AMS 1A Lecture 1st Half PDF

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Professor Ari Cushner AMS 1A Lectures Notes for the 1st exam! Everything you need to know is here! This document is extremely useful for the short essay portion. ...

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Professor Ari Cushner AMS 1A (this is a trio-professor class) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lecture: Jorge Gonzalez 1/29 TERMS: ● Representation - description or portrayal of someone in a particular way ● Master Narrative - emphasizes European perspectives (described from the Colonial perspective) ○ Usually made by the winning team. ● Counter Narrative - offers accounts of history from diverse perspectives. ● Coeval - having the same or date of origin. ● Epistemicide - killing the systems of knowledge and beliefs of a large group of people. (indigenous) ● Proto-racialization - refers to form of “Othering” prior to contact in the New World. (based on logical, physical, or cultural difference). Asserting dominance because they are different. ● Liminal - relating to a transitional or initial stage of a process. ○ Why did the US attack Mexico? ... because they showed aggression towards Natives which means they can be a threat. ● Cultural Encounter - people of different culture encounter, they must figure and work it out. ○ War or peace? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 1492 ● Celebrate or condemn? → master narrative vs. counter narrative 1620 ● Mayflower anchors → low on beer supply 1789 ● The U.S. Constitution is ratified Master Narrative: - Man over nature - Planted the seeds for new ideas → humanism, secularism, islamic, technology, etc… Counter Narrative: - Extinction of the Natives (murdered → genocide) - Fluctuation of natural resources (used for manufacturing) - Killing off particular knowledge of the Natives (there are some tribes still living today; their lives and behaviors has been affected adversely) 1492 As Cultural History Of The Species - Descenters direction of exchange and who get the best or worst of it.

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Accounts for celebrants “seeds of change” and critique of “dispossession & genocide” Centers the disfo ______________________

What did Torrid Zones Symbolizes For European - “Many sailors (including my own!) fear sailing towards that dreaded place full of reefs, currents, high winds, and ghastly sea monsters! Oh the stories that surround it! The uncharted waters beyond Cape Bojador are known as the "Green Sea of Darkness". Here resides deadly sea serpents who attack sailors, a sun that is too close to the Earth and that burns human flesh to a dark black color, boiling waters, and ships were even reported to have caught on fire!” - Prince Henry “The Navigator” Account Proto-ratification ● Enslaved and subjugated because non-Christians were “heathen” ○ Those in inhabitable places → heathen, can be enslaved. Columbus Voyage (purpose) 1. Find a route to Asia in order to find gold 2. Repay financial distort from Indigenous people. (achieve glory) 3. Help spread Christianity The Enlightenment (1620 - 1789) ● Epistemic Shifts: ○ “I think, therefore I am” ○ Descartes & Kant (logic & radical doubt) ○ Humboldt (observation & a categorical scientific method) ● Political Shifts: ○ The King is Real / Vive La Démcratie ○ French Revolution (1789) - death to federalism & the birth of secularism Coeval Ages ● The “Age of Enlightenment” and the “American Colonial Era” represent two sides of the same coin. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lecture: James Ormsbee 1/31 Native American Prophecy, 1745-1890: Resistance & Renewal TERMS: ● Perspectivalism - there are many different world views depending on an individual's particular perspective. ➢ Interact with the world based on your current knowledge. ● Position-taking - taking the position of another person. ➢ “Putting oneself in another’s shoe.”

Status of Indigenous Religions in the U.S. - Keystone pipeline North Dakota (2017) - where they are settling at right now. - Native American Free Exercise Religion Act (1894) - Oregon vs. Smith supreme court of the U.S. (1992) - American Indians Religious Freedom Act (1978) 100 Years of Religious Oppression - Native American Church of America vs. Navajo Tribal Council, 10th circuit court of Appeals. - Menominee Termination Act (1954) ○ U.S. bribe the Bureau of Indigenous system to gather all their tribe and leave with money. Q: Why did the U.S. government seek to suppress Indigenous religious activity for nearly 100 years? A: their belief threatens/opposes the U.S. system. (U.S. isn’t that almighty) Prophet Dance Movement (1850s-1890s) - Usually lead by a leader - Ojibwa women inspired a new religious ritual ○ Sing and dance → become renewed **Ghost dance was the last of the movement** Ghost Dance - a new religious movement incorporated into numerous Native American belief system ● Massacre for practicing their religion ● U.S. government sent people to roam around and punish those who perform the dances. ~~~~~~~~~~~~~~~~~~~~~~~~ Prophet vs. Warrior: Prophet - has the vision of the idea and tries to bring it to existence. Warrior - inspire/convert people to use that idea to fight against the White. Tenskataaw (Shawnee) - prophet. Tecumseh - warrior. ● Made a quote about religious common grounds ○ Apocalyptic Thinking - Gods coming in the end to purity and wipe out. ➢ “the Great Spirits are angry that these people are here, we must get rid of them.” Sganyodaiyo (Handsome Lake) - prophet. Sagoyenwatha (Red Jacket) - verbal warrior. Neolin (Lenni Lenape tribe) - prophet.

Pontiac (Ottawa tribe) - warrior. ~~~~~~~~~~~~~~~~~~~~~~~~ Settler Colonialism: - Native Americans movement only existed because of the settlement of colonies. - Plain Colonial - exterior (outside power) take a land that is not their own to control and extract its wealth. Purposes of Prophecy: Resistance & Renewal ● Fight back and reclaim their culture. ○ Preserve the indigeneity. 7 Patterns of Prophecy & New Indigenous Religious Movement **IMPORTANT** ● 3 Things the prophet reject: ○ Reject European notion of progress (nature-threatening) ○ Reject European of acquisitiveness (having to acquire certain things they are forced to) ○ Reject white supremacy. ● 4 Things the prophet embrace: ○ Indigenous people were created to be on this land; thus, they should remain there. ○ Morality → sharing, cooperation, and communal ownership ○ Religious obligation in balance with the rest of nature. ○ Rightful progress → (not cutting down the trees) ■ Preserve the land and the people Contemporary Native American Prophecy (1970-Present) - They are not the same as before (b/c of the invasion of settlers and influences). ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lecture: Air Cushner 2/5 I.

Native American Before + After (1942) A. Surviving the Trail of Tears: Native American Removal & Resistance 1. 90% of deaths were from diseases.

➢ U.S. Population (Native Americans) = 600,000 in 1800s… → 250,000 in 1890s (becuz of diseases brought by the Spaniards. B. Two forms of resistance that occured 1. Violent Persisting (rebel & cause trouble) 2. Peaceful Persisting (vocal → doesn’t work as well) II.

The Cherokee (Ani-Yun’wiya) A. Iroquoian Language a. Geograph: Western North Carolina + Eastern Tennessee

B. Moon-eyed people (those who inhabited the area before the Cherokee) III.

Indian Removal Policies/1830 Indian Removal Act A. Andrew Jackson inspired this creation

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Cherokee Constitution of 1827 - (The U.S. was modeled and inspired by Native Americans) - Cherokee Phoenix (newspaper platform) ** Cherokees owned slaves back then too because they started adopting and adapting to white customs. ** IV.

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Trail of Tears (Nu-o-du-na-tlo-hi-lu) A. Some cherokee voluntarily removed themselves in order to survive. (became Nomad-like) John Ross (recognized chief of Cherokee) - Cherokee Nation vs. Georgia (1831) ■ “The relationship of the tribes to the United States resembles that of a “ward to its guardian;” “domestic, dependant nation.” - John Marshall (went against the Cherokee) - Worcester vs. Georgia (1832) ■ “District, independent political communities retaining their original natural rights.” - John Marshall (went with the Cherokee)

Response: ● “The decision of the Supreme Court has fell still born, and they find that they cannot coerce Georgia to yield to its mandate." - Andrew Jackson (wanted to remove the Cherokee from their land → Trail of Tears) ○ Cherokee “Treaty Party” - signed Treaty of New Echota (1835) ●

Trail of Tears = ~800 miles. ○ Some walked the whole way → died, starved, even had babies on the way

**LOOK UP MORE ABOUT THE TRAIL OF TEARS TO BE SAFE** ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lecture: Professor Ormsbee 2/7 The Protestant Ethic & Origins of American Capitalism (1620 - 1850) ● Theory (Scientific) - best explanation of phenomenon given all of the evidence on hand. ● Social Theory - general theories to explain actions and behavior of society as a whole, encompassing sociological, political, and philosophical ideas.

● Modernity (Social Science) - captures a brand new organization in the: 1. Scientific Revolution 2. Emergence of Democracy 3. Full Blown Capital [ Karl Marx - Historical Materialism Herbert Spencer William G. Summer Emile Durkheim - division of labor. - Specialization → more efficient Max Weber ] - **know who they are and how they viewed capitalism** ● Protestantism - individuals is responsible for their relationship with God. ○ (a sum of protestantism) → Calvinism (John Calvin) ■ A new form of Christianity ■ Trying to obtain salvation from God, you spend your whole life trying to figure out that you’ve been saved by God. → Live in a world of uncertainty. ● belief that all human beings are sinful and are born with an inherent sin-nature. (sinful the moment you were born) ■ Internalized surveillance; you are constantly monitoring yourself. (whether what you did was right and Godworthy) ○ Puritans who bumped into Plymouth Rock were Calvinists. **Capitalism was born in Massachusetts** “Remember that time is money. [...]. Remember that credit is money. [...]. Remember that money is of prolific, generating nature. [..]. Remember this saying, The Good paymaster is lord of another man’s purse.” - Benjamin Franklin 1784 (he was a Calvinist) ● Efficiency Calculus → rationalism ○ Which way is the best for businesses (doesn’t take account of the labor work put into and history of the product) ○ Minimize cost and time. ● Acquisitiveness = accumulation of wealth. **In order to make Calvinism work, you need acquisitiveness and accept that it is a good thing because we need wealth to survive up until today.** The Protestant Ethics or Calvinist Way of Life ➢ “A Calvinist way of life gets secularized (taking something religious and you remove the religious out) into the spirit of Capitalism” ● Asceticism (self denial) - religion that deny the world and you deny the body. ○ You must avoid pleasure (viewed as a sin)

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Christian Asceticism → believes that pleasure is evil. (distraction from God)

**Calvinist believes that God put you in your Earthly place → “The Calling”. - (born poor → be the best poor) - (born rich → be the best rich) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lecture: Jorge Gonzalez 2/12 King Cotton: Capitalism, Slavery & The Consummation of Race In The United States TERMS: ● Consummation - action of making a marriage relationship complete by having sexual intercourse. ● Base & Superstructure - the base comprises the forces & relations of production— employer-employee work condition. The superstructure of a society includes its culture, institutions, political power, structures, rules, rituals, and state. ● Racial Formation Theory - developed by Howard Winant & Michael Omi; theory set out to define “race” as unstable historical concept, whose meaning is shaped by competing discourses (language, art, and other forms of cultural production). ● Racial Project - refer to collaborate political enterprises that influence racial ideologies in a given time. ● Cultural Hegemony - the domination of a culturally diverse society by the ruling class who manipulate the culture of that society—the beliefs, explanations, perceptions, values, and mores—so that their imposed, ruling-class worldview becomes the accepted cultural norm Building on the Origins of American Capitalism ● **Look at Ormsbee’s Lecture for more knowledge on Capitalism** Base and Superstructure - (should look more into it → complex explanation) ● “In the social production, of their existence, men inevitably enter into definite … determines the consciousness” - Karl Marx **Base determines our consciousness (how we think); culture fills it in → becomes a Superstructure** Textiles & The British ● What sparked the Industrial Revolution? 1. Steam Engine 2. Assembly Line (1 person work at one area of the work) “War Capitalism,” as presented in Empire of Cotton, encompasses the era when colonizers like Great Britain depended upon cotton imports gathered and prepared for manufacturing through the vicious coercion of forced labor.

● Eli Whitney (1765-1825) patented the cotton gin, a machine that revolutionized the production of cotton by greatly speeding up the process of removing seeds from cotton fiber. Racial Formation Theory - From a racial formations perspective, race is matter of both social structure and cultural representation - First Step: ➢ Argue that Racial Formation is a process of historically situated projects in which human bodies and social structures are represented and organized. Second, link racial formation to the evolution of hegemony, the way in which society is organized and rules. 1. America is white dominant 2. Render the color line 3. Racial consciousness (SEMINAR) - Benjamin Franklin = live to work - David Thoreau = work to live ●

Hegemony - mainly developed by Antonio Fromshi; a system of power that relies on consent (common sense). ○ Communist = Base ○ Fascist = Superstructure (lured everyone to convert to Fascist) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lecture: Movie 2/14 Mills → factories were made → Industrial Revolution → “The Mill Time” - Used to spin cotton (sheep → wool) - Water-powered (the force of the water were replace for laborious jobs) ●

Women mainly worked with weaving the cottons together (cotton gin)

**As the industries were growing, the demand for cotton, laborer, and land increased ↑.** Agrarian Production ● A home production (shelter, food, water, babies) ○ Everything was self-made ● Trade with each other to earn desired items **A woman’s labor was viewed less value because of the Industrial Revolution** 1. Mills were mainly white-dominated at first. (North) 2. White women fought for equal rights → the government moved the rule down

to the South (so their system can continue). 3. People that matter are the ones with the money. 4. ___________________???? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~ Lecture: James Ormsbee 2/19 - Panel Discussion TERMS: ● Historiography - history of history (how it changes over time) ● Palimpsest - adding another layer onto the previous (to history) The term “race” changed over time (how people depicted the word). → “what race is that cat?” - Blacks were depicted as sinful, wicked, evil, etc.; whereas Whites were depicted as beautiful, elegant, etc. AMS Seminar: - Lecture Exam → covers materials from Lecture (pdf files) - Lecture Seminar → covers maters from the Seminar Reading (course reader) The Paradise of Bachelors and the Tartarus of Maids ● Bachelors: ○ Stationed at the center of London (elite center where all the rich were located). ○ “Living it up” ○ Unmarried and was enjoying life at the Templar (temple + bar). ● Maids: ○ Worked at the paper mills ○ “Living in hell” → laborious and horrible work condition ○ Exploited and mistreated POSSIBLE MIDTERM QUESTION??? The relationship between Slavery and the Mills - Girls (wage slaves) working on the cotton picked by slaves. ■ Kind of the same ideas. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lecture: James Ormsbee 2/22 TERMS: ● Normative - “norm” - anything that tells you what the norm is (should, must, ought to be). ○ For example (GOOD LUCK CHARLIE THE SHOW) - tells you how a family should be; how you should help each other and grow together. ● Actual/Practiced - “actual” - people who implement pure democratic rules and actions. **Normative democracy DOES NOT MATCH with Actual democracy**

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I.

We live in a normative democracy where we believe what is done is right in terms of a democracy; however, in an actual democracy, it is much different than reality ■ For example: actual democracy => everyone should be able to vote and work together. In reality, there are still racial discrimination happening, but we still believe we live in a democracy. Definitions: - Democracy (not the democratic party) - collectively self-government by a group of citizens. 1. Base on the belief that individuals have intrinsic (equal) value. 2. To live without tyranny (rulers) so that you can live a life that you control.

**People tried to do democracy 25 hundred years ago.** ● Participation → flourishing freedom ● Can’t participate → live in tyranny -

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Procedural Democracy - a procedure that builds a democracy; house of rep., voting, 3 branches, etc. Deliberating/Participating Democracy - working together to come up with the democracy ruling ■ This is what a democracy is made of… without arguing and participation, it wouldn’t be considered a democracy anymore. Democratic Norms. - democracy works only when people follow with the democratic norms; without its people, the democracy would collapse.

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Cultural & Social Conditions 1. Freedom of Culture 2. Revolutionary Spirit ● However, it must stay within conditions and boundaries.

III.

The Constitution ● 1789 - when the Constitution took into effect. ● James Madison, along with others, wrote the U.S. Constitution → because of Shays’s Rebellion

**James Madison wanted Independence, economic stability for rich white men (that was what the Constitution protected before)** - The Constitution was originally made to protect rich white men but the unintended consequences → people altering its original purpose so that they can gain the equal freedom and rights as well. IV.

The Democratic Human - Thomas Jefferson wrote the Declaration of Independence (1776) - Goals of Normative Democracy → enable human flourishing.

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Democracy as an End-In-View - 1890 gone of Native Americans (put in camps and killed) - Civil War - Jim Crow Laws Web Du Bois (black man) & John Dewey (white man) - they share similar ideas. WEB DU BOIS

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Melioration - to make something better ○ Believes that he can make the normative better. (he hasn’t given up in spirit yet, he believes he still can fix America for the better) Perfectionism - beliefs in the human capacity for flourishing. ○ He tried to change America enough so that black people can flourish as well.

JOHN DEWEY ●

End-in-view - (goal/destination is in view) ○ Always be on guard to make sure that democracy is achieved everyday and does not stop. If it stops, then your democracy is dead/nonexisting ■ Democracy is an ongoing process

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ AMS (SEMINAR) 2/22 Federalism (Federalist Paper Authors) ● James Madison, Alexander Hamilton, John Jay ○ Wrote the Constitution to secure the wealth for the future (so that they can still be in power) ○ To make capitalism work. James Madison → against factions (prefer a republic society to get rid of faction chaos) ● Republic = having representatives take over Anti Federalist (Anti-Federalist People) ● George Clinton, Patrick Henry, Richard Henry Lee

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lecture : Jorge Gonzalez 2/26 Between Freedom & Bondage -

Building on “Founding Ideals, Founding Contradictions” ● War of Independence gave way to HOPE → ...