Brian Gerker
ETHN 101
Reading Journal Entry #16
11-12-2007
Dwight McBride, “Why I Hate Abercrombie & Fitch”
1. Thesis from “Why I Hate Abercrombie & Fitch” would be that McBride hates the store because of their idealization of whiteness. Abercrombie is only focused on selling clothes to the upper-middle class of society, and mainly white people. The whiteness is displayed everywhere in stores and ads. McBride hates them because the store sets whites above others in many ways.
2. In “Why I Hate Abercrombie & Fitch,” McBride is stating mostly his reasons for hating the store and their policies. She begins by giving a brief history of the creation of the store, starting out as an outdoorsman, wilderness shopping store. McBride states that the store really didn’t become the way it is until 1988, when the ownership changed. McBride is mostly concerned with the “Look Good Book” which displayed how people should dress to “look good.” Once he establishes the main points and details of what certain people should wear, as well as accessories, he moves to the lawsuit against Abercrombie which did not come about until 2003. Some points to the lawsuit were the “Look Book” and the unfair hiring of employees, as well as advertising billboards. After this, McBride moves on to his interviews he had with former employees of Abercrombie and their experiences their. In most cases the interviewees were in lower management positions and ended up quitting or getting fired because they did not have the “Abercrombie” look. McBride’s main reasons for hating Abercrombie and Fitch seem to be that they cause white supremacy and privilege, and also cause society to need to follow these ideologies of being included in the Abercrombie society.
3. One question that can be raised against McBride is, is it necessary to hire “good looking” employees and advertise good looking people to eventually earn them maximum profits as a business? For the people that Abercrombie is trying to seduce into buying their products, their ways of business apparently are working. However, they do seem to single out whites for their target customers. This is being discriminatory, in agreement with McBride, because they only want to sell to whites, and they only want to hire whites to work for them. And on top of everything else, they only want the whites that “look good.”
4. In much of the same ways I agree with what McBride had to say. I personally hate the store myself because their stuff is just too expensive. Now, after the reading, I realize this is because I am not the type of person Abercrombie wants to sell to anyways. I am not an upper class person so really I don’t appeal to the “Abercrombie look.” For the reading itself I thought it was rather lengthy and strayed away from the main subject at times. Overall though it was a good reading and will be great for class discussion.
Monday, November 12, 2007
Sunday, November 4, 2007
Entry #15 Ronald Takaki, "El Norte, The Borderland of Chicano Americans"
Brian Gerker
ETHN 101
Reading Journal Entry #15
11-4-2007
Takaki, Ronald “El Norte ‘The Borderland of Chicano America’”
1. In “El Norte, The Borderland of Chicano America,” Takaki’s thesis is that the United States to the Mexicans was “El Norte, the land across the river.” The United States “became the stuff of boundless dreams for Mexican immigrants. In growing numbers in the early twentieth century, they began to cross the northern borders, with extravagant hopes.” Mexicans immigrated to the United States in hopes of finding better jobs and to get away from Mexican revolutions.
2. To summarize “El Norte, The Borderland of Chicano America,” things seem to start with revolutions in Mexico. In the early twentieth century, revolutions were taking place in Mexico, one of which was started by Pancho Villa. These revolutions caused many things, like economic depression, and living expenses became unbearable. The Chicanos then looked to the north, who had built a new railroad leading from Texas to Mexico, where in America they could find better jobs, and opportunities. Though in some cases, things did not always work out, where Chicanos often had to work the same hard labor jobs in the U.S. that they had to in Mexico. Mostly, it was families that immigrated trying to avoid the revolutions and find a better home. Also, the Chicanos were discriminated against in the working field. Where a white man would earn $5 a week, a Mexican would only earn $4 a week for the same work. It was supposed to be equal opportunities, but for many things did nto work out as they first believed.
3. The immigrations of Mexicans to the United States was caused by several factors. Takaki presents that income was a huge aspect in the migration. Also, the revolutions that bothered the safety at home was a reason for people to flee to a safer environment. And also, the Mexican economy had become terribly bad, as prices of every thing soared. Mexicans could not afford to live there and thus had to leave to find a new stable life.
4. This reading was actually quite interesting. Takaki did a great job of giving good details and keeping my attention. This was definitely a good reading as it provides much information for discussion. I also did not know about all the reasons Takaki presents for the Mexican migration. I knew about them being able to get better jobs in the U.S. but I did not know in great detail the effects of the revolutions.
ETHN 101
Reading Journal Entry #15
11-4-2007
Takaki, Ronald “El Norte ‘The Borderland of Chicano America’”
1. In “El Norte, The Borderland of Chicano America,” Takaki’s thesis is that the United States to the Mexicans was “El Norte, the land across the river.” The United States “became the stuff of boundless dreams for Mexican immigrants. In growing numbers in the early twentieth century, they began to cross the northern borders, with extravagant hopes.” Mexicans immigrated to the United States in hopes of finding better jobs and to get away from Mexican revolutions.
2. To summarize “El Norte, The Borderland of Chicano America,” things seem to start with revolutions in Mexico. In the early twentieth century, revolutions were taking place in Mexico, one of which was started by Pancho Villa. These revolutions caused many things, like economic depression, and living expenses became unbearable. The Chicanos then looked to the north, who had built a new railroad leading from Texas to Mexico, where in America they could find better jobs, and opportunities. Though in some cases, things did not always work out, where Chicanos often had to work the same hard labor jobs in the U.S. that they had to in Mexico. Mostly, it was families that immigrated trying to avoid the revolutions and find a better home. Also, the Chicanos were discriminated against in the working field. Where a white man would earn $5 a week, a Mexican would only earn $4 a week for the same work. It was supposed to be equal opportunities, but for many things did nto work out as they first believed.
3. The immigrations of Mexicans to the United States was caused by several factors. Takaki presents that income was a huge aspect in the migration. Also, the revolutions that bothered the safety at home was a reason for people to flee to a safer environment. And also, the Mexican economy had become terribly bad, as prices of every thing soared. Mexicans could not afford to live there and thus had to leave to find a new stable life.
4. This reading was actually quite interesting. Takaki did a great job of giving good details and keeping my attention. This was definitely a good reading as it provides much information for discussion. I also did not know about all the reasons Takaki presents for the Mexican migration. I knew about them being able to get better jobs in the U.S. but I did not know in great detail the effects of the revolutions.
Monday, October 29, 2007
Entry#14 Blog on WU Quote
This quote seems to be showing how Wu, an Asian-American is in fact an American but is often looked through or put in the shadows because Wu is a minority. Also, Wu makes a statement of being stared at, as if an Asian person is someone different or some sot of freak. Wu says that among Asians, they are all the same, and normal, and there are no acts of difference, either from other Asians or family. However, once Wu is in front of other people, Americans or most likely whites, Wu feels like being put up on stage and stared at, not admiringly, and often not paid any attention to.
Also, with the second quote, Wu states that people in America believe in individualism, and that raceial differences should not matter, but they also do. Just because people are racially different then they are looked at differently.
Also, with the second quote, Wu states that people in America believe in individualism, and that raceial differences should not matter, but they also do. Just because people are racially different then they are looked at differently.
Sunday, October 28, 2007
Entry #13 Comic Book Cover
Brian Gerker
Reading Portfolio Entry #13
10-28-07
Comic Book Cover
1.Representation of the Item: The Comic Book Cover I chose is one of the “Fighting Yank’ America’s Greatest Defender.” I chose this one because I believe many things are represented through this cover. It displays racism, towards the Japanese. It also displays how Americans see themselves as “better” than others.
2. Description and Why: On the Comic book cover, “the Fighting Yank” has apparently come to save the captured American children. The were also apparently being seized and help by Japanese soldiers. The Fighting Yank has come in and is actually choking out one of the Japanese soldiers. The Japanese soldiers are also stereotyped in that they have big teeth, and the one being choked is wearing glasses. The Japanese soldier that is being choked is also about to dump a basket of snakes near the children representing that the Japanese were savage and cruel. It is also very disturbing to see several of the kids are keyed in on The Yank, but one boy is glaring at The Yank with a big smile on his face, as is he is happy to see The Yank choking the Asian man. This cover relates to both Takaki and Wu in that the Japanese are given less than American qualities, and it seems that The Yank, representing America, is far better than the Asians.
3.Analysis: The Fighting Yank shows the power of America. He shows how Americans disrespect Asians, in that he is choking the one man like a rag doll. He also appears to be stronger, faster, more powerful, and better looking. This relates to Wu in that the Asians are depicted as being less important than Americans. They also appear to be savage animals which relates to how the Japanese were used for their labor, as Takaki writes. It is especially peculiar that the one child is smiling to see The Yank beating down the Japanese man. It could be that he is simply glad that help has arrived to save the kids, but it also appears like he is happy that the Japanese soldier is being choked. The Japanese in the cover seem to be given savage qualities and are far below the American standards.
4. Response: This cover is very striking. In today’s society there is absolutely no way that a comic book like that would be published. It shows much racism towards the Japanese and makes them appear inferior. The Yank to me looks like a brutal man that is very cruel himself, and he represents the great American country of the United States.
Reading Portfolio Entry #13
10-28-07
Comic Book Cover
1.Representation of the Item: The Comic Book Cover I chose is one of the “Fighting Yank’ America’s Greatest Defender.” I chose this one because I believe many things are represented through this cover. It displays racism, towards the Japanese. It also displays how Americans see themselves as “better” than others.
2. Description and Why: On the Comic book cover, “the Fighting Yank” has apparently come to save the captured American children. The were also apparently being seized and help by Japanese soldiers. The Fighting Yank has come in and is actually choking out one of the Japanese soldiers. The Japanese soldiers are also stereotyped in that they have big teeth, and the one being choked is wearing glasses. The Japanese soldier that is being choked is also about to dump a basket of snakes near the children representing that the Japanese were savage and cruel. It is also very disturbing to see several of the kids are keyed in on The Yank, but one boy is glaring at The Yank with a big smile on his face, as is he is happy to see The Yank choking the Asian man. This cover relates to both Takaki and Wu in that the Japanese are given less than American qualities, and it seems that The Yank, representing America, is far better than the Asians.
3.Analysis: The Fighting Yank shows the power of America. He shows how Americans disrespect Asians, in that he is choking the one man like a rag doll. He also appears to be stronger, faster, more powerful, and better looking. This relates to Wu in that the Asians are depicted as being less important than Americans. They also appear to be savage animals which relates to how the Japanese were used for their labor, as Takaki writes. It is especially peculiar that the one child is smiling to see The Yank beating down the Japanese man. It could be that he is simply glad that help has arrived to save the kids, but it also appears like he is happy that the Japanese soldier is being choked. The Japanese in the cover seem to be given savage qualities and are far below the American standards.
4. Response: This cover is very striking. In today’s society there is absolutely no way that a comic book like that would be published. It shows much racism towards the Japanese and makes them appear inferior. The Yank to me looks like a brutal man that is very cruel himself, and he represents the great American country of the United States.
Sunday, October 21, 2007
Entry #12 Brodkin, Karen "How Jews Became White"
Brian Gerker
ETHN 101
Reading Journal Entry #12
10-21-2007
Karen Brodkin, “How Jews Became White.”
In “How Jews Became White,” Karen Brodkin’s thesis is “’But think what you might have been without racism and with some affirmative action!’ And that is precisely what the post World War Boom, the decline of systematic, public anti-Euro racism and Anti-Semitism , and government affirmative action extended to white males let us see.” She writes about how Jews became part of American society, and how they no longer were Jews but were whites instead.
To summarize “How Jews Became White,” Brodkin starts with her story, the story about her parents and how her parents believed that they “pulled themselves up by their own bootstraps.” She tells about how Jews were placed in separate neighborhoods and very few of them were even allowed to go to school. Brodkin brings about how she believes Jews became white. It mostly has to do with World War II and the post war economic boom. Because of the great economic success of the U.S. many minorities were given opportunities to go to school and get educated, so that they could move on to the workforce. Brodkin even gives outstanding percentages of Jewish success in college, which relates to how Jews were able to get better jobs and make more money, boosting them to the middle class rather than the lower class. Also, housing rentals were a step in “the whitening.” The Federal Housing Administration was a huge governmental voice that allowed Jews to be able to suburbanize. This is also a way that Jews were able to become more middle class, and give their ethnicity a different look. Overall, it was job opportunity, education, the post war boom, and the FHA that worked together to give Jews their “whiteness.”
The author’s position in relation to the topic has many benefits. Karen Brodkin grew up in Jewish society in America, and also received benefits from her parents who fought in the World War. Being of this background, Brodkin is able to give great details from her life and real stories, which make this reading work. She could bring events from her own life out and use them to explain the reasons for Jews becoming white. Those life experiences are essential for creating such a writing.
I actually enjoyed this reading, when at a first glance I thought I wouldn’t. I like how Brodkin was able to share so much of her own experiences and her parents experiences and even their different views of how Jews became white. Brodkin gives great details and was able to keep my attention. She also lays things out very specifically in how Jews became white due to education, opportunity, and post war effects, and the FHA.
ETHN 101
Reading Journal Entry #12
10-21-2007
Karen Brodkin, “How Jews Became White.”
In “How Jews Became White,” Karen Brodkin’s thesis is “’But think what you might have been without racism and with some affirmative action!’ And that is precisely what the post World War Boom, the decline of systematic, public anti-Euro racism and Anti-Semitism , and government affirmative action extended to white males let us see.” She writes about how Jews became part of American society, and how they no longer were Jews but were whites instead.
To summarize “How Jews Became White,” Brodkin starts with her story, the story about her parents and how her parents believed that they “pulled themselves up by their own bootstraps.” She tells about how Jews were placed in separate neighborhoods and very few of them were even allowed to go to school. Brodkin brings about how she believes Jews became white. It mostly has to do with World War II and the post war economic boom. Because of the great economic success of the U.S. many minorities were given opportunities to go to school and get educated, so that they could move on to the workforce. Brodkin even gives outstanding percentages of Jewish success in college, which relates to how Jews were able to get better jobs and make more money, boosting them to the middle class rather than the lower class. Also, housing rentals were a step in “the whitening.” The Federal Housing Administration was a huge governmental voice that allowed Jews to be able to suburbanize. This is also a way that Jews were able to become more middle class, and give their ethnicity a different look. Overall, it was job opportunity, education, the post war boom, and the FHA that worked together to give Jews their “whiteness.”
The author’s position in relation to the topic has many benefits. Karen Brodkin grew up in Jewish society in America, and also received benefits from her parents who fought in the World War. Being of this background, Brodkin is able to give great details from her life and real stories, which make this reading work. She could bring events from her own life out and use them to explain the reasons for Jews becoming white. Those life experiences are essential for creating such a writing.
I actually enjoyed this reading, when at a first glance I thought I wouldn’t. I like how Brodkin was able to share so much of her own experiences and her parents experiences and even their different views of how Jews became white. Brodkin gives great details and was able to keep my attention. She also lays things out very specifically in how Jews became white due to education, opportunity, and post war effects, and the FHA.
Sunday, October 14, 2007
Entry #11 Zinn, Howard "Slavery Without Submission, Emancipation Without Freedom"
Brian Gerker
ETHN 101
Reading Journal Entry #11
10-14-2007
Howard Zinn “Slavery Without Submission, Emancipation Without Freedom ”
In “Slavery Without Submission, Emancipation Without Freedom,” Zinn is reporting slavery and black freedom in the times of America in the 1800’s. “A system harried by slave rebellions and conspiracies developed a network of controls in the southern states, backed by the law, courts, armed forces and race prejudice of the nations political leaders.” Zinn is basically saying that in the times of the Civil War blacks were recognized, and “emancipated” but it still did not change the way white people perceived blacks, specifically in the south.
To summarize “Slavery Without Submission, Emancipation Without Freedom,” Zinn’s main point is that blacks even after emancipation and the Civil War, still did not have the rights they should have been granted. Zinn offers examples of how slaves first began to achieve “freedom.” He says how slaves began rebellions against plantations and amassed in hundreds in some instances to rebel against plantations. Some even thought to burn Charleston in their revolt. Also, Zinn presents many key figures in history who were highlight people in the rebellion such as Nat Turner, Frederick Douglass, Harriet Tubman, and George Washington Carver. These people were important in that they were part of getting the U.S. to give rights to blacks or helped other slaves be freed in the Underground Railroad. One big element that Zinn also entangles in his writing is the KKK and other white people fighting back against the slaves freedom. Even after the Civil War, many states did not acknowledge black freedoms. There were still free states and slave states, and blacks still could not even vote. It just shows that blacks were supposedly freed but still did not have freedom, and were still enslaved by society.
One question found in the Exercises that could be addressed would be “Why would the U.S. even talk about war with England over the Creole? Zinn gives his ideas about this in that the U.S. was very upset that the English Indies had abolished slavery and when the Creole slaves that took over the ship made it there, the English would nto give them back to the U.S. The U.S. considered war just because these slaves that “belonged” to the U.S. had escaped. It is ridiculous to think that war could even be conspired over something like this.
This reading didn’t really do it for me. It sort of seemed like an extension of a high school history class. The reading was dull and I did not learn much new information, except for some specific examples of slave rebellion.
ETHN 101
Reading Journal Entry #11
10-14-2007
Howard Zinn “Slavery Without Submission, Emancipation Without Freedom ”
In “Slavery Without Submission, Emancipation Without Freedom,” Zinn is reporting slavery and black freedom in the times of America in the 1800’s. “A system harried by slave rebellions and conspiracies developed a network of controls in the southern states, backed by the law, courts, armed forces and race prejudice of the nations political leaders.” Zinn is basically saying that in the times of the Civil War blacks were recognized, and “emancipated” but it still did not change the way white people perceived blacks, specifically in the south.
To summarize “Slavery Without Submission, Emancipation Without Freedom,” Zinn’s main point is that blacks even after emancipation and the Civil War, still did not have the rights they should have been granted. Zinn offers examples of how slaves first began to achieve “freedom.” He says how slaves began rebellions against plantations and amassed in hundreds in some instances to rebel against plantations. Some even thought to burn Charleston in their revolt. Also, Zinn presents many key figures in history who were highlight people in the rebellion such as Nat Turner, Frederick Douglass, Harriet Tubman, and George Washington Carver. These people were important in that they were part of getting the U.S. to give rights to blacks or helped other slaves be freed in the Underground Railroad. One big element that Zinn also entangles in his writing is the KKK and other white people fighting back against the slaves freedom. Even after the Civil War, many states did not acknowledge black freedoms. There were still free states and slave states, and blacks still could not even vote. It just shows that blacks were supposedly freed but still did not have freedom, and were still enslaved by society.
One question found in the Exercises that could be addressed would be “Why would the U.S. even talk about war with England over the Creole? Zinn gives his ideas about this in that the U.S. was very upset that the English Indies had abolished slavery and when the Creole slaves that took over the ship made it there, the English would nto give them back to the U.S. The U.S. considered war just because these slaves that “belonged” to the U.S. had escaped. It is ridiculous to think that war could even be conspired over something like this.
This reading didn’t really do it for me. It sort of seemed like an extension of a high school history class. The reading was dull and I did not learn much new information, except for some specific examples of slave rebellion.
Monday, October 1, 2007
Entry #10 Butler, Octavia"Kindred"
Brian Gerker
ETHN 101
Reading Journal Entry #10
10-1-2007
Butler, Octavia E. “Kindred”
In “Kindred,” the thesis, or main point seems to be about power and privileges that occurred during the time of slavery. “Kindred” shows that power can turn even initially good people into brutal people. Also, there are many encounters of racial differences within the novel, many of which refer back to power and social order.
To summarize “Kindred,” it would be best to start at the beginning. Dana is a black woman married to a white man from the 1970’s. She comes to be the sort of guardian of Rufus from the 1800’s, as Dana flashes back in time. On her first account going back in time, Dana saves Rufus from a river where he is drowning. Immediately following the rescue she is held at gun point by Rufus’s father. On another account, Rufus burns the curtain in his room, where after she goes to Alice’s home where Alices parents are found and beaten, and Dana is also beaten. The next time she goes back in time she takes Kevin with her, when Rufus breaks his leg. Dana and Kevin stay on the plantation for several days and when Dana has been teaching a slave to read, she is found and whipped for it. The next time she travels back, Rufus is getting beaten by Isaac, Alices husband. Dana gets Isaac to let Rufus go. From here, Rufus buys Alice because he loves her. Later Dana meets up with Kevin again because Weylin sent letters to him. When the two try to escape, Rufus shoots his gun at them, but they safely get back to the 1970’s. Later, Dana goes back again to the plantation and is forced into slavery by Rufus because his father died and she couldn’t save him from his heart attack. During her time as a slave, Alice has her baby, Danas ancestor. Also, Rufus sells off several slaves and has become a power crazy plantation owner. After a slave was moving in on Dana, Rufus got mad and sold the slave and hurt Dana so she cut herself so she would return home. When Dana returns a final time, Rufus has “sold” Alice’s children which leads to her killing herself. Later, as Rufus used to rape the women slaves, he tries to rape Dana, but she wouldn’t have it and stabbed Rufus, killing him, and returning herself back home, but with a terribly crushed arm. After she returns home she talks with Kevin to decide what to do, and they dicide not to tell anyone about the events that happened to them, because people would think thy were insane.
In “Kindred,” Dana goes to the plantation many times, and every time she fears for her life. This fear that strikes Dana is a result from the white men abusing their power as plantation owners. One big example is of Rufus. After his father dies, he inherits the plantation and uses his power to force Dana to work as a slave. Rufus is very brutal using whippings and selling slaves because he was thought himself superior to those who worked for him. He also used them for sex slaves and raped them. This shows how whites created differences in race. It shows that white men believed they were better than blacks and therefore used them for their own personal gain. This abuse of power is also reflected in Takaki’s “The ‘Giddy Multitude,’” as well as Ethnic Notions and Johnson’s “Privilege Oppression and Difference.” These all have examples of how whites abused their power and gained privileges over all other peoples.
After reading the book, I really felt bad for Dana. It did not seem fair what she had to go through. She was just randomly taken from her home in the 1970’s where she was a free women and had privileges and rights and thrown into a world of work and torture. “Kindred” is a very important novel to recognize, especially from how it displays the abuses of slavery and how white men created racial differences.
ETHN 101
Reading Journal Entry #10
10-1-2007
Butler, Octavia E. “Kindred”
In “Kindred,” the thesis, or main point seems to be about power and privileges that occurred during the time of slavery. “Kindred” shows that power can turn even initially good people into brutal people. Also, there are many encounters of racial differences within the novel, many of which refer back to power and social order.
To summarize “Kindred,” it would be best to start at the beginning. Dana is a black woman married to a white man from the 1970’s. She comes to be the sort of guardian of Rufus from the 1800’s, as Dana flashes back in time. On her first account going back in time, Dana saves Rufus from a river where he is drowning. Immediately following the rescue she is held at gun point by Rufus’s father. On another account, Rufus burns the curtain in his room, where after she goes to Alice’s home where Alices parents are found and beaten, and Dana is also beaten. The next time she goes back in time she takes Kevin with her, when Rufus breaks his leg. Dana and Kevin stay on the plantation for several days and when Dana has been teaching a slave to read, she is found and whipped for it. The next time she travels back, Rufus is getting beaten by Isaac, Alices husband. Dana gets Isaac to let Rufus go. From here, Rufus buys Alice because he loves her. Later Dana meets up with Kevin again because Weylin sent letters to him. When the two try to escape, Rufus shoots his gun at them, but they safely get back to the 1970’s. Later, Dana goes back again to the plantation and is forced into slavery by Rufus because his father died and she couldn’t save him from his heart attack. During her time as a slave, Alice has her baby, Danas ancestor. Also, Rufus sells off several slaves and has become a power crazy plantation owner. After a slave was moving in on Dana, Rufus got mad and sold the slave and hurt Dana so she cut herself so she would return home. When Dana returns a final time, Rufus has “sold” Alice’s children which leads to her killing herself. Later, as Rufus used to rape the women slaves, he tries to rape Dana, but she wouldn’t have it and stabbed Rufus, killing him, and returning herself back home, but with a terribly crushed arm. After she returns home she talks with Kevin to decide what to do, and they dicide not to tell anyone about the events that happened to them, because people would think thy were insane.
In “Kindred,” Dana goes to the plantation many times, and every time she fears for her life. This fear that strikes Dana is a result from the white men abusing their power as plantation owners. One big example is of Rufus. After his father dies, he inherits the plantation and uses his power to force Dana to work as a slave. Rufus is very brutal using whippings and selling slaves because he was thought himself superior to those who worked for him. He also used them for sex slaves and raped them. This shows how whites created differences in race. It shows that white men believed they were better than blacks and therefore used them for their own personal gain. This abuse of power is also reflected in Takaki’s “The ‘Giddy Multitude,’” as well as Ethnic Notions and Johnson’s “Privilege Oppression and Difference.” These all have examples of how whites abused their power and gained privileges over all other peoples.
After reading the book, I really felt bad for Dana. It did not seem fair what she had to go through. She was just randomly taken from her home in the 1970’s where she was a free women and had privileges and rights and thrown into a world of work and torture. “Kindred” is a very important novel to recognize, especially from how it displays the abuses of slavery and how white men created racial differences.
Tuesday, September 25, 2007
Entry #9 Takaki, Ronald ""The 'Giddy Multitude': The Hidden Origins of Slavery"
Brian Gerker
ETHN 101
Reading Journal Entry #9
9-25-2007
Ronald Takaki “The ‘Giddy Multitude’: The Hidden Origins of Slavery”
In “The ‘Giddy Multitude’: The Hidden Origins of Slavery,” Takaki’s thesis is pointing towards how slavery cam about in America, and the negative effects it would later lead to. He starts by telling the story of Caliban and how slavery all started, and he ends by telling how people like Thomas Jefferson wished slavery to be abolished because of what was coming from the slave populations.
To sum things up in “The ‘Giddy Multitude’: The Hidden Origins of Slavery,” Takaki tells the story of how slavery began in the Americas. He stated that both whites from England and blacks from Africa were used and abused of slave trading ships and brought overseas where they were sold. Takaki also offers details and information on how the slaves were poorly treated under their masters control. Also, examples of punishments were given for misbehaved slaves, and whites that mixed with blacks in any way were severely punished. One big example is the list of “criminals” and their punishment to work for a number of years to work off certain pounds of tobacco. Along with this, the “Giddy Multitude” of people wanted their own land that big land owners would not give them, or not allow them to settle. Free men were also not able to gain land ownership of land they were promised and took anger against it. With all these indentured servants and free man being taken advantage of for many years would lead to revolts. This is why Jefferson was so worried about a race war in America, which eventually did happen.
One question that can be raised about Takaki’s arguments is, wasn’t this all necessary to make America the country it is today? In society today, many recognize that what happened in the past was wrong and they attempt to make things right, with new laws and privileges. The question could mean that America had to go through these times of slavery and mistreatment to become the great multicultural country that it is today. The answer could be yes or no really. It could have been the only possible way to make America so great, or no, that things could have been handled better from the beginning, which is also true.
Personally I gained a good deal of information from the reading. Many include the details of the slaves mistreatments, but I was not so aware of many of the smaller sort of revolts that took place and the “Giddy Multitude” of people was new to me. Overall I thought this was a good reading with great details and information.
ETHN 101
Reading Journal Entry #9
9-25-2007
Ronald Takaki “The ‘Giddy Multitude’: The Hidden Origins of Slavery”
In “The ‘Giddy Multitude’: The Hidden Origins of Slavery,” Takaki’s thesis is pointing towards how slavery cam about in America, and the negative effects it would later lead to. He starts by telling the story of Caliban and how slavery all started, and he ends by telling how people like Thomas Jefferson wished slavery to be abolished because of what was coming from the slave populations.
To sum things up in “The ‘Giddy Multitude’: The Hidden Origins of Slavery,” Takaki tells the story of how slavery began in the Americas. He stated that both whites from England and blacks from Africa were used and abused of slave trading ships and brought overseas where they were sold. Takaki also offers details and information on how the slaves were poorly treated under their masters control. Also, examples of punishments were given for misbehaved slaves, and whites that mixed with blacks in any way were severely punished. One big example is the list of “criminals” and their punishment to work for a number of years to work off certain pounds of tobacco. Along with this, the “Giddy Multitude” of people wanted their own land that big land owners would not give them, or not allow them to settle. Free men were also not able to gain land ownership of land they were promised and took anger against it. With all these indentured servants and free man being taken advantage of for many years would lead to revolts. This is why Jefferson was so worried about a race war in America, which eventually did happen.
One question that can be raised about Takaki’s arguments is, wasn’t this all necessary to make America the country it is today? In society today, many recognize that what happened in the past was wrong and they attempt to make things right, with new laws and privileges. The question could mean that America had to go through these times of slavery and mistreatment to become the great multicultural country that it is today. The answer could be yes or no really. It could have been the only possible way to make America so great, or no, that things could have been handled better from the beginning, which is also true.
Personally I gained a good deal of information from the reading. Many include the details of the slaves mistreatments, but I was not so aware of many of the smaller sort of revolts that took place and the “Giddy Multitude” of people was new to me. Overall I thought this was a good reading with great details and information.
Entry #8 Johnson, A "Getting Off the Hook: Denial and Resistance"
Sorry doesn't cut it, I know I missed this one, I will do better in the future.
Sunday, September 16, 2007
Entry#7 Johnson, A "What it all has to do with us"
Brian Gerker
ETHN 101
Reading Journal Entry #7
9-16-2007
Johnson, A PPD Chapter 6 “What It All Has To Do With Us””
In, “What it all has to do with us,” Johnson begins with his thesis that “The discomfort, defensiveness, and fear come in part from not knowing how to talk about privilege without feeling vulnerable to anger and blame. Facing privilege, and confronting it is easily avoided, most often by following the path of least resistance. Johnson believes that individualism and following the easy path are all linked together with systems and individuals.
In “What it all has to do with us,” Johnson starts by discussing individualism and how “society encourages us to think that the social world begins and ends with individuals.” He says that privileges do not even exist through individualistic thinking. He says how people can either talk about something, or not talk about it. Issues of controversy such as sexism and racism are usually avoided in this way, or not talked about, because people choose not to talk about it, which is the easy path. It all ties in together in social systems. Individual participation within a system is also important, because different systems can cause people to behave differently. Johnson tells about individuals and choosing the “path of least resistance.” His one example shows individual behavior acting in a system was of a person telling a joke. If someone would tell a joke about racism, the easy path would be to smile or laugh, and the hard path would be to resist the joke, or tell someone about the “evil” in it. Johnson says that “as long as we participate in social systems, we don’t get to choose whether to be involved in the consequences they produce . . . whether to be just part of the problem or be part of the solution.” This is the best summary of the passage. Social systems are everywhere, and individuals have to participate in the, there is no way around it. Whether at school, or with your family, or with your friends, you are in a social system that will change behavior of people, taking away their individual “power and also their responsibility.”
One example used by Johnson could raise differences in his arguments. He states that he was on an elevator and faced the opposite way, not looking at the door, and people stared at him or looked at him oddly. In this way he was breaking the social system of the elevator ride, or choosing the path of most resistance. However, if people always took the path of most resistance as Johnson did, there would be nothing but complete chaos. What if everyone in an elevator faced the wrong way, then no one would know when they got to their floor. These systems that Johnson seems to look down upon bring order to society. Even though people would be looked down upon for acting out rashly, it is a way to keep things balanced. People could start walking on the roads and cars would drive on the sidewalks for one example of how people would not follow the path of least resistance. The social systems that people have created are not always a terrible thing.
What Johnson wrote in “What it all has to do with us” was all relatively new to me. At least his point of view in the discussion, I have never seen before. I did not however enjoy the reading very much. It did not offer much, but seemed to look down on how society runs itself. It all seems to work, even if everyone does choose the easy path.
ETHN 101
Reading Journal Entry #7
9-16-2007
Johnson, A PPD Chapter 6 “What It All Has To Do With Us””
In, “What it all has to do with us,” Johnson begins with his thesis that “The discomfort, defensiveness, and fear come in part from not knowing how to talk about privilege without feeling vulnerable to anger and blame. Facing privilege, and confronting it is easily avoided, most often by following the path of least resistance. Johnson believes that individualism and following the easy path are all linked together with systems and individuals.
In “What it all has to do with us,” Johnson starts by discussing individualism and how “society encourages us to think that the social world begins and ends with individuals.” He says that privileges do not even exist through individualistic thinking. He says how people can either talk about something, or not talk about it. Issues of controversy such as sexism and racism are usually avoided in this way, or not talked about, because people choose not to talk about it, which is the easy path. It all ties in together in social systems. Individual participation within a system is also important, because different systems can cause people to behave differently. Johnson tells about individuals and choosing the “path of least resistance.” His one example shows individual behavior acting in a system was of a person telling a joke. If someone would tell a joke about racism, the easy path would be to smile or laugh, and the hard path would be to resist the joke, or tell someone about the “evil” in it. Johnson says that “as long as we participate in social systems, we don’t get to choose whether to be involved in the consequences they produce . . . whether to be just part of the problem or be part of the solution.” This is the best summary of the passage. Social systems are everywhere, and individuals have to participate in the, there is no way around it. Whether at school, or with your family, or with your friends, you are in a social system that will change behavior of people, taking away their individual “power and also their responsibility.”
One example used by Johnson could raise differences in his arguments. He states that he was on an elevator and faced the opposite way, not looking at the door, and people stared at him or looked at him oddly. In this way he was breaking the social system of the elevator ride, or choosing the path of most resistance. However, if people always took the path of most resistance as Johnson did, there would be nothing but complete chaos. What if everyone in an elevator faced the wrong way, then no one would know when they got to their floor. These systems that Johnson seems to look down upon bring order to society. Even though people would be looked down upon for acting out rashly, it is a way to keep things balanced. People could start walking on the roads and cars would drive on the sidewalks for one example of how people would not follow the path of least resistance. The social systems that people have created are not always a terrible thing.
What Johnson wrote in “What it all has to do with us” was all relatively new to me. At least his point of view in the discussion, I have never seen before. I did not however enjoy the reading very much. It did not offer much, but seemed to look down on how society runs itself. It all seems to work, even if everyone does choose the easy path.
Tuesday, September 11, 2007
Entry #6 PPD Chapter 3 "Capitalism, Class, and the Matrix of Domination"
Brian Gerker
ETHN 101
Reading Journal Entry #6
9-11-2007
Johnson, A PPD Chapter 3 “Capitalism, Class, and the Matrix of Domination”
In “Capitalism, Class, and the Matrix of Domination,” Johnson’s apparent thesis is that Capitalism, throughout the years, has formed slavery, classes, and social differences. Johnson states that “Capitalism played a major role in the development in white privilege,” and he also raises an important question, “What did Capitalism have to do with the origins of white racism?”
To summarize “Capitalism, Class, and the Matrix of Domination,” Johnson begins by explaining what Capitalism is, and why it had a big role in creating class, slavery, and privileges. Capitalism began by people, mainly whites at the time, wanting to make a profit. A way slavery is connected with Capitalism is that white men sold Africans to make a profit, and it became their business. Chinese were also used as cheap labor in making the railroads. This is also the first steps in creating social order and classes amongst the Capitalist system. This set up that whites were above the enslaved peoples. Capitalism also created differences among gender as well as race. Women were, and are, not treated or compensated the same as men. Capitalism seems to have put men above women in working society. Also, the moving of businesses, and threatening employees is another way the Capitalism has led to differences. Moving a business over seas will allow a business to possess very cheap labor, but it takes those jobs away from those who deserve them more. Capitalism, and peoples craving to make money seem to create classes essentially. The fact that the bottom 60% of people in America are fighting over ¼ of the nation’s wealth is quite significant. This is another reason why classes are so different, that the upper class is hording 75% of the wealth and letting the middle and lower classes dog fight over the bones that are left.
A question that can be raised against Johnson’s thoughts on Capitalism, in reference to moving jobs overseas, is if we kept all jobs here in America, wouldn’t it inflate prices of everything? Johnson states that moving jobs is an unfair advantage to white workers and that it is one way for capitalists to just make money. However, using this cheap labor is a way for Capitalist society to provide cheaper goods to consumers. If we kept the jobs in America and gave them all to white workers, they would expect wages and benefits far beyond that of foreign workers. Therefore, if production costs more, so will the goods, and that will cause inflation of prices, and possibly even more poverty. This is one aspect of Capitalism that could cause much controversy.
Personally, I was not too enthused about this reading. I already knew about mostly everything discussed. Also, I may have interpreted some portions differently, but I don’t believe Capitalism has as much of a negative impact that Johnson makes it seem. Capitalism is formed to produce the best for the greater good. Sure it makes only a few people significantly wealthier than others, but it also makes the standard of living better for America.
ETHN 101
Reading Journal Entry #6
9-11-2007
Johnson, A PPD Chapter 3 “Capitalism, Class, and the Matrix of Domination”
In “Capitalism, Class, and the Matrix of Domination,” Johnson’s apparent thesis is that Capitalism, throughout the years, has formed slavery, classes, and social differences. Johnson states that “Capitalism played a major role in the development in white privilege,” and he also raises an important question, “What did Capitalism have to do with the origins of white racism?”
To summarize “Capitalism, Class, and the Matrix of Domination,” Johnson begins by explaining what Capitalism is, and why it had a big role in creating class, slavery, and privileges. Capitalism began by people, mainly whites at the time, wanting to make a profit. A way slavery is connected with Capitalism is that white men sold Africans to make a profit, and it became their business. Chinese were also used as cheap labor in making the railroads. This is also the first steps in creating social order and classes amongst the Capitalist system. This set up that whites were above the enslaved peoples. Capitalism also created differences among gender as well as race. Women were, and are, not treated or compensated the same as men. Capitalism seems to have put men above women in working society. Also, the moving of businesses, and threatening employees is another way the Capitalism has led to differences. Moving a business over seas will allow a business to possess very cheap labor, but it takes those jobs away from those who deserve them more. Capitalism, and peoples craving to make money seem to create classes essentially. The fact that the bottom 60% of people in America are fighting over ¼ of the nation’s wealth is quite significant. This is another reason why classes are so different, that the upper class is hording 75% of the wealth and letting the middle and lower classes dog fight over the bones that are left.
A question that can be raised against Johnson’s thoughts on Capitalism, in reference to moving jobs overseas, is if we kept all jobs here in America, wouldn’t it inflate prices of everything? Johnson states that moving jobs is an unfair advantage to white workers and that it is one way for capitalists to just make money. However, using this cheap labor is a way for Capitalist society to provide cheaper goods to consumers. If we kept the jobs in America and gave them all to white workers, they would expect wages and benefits far beyond that of foreign workers. Therefore, if production costs more, so will the goods, and that will cause inflation of prices, and possibly even more poverty. This is one aspect of Capitalism that could cause much controversy.
Personally, I was not too enthused about this reading. I already knew about mostly everything discussed. Also, I may have interpreted some portions differently, but I don’t believe Capitalism has as much of a negative impact that Johnson makes it seem. Capitalism is formed to produce the best for the greater good. Sure it makes only a few people significantly wealthier than others, but it also makes the standard of living better for America.
Sunday, September 9, 2007
Entry #5 "Differences, Privileges and Oppression"
Brian Gerker
ETHN 101
Reading Journal Entry #5
9-9-2007
Johnson, A PPD Chapter 2 “Privilege, Oppression and Difference”
In “Privilege, Oppression and Difference” Johnson’s thesis is based around people’s differences and privileges associated with them. Johnson states that “The trouble that surrounds difference is really about privilege and power.” Johnson seems to believe that people with higher ranks on the social pyramid have more privileges and power in society, specifically in America. Johnson also brings about that oppression is conceived in the same manner. People that are “normal” force people that are different into oppression because they believe they deserve greater power.
Johnson begins in “Privilege, Oppression and Difference” by promoting the idea that differences are created through people’s fear. He says it is “. . . inevitable that you’ll fear and distrust people who aren’t like you and, in spite your good intentions, you’ll find it all but impossible to get along with them.” Johnson thinks that people are afraid of strange things that are new. Johnson then presents the Diversity Wheel. The wheel presents categories in which people discriminate others such as race, gender, age, ethnicity, and sexuality. He then later uses the categories and gives examples of differences between people who are male or female, white or colored, older or younger, and heterosexual or homosexual. These examples Johnson uses are how he shows how privileges are given to people that are more prestigious, or are dominant. McIntosh in Johnson’s writing believes there are two types of privileges known as “unearned entitlements” and “conferred dominance.” Johnson then presents real life examples of privileges that exist such as how people that are male or white can get cars for cheaper, or that heterosexuals can display pictures of their partners without being harassed. All of these privileges also relates to unfair treatment of people in acquiring jobs, wealth, and income. “To have privilege is to be allowed to move through your life without being marked in ways that identify you as an outsider, as exceptional or ‘other’ to be excluded, or to be included but always with conditions.”
A consequence for our world in today’s society, from Johnson’s view could be that privileges and oppression could become worse. Some people may read “Privilege, Oppression and Difference” and think that these differences are okay. Specifically, white males could realize the privileges they receive in society, and they will therefore always expect preferential treatment. This document shows some very important things about differences and their relationship to privileges and oppression that people face in the real world.
Personally, I already was aware of differences in society, but Johnson provided more details of some things that I was not aware of before. After the reading I thought that the privileges that people have just because of their race, gender, age, or ethnicity are not really fair to others in society. Ones who are disabled, celebrities, farmers, whites, blacks and anyone who is different in any way should have the same privileges as everyone else.
ETHN 101
Reading Journal Entry #5
9-9-2007
Johnson, A PPD Chapter 2 “Privilege, Oppression and Difference”
In “Privilege, Oppression and Difference” Johnson’s thesis is based around people’s differences and privileges associated with them. Johnson states that “The trouble that surrounds difference is really about privilege and power.” Johnson seems to believe that people with higher ranks on the social pyramid have more privileges and power in society, specifically in America. Johnson also brings about that oppression is conceived in the same manner. People that are “normal” force people that are different into oppression because they believe they deserve greater power.
Johnson begins in “Privilege, Oppression and Difference” by promoting the idea that differences are created through people’s fear. He says it is “. . . inevitable that you’ll fear and distrust people who aren’t like you and, in spite your good intentions, you’ll find it all but impossible to get along with them.” Johnson thinks that people are afraid of strange things that are new. Johnson then presents the Diversity Wheel. The wheel presents categories in which people discriminate others such as race, gender, age, ethnicity, and sexuality. He then later uses the categories and gives examples of differences between people who are male or female, white or colored, older or younger, and heterosexual or homosexual. These examples Johnson uses are how he shows how privileges are given to people that are more prestigious, or are dominant. McIntosh in Johnson’s writing believes there are two types of privileges known as “unearned entitlements” and “conferred dominance.” Johnson then presents real life examples of privileges that exist such as how people that are male or white can get cars for cheaper, or that heterosexuals can display pictures of their partners without being harassed. All of these privileges also relates to unfair treatment of people in acquiring jobs, wealth, and income. “To have privilege is to be allowed to move through your life without being marked in ways that identify you as an outsider, as exceptional or ‘other’ to be excluded, or to be included but always with conditions.”
A consequence for our world in today’s society, from Johnson’s view could be that privileges and oppression could become worse. Some people may read “Privilege, Oppression and Difference” and think that these differences are okay. Specifically, white males could realize the privileges they receive in society, and they will therefore always expect preferential treatment. This document shows some very important things about differences and their relationship to privileges and oppression that people face in the real world.
Personally, I already was aware of differences in society, but Johnson provided more details of some things that I was not aware of before. After the reading I thought that the privileges that people have just because of their race, gender, age, or ethnicity are not really fair to others in society. Ones who are disabled, celebrities, farmers, whites, blacks and anyone who is different in any way should have the same privileges as everyone else.
Tuesday, September 4, 2007
Entry #4 "Race" The Power of Illusion: The Difference Between Us" Screening
Brian Gerker
ETHN 101
Reading Journal Entry #4
9-4-2007
Video Screening “Race: The Power of Illusion: The Difference Between Us”
I was unable to watch the video on this subject, but I did however, read the transcript that was provided along with the movie. The transcript which I read was quite interesting. It told of how there should not be any racial differences among human beings, because the genetics of any human beings is so similar, that biology cannot be used as a way to classify races. I also thought that the por
tions on Jesse Owens and Jewish basketball players was quite significant. Athletes are probably the best known people that can be compared biologically to show differences. I believe this mostly because of the stereotypes of races and sports. How African-American’s are best at basketball and Mexican’s are best at baseball. It is important that biology has shown that even though it seems some races are better at certain sports, there is no biological differences that make it so.
I also found to be amusing that the panel of selected people were tested for biological differences and found surprising results. It seemed logical for the whites to believe they would have the most in common, and the blacks would have the most in common, and the Asians would have the most in common, but it did not turn out that way. I think this is essentially important in the way that we look at others. They should not be judged by their skin appearance, but what they are inside that. The experiment done in the movie, or the transcript, proves this.
After reading the transcript, I felt that if everyone would see the movie, or read about it, there should be no questioning about racial differences. We should all realize that having a different color of skin does not make a human any different, other than their outside appearance. We should be able to see that on the inside, through the biological studies that were performed, we are almost completely the same. It was stated that any two humans are more closely related than any two fruit flies. The transcript mentioned that comparing two fruit flies would be like comparing a human to a chimpanzee. This is very significant because comparing two humans would just be like comparing two humans, because they are so closely related genetically. I think that after all this genetic evidence, differences and even stereotypes of races, should be forgotten.
ETHN 101
Reading Journal Entry #4
9-4-2007
Video Screening “Race: The Power of Illusion: The Difference Between Us”
I was unable to watch the video on this subject, but I did however, read the transcript that was provided along with the movie. The transcript which I read was quite interesting. It told of how there should not be any racial differences among human beings, because the genetics of any human beings is so similar, that biology cannot be used as a way to classify races. I also thought that the por
tions on Jesse Owens and Jewish basketball players was quite significant. Athletes are probably the best known people that can be compared biologically to show differences. I believe this mostly because of the stereotypes of races and sports. How African-American’s are best at basketball and Mexican’s are best at baseball. It is important that biology has shown that even though it seems some races are better at certain sports, there is no biological differences that make it so.I also found to be amusing that the panel of selected people were tested for biological differences and found surprising results. It seemed logical for the whites to believe they would have the most in common, and the blacks would have the most in common, and the Asians would have the most in common, but it did not turn out that way. I think this is essentially important in the way that we look at others. They should not be judged by their skin appearance, but what they are inside that. The experiment done in the movie, or the transcript, proves this.
After reading the transcript, I felt that if everyone would see the movie, or read about it, there should be no questioning about racial differences. We should all realize that having a different color of skin does not make a human any different, other than their outside appearance. We should be able to see that on the inside, through the biological studies that were performed, we are almost completely the same. It was stated that any two humans are more closely related than any two fruit flies. The transcript mentioned that comparing two fruit flies would be like comparing a human to a chimpanzee. This is very significant because comparing two humans would just be like comparing two humans, because they are so closely related genetically. I think that after all this genetic evidence, differences and even stereotypes of races, should be forgotten.
Tuesday, August 28, 2007
Entry #3 Howard Zinn "Drawing the Color Line"
Brian Gerker
ETHN 101
Reading Journal Entry #3
8-28-2007
Howard Zinn “Drawing the Color Line”
Thesis from “Drawing the Color Line”: “ In the English colonies, slavery developed quickly into a regular institution, into the normal labor relation of blacks to whites. With it developed that special racial feeling . . . that accompanied the inferior position of blacks in America for the next 350 years: that combination of inferior status and derogatory thought we call racism.”
In “Drawing the Color Line,” Zinn tells the accounts of the black slaves of early America. He tells how the blacks were stripped of their homes and their land in Africa and brought to America. Also, he tells how the blacks were forced onto the slave ships where they were locked up together like a can of sardines. Zinn also offers impressions of how the blacks were forced to labor the land in America for the whites because of their inability to survive without slave labor. Zinn provides details about the slave trade and how many were only looking to profit from the slaves, whether selling them or working them in the fields.
A statement that could be made to argue against Zinn would be that the colonists needed the slaves to survive, that slavery was necessary. A counterargument against Zinn could also be that the slaves needed the cruel treatment to be kept in line, or that the blacks could have rebelled if they were not properly supervised. It could be said that the whites controlling the slaves was a necessary way to ensure that the expansion of America would be a success.
After the reading, I felt that cruelty towards blacks is completely wrong. Forcing blacks of Africa to endure those long ship rides in such tight quarters is an act of great evil. Forcing people into those kind of conditions is not right. Also, I could not believe how people did not care about the African people, and only cared for their own personal gain, by selling them off for profit. I see how the white people needed their help to maintain their lives in America, but they did not need to treat the slaves so poorly. It also could have been possible for the whites to double their efforts for their survival rather than exploit a certain race for their own gain, or to use a race of people just so they can live out their expansion dreams of America.
ETHN 101
Reading Journal Entry #3
8-28-2007
Howard Zinn “Drawing the Color Line”
Thesis from “Drawing the Color Line”: “ In the English colonies, slavery developed quickly into a regular institution, into the normal labor relation of blacks to whites. With it developed that special racial feeling . . . that accompanied the inferior position of blacks in America for the next 350 years: that combination of inferior status and derogatory thought we call racism.”
In “Drawing the Color Line,” Zinn tells the accounts of the black slaves of early America. He tells how the blacks were stripped of their homes and their land in Africa and brought to America. Also, he tells how the blacks were forced onto the slave ships where they were locked up together like a can of sardines. Zinn also offers impressions of how the blacks were forced to labor the land in America for the whites because of their inability to survive without slave labor. Zinn provides details about the slave trade and how many were only looking to profit from the slaves, whether selling them or working them in the fields.
A statement that could be made to argue against Zinn would be that the colonists needed the slaves to survive, that slavery was necessary. A counterargument against Zinn could also be that the slaves needed the cruel treatment to be kept in line, or that the blacks could have rebelled if they were not properly supervised. It could be said that the whites controlling the slaves was a necessary way to ensure that the expansion of America would be a success.
After the reading, I felt that cruelty towards blacks is completely wrong. Forcing blacks of Africa to endure those long ship rides in such tight quarters is an act of great evil. Forcing people into those kind of conditions is not right. Also, I could not believe how people did not care about the African people, and only cared for their own personal gain, by selling them off for profit. I see how the white people needed their help to maintain their lives in America, but they did not need to treat the slaves so poorly. It also could have been possible for the whites to double their efforts for their survival rather than exploit a certain race for their own gain, or to use a race of people just so they can live out their expansion dreams of America.
Sunday, August 26, 2007
Entry #2 Ronald Takaki "'The Tempest' in the Wilderness"
Brian Gerker
ETHN 101
Reading Journal Entry #2
8-26-2007
Ronald Takaki “’The Tempest’ in the Wilderness” from “A Different Mirror”
Thesis from “’The Tempest’ in the Wilderness”: “ Indeed, “The Tempest” can be approached as a fascinating tale that served as a masquerade for the creation of a new society in America. Seen in this light, the play invites us to view English expansion not only as imperialism, but also as a defining moment in the making of an English-American identity based on race.”
In “’The Tempest’ in the Wilderness,” Takaki is telling the story of discovering America from the discoverer’s point of view. He states how the Indians, as recorded by many European explorers, were vermin and devils, and needed to be removed from the land or enslaved. Takaki explains how some believed the colonizing of America by Europeans was inevitable. It was stated that God must want things to be in favor of the Europeans because of spreading diseases that killed many Indians. Also the Indians, like the Irish, were believed to be savage beasts that needed to be enslaved or controlled by someone of greater intelligence and power. So from this point of view that Takaki offers, the Europeans thought that they must create another society in the Americas.
One question that can be raised about Takaki’s arguments is, shouldn’t the Indians have been entitled to the American lands and their own freedom, since they were the first inhabitants? They had the rights to the land and it’s resources long before any Europeans came along, so it should have been the Indians be right. Because the Indians did not seem superior to their invaders should not mean that they have to give up their homes and their lives to compensate for the Europeans greediness.
After the reading, I did not act with very much surprise about the European invader’s point of view. I knew that they wanted the Americans for expansion and development before reading this. Also, I did not particularly care for the invader’s views upon discovering America. Destroying the Indians and viewing them as “devils” is completely ludicrous, just for expansion. Just because some people, like the Indians and Irish were at the time, much like minorities, shouldn’t mean that they needed to be conquered or enslaved under someone else’s control.
ETHN 101
Reading Journal Entry #2
8-26-2007
Ronald Takaki “’The Tempest’ in the Wilderness” from “A Different Mirror”
Thesis from “’The Tempest’ in the Wilderness”: “ Indeed, “The Tempest” can be approached as a fascinating tale that served as a masquerade for the creation of a new society in America. Seen in this light, the play invites us to view English expansion not only as imperialism, but also as a defining moment in the making of an English-American identity based on race.”
In “’The Tempest’ in the Wilderness,” Takaki is telling the story of discovering America from the discoverer’s point of view. He states how the Indians, as recorded by many European explorers, were vermin and devils, and needed to be removed from the land or enslaved. Takaki explains how some believed the colonizing of America by Europeans was inevitable. It was stated that God must want things to be in favor of the Europeans because of spreading diseases that killed many Indians. Also the Indians, like the Irish, were believed to be savage beasts that needed to be enslaved or controlled by someone of greater intelligence and power. So from this point of view that Takaki offers, the Europeans thought that they must create another society in the Americas.
One question that can be raised about Takaki’s arguments is, shouldn’t the Indians have been entitled to the American lands and their own freedom, since they were the first inhabitants? They had the rights to the land and it’s resources long before any Europeans came along, so it should have been the Indians be right. Because the Indians did not seem superior to their invaders should not mean that they have to give up their homes and their lives to compensate for the Europeans greediness.
After the reading, I did not act with very much surprise about the European invader’s point of view. I knew that they wanted the Americans for expansion and development before reading this. Also, I did not particularly care for the invader’s views upon discovering America. Destroying the Indians and viewing them as “devils” is completely ludicrous, just for expansion. Just because some people, like the Indians and Irish were at the time, much like minorities, shouldn’t mean that they needed to be conquered or enslaved under someone else’s control.
Introduction!
Welcome to Brian Gerker's blog. I am a sophomore student majoring in Accounting. I usually keep very busy either with schoolwork, hanging out, or playing video games. I hope you find my blog both entertaining and helpful.
Signing off..........
Signing off..........
Wednesday, August 22, 2007
Entry #1 Howard Zinn, "Columbus, the Arawaks, and Human Progress"
Brian Gerker
ETHN 101
Reading Journal Entry #1
8-22-2007
Howard Zinn, “Columbus, the Arawaks, and Human Progress”
Thesis: “ Thus began the history, five hundred years ago, of the European invasion of the Indian settlements in the Americas, a history of conquest, slavery and death. But in the history books given to children in the United States, for generation after generation, it all starts with heroic adventure—there is no bloodshed—and Columbus Day is a celebration.”
Zinn’s argument is centered towards teaching the truth of the history that happened once Columbus discovered America. Truths that Zinn brings forth include the slaughter of the Indians and how the Indians were used for slaves, mining, and sex. He also argues how Columbus was more concerned for gold and the land and his own well-being than he was concerned with the Indian’s lives.
A question that can be posed to Zinn’s point of view is “How do you teach this history to elementary children?” Zinn believes that the truth of the killing of Indians and many other gruesome details should be taught in place of the view that Columbus is a hero, but that is not content suitable for kids. His argument is clear and has it’s valid points, but certain precautions should be taken before taking this point of view and re-writing history books. Using the example of teaching children, some measures could be enacted to teach them what really happened, but with great caution. It is important to teach children of ethnic differences and the European invasion of the Indians, but to teach young kids to the extent the Zinn thinks should be done will cause more problems than are solved. Zinn’s views should be acknowledged, but to replace them into kids texts is going a bit far.
After reading the material, I was initially surprised. I have been taught before the Columbus was not as heroic as he is remembered for, but I did not know the details that Zinn provided. It actually made me think a lot more about people’s differences and how ridiculous it is to exploit a race just for personal profit or gain. It really showed a viewpoint I had not known before, and now knowing this, I think Zinn is correct that both sides of the story should be taught. Although, I still do not think they should be taught to children in detail, but at least recognized.
ETHN 101
Reading Journal Entry #1
8-22-2007
Howard Zinn, “Columbus, the Arawaks, and Human Progress”
Thesis: “ Thus began the history, five hundred years ago, of the European invasion of the Indian settlements in the Americas, a history of conquest, slavery and death. But in the history books given to children in the United States, for generation after generation, it all starts with heroic adventure—there is no bloodshed—and Columbus Day is a celebration.”
Zinn’s argument is centered towards teaching the truth of the history that happened once Columbus discovered America. Truths that Zinn brings forth include the slaughter of the Indians and how the Indians were used for slaves, mining, and sex. He also argues how Columbus was more concerned for gold and the land and his own well-being than he was concerned with the Indian’s lives.
A question that can be posed to Zinn’s point of view is “How do you teach this history to elementary children?” Zinn believes that the truth of the killing of Indians and many other gruesome details should be taught in place of the view that Columbus is a hero, but that is not content suitable for kids. His argument is clear and has it’s valid points, but certain precautions should be taken before taking this point of view and re-writing history books. Using the example of teaching children, some measures could be enacted to teach them what really happened, but with great caution. It is important to teach children of ethnic differences and the European invasion of the Indians, but to teach young kids to the extent the Zinn thinks should be done will cause more problems than are solved. Zinn’s views should be acknowledged, but to replace them into kids texts is going a bit far.
After reading the material, I was initially surprised. I have been taught before the Columbus was not as heroic as he is remembered for, but I did not know the details that Zinn provided. It actually made me think a lot more about people’s differences and how ridiculous it is to exploit a race just for personal profit or gain. It really showed a viewpoint I had not known before, and now knowing this, I think Zinn is correct that both sides of the story should be taught. Although, I still do not think they should be taught to children in detail, but at least recognized.
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