The Evolution of Music Culture - 1332 Words

Music has been evolving since its creation. This evolution of music has led to a vast variety of music that all people can enjoy. Artists who make good music, are praised and revered for their talents, and recently this has led to many aspiring musicians who want to acquire fame and fortune through their music. In the United States music in constantly evolving, and in recent years this evolution of music has sped up to a very fast rate. Music has evolved for many reasons including, improved technology, and change in culture, and a desire to create something new. Primarily change in music has been related to the culture. During the Middle Ages music everyday music was located in two places, the church and the tavern. This was not a good†¦show more content†¦This can be seen in the tribal music of Africa which consists of drumming and singing. African Americans took hold of the electric guitar and used it to throw poppy grooves over the brass instruments and Jazz was born. Jazz was a type of music that spoke out as a bit of a rebellion against the culture. It was nothing like the music that was played in church, and it was perfect for dancing to. African Americans took hold of Jazz and made it a part of their culture. However racism still ran deep in the American culture and many whites dislike jazz music simply because it was generally performed by black musicians. However white musicians began to play the songs originally written and performed by African Americans, once this began to occur more whites began to appreciate Jazz. Someh ow certain whites thought it was ok to listen to Jazz as long as it was performed by other whites. Overall Jazz music was very positive for the American culture because it helped give pride to the African Americans. As long as the culture continues to change their will be a reflection of this in the music that is composed. America in particular has a culture that is always changing and growing, and this will, and has, lead to a continuing change in music. Rock n Roll came onto the scene in the late 40s and from its start it was about rebellion. The word rock, as used in Rock n Roll, means to shake things up, and the word roll is slang for sexual intercourse. Rolling Stone argued thatShow MoreRelatedAnalysis Of Jim Crow s Counterculture1468 Words   |  6 Pagesbook â€Å"Jim Crow`s Counterculture† is developed around the issues of racial discrimination, and development of music as a reaction to employment activism. Through the book development of blues music is understood as detailed journey taken by African Americans and motivated by social factors. Its thematic concepts are built around a musical biography. The author has an interest in blues music genre, and its development relationsh ip with blacks and whites communities. He adopted a critical approach towardsRead MoreIs Art Important For Human Evolution?901 Words   |  4 PagesArt is crucial to human evolution because it is both a medium of expression that allows humans to evolve and is also key evidence of human evolution. The development and evolution of the human conscious has a direct correlation to the art created from each time period and has allowed researchers to interpret it, using it as a gateway into early human life. Art acts as a window into the minds and lifestyles of our ancestors. It has influenced the development, evolution, and the process of naturalRead MoreThe Mega Marketing Of Depression898 Words   |  4 PagesCultural differences are celebrated as a way to welcome diversity in todays society. A culture defines the way individuals think by grouping likeminded individuals for the sake of society. Culture is defined as a shared belief, values, and behaviors amongst other individuals. With many individuals being a part of a certain culture, these individuals have different experiences. Essentially, having a different culture causes a different perception of the embodied experiences. Nature vs. Nurture is oneRead More The United States Effect on Puerto Rican Music Essay1496 Words   |  6 PagesThe United States Effect on Puerto Rican Music The United States played an important role in the evolution of Puerto Rican culture, more specifically music. While Puerto Rican culture remains distinct from that of American culture, its historical progression is forever tied with that of the United States. This is evident in the evolution of Puerto Rican music. It is also evident in the experience of Puerto Rican musicians both on theRead MoreBanjo and the Evolution of American Music1422 Words   |  6 PagesIn the United States, few symbols represent the American culture and spirit as much as the banjo. Indeed, it is not only symbolic of the evolution of American music, but also of the way in which cultural influences and relationships have evolved since the country was young. When the historical roots and subsequent evolution of this instrument are examined, it becomes clear that it has become an inherent part of the history and culture of the country. From its origins as an imported African instrumentRead MoreReflectio n On The American Culture1384 Words   |  6 PagesReflection on Class Sources American culture refers to the traditions and practices of the people of the United States. Culture comprises of the nature of buildings, religion, music language and marriage. The population of the United States is more than 320 million people making it the most culturally diverse country in the globe. Books such as Crabgrass Frontier, Manifest Destination and Muscular Christianity are important sources of information about American culture. This paper is a reflection on theRead MoreMusic Is The Product Of Our Evolution1331 Words   |  6 PagesI studied the hypothesis that music is the product of our evolution and that most mammals and cultures have used music to continue to evolve and reform. Most scientific articles agree that music has evolved throughout thousands of years. Even the first Homo sapiens used music as a mode of communication. But in a biological standpoint, music can be used as a way to express mate selection, as a way of motivation and pleasure, development an d learning, and social communication. The big questionRead MoreAn Analysis Of George Gershwin s An American Folk Opera 1641 Words   |  7 Pagespiece of expansive musical drama was subtitled with this term that no musician or critic had applied to a work of musical drama before the 1935 premiere of Porgy and Bess. Much has been written about the work’s subtitle; its literal meaning, its evolution, and its implications for a changing cultural landscape. Porgy and Bess was the last in a triptych of literature and theater surrounding the character of Porgy, a crippled beggar living in Charleston’s semi-fictitious Catfish Row. Porgy, the 1925Read MoreCultural Event.786 Words   |  4 PagesCultural Event Report: HUM 112 – World Cultures II Abstract Cultural education and appreciation influence economic growth and advance a rewarding intellectual, emotional, moral and spiritual life of a people. Community development is a collaborative and facilitative process undertaken by the community that shares a common purpose of building capacity. The mission of the All Cameroonian Cultural amp; Development Foundation (ACCDF) combines cultural sustenance and community development to promoteRead MoreEffects of Mass Media633 Words   |  3 Pagesfollowing: |Questions |Answers | |What were the major developments in the |The major developments in the evolution of mass media during the 20th century were radio, | |evolution of mass media during the 20th |television, Internet, social media, newspaper, and cell phones. Radios were less expensive| |century? |than telephones and had the ability of allowing

Analysis Of The Book Maus Essay - 1907 Words

A swastika, a cat, and two despondent looking like mice. The old maxim goes you can’t judge a book by its cover, but the cover of Maus aptly sets us up for a reading experience like no other. Maus is a graphic novel that aims to display the gruesome, deplorable, and dehumanizing events that occurred during the Holocaust. The Holocaust, in simple terms, was the brutal genocide of over six million Jews by the hands of the Germans. It can be argued that at its core, Maus is a novel about the father-son relationship between Art Spieglmen and his father, Vladek. What separates Maus from various other novels published about the Holocaust, is the medium Spiegelmen uses to stylize his story. Maus is read through a series of expressive comic strips and Spiegelmen opts for animal masks to represent the humans in the novel, which has a multitude of impacts on the novel. The choice of animals associated with their typical â€Å"people† clearly tends to the wickedness of Holocaust, with each animal representing their own allegorical meaning. On the flip side, the usage of animals can be interpreted as means to lighten up a saddening story, and in effect desensitize the Jewish plight. Moreover, after reading â€Å"Prisoner of Hell Planet†, (The short, almost surreal, comic strips illustrated by Spiegelmen as humans, which predates Maus and concerns the suicide of his mother) we truly experience this different set of emotions evoked from humans vs that of animals. There is a striking contrast inShow MoreRelatedAnalysis Of The Book Maus 864 Words   |  4 Pagesthroughout his career, working for numerous comic lines. There’s no doubt that Maus certainly was his greatest work. You could consider Spiegalman’s experience to be his best credential. Maus is a graphic novel that depicts basically a cat and mouse representation of the Holocaust. A graphic novel as defined by Webster’s dictionary is a â€Å"fictional story that is presented in comic strip format and published as a book.†(1) Maus tells the story of Spiegelmans father, and his experience as a Jew during theRead MoreAnalysis Of The Book Maus 1077 Words   |  5 PagesMaus Mid-term The Holocaust was and still is a tragedy that is talked about today among many scholars. There are many ways people have attempted writing about the Holocaust, but not all are the same such as Art Spiegelman with his two-volume book Maus: A Survivor’s Tale, which is about his own father’s tale of the Holocaust told through comic medium. Many scholars and writers think that this ironic and experimental approach to the Holocaust is undercutting what really happened. However, within thisRead MoreAnalysis Of The Book Maus 1257 Words   |  6 PagesMaus is a tale about a young man who is in search for answers about his own life and his father’s life. Vladek Spiegelman is a survivor of the holocaust who reconnects with his son Art Spiegelman by telling him stories of his past. Art creates a well-written comic tale about the Holocaust and the relationship he has with his father. This survivor’s tale takes you back to the Second World War to tell us a story of a Jew who hardly survived life. The story opens with Art visiting his father to getRead MoreAnalysis Of The Book Maus 1453 Words   |  6 PagesHolocaust in which millions of Jews were killed. Maus tells the story of father who was a Polish Jew at the time of the Holocaust. Maus is also portrayed visually with high angle shots, low angle shots, curved lines, shadows and rule of thirds. Art Spiegelman drew his graphics in specific way, which was to grab the reader’s attention more to the pictures rather than the words because a photo can explain a thousand words. There are two underlining stories in Maus. One story is telling how Vladeck survivedRead MoreAnalysis Of The Book Maus 853 Words   |  4 PagesAnne Freeman once said â€Å"I know very little about darkness †¦.. except that we cannot stop its coming†. The frame on page 127 of Maus is a perfect depiction of this inevitable saying. In this frame the reader is able to see Vladek and Anna walking on a cross walk that is shaped out as a swastika, and we as the reader cannot see the end of this cross walk. The reason why Art Speiglemen portrayed this subliminal frame precisely the way he did, was to emphasize the inevitability behind not onlyRead MoreAnalysis Of The Book Maus 759 Words   |  4 PagesAmber Yvette Bazan Eng. 1301.S61 Ms. Etherington Dec. 3, 2014 Maus: Response Paper 1 In chapter one of Maus by Art Spiegelman, Artie sets out to visit his father, Vladek, in Rego Park after being away for nearly two years. Vladek has remarried to Mala after Artie s mother s suicide. Artie convinces his father to tell him his story so that he may write a book about his life in Poland and the war. Vladek begins his story by explaining how he met Artie s mother, Anja. In the beginning of chapterRead MoreAnalysis Of The Book Maus 1653 Words   |  7 Pageseither because of luck or some sort of economic advantage. We see this theme in Art Spiegelman s book Maus. Many of the situations Vladek, the main character, finds himself in, he would have never mahde through without luck and/or his socioeconomic status. Vladek witnesses people, family members, sent to the camps and die around him, yet he lives. Why is this? One of the first scenes in the book that luck comes into play is when Vladek is caught by the Nazis and sent to a Prisoner of War campRead MoreGraphic Novels : Are They `` Real `` Literature?916 Words   |  4 Pagesliterature. In any aspect, new concepts and ideas that are introduced are always put into question of how capable they are. Many people believe that graphic novels are not a type of literature that can be used in a classroom because they are not â€Å"real books† (Crawford Weiner, n.d). I believe that graphic novels should be offered and encouraged in classrooms. According to Julia Rick, many educators are hesitant to use graphic novels in the classroom. She also states that the reason behind their actionsRead MoreMaus Elements956 Words   |  4 PagesArt Spiegelman’s Maus is a famous, Pulitzer Prize winning tale about the journey of a Jewish Holocaust survivor. Despite the amount of similar storylines, Spiegelman’s creativity with the normal elements of comics has won him high praise. This analysis will focus on Spiegelman’s unique twist on icons, layouts, diegesis, abstraction, and encapsulation as displayed by Maus. Icons are pictures that are used to embody a person, place, thing, or idea. McCloud hammers this concept home by drawingRead MoreBetrayal in Maus Essay1451 Words   |  6 Pagesalso plenty of mistrust for prior friends and neighbors. In the graphic novel, â€Å"Maus (Volume I and II) Vladek Spiegelman makes it very clear to his son, Artie, that one cannot count on their friends. He makes the point that in time of hardship, friends will abandon you quite quickly. Vladek says, â€Å"Friends? Your friends†¦if you lock them together in a room with no food for a week†¦then you could see what it is, friends! (Maus, VI. 5-6). Throughout the novel, we see examples of this gloomy point proven

Power sharing free essay sample

Central Board of Secondary Education CLASS-X CBSE-i POLITICAL SCIENCE UNIT I POWER SHARING TEACHERS’ MANUAL CBSE-i CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing TEACHERS MANUAL i Acknowledgements Conceptual Framework Shri G. Balasubramanian, Former Director (Acad), CBSE Ms. Abha Adams, Consultant, Step-by-Step School, Noida Dr. Sadhana Parashar, Director (Training), CBSE Advisory Shri Vineet Joshi, Chairman, CBSE Dr. Sadhana Parashar, Director (Training), CBSE Ideators: Classes IX and X Dr. Anju Srivastava Mr. N K Sehgal Dr. Uma Choudhary Ms. Anita Sharma Ms. Sarita Manuja Ms. Preeti Hans Ms.P Rajeshwary Ms. Suganda Vallli Ms. Varsha Seth Ms. Sunita Tanwar Ms. S Radha Mahalakshmi Ms. Neelima Sharma Prof. Chand Kiran Saluja Dr. Usha Sharma Ms. Renu Anand Dr. Rajesh Hassija Mr Mukesh Kumar Material Developers: Classes IX X English : Ms. Gayatri Khanna Ms. Renu Anand Ms. P Rajeshwary Ms. Sarabjit Kaur Hindi : Ms. Sunita Joshi Ms. Babita Singh Ms. Veena Sharma Mr. Akshya Kumar Dixit CORE-SEWA Ms. The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture learner autonomy, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and whenever necessary. The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed and methods of assimilating knowledge have put forth many challenges to educators, forcing them to rethink their approaches for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will enable young learners to becomelife long learners. The ability to stay current, to upgrade skills with emerging technologies, to understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the global learners. The CBSE-i curriculum has taken cognizance of these requirements. The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace of learners. The CBSE introduced classes I and X in the session 2010-11 as a pilot project in schools. It was further extended to classes II, VI and X in the session 2011-12. In the seesion 2012-13, CBSE-i is going to enter in third year with classes III, VII and XI. The focus of CBSE-i is to ensure that the learner is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent to the mutual interactions between the teacher and the learner. There are some nonevaluative components in the curriculum which CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing iii would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the constituents of this Core. The Core skills are the most significant aspects of a learners holistic growth and learning curve. The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF 2005) NCERT and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of whom are now global citizens. The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of empowerment with the help of the schools administering this system strongly recommends that practicing teachers become skillful learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the Board. I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Dr. Sadhana Parashar, Director (Training) CBSE, Dr. Srijata Das, Education Officer CBSE along with all the Officers involved in the development and implementation of this material. The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums provided on the portal. Any further suggestions for modifying any part of this document are welcome. Vineet Joshi Chairman, CBSE CBSE-i CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing TEACHERS MANUAL CLASS-X POLITICAL SCIENCE UNIT-I POWER SHARING CONTENTS l INTRODUCTION l POWER-SHARING: CONCEPT OF ACCOMODATION l NEED FOR POWER-SHARING l CASE STUDY: BELGIUM AND SRI LANKA l l l COMPARISON AND CONTRAST SOME OTHER EXAMPLES FORMS OF POWER SHARING l HORIZONTAL l VERTICAL l AMONG SOCIAL GROUPS l AMONG POLITICAL PARTIES, INTEREST GROUPS AND MOVEMENTS iv CBSE-i CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing TEACHERS MANUAL v POWER SHARING UNIT MATRIX TOPIC KNOWLEDGE UNDERSTANDING APPLICATION Power Sharing : A concept Meaning and the ideology Sharing power = Gaining power Implementation in the family, society and political system Need for Power Sharing Requirements for which Power Sharing is desired Moral and Prudential Reasons l Case Study Political Systems of Belgium and Sri Lanka l How social differences turn into divisions l How accommodation leads to innovation and national integration Application of the principle in other cases like – USA, CANADA, LEBENON, INDIA etc. Forms of Power Sharing Power Sharing Arrangements at different levels and of various types Observation and Analysis of power sharing in Horizontal and vertical systems, among social groups and political parties Searching examples from the country of origin/residence Acceptance of diversity in real life l Aiming for national integration CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 1 SCOPE Democracy is the form of government which is essentially based on the principle of sharing political power among political parties of a Nation belonging to diverse ethnic as well as regional groups, majority community as well as minorities existing in the country. The purpose of this unit is to sensitize the students about the fact that all the Nations and societies have such diversities in their population. Even the countries which follow one language and one religion are not completely homogeneous, and have some or the other kind of demographic diversity. All these diverse groups, if given recognition and acceptance, contribute positively towards the growth and progress of their Nation. If not, then they may lead to civil strife. Therefore, it is required that we accept and accommodate such diversities and extend equal rights to them The unit also intends to create an understanding and appreciation among students regarding benefits of power sharing for the society along with the Nation. Students must realize that sharing political power is not an easy task as, whichever community is in majority in whichever country, it aspires to control political power and tends to impose its will on the entire population, many a times ignoring the interests of the minority communities. This is natural human behaviour which takes place even at the school, college, local and state level. Denial of acceptance and lack of accommodation of the diversity often results in disputes, conflicts and civil strife which are difficult to resolve. Power sharing thus becomes an important component of all the true democratic systems for ethical as well as practical reasons. It is the possible remedy for almost all the socio-political conflicts and basically promotes the idea of team work, constructive collaboration and peaceful co-existence instead of individual endeavour of a person, group or a community for the common collective good. There are various ways and forms in which power sharing can be exercised in different countries. This unit discusses four main forms out of them. WHY TEACH THIS UNIT? Modern world today is full of civil conflict. Except for a few countries almost every Nation is entangled in a conflict of one or the other kind among the majority and minority communities or varied ethnic and regional groups. Democracy is the possible solution to such problems, but only on the condition of sharing political power among the warring groups belonging to various regions and ethnic communities of the respective nations. Through the case study of Belgium and Sri Lanka, this unit will enable the students to not only understand the political systems of these countries but also to have an insight into their problems and ethnic conflicts. This will make the learners realize that hatred, rigidity and lack of political will to share power with the minorities and people from diverse backgrounds results in even more hatred and even a bigger conflict that may lead to disastrous CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 2 consequences. Students will realize that a country is the motherland/fatherland to both – the majority as well as the minority communities. Even if a communitys forefathers came from outside and were not the natives of the said country, the current generations have been born and brought up in the same country and live there permanently. They have their sentiments attached to this land and are culturally, historically and psychologically associated with it. Therefore, they have an equal right and claim over the Nation which should not be denied to them. Students will get to know various forms through which political power can be shared and peacefully exercised in a Democracy while accommodating various ethnic as well as regional diversities and accepting them as an integral part of countrys population. Moreover, todays children are going to be tomorrows political leaders, visionaries and statesmen. This unit will provide students with basic lessons in conflict management, problem solving and Nation building by power sharing; by involving all the stakeholders in the decision making who are also going to be affected by those decisions, not by appeasement, but by making them contribute constructively towards National policies and programs; by creating mutual trust, faith and harmony. LEARNING OBJECTIVES The unit will enable learners to: l Acquaint themselves with the political systems of Belgium and Sri Lanka and understand the challenges faced by them. l Familiarize students with the problems that arise in a country due to lack of power sharing. l Recognize the need for sharing political power in a democratic setup. l Understand the significance of power sharing through the case studies. l Critically examine various forms of power sharing in different democratic countries. TEACHERS NOTES I. This Unit has been structured in the following manner: Section 1 – This section deals with the idea and meaning of power sharing. It also discusses the need and requirement of power sharing for moral and prudential reasons. Section 2 – This part of the unit deals with the Case Study of Belgium and Sri Lanka, power sharing pattern in these countries, differences and similarities and CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 3 result of the policies followed in these countries with regard to accommodation of diversity. Section 3 – This section discusses four different forms of power sharing followed in various Democratic countries. II. The activities given in the unit are of two types – a) Warming up and fun activities b) Methodology/Strategy based activities Assessment criteria given for the worksheets can be followed for the assessment of activities as well. III. Power sharing is not always successful in every situation and has its own limitations. CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 4 INTRODUCTION In modern times, governing people with ethnic diversities, regional differences and a huge cultural variety is a challenging task. It takes enormous effort, determined political will and serious understanding on the part of the government in order to come to an equation with all the diverse groups and minorities of the Nation so as to govern them effectively, to be accepted and respected by all of them. POWER SHARING: A CONCEPT WARMING UP ACTIVITY l Ask the students to observe the given pictures and try to understand the ideas/messages which are being promoted commonly by all of them. l Let the students discuss and brainstorm on these ideas l All these pictures represent diversity and its acceptance as well as accommodation by others. The pictures also symbolize the ideas unity/ integrity, collaboration and team spirit. l Talk about the significance of all these issues in daily life and the political system of a country and relate them to the concept of POWER SHARING. CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 5 A Democratic system of governance is the possible solution to this problem, where the final political power rests in the hands of the people who elect their representatives from all the sections, classes, and categories of their society, and send them as representatives in the government to take important decisions on their behalf. A little imbalance in this situation can lead to conflicts, disputes, and socio-political strife, hence, an intelligent power sharing amongst the organs of the government at various levels, in various forms is seriously required. It is actually essential to the basic design of a Democracy to have power sharing among all its stakeholders and claimants of political power. Activity- II POWERPOINT PRESENTATION l Introduce the concept of Democracy and power sharing in the class. l Describe the meaning of important terms like ethnic diversity, social conflict, civil war, etc. l Prepare the room, if required, for showcasing the PowerPoint presentation, prepared beforehand l Play the presentation in parts, and pause in between to explain the important topics, one after another, with the help of brainstorming on power sharing as a concept and continue with class discussion. l In order of re-enforce the concept of power sharing, give examples from various countries (the ones mentioned in the student manual) and ask the students to note the important points in their notebooks as the presentation progresses. l Draw the attention of students towards the relation between power sharing and conflict resolution. l Ask the student to brainstorm amongst them for 15 minutes on the situation in Belgium and Sri Lanka and come up with their own suggestions and solutions. USE: Worksheet Number – 1,2,3,4 CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 6 POWER-SHARING : A Concept of accommodation : Power-sharing is a method, a powerful strategy for settling all kinds of conflicts, disputes, claims, regarding control and use of political power in a Democratic system. It is the most potential way out for resolving disputes over the issue of holding most powerful position in the political hierarchy. Instead of struggling and fighting over who should possess more political power and authority over the rest, power sharing depends and relies upon the joint exercise of political power. It promotes peaceful co-existence among diverse groups, ethnic Nationalities, and minority communities of a Democratic Nation and creates unity among them. Activity III l This picture is a game related to Indian Democracy. Observe it and try to find out what does it depict? l Does it relate to any kind of power sharing? Explain. USE: worksheet – 8 Source: www. johnbatchelorshow. com Power-sharing also allows the cross-cutting of socio-economic or cultural differences among the people and convinces them to put forward their conflicts demands and grievances in such a way that they become positive and constructive for the community and the Nation. This can be done in a variety of ways. CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 7 One possible approach is to grant autonomy to the diverse groups, regional or ethnic, over a few or all aspects of their own affairs. For instance, this freedom and autonomy can be restricted just to the cultural issues, i. e. , religion and education or it can be extended to cover-up the socio-economic, and the political fields as well. At the extreme level, power sharing can result in granting self-determination, and complete independence, allowing a minority group to establish its own sovereign Nation state. In this case, power-sharing finally leads to peaceful power-dividing. Another approach to accommodation and power-sharing is much more inclusive and integrative in nature. According to this approach, the task and responsibility of governance is shared by elected leaders from regional, lingual, ethnic or minority group within the country. They work jointly, cooperatively and more effectively for the making of better and acceptable decisions, for the resolution of even the most serious issues involving ethnic conflict, and socio-political strife. While exercising political power, taking important decisions and making public policies, they all are expected to be ethnically, and regionally neutral. This approach requires establishment of a well-structured free and fair electoral system which encourages multi-ethnic collaboration and coalition within the political system of the Nation. This generally leads to the establishment of Federalism. Implementation of either of the methodologies on power-sharing is quite challenging as the ethnic or regional groups holding political-power are usually unwilling to give up or relinquish this power. On the other hand, the groups devoid of this power tend to demand a substantial and considerable change in the system and claim a share in the exercise of political power, which the dominant group usually does not accept. Here begins the conflict, which at times, may lead to serious consequences. Rejection to power-sharing, and extension of autonomy, often creates social hatred, and civil discord, which is very difficult to deal with and resolve. However, if the ethnic or minority groups promote their demands, in such a way that they highlight joint benefit of all the communities, and focus on evolving a mutually acceptable method of achieving autonomy, and self-determination for all the groups, they are likely to be more successful in getting their demands fulfilled than they are, if they take a more aggressive or competitive approach. Need for power-sharing Civil conflict is like a curse for most of the countries of the world today, specifically the developing ones, which have huge ethnic and regional diversity, where these groups are even entangled in bloody wars or use violence to resolve the civil strife. This shatters the economy of the country and destabilizes its political system. Even in the countries which are peaceful, demand for the share in the political power is often made by the people belonging to the potential ethnic groups and political parties. Such demands, if ignored, can be fatal. CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 8 Besides this, globalization has added fuel to the problem as what happens in a Nation, in a particular part of the world, affects many other Nations – neighbouring or distant, that too at times in a drastic manner. Justified peaceful claims, violent uprisings, rebellions, and revolutions for a substantial share in the political hierarchy that emerge in one country are quick to be seen in many other countries, within a short span of time. In the modern era of highly advanced technology, where anything is possible – mass destruction, or mass construction, the modern developments in transportation, communication, education, and industrial advancement have exerted great pressure on the political organizations of the Democratic countries. A desire for progress, and growth, a good respectable standard of living, social-justice, cultural recognition, economic equality, growing awareness among people, regarding interdependence have led to the demand for political autonomy and self-determination among diverse communities of a country. People want governments to be more responsive to the citizens, and their needs, they desire even local and regional political units to give expression and recognition to their linguistic, religious, and cultural background, which provides the necessary basis and foundation for a community’s specific distinct identity. They don’t want this identity to be lost, or suppressed. In such a condition, the main objective of the political system of the Nation is not to eliminate diversity but rather to accommodate, reconcile, and manage socialdiversities in such a manner that they all feel important, being a part of the Nation, their interests are well taken care of, their cultural identity well secured, making them to develop a sense of belongingness, trust, and faith in the political system of the country. In other words, power sharing is the recommended remedy for such societies which are threatened by social conflicts. Thus, power sharing arrangements of the Democratic countries aim to reduce the risk of civil conflict by guaranteeing potential land prospective warring groups as well as parties, a positive role in the country’s government and further reducing the chances of political competition and rivalry. It also reduces the risk of people’s resort to violence; in case they don’t succeed in attaining political recognition, acknowledgement and respect as a result of Democratic elections. The major aim of powersharing is to assure that each of the serious claimants; stake holders and political parties get a significant, substantial benefit from cooperation and peaceful accommodation. Powersharing, thus helps in reducing the threat of a conflict by giving all potential parties (to any dispute), a share in peaceful cooperation, and a set of mutual agreements and assurances of social security, and the protection of their basic interests. Such arrangements are planned, well calculated and constitutionalized specifically to limit the ability of the majority community, a larger social group, or a party to misuse the political power or to exercise it for sectional or divisive purposes. So, on the basis of this discussion, we can conclude that power-sharing is genuinely desirable and is primarily required for two main reasons – moral and prudential. CBSE-i CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing TEACHERS MANUAL 9 Activity –IV INFER THE CARTOONS Source: www. ablueview. com These are the cartoons depicting a situation of deep concern in United States of America. l Observe each one of them carefully. l Try to find out the problem and its relation with the idea of power sharing and accommodation. l What could be the reason behind urban violence and involvement of youth in it? l Can you think of any other examples with similar kind of a problem? Explain. Use: worksheet 7, 10, and 11 Moral reasons Morally, power-sharing is the core essence of Democracy as Democracy cannot sustain in absence of power sharing. A Democratic rule is all about sharing power with all those people who are affected by its exercise, and who have to live with its effects. It is for this profound reason that power-sharing is required. People of a country belonging to any of the regions, areas, communities, or ethnic groups of the country have a right to be informed and consulted, on how they are going to be administered and governed. A legitimate government is peoples own government and is whole heartedly accepted by them. It creates such arrangements, situations and opportunities where citizens, through active participation, acquire a stake in the political system. These moral reasons highlight the very deed of power-sharing as important and essential. They are sufficient enough to justify its requirement. Prudential reasons The prudential reasons are based on careful calculation of gains and losses and are much more practical and logical. So, practically, power sharing is a good option because it reduces CBSE-i CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing TEACHERS MANUAL 10 the possibility of civil strife and socio-political conflict. Since, civil conflict generally leads to violence, loss of life and property as well as political instability; power sharing is a good approach to maintain mutual trust and reliance among the claimants of political power as well as the stakeholders and guarantees stability of the political system. Forcing upon the will of the majority community on rest of the minorities of the Nation and compelling them to abide by it may appear to be an attractive option in the short run, but in the long run it creates tension, mistrust and unrest among the citizens and undermines the unity and integrity of the of the Nation. Domination and suppression by majority is not just unfair, exploitative and torturous to the minority but it also brings decline as well as deterioration to the majority and the Nation as well. Hence, it is always judicious and sensible in a Democracy to embrace power sharing arrangement. Activity V COMPARE AND CONTRAST MATRIX SIMILARITIES DIFFERENCES l Divide the class into two groups and ask them to research upon political situation in Belgium and Sri Lanka. l Ask group A to look for similarities in the political system of the two countries and group B to look for differences. l With the help of student response, prepare a compare and contrast matrix on the class board and explain the case studies in detail. USE: Worksheet Number 5 CASE STUDY: BELGIUM AND SRILANKA BELGIUM Belgium is a small country located in the Western Europe, which has a small territory with a population little over one crore. Belgium has the Netherlands, France and Germany as its immediate neighbours, which also share a deep connection with the historical past of this country. This may be the reason which has made the ethnic composition of this country very complex. According to the demographic data, 59 percent of the Belgians speak Dutch and reside in the Fleming region in the North. Another 40 percent of them speak French and live in Walloonia region towards the south. Rest 1 percent of the Belgians speak German. The state of affairs is just opposite in the capital region of Brussels which has 80 percent of its population as French speakers and 20 percent as Dutch speakers. The majority community of the Nation is a minority in the National capital. Language is a major political issue in Belgium. The Flemings did not enjoy equal rights and status as the French speakers in the 19th and early 20th century. Actually, when in 1830 the CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 11 Nation was established under a census voting system, only around 1 percent of the adult population, comprised of the nobility, rich middle class and higher clergy could vote. All of whom were French, living in South Belgium, in the Walloonia region. A Flemish movement struggled peacefully in order to attain equal rights and was successful in achieving most of these. The Industrial Revolution that occurred in the late 18th and the 19th century further increased the rift between the Northern and the Southern parts of Belgium. French Walloonia experienced quick industrial boom and became economically prosperous and politically dominant. Dutch speaking people of the Flemish region remained limited to agriculture and other rural activities, hence did not develop industrially. Because of this they started getting economically and politically behind from the French speakers in Walloonia and Brussels, who were technologically much advanced, economically well off and politically stronger. This made minority French community relatively prosperous and influential, which was resented by the Dutch, the majority community of Belgium, who got the benefit of economic development quite late in the mid twentieth century after the Second World War. It was in 1950s that the Flanders saw economic boom, while Walloonia at that time came to an economic standstill. As the Flemings became educated, aware and economically sound, they started demanding a reasonable and an equal share in the exercise of political power. This led to emergence of tensions between the two communities. Lots of violence and unrest prevailed during 1950s and early 1960s. The problem became more serious in Brussels where the majority community of the Dutch speakers was in minority and minority community of the French speakers was in majority. SRILANKA Let us now compare this situation with the situation of another country, Sri Lanka, which is an island Nation situated in South Asia, just a few kilometres away from the southern coast of Tamil Nadu, a state in India. Its population is about two crore, which is quite varied and diverse in nature. The major communities of Sri Lanka are the Sinhala speakers known as the Sinhalese, who comprise 74 percent of the country’s total population, and the Tamil speakers, who form 18 percent of the population. Tamils are further divided into two sub groups; Sri Lankan Tamils or the native Tamils, 13percent and 5 percent Indian Tamils, whose forefathers were brought from India as plantation workers by the colonial British. Sri Lankan Tamils are concentrated in the North and the Eastern parts of the country and form majority in these areas, but on the other hand they are a minority in rest of the country. These Tamils are the followers of either Hinduism or Islam, whereas the majority community of the Sinhala follows Buddhism. There are about 7 percent Christians in Sri Lanka, who are both – Tamil and Sinhala. We can easily imagine what could happen in these two countries. The Dutch community, taking advantage of its majority in the population and ignoring the interests of minorities, CBSE-i TEACHERS MANUAL CLASS-X †¢ POLITICAL SCIENCE UNIT-I †¢ Power Sharing 12 could force its will on the French and the German people. It could grab the political power completely and use it for the promotion of its own interests and suppress the French and German speaking population. This would accentuate and aggravate the conflict among these communities further leading to bitter and painful disintegration of the country. Both the communities would scramble for control over Brussels. The same situation could take place in Sri Lanka where Sinhala community has much greater majority and could easily enforce its will on the entire population of the country. SRI LANKAN policy of Majoritarianism Sri Lanka achieved its independence from British colonial rule in the year 1948. As per the constitution, Sinhala community got an upper hand in the governance of the country, Indian Tamils were not given the citizen rights and Sri Lankan Tamils were given the status of a minority. Article 29(b) of the Sri Lankan constitution of 1948 gave special protection to them. For around seventeen centuries the Sinhala people continued to maintain historical awareness through various modes of transmission. The leaders of this community tried to sec

Oregon Fur Trade Essays - Fur Trade, Oregon Country,

Oregon Fur Trade The Oregon Fur Trade In 1808 Simon Fraser, employed by the Northwest Company, made his way across the Rockies and came down what is known now as the Fraser River to the Columbia. The next to come along was David Thompson, who was also employed by the Northwest Company. He too crossed the Rockies and made his way to the Pacific Ocean by way of the Columbia River. He reached the ocean in 1811 and found an American fur-trading company. This was the Pacific Fur Trading Company. It was the first permanent Euro-American settlement at Astoria. John Jacob Astor found the American Fur Company in 1808, The Pacific Fur Company in 1810 and the South West Company in 1811. He was the first millionaire in American history. Astor loaded a ship called the Tonquin with everything needed to sustain his fort on the Columbia. It sailed in September, 1810 under Captain Jonathan Thorn. The ship arrived in March, 1811. Astor also sent an overland party led by Wilson Price Hunt. The party departed from St. Louis in September, 1810. Although the fort at Astoria seemed to be doing quite well when Thompson arrived, it was actually quite fragile. Supplies came few and far between. The men were driven by starvation. This led them to establish the Willamette Post to relieve some of the pressures. When the war of 1812 broke out the partners in the field at Astoria were afraid of their post being seized. In 1813 they sold out to the NorthWest Company. In 1814 the Treaty of Ghent helped to end the war with Great Britain. The Americans thought that this meant that they still held claim to the Oregon country. In 1818 Captain James Biddle declared American possession of both shores of the estuary at the Columbia River. In 1821 the North West Company and the Hudsons Bay Company merge. The new name was the Hudsons Bay Company because it was the older of the two. The Hudsons Bay Companys only concern was profit. To make the investors happy and ensure return on their money, the directors in London named George Simpson to superintend field operations. Simpson named Dr. John McLoughlin to serve as Chief Factor. Simpson and McLoughlin started what they called the brigade system. The mission of the brigade system was to eradicate the fur-bearing animals of the region. By doing this, they planned to an area with no furs so that Americans would get discouraged and turn back. In 1820, Hall Jackson Kelley noticed the success of the Hudsons Bay Company. He began to promote the colonization of the region. He printed pamphlets that talked about the region's potentials, which would make Americans rich if they would settle in Oregon. Nathaniel Jarvis Wyeth responded to this but when Kelleys colony failed he started the Pacific Trading Company to help develop Oregon. Wyeths competitors were too strong. The American Fur Company had command on the fur trade in the Rockies and the Hudsons Bay Company had command on the fur trade in the Pacific Northwest. In 1836 he gave up. By the 1840s the fur trade was beginning to decline. The change in fashion was a big part of this decline. Mens hats made of beaver pelts were no longer in style. Furs were no longer abundant or cheap. History Essays