, an important institution in "Indian Territory". Elias Boudinot was a Cherokee educated in mission schools. He served as the editor of the Cherokee Phoenix, a newspaper. During this time, he wrote a number of editorials about the Native American removal. Sophia Sawyer was an educator who taught in Cherokee mission schools. She founded the Fayetteville Female Seminary. At one point she broke a Georgia law against teaching Cherokee-owned black slaves, but escaped arrest by saying she was on Native American land and would only obey their laws. Theodore Frelinghuysen was an American senator. He led the opposition against the Indian Removal Act and gave a six-hour speech on the matter, ending with the warning: "Let us beware how, by oppressive encroachments upon the sacred privleges of our Indian neighbors, we minister to the agonies of future remorse."  A missionary's editorials against IRA There are editorials written by Elias Boudinot. Read the background and anything before 1830. All else happened after the IRA was voted on. You can skim that, but have to be careful not to use specific events that had not happened yet! Bio of Sophia Sawyer Not tons of info here, but a quick read that gives you a sense of what type of people Missionaries/Reformers were. Senator F's speech about Indian removal This is the actual speech that the Senator gave about Indian removal. This link is hard, but SUPER useful. Skim it.. the first bit is about how he tried to change the language of the law, so that is not as important. The site notes when the speech itself starts. You can use ideas from it, but if you use quotes, you need to refer to him. ("As the esteemed gentleman from NJ said....") Southern Plantations Owners/Farmers Committee on Indian Affairs report: Pro This is the testimony of Senator Robert Adams talking about why he thinks removal is legal and beneficial. Georgia Background Read only the first paragraph of this link. If you think creatively, there are 1-2 ways this information may be useful to help Pro-georgia people make a case. North Georgia Gold Rush This link describes the Gold Rush in northern Georgia. It will help you make an argument that controlling this land would help Georgia and perhaps the whole nation. short letter about how good the land is... nice quote from a Southerner about how great the cherokee land is from growing cotton. Views of Southern Plantation Owners This is about the georgia gold rush, and had a solid summary of how planatation owners fel

U.S./Native American Relations

    In 1830, Andrew Jackson invited the Cherokees, Choctaws, Chickasaws, and Creeks to send representatives to Tennessee to meet with President and discuss land rights.  Only the Chickasaws sent their chiefs and tribal leaders to meet with the President.  At the meeting Jackson told them "Your great father... asks if you are prepared and ready to submit to the laws of Mississippi, and make a surrender of your ancient laws... you must submit-there is is no alternative... Old men! Lead your children to a land of promise and of peace before the Great Spirit shall call you to die. Young chiefs! Preserve your people and nation."

 

     Like many of his time, Jackson believed that the native tribes that were living in Alabama, Mississippi, Georgia, North Carolina, and South Carolina would be better off if they started a new life west of the Mississippi. 

    Jackson would have government officials make deals with different chiefs of certain tribes.  This created competition between different groups to try and get the best deal between themselves and the American government.  For example, the Treaty of Dancing Rabbit Creek was signed in 1830.  This arrangement guaranteed the Choctaw 5 million acres of land west of Arkansas in exchange for 5 million acres of land in Mississippi.

    This treaty is a part of the controversial treatment of Native American tribes by both European settlers and the American government.  As our nation grew and expanded, aboriginal (native) groups were relocated from their original homes to lands that the Americans did not want.  

   Think of it this way.  If you have to share Starbursts or pizza with your younger siblings, you are not going to give them anything that you would want.  No, the youngest get the worst flavor (lemon) or the smallest slice or the one that you dropped.  The American people are going to take the best land for themselves in their quest to expand the country.

   Tonight for H.W. you looked at the timeline of the history of Native American and United States governments' complex relationship.  You needed to decide if the event is an example of Force, Respect, or Assimilation.  Those tend to be the three main policies that our country has had.  

You also need to answer these two questions:

1. Choose an event from the timeline.  Either explain the event or defend the actions the U.S. took.

2. Have you noticed any patterns in the treatment of the tribes?  Do some decades have similar policies then others?  What was going on during those decades?

Enjoy the day.  Sadly, 6 more weeks of winter