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| *Innovation in the Roosevelt years. | *Innovation in the Roosevelt years. | ||
| *"One of the most lasting contributions was to open up the political process to previously excluded groups of interests and voters. As such, historians often speak of a New deal for blacks or labor, or various ethnic groups. Equally, there was a New Deal for women." Susan Ware, "Women and the New Deal", in ''Fifty Years Ltaer: The New Deal Evaluated'', 1985. | *"One of the most lasting contributions was to open up the political process to previously excluded groups of interests and voters. As such, historians often speak of a New deal for blacks or labor, or various ethnic groups. Equally, there was a New Deal for women." Susan Ware, "Women and the New Deal", in ''Fifty Years Ltaer: The New Deal Evaluated'', 1985. | ||
| - | *"The truth is that the experimentatlism of the new deal was an ineffective mess that further tangled the knot of the great depression. After years of unprecedented economic intervention by Roosevelt, competition was stifled, investment plummeted, restrictive cartelization abounded, industrial production stagnated, and budget deficit skyrocketed. Wage controls and new union contracts limited the number of workers private-sector employers could hire, leaving unemployment to hover around 20%." Jay Wiley, "The Nex Deal Myth", ''American Thinker'', October 31st 2010 | + | *"The truth is that the experimentatlism of the new deal was an ineffective mess that further tangled the knot of the great depression. After years of unprecedented economic intervention by Roosevelt, competition was stifled, investment plummeted, restrictive cartelization abounded, industrial production stagnated, and budget deficit skyrocketed. Wage controls and new union contracts limited the number of workers private-sector employers could hire, leaving unemployment to hover around 20%." Jay Wiley, "The Nex Deal Myth", ''American Thinker'', October 31st 2010. |
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| + | ===Antiesclavagisme (1776-1865)=== | ||
| + | * The language of rights in antislavery and abolitionist writings and arguments from 1776 to 1865 | ||
| + | * Antislavery sentiments, 1776-1865 | ||
| + | * Compromise in antislavery and abolitionist writings and arguments from 1776 to 1865 | ||
| + | * Unity and division | ||
| + | * Discuss the following statement: “Abolitionism was born with the American republic. It did not fade until the nation’s near-death experience of the Civil War. Yet while abolitionists worked consistently to destroy slavery and racial injustice in these years, their strategy and tactics constantly evolved. The era between the American Revolution and the 1830s was the first great period of transformation. What began as an elite abolitionist movement in Pennsylvania during the post Revolutionary period yielded to an egalitarian movement based in Massachusetts during the early 1830s.” Richard S. Newman, ''The Transformation of American Abolitionism: Fighting Slavery in the Early Republic'', Chapel Hill, NC: The University of North Carolina Press, 2002, p. 2. | ||
| + | * Discuss the following statement: “Black abolitionism existed as a distinct phenomenon in the years before the Civil War, with its own institutions and concerns. African Americans made antiracism, at a programmatic as well as intellectual level, an essential part of the abolitionist project. They remained instrumental in developing movement strategy and ideology, taking on the burden of redefining the white man's democracy.” Manisha Sinha, ''The Slave's Cause: A History of Abolition'' , New Haven: Yale University Press, 2016, p. 338. | ||
| + | * Discuss the following statement: “In the history of reform few slogans have brought forth such confusion and controversy as “immediate emancipation.” To the general public in the 1830’s the phrase meant simply the abolition of Negro slavery without delay or preparation. But the word “immediate” may denote something other than a closeness in time; to many abolitionists it signified a rejection of intermediate agencies or conditions, a directness or forthrightness in action or decision.” | ||
| + | David Brion Davis, “The Emergence of Immediatism in British and American Antislavery Thought,” in John R. McKivigan (ed.), ''Abolitionism and American Reform'', New York: Garland Publishing, 1999, p. 1. | ||
| + | * Discuss the following statement: “The great debate among American abolitionists prior to the Civil War centered upon the question of the proper method of ending slavery. How was a movement with negligible support outside of the northern states to abolish an institution that existed in the southern states?” Stanley C. Harrold, Jr., “The Southern Strategy of the Liberty Party,” in John R. McKivigan, ''Abolitionism and American Politics and Government'', New York: Garland Publishing, 1999, p. 33. | ||
| + | * Discuss the following statement: “The abolitionist crusade began during the first administration of Andrew Jackson with a declaration of holy war against slavery, and it ended nearly thirty-five years later when Abraham Lincoln signed the Emancipation Proclamation.” John L. Thomas, “The Abolitionist Crusade,” in ''Slavery Attacked: the Abolitionist Crusade'', Prentice-Hall: Englewood Cliffs, N.J., 1965, p. 1. | ||
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| + | ===Construction de l'Ouest américain (1865-1895) dans le cinéma hollywoodien=== | ||
| + | * (In)equality in American Westerns | ||
| + | * Regeneration through violence in Hollywood Westerns | ||
| + | * Discuss the following statement: "“The Western’s Indian does not stand in the way of American progress so much as he stands in the way of the coming-to-be of the American.” Armando J. Prats, ''Invisible Natives: Myth and Identity in the American Western'', Ithaca and London: Cornell University Press, 2002, p. 10. | ||
| + | * Discuss the following statement: “[S]ince the Western offers itself as a myth of American origins, it implies that its violence is an essential and necessary part of the process through which American society was established and through which its democratic values are defended and enforced.” Richard Slotkin, ''Gunfighter Nation: The Myth of the Frontier in Twentieth-Century America'' [1992], Norman: University of Oklahoma Press, 1998, p. 352. | ||
| + | * “Indians are repressed in Westerns – there but not there – in the same way women are. And when they do appear they are even more unreal. At least women in Westerns are not played by men.” Jane Tompkins, ''West of Everything: The Inner Life of Westerns'', Oxford: Oxford University Press, 1992, p.9. | ||
| + | * Discuss the following statement: “For me, the Western is essentially defined by setting. I refer here not so much to a particular geographic setting like the Rocky Mountains or the Great Plains, but to a symbolic setting representing the boundary between order and chaos, between tradition and newness.” John G. Cawelti, ''The Six-Gun Mystique Sequel'', Bowling Green: Bowling Green State University Popular Press, 1999, p. 9. | ||
| + | * Discuss the following statement: “As America’s foundation ritual, the Western projects a formalized vision of the nation’s infinite possibilities and limitless vistas, thus serving to “naturalize” the policies of westward expansion and Manifest Destiny.” Thomas Schatz, ''Hollywood Genres: Formulas, Filmmaking and the Studio System'', New York: Random House, 1981, p. 47. | ||
| + | * Discuss the following statement: “It seems to me that the cattle town experience points toward a remarkable truth: despite all the mythologizing, violent fatalities in the Old West tended to be rare rather than common. Does that mean it was a wholesome tranquil place? Probably not. But it was clearly a safer – and one heck of a lot saner – West than ever dreamt of in our national imagination.” Robert R. Dykstra, “Field Notes: Overdosing on Dodge City,” ''Western Historical Quarterly'', 27, Winter 1996, in Clyde A. Milner II, Anne M. Butler & David Rich Lewis, ''Major Problems in the History of the American West: Documents and Essays'', New York: Houghton Mifflin Company, 1997, p. 221. | ||
| ===Contre-culture=== | ===Contre-culture=== | ||
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Agrégation Externe : annales des sujets de leçon de civilisation
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