AHR M2A1

Do not use outside sources.

https://sway.office.com/V2mbNlqbWoYk4Fvl?ref=Link&loc=play

Question 1- Source Analysis:  Complete the following source analysis questions by analyzing the “School Begins” cartoon and more specifically the scene with the Native American sitting on the other side of the “classroom.”

What is the historical context of that scene? In other words, what was the U.S. policy toward Native Americans in the mid to late 19th century? Did most Native Americans have the right to vote? Were they citizens? (Remember that the cartoon was created in 1899, so what happened afterwards cannot help us understand Dalrymple’s message.)

Why did Dalrymple include the image of the Native American “student” in his cartoon? How does the scene of the Native American “student” help Dalrymple convey his main message of the cartoon as a whole? Describe specifics symbols used to help support your analysis. (Hint: Dalrymple’s main message is mentioned briefly above and in greater detail in the lesson.)

Question 2 – Connect: Base your answer to this question on the two assigned readings within the lesson – the interview with a Yale Professor and the blog on Hawaiian Food. (Note: Hawaii itself is part of the U.S.)

What did Freedman mean by when he said there are “three characterizes of American cuisine” are “regionalism, standardization, and variety”? How did each change over time? Does Hawaiian cuisine, as discussed in the PBS article, go along with Freedman’s definition of American cuisine? Explain your answer.

Requirements:

Formatting: 12-point font, Times New Roman, double-spaced, one-inch margins. Length: Two paragraphs for each section, which means a total of 4 paragraphs for the entire assignment. Each paragraph should be at least six sentences long. Points will be deducted if sentences appear to have been intentionally shortened to meet the required number of sentences.

Answers:

Question 1: The historical context of the scene in the “School Begins” cartoon is the U.S. policy towards Native Americans in the mid to late 19th century. During this time, Native Americans were not considered citizens and did not have the right to vote. The U.S. government forced Native Americans to attend boarding schools to assimilate into white American culture. This policy was known as the Americanization program.

The Native American “student” in the scene represents the consequences of the Americanization program. The image helps Dalrymple convey his main message, which is a criticism of the government’s attempts to assimilate Native Americans. The Native American “student” is shown sitting on the other side of the classroom, separated from the other students and isolated from the rest of the group. This symbolizes the cultural divide and the loss of cultural identity that occurred as a result of the Americanization program. Additionally, the Native American “student” is shown with a sad expression, emphasizing the emotional toll of the program.

Question 2: Freedman’s statement about the “three characterizes of American cuisine” refers to the diverse regional cuisine that exists within the United States, the standardization of foods through mass production and marketing, and the variety of options available to consumers. Over time, regionalism has declined as mass production and marketing have led to standardization and homogenization of American cuisine.

Hawaiian cuisine, as discussed in the PBS article, aligns with Freedman’s definition of American cuisine as it exhibits regionalism, standardization, and variety. Hawaiian cuisine has its own unique regional flavors and ingredients, but has also been influenced by outside sources, such as American and Asian cuisine. Standardization can be seen in the mass production and marketing of Hawaiian food products, such as Hawaiian-style barbeque sauces and snacks. The variety of Hawaiian cuisine is demonstrated by the diverse range of dishes available, including traditional Hawaiian dishes, fusion cuisine, and international cuisine.

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