Unanimously we members of the jury sided in agreement with Group A, who argued for the rights of the Shone Minorans against Group B who argued for the national government of Amrecia. Both groups had impressive arguments; however my perspective on this human rights issue best aligned with the defense of the Shone Minorans. Group A’s use of picture images helped me to visualize and connect to the Shone Minorans as fellow people while the group presented their side of the argument. As a visual learner, this optical aspect of the presentation captivated and held my attention, thus it allowed me to hone in on what the speakers had to say. This is not to say that I did not pay attention during the second presentation, rather I related to the …show more content…
I was quite turned off from Group B’s argument on these bases and their thematic approach which suggested that gold, a material good, was more precious and valuable than actual people and their sacred cultural practices. While I understand that this case study is comprised of fictitious issues based in a made up country, the knowledge of the human rights issues fixed around blood diamonds I acquired from our pre-class reading and quiz helped me to take a real world stance on people verses government in the case of natural resources. Prior to the Jacqueline Soloway reading and our class discussion, I was only vaguely aware of the political and economic conversations surrounding the mining of war diamonds. For quite some time I had known that a surplus of diamonds were harvested from the overworked hands of children and impoverished peoples, unfortunately I had no exposure to multiple government’s complacent or supportive roles in having people to mine for diamonds in unsafe, war torn territories. In my daily life I advocate for fair trade, therefore I would never knowingly perpetuate the atrocities of blood diamond mining by purchasing products that result from such human rights violations; because of this I practically knew my decision before I entered the lecture hall and either group presented. I did, however, want to hear both groups out in class and make the decision I felt
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Historian Daryl Joji Maeda called the The Asian American movement “a multiethnic alliance comprising of all ethnicities by drawing on the discourses and ideologies of the Black Power and anti-war movements in the United States as well as decolonization movements around the globe.” By the 1960s, a new generation, less attached to the ethnic differences that plagued Asian immigrant groups, began to grow and work together. The black and white binary race treatment in the US alienated Asian-Americans as an other, causing some to begin their own rally for Asian-American civil rights.
Before, during, and after the Civil War, American settlers irreversibly changed Indian ways of life. These settlers brought different ideologies and convictions, such as property rights, parliamentary style government, and Christianity, to the Indians. Clashes between the settlers and Indians were common over land rights and usage, religious and cultural differences, and broken treaties. Some Indian tribes liked the new ideas and began to incorporate them into their culture by establishing written laws, judicial courts and practicing Christianity, while other tribes rejected them (“Treatment”). Once the United States purchased Louisiana from the French in 1803, Americans began to encroach into the Indian lands of the south and west
However, further connection in context and content can be developed when analyzing the connection of the works roots and art in history. Exodus exhibits the reality of human suffering as a result of war and oppression during the Hungarian Revolution. The historical relevance of this work dives into a deeper significance than its basic face value. The oppression and struggle for power signified in Exodus also translates into Figure 2. Both cultures, in their own time have faced their traditions and way of life being threatened. As Hungarian citizens are forced to leave their country, Ojibwa members were constantly threatened by European immigrants. The human experience is key in understanding and studying art. Besides the main styles and usage in appearance, the connection to a point in time and the influence of that time allows the audience to connect with the artist and the characteristics of the artwork. Audiences are able to connect past themes to present day issues, such as the difficulties facing many Syrian refugees and the numerous Native American women who have gone missing. The importance of home and culture is evident in both works despite their different purposes and artistic modes. Limits are explored and barriers of past, present are future are removed when audiences are able to interpret the work from any point in time and understand the significance of its visual and non-visual means.
Imagine a person bought something that the person valued. The person was the owner of the product and took good care of it.Then, all of a sudden, a stranger comes and takes that product and declares it “discovered”. Now since the stranger “discovered” it, the product now has to be shared among them. This is similar to what happened to Native Americans in North America. Native Americans owned and lived in North America for several thousand years. Then, all of a sudden, European explorers came to North America and claimed the land “discovered”. Europeans started moving into the land and later, started sharing the land. Encounters between Europeans and Native Americans in the colonial era led to the exchange of diseases with Native Americans,
Finally, while many Americans of Japanese descent were being gathered into detention centers, others were fighting overseas. Over 30,000 Japanese Americans fought in World War II and these soldiers earned many medals and awards, even the Congressional Medal of Honor, while in service for the United States.
Post-bellum America began in 1865 after the Civil War and slavery. Slavery continued in a different form; the African Americans were bound by law to their employer. The Native Americans were forced out of their land and into a different culture. The truth is one ethnic group was not more oppressed over the other. In order to examine the corresponding oppression of the African Americans and Native Americans in post-bellum America it is important to compare their transition into society.
1. Trace the history of relocation and Indian reservations. In what ways did reservations destroy Native American cultures, and in what ways did reservations foster tribal identities? Be sure to account for patterns of change and consistency over time.
During America’s Gilded Age, a drastic change in the west transpired. While many Native Americans had already endured profound changes, their freedom was about to become nearly extinct. It was a time in which they called the Second Industrial Revolution. There was an ample amount of natural resources and a development in the market for manufactured goods. Railroad companies flourished and alas, Indian removal was imperative in obtaining land for laborers and miners (Foner, Give Me Liberty!, p.477). As Americans wanted to take their land, they also wanted to strip Native Americans of their culture. The federal government strived in trying to civilize them, so The Bureau of Indian Affairs created boarding schools all over the west in the 1870s. These schools were for Native American children of all ages. The goal was complete “assimilation” (Mabalon, 9/9/15). The children were forced to dress differently, they gained new names, and they were isolated from any cultural influence. It was as though they were forced to give up tradition. It caused them to start having hatred towards their culture and to be ashamed of themselves. Native Americans lost their values and their freedom almost completely. They were essentially being taught how to be white capitalists. (Mabalon, 9/9/15). It wasn’t until after a long, painful struggle and resistance that they finally gained citizenship for all in 1924. Even then, there was still a great way to go until the Native Americans were able to
Before the American revolution, women, African slaves, and Native Americans all had little rights and after the war, either continued with these rights or lost even more. Women before the war were treated like property and were not allowed to own land or inherit her family’s wealth. African slaves were treated like this as well, although they were also bound in slavery for life, as were any children they had. For Native Americans, they continued to lose their land and fight against the colonists to keep it. White males on the other hand, experienced many advantages over these minorities, since they believed them to be inferior. In the newly independent colonies, white males experienced both continuity and change with their rights and most were positive, giving them more freedoms and rights. However, women, African slaves, and Native Americans experienced continuity and change in a more negative way, their small amount of rights being kept the same or lessened and given no social mobility or influence over the new, independent country.
In the midst of an American Revolution founded upon principles of liberty and justice for all men, Native Americans joined both sides of the war with hopes of securing their own safety and freedom. In the end, the U.S. Revolutionary War caused economic downturn and civil strife among native communities, ultimately making Indian territory a vulnerable target for westward expansion.
In the mid to late 19th century, many people from China began coming into California. They faced oppression and hardships throughout this time, but despite their hardships they fought on and resisted. Some of the hardships were similar and others not so much. Their genders affected the nature of some of the experiences they faced. Men were used as free labor and the women were kidnapped as prostitutes. The Asian American experience in mid to late 19th century America was a great struggle for both men and women; their experiences carried some similarities but also differed greatly.
Lisa Lowe, a professor of English and American Studies at Tufts University, boasts many accreditations to her name. She holds her PhD. in Literature from the University of California at Santa Cruz, and her B.A. in History from world-renowned Stanford University. In 1996, Duke University Press published her book Immigration Acts: On Asian American Cultural Politics. In Immigrant Acts, Lowe discusses the contradictions in society where Asian Americans have been included in the workplace and markets of the U.S., but are often distanced from the ground of the national culture via exclusion laws and bars from citizenship.
The focus of our group project is on Chinese Americans. We studied various aspects of their lives and the preservation of their culture in America. The Chinese American population is continually growing. In fact, in 1990, they were the largest group of Asians in the United States (Min 58). But living in America and adjusting to a new way of life is not easy. Many Chinese Americans have faced and continue to face much conflict between their Chinese and American identities. But many times, as they adapt to this new life, they are also able to preserve their Chinese culture and identity through various ways. We studied these things through the viewing of a movie called Joy Luck Club,
The primary objective of the current paper is to examine the importance of visual arts in the Early Modern Courts, representing the 16th, 17th, and 18th centuries. It will delve deeper into the significance of visual art in supporting the political aspirations of individuals. The reasons for collection of art will also be investigated. Moreover, the research will show why visual art was a vital communication tool during this time.