Showing posts with label cotton economics. Show all posts
Showing posts with label cotton economics. Show all posts

Wednesday, February 5, 2014

Labor Trial

One of the most difficult and important issues of the late nineteenth involved how to reconcile the needs of both industry and the people who worked in it. Americans believed in progress, and progress required bigger and better machinery. At the same time, real people suffered at the hands of new industrial methods when technology made living and working conditions unbearable.

Your task is to try, in civil court, the following case. Keep in mind that all of you are Americans of the late 19th century – maintain the sense of values and priorities that you think someone of that time and place would possess.


Billie Holliday v. Pigfoot Dress Shop  (1898)

Facts: The Pigfoot Dress Shop is located on Greene Street, in lower Manhattan. For several years, it has produced shirts of the highest quality and sold them all over the country, as far west as California.
            In order to produce these shirts the owners employ about 50 women as cutters, who earn $12 a week, and sewers, who earn $6 a week. The work consists of performing one task repetitively: cutting a pattern or sewing a particular stitch. The factory normally is open 11 hours a day, six days a week, although the owners frequently ask their workers to stay late or come in on Sundays if extra work needs to be done. Employees are not paid extra for this work, since their salary is weekly.
            Ms. Holliday, who has worked for Pigfoot as a sewer since 1894, is suing the company under a New York law requiring a maximum 60 hours of work per week (no more than 10 hours per day) for all factory workers. After that maximum, employees may volunteer to work more, but must be paid time-and-a-half for each extra hour. She asserts that she and her co-workers receive no extra pay for hours worked over the limit, and that they do not work those hours voluntarily. She also claims that those extra hours have caused her physical suffering in the form of chronic back pain, headaches and heat exhaustion. She is requesting that the court grant an injunction against the company, preventing it from requiring the extra work. She also is requesting $2,000 in back wages and punitive damages.
            The owners of the factory argue that the law is a violation of their 14th Amendment right to liberty of contracts, and point to the precedent of Allgeyer v. Louisiana.

It is expected that attorneys and witnesses will supplement these basic facts with research on typical conditions and circumstances of late-nineteenth-century labor. All outside research must be properly cited, using footnote format. AT LEAST ONE SOURCE CITED HERE MUST BE A BOOK OTHER THAN A REFERENCE WORK. Attorneys’ papers missing this research will not be accepted.
Due on the day of the trial is a 2-page typed essay for everyone. Groups may work together, but each person must submit her own, unique essay. Attorneys must make their arguments, outlining the constitutional questions and explaining why the court ought to rule in favor of their clients. Witnesses must describe their circumstances and show how they fit into typical conditions of the times. Judges must outline the basic constitutional issues, the relevant court precedents, and the arguments each side ought to make. (No extra research is required for these essays.)

There will be two witnesses in the trial:
            Billie Holliday
            John B. Farrow – owner of the factory


In the trial:  

1) Groups will meet for 10 minutes

2) Each pair of attorneys will deliver opening arguments. (Minimum 3 minutes, maximum 4 minutes. Speeches of less than 3 minutes will receive failing grades)

3) Attorneys will question Holliday. (Cross examination will be permitted.)

4) Attorneys will question Farrow (Cross examination will be permitted)

5) Attorneys will make closing arguments (Minimum 2 minutes)

6) Judges will question attorneys


7) Judges will meet in conference. Judges will be graded for their grasp of the arguments, the clarity of their positions in conference, and their questions of attorneys.

Friday, November 29, 2013

Role play debate on slavery

This exercise requires moderate research from each participant.

*What were the arguments for and against the federal regulation of slavery in the United States in 1845?
* Beyond their racist character, did any arguments against federal regulation have merit?
* Are there any problems with the arguments for federal regulation?


Slavery was the single most divisive institution in United States history. Because it lay at the center of the American economic, political, social and moral life, the existence of slavery provoked emotional and even violent arguments. Some leaders sought compromise in an attempt to avoid the destruction of the union, but others did not believe that the nation was the most important consideration.

 In your next full essay, you will assume the role of a prominent American of the antebellum period. You will research "your" person and argue, as that person, whether the United States federal government should prohibit slavery. In your essay, you will pretend to be the person assigned to you. Your position must be based as closely as possible on the position your person would have taken. Use your imagination, but base your position on the facts. Remember to consider economic, moral, political and constitutional questions, as appropriate for the person you are playing.

The year is 1845

Essays must be 2-3 pages long, and must rely on independent research. Encyclopedias – including Wikipedia -- are acceptable sources, but your argument must build from information that goes beyond mere biography. Find information, including quotations, that indicates the position your character would take. Each paper must include careful references for all information, and should include a bibliography. For the purposes of this paper, students MUST employ endnotes. The proper format for endnotes can be found in the term paper manual you purchased for this course.                 


On the day your essay is due, we will have a "panel discussion" in which each of you will have a minimum of two minutes and a maximum of three minutes to state your positions orally. Once we have allowed each person to speak, will we conduct an informal debate, while remaining in role.

ROLES:
Lucretia Mott
William Lloyd Garrison
Charles Sumner
Sojourner Truth
Frederick Douglass
Stephen A. Douglas
Daniel Webster
Henry Clay
Abraham Lincoln
John C. Calhoun
Jefferson Davis
Roger Taney
Alexander H. Stephens

Thursday, July 18, 2013

Cherokee Removal, the Cotton Economy and Federal Responsibility

·         Did the approach of “immediatist” abolitionists reflect a reasonable solution to the problem of slavery? (Unit-wide)
·         To what extent were the moral imperatives declared by abolitionists applicable to the problem of Indian Removal policy?
·         To what extent did economic motives drive federal government policies toward the Cherokee?
·         How did attitudes about race influence this federal policy and its opponents?

·         Were President Jackson’s policies toward the Cherokee consistent with the principles of “Jacksonianism”?

Lecture (15 min) on the Panic of 1819, the Missouri Compromise and the rise of the Democratic Party
Students read aloud in threes (15 min) document excerpts from Jackson, Herring, Speckled Snake, Marshall, the Anti-slavery Society, Webster, Christy.
Students write short answers, in threes (20 min)
                1) define any words you don’t know
                2) Was the Cherokee Removal consistent with the broader Jacksonian agenda? Explain.
                3) What would be the economic impact of these policies? (Choose one or two specific items.)
                4) What ethical principles underlie these statements? Do the writers share any common principles? Identify one specific quotation reflecting these principles.
                5) Do any of these statements reflect irreconcilable differences with the statements of others? Identify specific quotations reflecting these differences.

Converse (15 min) results, questions, complaints
Students write, individually (25 min) One paragraph: Did the Jackson Administration behave responsibly when it put into place its Indian removal policy? Consider the proper role of the federal government and the impact of the policy on as many parties as possible.

1) from Andrew Jackson's second annual message to Congress, December 6, 1830
                It gives me great pleasure to announce to Congress that the benevolent policy of the Government. . . in relation to the removal of the Indians beyond the white settlements is approaching a happy conclusion. . . . Toward the aborigines of the country no one can indulge a more friendly feeling than myself, or would go further in attempting to reclaim them from their wandering habits and make them happy, generous people.
                Humanity has often wept over the fate of the aborigines of this country, and Philanthropy has long busily employed the means to avert it, but its progress has never for a moment been arrested, and one by one many powerful tribes have disappeared from the earth. To follow to the tomb the last of this race and to tread on the graves of extinct nations excites melancholy reflections. But true philanthropy reconciles the mind to these vicissitudes as it does the extinction of one generation to make room for another. . . . Philanthropy could not wish to see this continent restored to the condition in which it was found by our forefathers. What good man would prefer a country covered with forests and ranged by a few thousand savages to our extensive Republic, studded with cities, towns and prosperous farms?
2) Report of the Commissioner of Indian Affairs Ebert Herring, November 19, 1831
The humane policy, exemplified in the system adopted by this government with respect to the Indian tribes residing within the limits of the United States, which is now in operation, is progressively developing its good effects; and, it is confidently trusted, will at no distant day be crowned with complete success. Gradually diminishing in numbers and deteriorating in condition; incapable of coping with the superior intelligence of the white man; ready to fall into the vices, but unapt to appropriate the benefits of the social state; the increasing tide of the white population threatened soon to engulf them, and finally to cause their total destruction. . . . [The solution to this problem] exists in the system of removal; of settlement in territories of their own, and under the protection of the United States; connected with the benign influences of education and instruction of agriculture and the several mechanic arts, whereby social is distinguished from savage life.
3) Response to a message from President Jackson concerning Indian removal by Speckled Snake (Cherokee), 1830
Brothers! We have heard the talk of our great father; it is very kind. He says he loves his red children. Brothers! When the white man first came to these shores, the Muscogees gave him land, and kindled him a fire to make him comfortable; and when the pale faces of the south made war on him, their young men drew the tomahawk and protected his head from the scalping knife. But when the white man had warmed himself by our fire, and filled himself with our hominy, he became very large; he stopped not for the mountain tops, and his feet covered the plains and the valleys. . . Then he became our Great Father. He loved his little red children, but said "You must move a little farther, lest, by accident, I should tread on you." With one foot he pushed the red man over the Oconee, and with the other he trampled down the graves of his fathers. But our great father still loved his red children, and he soon made them another talk. He said much; but it all meant nothing but "move a little farther; you are too near to me."
4) John Marshall for the Court in Cherokee Nation v. Georgia  1831
If courts were permitted to indulge their sympathies, a case better calculated to excite them can hardly be imagined. A people, once powerful, numerous and truly independent, found by our ancestors in the quiet and uncontrolled possession of an ample domain. . . have yielded their lands, by successive treaties, each of which contains a solemn guarantee of the residue, until they retain no more of their formerly extensive territory than is deemed necessary to their comfortable subsistence. . . .
                [However], if it be true that the Cherokee nation have rights, this is not the tribunal in which those rights can be asserted. If it be true, that wrongs have been inflicted, and that still greater are to be apprehended, this is not the tribunal which can redress the past or prevent the future. The motion for an injunction is denied.
5) In 1833, William Lloyd Garrison and Theodore Dwight Weld form the Anti-slavery Society. Below are excerpts from the Manifesto of that group.
                We further maintain that no man has the right to enslave or imbrute his brother – to hold or acknowledge him, for one moment, as a piece of merchandise … or to brutalize his mind by denying him the means of intellectual, social, and moral improvement.     
                The right to enjoy liberty is inalienable. To invade it is to usurp the prerogative of Jehovah. Every man has a right to his own body – to the products of his own labor – to the protection of law … It is piracy to buy or steal a native African and subject him to servitude. Surely, the sin is as great to enslave an American as an African.
                Therefore we believe and affirm that there is no difference, in principle, between the African slave trade and American slavery;
                That the slave ought instantly to be set free and brought under the protection of law …
                That all those laws which are now in force admitting the right of slavery are, therefore, before God, utterly null and void …
                We maintain that no compensation should be given to the planters emancipating their slaves:
                Because it would be a surrender of the great fundamental principle that man cannot hold property in man ….
                Because immediate and general emancipation would destroy only nominal, not real, property; it would not amputate a limb or break a bone of slaves, but, by infusing motives into their breasts, would make them doubly valuable to the masters as free laborers….
                We regard as delusive, cruel, and dangerous and cruel any scheme of expatriation [to Liberia, Africa] which pretends to aid, either directly or indirectly, in the emancipation of the slaves, or to be a substitute for the immediate and total abolition of slaves.



6) In 1850, Daniel Webster, in support of the Compromise of 1850, wrote the following as assessment of immediatists
                Then, sir, there are the abolition societies, of which I am unwilling to speak, but in regard to which I have very clear notions and opinions. I do not think them useful. I think their operations for the last twenty years have produced nothing good or valuable…
                I do not mean to impute gross motives even to the leaders of these societies, but I am not blind to the consequences. I cannot but see what mischiefs their interference with the South has produced.
                And is it not plain to every man? Let any gentleman who doubts of that recur to the debates in the Virginia House of Delegates in 1832, and he will see with what freedom a proposition made by Mr. Randolph for the gradual abolition of slavery was discussed in that body. Everyone spoke of slavery as he thought; very ignominious and disparaging names and epithets were applied to it….
                That was 1832 …. These abolition societies commenced their course of action in 1835. It is said – I do not know how true it may be – that they sent incendiary publications to the slave states. At any event, they attempted to arouse, and did arouse, a very strong feeling. In other words, they created great agitation in the North against Southern slavery.
                Well, what was the result? The bonds of slaves were bound more firmly than before; their rivets were more strongly fastened. Public opinion, which in Virginia had begun to be exhibited against slavery, and was opening out for the discussion of the question, drew back and shut itself up in a castle.
                I wish to know whether anyone in Virginia can, now, openly talk as Mr. Randolph, Gov. McDowell, and others talked there, openly, and sent their remarks to the press, in 1832.

7) from David Christy, Cotton is King or, Slavery in the Light of Political Economy (1860)

The author would here repeat, then, that the main object he had in view, in the preparation of Cotton is King, was to convince the abolitionists of the utter failure of their plans, and that the policy they had adopted was productive of results, the opposite of what they wished to effect;—that British and American abolitionists, in destroying tropical cultivation by emancipation in the West Indies, and opposing its promotion in Africa by Colonization, had given to slavery in the United States its prosperity and its power;—that the institution was no longer to be controlled by moral or physical force, but had become wholly subject to the laws of Political Economy … [Abolitionists] had not discovered the secret of [slavery’s] power; and, therefore, its locks remained unshorn, its strength unabated. The institution advanced as triumphantly as if no opposition existed. The planters were progressing steadily in
securing to themselves the monopoly of the cotton markets of Europe, and in extending the area of slavery at home. In the same year that Gerritt Smith declared for abolition, the title of the Indians to fifty-five millions of acres of land, in the slave States, was extinguished, and the tribes removed. The year that colonization [of slaves back to Africa] was depressed to the lowest point, the exports of cotton, from the United States, amounted to 595,952,297 lbs., and the consumption of the article in England, to 477,206,108 lbs… In 1800, the West Indies exported 17,000,000 lbs. of cotton, and the United States, 17,789,803 lbs. They were then about equally productive in that article. In 1810, the West India exports had dwindled down to 427,529 lbs., while those of the United States had increased to 743,911,061 lbs.