Free Essay

The American, French, and Haitian Revolutions: Causes and Consequences

In:

Submitted By cammer21
Words 2559
Pages 11
Stephen Moore

AC1101673

HS250 World Civilizations II

Lesson 3: Assignment 3

15 August 2015

The American, French, and Haitian Revolutions: Causes and Consequences

The world in the 18th century was in turmoil. Not so much politically as it was philosophically. For centuries the power of government had rested in inheritance and tradition. The king was king by birth and divine right. People were content to accept their lot. You took what life gave you and did the best you could with what you had, but all that was about to change. Starting around the turn of the 17th century, works by philosophers such as John Locke, Voltaire, David Hume, Emmanual Kant and others began making their way into the libraries of the common people. The ideas about government and its existence were starting to be questioned. The government, the philosophers preached, existed to serve the people, not the other way around. If and when a government fails to be of benefit to its people, then said subjects have the right to abolish the current government. It was this idea, along with the teachings of all men are created equal that would eventually lead to the revolutions that would dominate the end of the 18th century and on into the 19th century. Called the "shot heard around the world" by Ralph Waldo Emerson in his poem “Concord Hymn”, a bullet fired in Concord, Massachusetts in 1775 is credited by many as the official start of the American revolutionary war. In reality, though, it had actually begun more than two decades prior with the start of the French and Indian War (1754-1763). Although the American colonists fought alongside British forces against the French colonists and their Native American allies, the eventual victory would put Great Britain’s government deep in debt. Needing money, the government of King George III saw the American colonies as a legitimate source of taxes to pay the heavy debt that had been incurred. As it was viewed in Great Britain, the colonists had been protected by the King’s soldiers, and would continue to be, therefore, they should pay their fair share. Due to the fact that they had no representatives in British government, and were not allowed to vote for any of those involved in the political decisions made on their behalf, the colonists felt that the implementation of taxes was overbearing, thus leading to the now famous battle cry “No taxation without representation.” What had been a glorious British victory, would soon lead to one of their greatest downfalls. Shortly after the war, one of the first royal edicts, “The Proclamation of 1763”, was enacted. At the conclusion of the war, King George issued an edict banning all further westward exploration and settlement. Even trading could only be conducted between the Indians and licensed traders. It was initially intended to pacify the Native Americans whose lands had already been taken, and to protect the colonists from raids that could arise from resentment from the Indians who felt they had already lost too much of their lands. The colonists, however, saw it as an encroachment on their right to claim more much-needed farmland, and as one online source puts it “they could not help but feel a strong resentment when what they perceived to be their prize was snatched away from them.” (“Proclamation of 1763”) In 1764 the Sugar Tax, also known as the American Duties Act, was enacted. This was not a new tax, but rather a renewal of a tax that was soon to expire. The original Molasses Act of 1733 imposed a 6 pence tax on a gallon of molasses. Due to various circumstances this tax had not been properly enforced, thus leading to great loss of revenue for the British government. The new tax would be decreased to 3 pence per gallon, but the enforcement of the law would be more stringent, which would in turn lead to the colonists actually paying more in taxes. Fearing this would cause them a disadvantage on the world stage, the colonists rebelled against it. These acts, and a series of others (the Currency Act of 1764, the Quartering Act of 1765, and the Tea Act of 1773) would eventually lead to all-out war between the American colonists and Great Britain. This would be a war that would be devastating to Britain, and other countries as well - a war that would forever change the landscape of the world. With the signing of the Treaty of Paris in 1783, the war was over, but along with it came the inevitable spoils of war. Great Britain had lost all the American colonies, and was now heavily in debt. The British ceded all of the land between the Appalachian Mountains and the Mississippi River to the newly formed United States. The losers in this game, though, were the Indians who had previously been in control of these lands. France regained two of her former small colonies, Tobago in the West Indies and Senegal in West Africa, but in the long run the debt France incurred from the war would bring her devastation and heartache. The monarchy would soon be abolished. As stated by one website, “since the Frenchmen had helped the Americans in their revolt against a King. They were now prepared to revolt against their own king.” (“PinkMonkey Online”) Only six years after the American Revolution ended, the French Revolution would begin. For centuries France had basked in tradition. The king was king by divine right, the three estates system consisting of the clergy (First Estate), the nobility (Second Estate), and the commoners (Third Estate) was fixed, and a tax code whereby the lower class paid 100% of the burden was unchangeable. France was a vibrant country, but the financial crises caused by France’s participation in the American Revolution, along with a serious crop shortage caused King Louis XVI to do something that hadn’t been done in 175 years – convene the Estates General. Traditionally the representatives from each of the three estates would meet and vote separately. The members of the Third Estate, who only had half of the vote, knowing that they could easily be outvoted, demanded that all three estates meet together. When their demands were not met, they assembled at a tennis court across the street vowing to stand firm until a constitution had been written. Only a handful of clergymen and nobles joined them, but it was enough to make the king nervous. King Louis XVI finally allowed them to meet, but unbeknownst to those in attendance, the king had secretly called in loyal soldiers to help put down the rebellion. The arrival of the soldiers caused a panic to ensue. Crowds began to attack arsenals in order to arm themselves against the soldiers. Even the great medieval fortress, Bastille, couldn’t stand up to the frenzy. By the time it was over, Bastille had been torn stone from stone, the weaponry seized, the prisoners freed, and the commandant murdered. Fearing this unfettered power of the people, the king relented and agreed to allow the power of government to be shared between the king and the National Assembly. After they abolished all class privilege, King Louis, deeming this as too radical, once again called in the troops. This would be the last straw. On October 5, between six and seven thousand women ransacked an armory, looting several small cannon and small arms, before marching on to the Palace of Versailles where they demanded that the king and his family return to Paris. The march from Paris had lasted about 6 hours, and during that time the crowd had been whipped into such a frenzy that by the time they reached the palace doors, they had nothing but murder on their minds. Several of the palace guards were overpowered trying to protect the royal family, with at least a couple of them being beheaded and their heads raised on pikes. Amazingly the king, the queen, and their two children were able to barricade themselves in a bedroom where they were protected from the crowd. By morning the crowd had simmered down considerably, and even escorted the royal family back to Paris the next morning. They would remain virtual prisoners in the Tuileries for the next 2 years while the new constitution was being written. Finally, in June of 1791 the king and his family escaped intending to flee to Varennes. While stopping at an Inn for supper, the king was recognized, arrested, and taken back to Paris where he was eventually tried for treason, and executed. His wife’s execution would follow just a few months later. In addition to the absolute monarchy being abolished in favor of a constitutional monarchy, several other changes occurred in France. Lands formerly used by the Catholic Church for nonreligious purposes were confiscated, and the clergy became paid members of the government. In return they would have to swear allegiance to the state, not the church. While many took the oath, many others refused to swear allegiance to a government founded on rebellion. The church in effect, had now been split into two factions. With these changes also came the abolishment of privileges for the nobility and clergy. Their tax-exempt status was taken away and the church’s ability to extract tithes from the people was rescinded. Due to the influence of the writings of various philosophers at the time, the idea of the legitimacy of “three estates” was questioned and eventually abolished. Just 2 years after the start of the French Revolution, a new revolution began. This time, ironically, in a French colony, Saint-Domingue (present day Haiti). Whereas the American and French Revolutions had been rebellions against a monarchy that was withdrawn from its subjects and yet had full control over them, the Haitian Revolution pitted black slaves against their owners. In the 18th century, Saint-Domingue had become France’s most profitable colony due to its slave-produced crops such as cotton, coffee, and sugar. The colony was ruled by the plantation owners who benefited the most from the island’s economic success. The poorer white settlers, called petit blancs, were those who performed the menial tasks, such as working as shopkeepers and teachers. Although poor, a few of them also owned slaves. The blacks on the island were divided into three groups: slaves, freed slaves, and runaway slaves (known as maroons). Due to the implementation of steep tariffs on items imported from France, the forbiddance of trade with any nation other than France, and the lack of representation in the French government, many of the plantation owners began clamoring for independence. Although this reflected the same beginnings of the American Revolution, it would not play out the same way. In Haiti, there were only about 40,000 whites compared to 500,000 blacks. Strength in numbers would turn the tide of the Haitian Revolution. As stated on the website Black Past, “Led by former slave Toussaint l’Overture, the enslaved would act first, rebelling against the planters on August 21, 1791.” (“Haitian Revolution (1791-1804)”) A year later they would control a third of the island. For the next 8 years l’Overture’s forces would fight battle after battle against soldiers from multiple countries: France, Spain, and England. After securing victory in Haiti, l’Overture led his troops to Santo Domingo (present-day Dominican Republic) where he abolished slavery and declared himself Governor-General for life. By this time the French Revolution had ended, and Napolean Bonaparte was now in charge. With his emergence France was now almost a dictatorship. Not given to the idea of freedom for anybody, much less former slaves, Bonaparte dispatched his brother-in-law, General Charles Leclerc, along with 43,000 French troops to Saint-Domingue. The slaves were defeated and l’Overture was captured and taken back to France where he would later die in prison. This would not be the end. In 1803, Jean-Jacques Dessalines, also a former slave, would lead the slaves to victory at the Battle of Vertieres. Dessalines declared Saint-Domingue’s independence renaming it Haiti, Arawak for mountainous. Haiti would become the second nation (behind the United States) in the western hemisphere to gain independence, but it would take nearly twenty years before any other nation would recognize it. Haiti would suffer somewhat economically over the next few years. Fearing a similar uprising of slaves at home, the United States government placed an embargo on Haiti and refused to recognize its independence. France would be the first to recognize Haiti as an independent country, but only after they agreed to pay 60 million francs in reparation to former plantation owners. A slave revolt wasn’t the only thing that the United States feared; it was something much worse. In 1804 Dessalines ordered that all remaining whites be eradicated. From early February to late March, Dessalines went from city to city across Haiti to make sure his orders were carried out. Although many whites were smuggled off the island, roughly 4,000 men, women, and children were wantonly slaughtered. Dessalines' secretary Boisrond-Tonnerre is quoted on Wikipedia as saying, "For our declaration of independence, we should have the skin of a white man for parchment, his skull for an inkwell, his blood for ink, and a bayonet for a pen!" (“1804 Haiti Massacre”) In the short term, these actions would be detrimental to the absolution of slavery. In the U.S., many slave owners in the south used these events to support their opposition to abolition. They feared not only a slave revolt, but also a massacre of the southern whites by slaves. Julius writes that “as abolitionists loudly proclaimed that "All men are created equal" echoes of armed slave insurrections and racial genocide sounded in Southern ears.” (unk) In the long term though, it would lead to the eventual end of slavery. The Haitian Revolution would cause, or at least influence slave revolts in Grenada, Jamaica, South America, and even in the United States. Change was slow, but it did come. In 1807 the international sale of slaves was made a felony in the U. S. The British began arresting slave traders off the coast of Africa in that same year. Slavery was abolished in Mexico in 1810, and Spain declared it illegal the following year. When the last revolution had come to a close, the world had become a different place. New nations had been formed, previously enslaved peoples had been freed, and whole countries had been transformed. By the time the smoke finally cleared, whole countries were in shambles and in debt, and hundreds of thousands of people of all races, genders, and age lay dead. In retrospect we must ask ourselves - was it worth the price?

Works Cited

“Proclamation of 1763.” Wikipedia. 2014. 15 August 2015 < http://www.ushistory.org/declaration/related/proc63.htm> “PinkMonkey Online Study Guide-World History.” Pink Monkey. 17 March 2005. 15 August 2015 < http://pinkmonkey.com/studyguides/subjects/worldhis/chap6/w0606501.asp>

“Haitian Revolution (1791-1804).” Black Past. 2015. 15 August 2015< http://www.blackpast.org/gah/haitian-revolution-1791-1804>

“1804 Haiti Massacre.” Wikipedia. 11 August 2015. 15 August 2015< https://en.wikipedia.org/wiki/1804_Haiti_massacre> Julius, Kevin C. (2004). The Abolitionist Decade, 1829-1838: A Year-by-Year History of Early Events in the Antislavery Movement. MacFarland and Company

Similar Documents

Free Essay

Nothing

...objectives. Why did it succeed or fail? Jonathan Riley-Smith, The Crusades: A Short History; Carole Hillenbrand, The Crusades: Islamic Perspectives; Christopher Tyerman, God’s War: A New History of the Crusades 2. How did anti-Semitism manifest itself in medieval Europe? Kenneth R. Stow, Alienated Minority: The Jews of Medieval Latin Europe; Mark R. Cohen, Under Crescent and Cross: The Jews in the Middle Ages; Solomon Grayzel, The Church and the Jews in the Thirteenth Century 3. What was the position of prostitutes in medieval society? Ruth Mazo Karras, Common Women; Leah Otis, Prostitution in Medieval Society; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 4. Why did the French choose to follow Joan of Arc during the the Hundred Years War? Kelly DeVries, Joan of Arc: A Military Leader; Bonnie Wheeler, ed., Fresh Verdicts on Joan of Arc; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 5. Discuss the significance of siege warfare during the crusades. You may narrow this question down to a single crusade if you wish. Jim Bradbury, The Medieval Siege; Randall Rogers, Latin Siege Warfare in the Twelfth Century; John France, Victory in the East: A Military History of the First Crusade 6. Why did the persecution of heretics increase during the high and later Middle Ages? You may focus on the persecution of one heretical group if you...

Words: 5531 - Pages: 23

Premium Essay

American History

...so does it shape families and communities. The white people who had experienced civilization centuries earlier were able to expel forcefully the natives and begin massively controlling the land all the way from the coast to the inland. The presence of good harbors and ports contributed to the influx of foreigners while the good productive land and adequate rainfall provided an incentive to stay. This essay will examine how the early settlers and subsequent generations utilized this resource in individual capacity to the community across various aspects of life, that is, economic, social and political uses. However, some methods are not clear cut and may overlap across certain fields. For the economic and political sectors. Economic The American land was...

Words: 4483 - Pages: 18

Premium Essay

History

...1 CARIBBEAN EXAMINATIONS COUNCIL REPORT ON CANDIDATES’ WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2007 HISTORY Copyright © 2007 Caribbean Examinations Council ® St Michael Barbados All rights reserved 2 HISTORY CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS MAY/JUNE 2007 GENERAL COMMENTS The format of the Examination in CAPE History is similar for both Unit 1 and Unit 2. Paper 01 in each unit consisted of nine short-answer questions, three on each Module. The questions were intended to assess the range of content covered by the syllabus, and questions were set on each theme. Candidates were expected to answer all nine questions. This paper was worth 30 per cent of the candidates’ overall grade. Paper 02, on the other hand, emphasized depth of coverage. Three questions were set on each Module, one of which required candidates to analyse extracts from a set of documents related to one of the themes in the Module. The other two questions were extended essays. Both the document analysis and the essay questions required well-developed and clearly reasoned responses. Candidates were required to choose three questions, one from each Module. They were required to respond to one document analysis and two essay questions. This paper contributed 50 per cent to the candidates’ overall grade. Paper 03, was the internal assessment component. Candidates were required to complete a research paper on a topic of their choice from within the syllabus. This paper contributed...

Words: 3883 - Pages: 16

Premium Essay

Gen Eds

...Mission The General Education curriculum helps build the foundation for understanding historical traditions, contemporary issues, the interdependence of local, urban, national and global communities and the importance of psychological, artistic, religious and scientific inquiry. This program is designed to give the student the opportunity to interact with the multifaceted forces that are continually transforming and reshaping our world. The broad based, interdisciplinary scope of the area requirements is designed to help students acquire the knowledge, perspective, skill and professional acumen that is necessary to become thoughtful and responsible citizens and leaders in an increasingly complex world. The General Education curriculum is focused on fostering urban leadership by developing the cross-curricular emphases of writing effectively, thinking critically, managing information successfully, valuing diversity, practicing social justice, presenting orally and visually and learning to learn. Curricular Emphases: To accomplish these goals the general education curriculum, through its cross-disciplinary approach, provides exposure to a wide variety of disciplines while focusing on developing the essential, broad based, intellectual abilities of problem solving, decision making and leadership with a commitment to lifelong learning. The general education program emphasizes the development of oral and written communication skills; knowledge of the arts...

Words: 3737 - Pages: 15

Free Essay

Mhqvwuydfqyugfow

...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...

Words: 16161 - Pages: 65

Free Essay

Help

...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...

Words: 16161 - Pages: 65

Free Essay

Bgcse History

...TOPIC 1: THE AMERINDIANS Week 1: THE ARAWAKS (Theme One) PAPER: CORE CONTENT----BAHAMIAN-WEST INDIAN HISTORY References: Bahamian History Bk.I by Bain, G. Macmillan,1983 2.Caribbean story Bk. I and II By Claypole, W Longman (new edition) 1987 3. Development to Decolonization by Greenwood R, Macmillan, 1987 4.Caribbean people Bk.I by Lennox Honeychurch. Nelson, 1979 The Migration of the Indians to the New World. It is believed that the people who Columbus saw when he came to the New World were nomadic hunters from central and East Asia who followed the buffalo and deer. When the herds moved, people moved after them because they were dependent on the animals for food. It is therefore suspected that the herds led the people out of Asia by the north-east, across the Bering Strait and into North America. They crossed the sea by an ice –bridge when it was frozen over during the last Ice-Age. They did not know that they were crossing water from one continent to another. Map 1 Amerindians migration from central Asia into North America. The Amerindians settled throughout North America and were the ancestors of the many Red Indian tribes we know today, as well as the Eskimos in the far north. In general, they were nomadic but some followed settled agricultural pursuits and developed civilizations of their own like the Mayas in South America (check internet reference for profile on this group, focus on...

Words: 69958 - Pages: 280

Premium Essay

Academic Standards Sc

...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...

Words: 38033 - Pages: 153

Free Essay

Collapse

...Collapse- book is about a history topic about how societies choose to fail or survive. The main characters are historical people and unknown kings of Mayan cities or Easter Island villages. Jared Diamond tells the story of the Viking explorer Erik the Red, who discovered Greeland and Vinland (Terranova, in Canada). Another character is captain Olafsson, a norse sailor who wrote the last news about Greenland in 1410. Another main character is Christopher Columbus, who arrived at Hispaniola in 1492, but now this island is two countries, the Dominican Republic and the Haiti. Diamond studied the politics of two presidents. the dominican Rafael Trujillo, who protected the enviroment and the dictator François, Papa Doc, Duvalier, who decided on politics of deforestatation of his country, Haiti. The author considered the bad politics of another main character, king George II, who was interested in sending merinosheeps from Spain to Australia, an idea which was succesful from 1820 to 1950 but then the farmers understood their lands lost fertility. Another main character is Tokuwaga Jeayasu, a shogun of Japan in 1600, who prohibited Christianity in 1600 and protected his country againt deforestation.  The book takes us to a lot of places around the globe: Mayan cities, Rwanda, Viking colonies of Vinland or Greenland, Haiti and Dominican Republic, Easter Island and Polynesian colonies in Pacific, and the Chaco villages in New Mexico (United States). The time period was from 800 AC, when...

Words: 22095 - Pages: 89

Free Essay

Introduction to Sociolinguistic

...An Introduction to Sociolinguistics AITA01 1 5/9/05, 4:36 PM Blackwell Textbooks in Linguistics The books included in this series provide comprehensive accounts of some of the most central and most rapidly developing areas of research in linguistics. Intended primarily for introductory and post-introductory students, they include exercises, discussion points, and suggestions for further reading. 1. Liliane Haegeman 2. 3. 4. 5. 6. 7. 8. 9. Andrew Spencer Helen Goodluck Ronald Wardhaugh Martin Atkinson Diane Blakemore Michael Kenstowicz Deborah Schiffrin John Clark and Colin Yallop 10. 11. 12. 13. Natsuko Tsujimura Robert D. Borsley Nigel Fabb Irene Heim and Angelika Kratzer 14. Liliane Haegeman and Jacqueline Guéron 15. Stephen Crain and Diane Lillo-Martin 16. Joan Bresnan 17. Barbara A. Fennell 18. Henry Rogers 19. Benjamin W. Fortson IV 20. AITA01 Liliane Haegeman 2 Introduction to Government and Binding Theory (Second Edition) Morphological Theory Language Acquisition Introduction to Sociolinguistics (Fifth Edition) Children’s Syntax Understanding Utterances Phonology in Generative Grammar Approaches to Discourse An Introduction to Phonetics and Phonology (Second Edition) An Introduction to Japanese Linguistics Modern Phrase Structure Grammar Linguistics and Literature Semantics in Generative Grammar English Grammar: A Generative Perspective An Introduction to Linguistic Theory and Language...

Words: 213157 - Pages: 853

Free Essay

One Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.

...Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael...

Words: 163893 - Pages: 656

Premium Essay

Ebook

...Dawkins argues that at its most fundamental level, the genetic level, life is self-interested.1 Genes do only one thing; they replicate themselves. These replicators reside in and are carried around by biological vehicles (trees, animals, humans, fungus, etc.). The resources that support these biological vehicles are finite, so the process of life has become a competition among genes to create vehicles that can successfully compete for limited resources and survive to pass on their genetic code. Dawkins coined the term ‘selfish gene’ to emphasize the single, focused object of a gene’s existence. What he means is that the sole purpose of a gene is to make copies of itself using the Darwinian selection process; very selfishly ignoring the consequences this pursuit may have on other living entities. Self-interest is a requirement for survival. This does not mean, of course, that animals and humans cannot be altruistic sometimes, in certain activities.2 It does mean that no living entity can survive for long if it is only purely altruistic. On the other hand, survival is not necessarily jeopardized when an organism is purely self-interested. Altruism, in the absence of self-interest, is not evolutionarily stable in the biological world; it leads to extinction. It is for this reason that all extant life forms must be selfish. Humans, like all creatures, are self-interested; not because it is good to be selfish but because we would not be here if we were not.3 SURVIVAL Self-interest...

Words: 14733 - Pages: 59

Premium Essay

Jared Diamond Collapse

...COLLAPSE HOW S O C I E T I E S CHOOSE TO FAIL OR S U C C E E D JARED DIAMOND VIK ING VIKING Published by the Penguin Group Penguin Group (USA) Inc., 375 Hudson Street, New York, New York 10014, U.S.A. Penguin Group (Canada), 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 (a division of Pearson Penguin Canada Inc.) Penguin Books Ltd, 80 Strand, London WC2R ORL, England Penguin Ireland, 25 St. Stephen's Green, Dublin 2, Ireland (a division of Penguin Books Ltd) Penguin Books Australia Ltd, 250 Camberwell Road, Camberwell, Victoria 3124, Australia (a division of Pearson Australia Group Pty Ltd) Penguin Books India Pvt Ltd, 11 Community Centre, Panchsheel Park, New Delhi—110 017, India Penguin Group (NZ), Cnr Airborne and Rosedale Roads, Albany, Auckland 1310, New Zealand (a division of Pearson New Zealand Ltd) Penguin Books (South Africa) (Pty) Ltd, 24 Sturdee Avenue, Rosebank, Johannesburg 2196, South Africa Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England First published in 2005 by Viking Penguin, a member of Penguin Group (USA) Inc. 13579 10 8642 Copyright © Jared Diamond, 2005 All rights reserved Maps by Jeffrey L. Ward LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Diamond, Jared M. Collapse: how societies choose to fail or succeed/Jared Diamond. p. cm. Includes index. ISBN 0-670-03337-5 1. Social history—Case studies. 2. Social change—Case studies. 3. Environmental policy— Case studies. I. Title. HN13. D5 2005 304.2'8—dc22...

Words: 235965 - Pages: 944

Premium Essay

Julius Ceasar

...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....

Words: 104976 - Pages: 420

Free Essay

Tyranny of Guilt; an Essay on Western Masochism (2010)

...Th e T yranny of Gui lt • Pa s c a l B ru c k n e r Translated from the French by s t ev e n r e n da l l The tyranny of Guilt An Essay on Western Masochism • P r i n c e t o n u n i v e r si t y P r e s s Princeton and Oxford english translation copyright © 2010 by Princeton university Press First published as La tyrannie de la pénitence: essai sur le masochisme occidental by Pascal Bruckner, copyright © 2006 by Grasset & Fasquelle Published by Princeton university Press, 41 William street, Princeton, new Jersey 08540 in the united kingdom: Princeton university Press, 6 oxford street, Woodstock, oxfordshire OX20 1TW press.princeton.edu all rights reserved library of congress cataloging-in-Publication data Bruckner, Pascal. [tyrannie de la pénitence. english] The tyranny of guilt: an essay on Western masochism / Pascal Bruckner; translated from the French by steven rendall. p. cm. includes index. isBn 978-0-691-14376-7 (cloth : alk. paper) 1. civilization, Western— 20th century. 2. civilization, Western—21st century. 3. international relations—Moral and ethical aspects. 4. Western countries—Foreign relations. 5. Western countries—intellectual life. 6. Guilt 7. self-hate (Psychology) 8. World politics. i. title. CB245.B7613 2010 909’.09821--dc22 2009032666 British library cataloging-in-Publication data is available cet ouvrage, publié dans le cadre d’un programme d’aide à la publication, bénéficie du soutien du Ministère des affaires étrangères et du service...

Words: 64873 - Pages: 260