http://media.lanecc.edu/users/escobarj/202/1first/forum1

After reading and looking at the required materials LOCATED HERE, address the topics (and their corresponding questions) in SEPARATE posts. The materials are divided into two "parts" (political parties and the cartoons). Do NOT attempt to answer all questions for each part in a single post.

To post, you will click the "reply" link this post. If you want to reply to a specific comment made by another student, click the "reply" link located on that student's specific post.

IMPORTANT - SUBJECT LINES

When addressing the materials and questions, DO NOT leave your subject line blank (or the same as mine).  Put something descriptive, like "Today's Democrats were yesterday's Whigs", "Tea Partiers used to be Democrats",  "At The South", or "Holy Horror" in the subject line of your post. Other students wanting to talk about the same topic can click the "reply" button to your post, thus helping organize this discussion. 




Group 1	Jenna Lewis, Taylor Herman, Marcus Vogt, Emily Rhoades, Bridget Kellar, Delana Fitzgerald, Collin Smith, Keenan Sullivan, Jessica Cadenasso, Lauren Thompson, Sidney Boman, Collin Peasinger, Josh Andrews, Zackary Steele, Patrick Deere, Brandon Buck, Thomas King, Mary-Alice Todea, Nick Campbell, Nicholaus VanBloem, Elliott Sherrell	21

Group 2	Brandon Herring, Kaleb Burroughs, Michael Stockdale, Shawna Robello, Emily Standish, Cory Rauschert, Tessa Augustine, Lannan Ryan, Cierra Gathers, Caleb Stevens, Ian Gray, Branden Beeman, Toselli Dawson, Michael Schwamlein, Ryan Harris, Orion Bijleveld, Aaron Baker, Madeline Salzman, Hillary Hahn, Richard Cissna, Sami Tiba	21

Group 3	Colin Kellar, Angela Hodges, Connor Short, Carly Demanett, David Williams, Sagamore Blakley, Kaitlyn Patterson, Ian Henry, Jaredd Rictor, Christopher Brown, Dennis Sustaita, James Burdick, Acacia Dimitri, Reid Overman, Ryan Kurtin, Nathan Jeffrey, Tiffany Pok, Brittany Pierce, Angelica Moreira, Dane Steeves, Nicholas Landis	21

Group 4	Taylor Woodke, Ashley Chaney, Trish Thiesfeld, John Galbraith, Sara Jones, Robert Pitts, Josh Hosaka, Barry Nelson, Chelsea Belcher, Rachel Scoggins, Sarah Nagy, Linsey Kau, Emily Sellers, Thomas Osborn, Alicia Lemke, Deborah Ellis, Matthew Galati, Benjamin Polonsky, Luke Schneid, Kayla Pinson	20






From Chapter 11, page 411 of your textbook introduction:

The Whig Party proposed the American System as the answer to both questions. The national government, said the Whigs, should subsidize roads and canals, foster industry with protective tariffs, and maintain a national bank capable of exercising centralized control over credit and currency. The result would be a peaceful, prosperous, and truly national market society. If the South, the West, and the Northeast were profiting by doing business with each other, the argument went, sectional fears and jealousies would quiet down. Jacksonian Democrats, on the other hand, argued that the American System was unconstitutional, that it violated the rights of states and localities, and that it would tax honest citizens in order to benefit corrupt and wealthy insiders. Most dangerous of all, argued the Democrats, Whig economic nationalism would create an activist, interventionist national government that would anger and frighten the slaveholding South. To counter both threats, the Jacksonians resurrected Jefferson’s agrarian republic of states’ rights and inactive, inexpensive government—all of it deeply inflected in the code of white male equality, domestic patriarchy, and racial slavery that was being acted out in families, neighborhoods, and state legislatures.


Can you re-write this paragraph (or reinterpret it) using the Democrats, Republicans, and the Tea Party Movement in place of the Whigs and Jacksonians?  What issues today could be used to replace the 19th Century issues of slavery and white male equality?  What other mentioned issues are similar to today?


Read this entire (brief) Wikipedia entry on Editorial Cartoons
http://en.wikipedia.org/wiki/Editorial_cartoon

Political cartoons exist to make a point about some issue in the news. Political cartoons provide a way for people to express points of view and opinions about political and social issues. From the time of the American Revolution to the present, political cartoons, through avenues such as humor, satire, exaggeration, caricature, and symbolism, have become powerful tools of expression.

Look closely at the people, symbols, and/or captions in the cartoon. Explain what you think is happening in the cartoon.

   1. What issue do you think the cartoonist is trying to address?
   2. What conclusions can you draw about the cartoonist's opinion?
   3. What specific items in the cartoon led to your conclusion?
   4. What opposing point of view might exist on this issue?
   5. Using complete sentence, explain the cartoon's main point.

























Something with Uncle Tom's Cabin audio file

Something with Irish Video Clip and race with photos/cartoons




Note last three chapters go to 1860.  First two do not.
Chapter 10 1830-1852
Chapter 11 1816-1840
Chapter 12 1819-1860
Chapter 13 1844-1860
Chapter 14 1852-1860