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HUMA 1970
Jeffrey Canton

Petitions/Representations 1. Petitions  Originate from members of the crowed who do not have votes in congress.  Petitions for redress and grievances was not considered an essential part of British political practice  Gives those without direct say in government the inalienable right to be heard  This right was considered so essential to the new nation that it was written in the first amendment  Written alongside and just as important as freedom of speech  Some petitions concerned private or individual grievances  Grievances in the game in the game are public-affect community  Voted on and debated by congress i) Significance to text  Important to the structure of the game  Allowed individuals of all classes the ability to participate and share concerns  Illustrate the difference between elite cotes and non votes even though you could stand up and say your petition doesn’t mean it will be passed 2. Representations  Refers to political representation  Patriots felt that Britain had imposed taxes on them without representation ―No taxation without representation‖  Without political representation on individual or group ideas does not have a say in political decisions  Representations are significant to course argument because although we know children were a part of history and present for all of these situations that we have studied, they had no political representation  This view of our past has shaped our ideas the present because we continue to make political decisions today for children and other groups although they may not be represented 4. Petitoins are related to representation because although all people were able to make petitions they still had no form of representation in the voting process. Voters had their best interests are heart. Colonization/Trade 1. Colonization  Countries, typically European taking control of other countries by force.  During this time, the world was in a constant state of war resulting in a shift of control between European powers.  The colonization often took a toll on the people that lived in these nations, i.e. the Acadians, (basically everyone in North America)  Colonies were controlled by the empire in power and had no representation; therefore, had to abide by rules that were governed by the countries that colonized them.  Colonization often caused unrest – i.e. not everyone was willing to go with the status-quo (American Revolution) i) Baldwin  This text outlines the colonization of North America and how it changed the lives of the people and the political landscape  Gave European countries unimaginable power ii) Rogozinski  Outlines the affects of colonization in the Caribbean and how it was the catalyst for the slave trade  Forever changed the Caribbean countries 2. Trade  The exchange of goods between individuals, companies and governments, etc.  During this time trade was essential for a sustainable economy as well as survival  Trade is the process of importing and exporting, usually across continents, having to endure large bodies of water, making trade a difficult practice. 3.  Trade became the central focus of sustainability and children became a secondary focus. The central concern of adults during the eighteenth century was not of their children, but the importing and exporting of goods in order to stay alive.  The slave trade directly relates to the construction of childhood aschildren were traded as indentured servants to help their parents with financial need. The children were sent away for up to eight years with the promise of education, but were often used as a servant to help look after the house and their masters.  The slave trade in the Caribbean depended solely on the production of sugar cane and there was no regard for a child’s well being as many died in transportation and were treated as a commodity, just as the sugar itself. Children mined the sugar fields in horrendous conditions, just as adults would. At this time, the social construct of a child was strictly a means to end and this was determined by the need for trade. 4.  Trade is related to colonization because the European colonized areas that assisted with trade, either by providing access to a trade route or providing resources or commodities to be traded.  Trade is related to colonization, as it is the basis for the production of commodities, which stimulate the economy and were essential to power during this time.  The colonies in North America and the Caribbean combined with the African slave trade caused a triangular trade, brining money directly to Europe so they can further colonize, resulting in a vicious circle. Patriots/Autonomy Patriots  Patriots are a group of individuals who wanted separation from Britain and were unhappy with taxation without representation.  Patriots wanted to free themselves of British rule as it had no direct correlation to the conditions which they were living in, some were born in America and had no direct contact with the British Empire, making it difficult to pay taxes to a country that was thousands of miles away.  Patriots were discontent over present social situations and future prospects (Offutt). They included wealthy southern planters, affluent merchants and well-off lawyers; as well as landless laborers and slaves.  Patriots believed they were entitled to the fruits of their own labour. All people participated in the patriot movement, including women who stopped buying British goods and raised their children of Patriot beliefs. Children of all ages went to battle (My brother Sam is Dead & Mintz: Sons and Daughters of Liberty). Also, slaves who protested their right to fight for the right to freedom. i) The texts about Patriots are discussed in Offutt because they gave insight into the roles that would be played out during the game. It is important to have a background on the beliefs of different people during this time as a greater insight makes for a better turnout. They were setting up the historical moment as Patriots shaped the course of history. Patriots were also discussed in Mintz, Sons and Daughters of Liberty because they talk about children going to battle and children participating in various ways (Look at SADOL). And also my brother sam is dead. 2. Autonomy  Autonomy equals freedom. Patriots were fighting for autonomy from Britain. John Locke influenced ideas of autonomy, as he believed all men are created free and equal. Heavily refer to John Locke. The government is set up to protect the freedom of the people and their autonomy. Autonomy is a social construct, although you may believe you are free, you must still abide by rules and regulations put in force by government. 3.  Autonomy relates to the course because children were not free, nor are they free today. They do not have the ability to make their own choices or decide their own fate. Even elite children were not free. The patriarchal family structure and children used as laborers. 4.  Autonomy is connected to the patriots because that is precisely what they were fighting for Patriots wanted to have autonomy from Britain and the right to create a democratic government that represented their interests and protected their autonomy.  At every turn, the lack of political autonomy—their inability—their inability to control their own political economy through their own legislatures was preventing achievement of economic independence. Rebellion/Monarchy 1. Rebellion: Pg 14 in Offutt WRITE OUT  Rebellion is the act of straying away from societal norm and or government because you believe the laws in place should not apply to you or are wrong. Political rebellion happens when an individual or group does not approve of the government regulations in place. Rebellion can also transpire in the family structure. Instances such as child rebellion toward parental authority, families choosing the way of a patriot or family members disagreeing and following their own beliefs, d
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