Controversy with Memorials

         I picked this topic because I did not know that there was controversy with how memorials were designed. In 2012, I went on the trip to Washington D.C. for a class trip. My favorite part of the trip was when we visited the different memorials in D.C. It was my first time seeing these memorials in person and I was interested to learn more about them even though we covered a small portion about them in Mr. Moore's history class. As an eighth grader, I did not know that there was controversy for many of these memorials. I picked memorials/monuments that are controversial in the Washington D.C. area. This is because these monuments are well known and can be portrayed differently by various people.

         The United States has been involved in many wars and in order to honor those who have fought for our country, we build memorials and monuments. Other memorials are dedicated to a certain person who have contributed to our country in the past. Public memorials and monuments attract millions of visitors from around the country and even from the world. The purpose of these memorials or monuments is to illustrate the fallen soldiers or a significant event in America's history. We not only treat these memorials as remembrance of the people in the past and for events with respect, but they are also beneficial to our education. These monuments are designed in a specific way because each of these memorials have a symbolic meaning to them.

This picture is of the Iwo Jima Memorial. This memorial shows men working together to fight for our country. This memorial is meant to honor them. 

         The Lincoln Memorial was built in 1922 by architects Henry Bacon and Daniel Chester French. Henry Bacon was the winner of a national design competition. Daniel Chester French, chairman of Fine Arts Commission, was chosen by the Lincoln Memorial Committee to design the statue of Lincoln. He had to resign from his chairman position in order to design the statue. The memorial is constructed with granite, marble, and limestone, and is designed based on the Parthenon in Athens, Greece. The monument is surrounded by 36 columns, representing the number of states during Lincoln's presidency. Henry Bacon wanted the primary impression to be "dignified, imposing simplicity." (NPS) This Greek design caused controversy among some people. For example, William Gray Purcell and George Grant Elmslie, two architects, opposed to the design. From the Editorial, The Independent, Purcell wrote: " We have great admiration for the architecture of the Greeks, we have great admiration for the personality of Lincoln, but somehow we cannot make these two things match in our mind." (Organica) He believed that it was wrong to resemble a democratic form of Lincoln in a Greek setting. There was also controversy about the location of the memorial and opposed the proposed location. Many people believed that the Potomac River was a swamp and didn't want the memorial located on a swamp. 

This picture is of the Lincoln Memorial. This architecture design was based on the Parthenon in Athens, Greece.

           In 1979, Congress gave permission to the Vietnam veterans' committee to build a Vietnam War Memorial dedicated to the American soldiers who had lost their lives during the war. The committee made a competition and choose the best idea for the memorial. Out of 1,400 proposals, Maya Lin, an Asian Yale undergraduate living in America, was chosen to design the memorial in 1981. When I was first researching about this memorial, I thought that there was controversy from her ethnic background, but her design for the memorial caused anger among the veterans and the rest of the country. Maya Lin's plan for the memorial was to have to V-shaped granite walls with approximately 60,000 names of those who died facing towards the Washington Monument and the other side facing the Lincoln Memorial. 
           
        Her design was different than traditional monuments that had flags and statues of soldiers. Many people thought the color of the memorial, black, was controversial because they thought it had to do with death. According to Green Museum, a protestor said: "One needs no artistic education to see this memorial design for what it is: a black scar, in a hole, hidden as if out of shame." The protestors wanted to change the color to white, flags, and have some statues of soldiers. The committee came up with a solution to keep the color black, and to have flags at the end of each V. 

This is the Vietnam Memorial, and as you can see one side of the V is pointed towards the Washington Monument. There are also names of those who died fighting for our country.

This picture shows a bronze statue of Franklin Delano Roosevelt and his dog, Fala

           The Franklin Delano Roosevelt National Memorial was to honor our 32nd president for his leadership during the Great Depression. The memorial is divided into four "rooms." The first room represents his inauguration and his years as the President. In room two, The Breadline is represented as the buildup to the Great Depression.  Room three is the waterfall, which represents the downfall of the economy and the beginning of the Great Depression. The last room is a monumental bas-relief that represents the death of Roosevelt.
           
          As with any monument, there was controversy about Roosevelt's sitting in a wheelchair. In 1921, Roosevelt was paralyzed from polio. In 1974, Lawrence Halprin was chosen by the FDR Memorial Commission for the best proposal for the memorial. "Lawrence Halprin designed the memorial in a way that was accessible to people with all sorts of disabilities." (NPS) I believe that Halprin's intention was to allow the people with disabilities to move freely in the memorial. When I visited in eighth grade, I remembered how open and friendly the environment around the memorial was. Some people believed that the statue should acknowledge Roosevelt's paralysis. According to NPS, others argued that the statue would "increase awareness and set an inspiring example for others who struggled with disability." (NPS) What this meant was that Roosevelt did not like showing that he was paralyzed and he did not want to "increase awareness" to his problem. Even though Roosevelt did not want disability to stop him from doing his job as the President, the memorial reminds the country of the man who did not let this happen. 

This picture shows the statue of FDR in a wheelchair. This statue is what caused controversy. 

          Who gets to decide how we symbolically remember events from the past? Most designers are chosen through a competition. Maya Lin, Henry Bacon, and Lawrence Halprin were all selected by a committee dedicated to that memorial. Out of hundreds of other designs, they were all chosen to design the memorials. Even though the committee decides on who gets to design the memorial, the people of the country also have a say in how they want it to look like. This why were is controversy with each memorial. 

         With any memorial or monument there is always a controversy with a design or even the person designing the memorial. There are people who view the symbolic meaning to the memorial in a different way. The people who design the memorial will propose a plan but the plan changes so that everyone is satisfied. Memorials commemorate those who have changed our country, whether it was a President or even an important event. 

Annotations:

Maya Lin's Vietnam Veterans' Memorial: From this website, I learned how the Vietnam Memorial design was chosen and how there was controversy with the design that was chosen and how at the end the committee made a compromise. 

Green Museum: I used this website to learn about the design of the memorial and the small details that bothered many veterans and other citizens of America. I also learned about Maya Lin's background. 

Vietnam Wall Controversy: I used this website to learn about the controversy with Maya Lin's design. It talked about how she didn't want to change the design because she believed it "violated the integrity of her work" I also got a time frame of when this occurred. 

Lincoln Memorial Primary Source: This source is a primary source and I used these documents to help me learn about how people opposed and why they didn't like the design of the memorial, especially architect Purcell. 

Lincoln Memorial: I used this website to learn more about the design of the Lincoln Memorial, and why Bacon and French designed the memorial and the statue that way. 

Henry Bacon: I used this website to learn about Bacon's background and how he was chosen to design the memorial 

Daniel Chester French: Like the website above, I used this to learn about French's background and how he was chosen to design the statue. 

Franklin Roosevelt Memorial: From this website, I learned about the design of the memorial and how each room had a specific reason to why it was there. I also learned that Roosevelt's statue of him sitting in a wheelchair caused controversy. 

Controversy about FDR: In this website, I also learned about the controversy with FDR's memorial. 

Purpose of FDR Memorial: I used this website to learn about the purpose of the memorial and why it was built and the reason to why it was designed in a specific way. 

Status Report #1

Hey blogger,

Today in history class we took some time to do research. I had an introduction to the Cold War and what it really was. I learned that the Cold War was between the U.S. and the USSR and their allies and how the U.S. didn't want the USSR to spread its communism to the rest of the world. The Cold War was a war but the reason why it was called the Cold War was because there was no fighting between the two countries. This time period was also known as the Atomic Age because this was when a lot of countries started to create nuclear weapons. After doing some more research about the Cold War, I am going to watch Dr. Strangelove and Fail Safe to see how the Cold War was through the movies.

XoXo
Deepa Gadde

Cinderella Man

            The movie, Cinderella Man, is a film that depicts the struggle during the Great Depression of boxer James J. Braddock. The film, directed by Ron Howard, takes place during the late 1920’s and early 1930’s and does a great job of accurately illustrating the harsh conditions of a typical family’s lifestyle during the Great Depression in the United States of America as he shows it through a normal family, Braddock’s family. Most films that have a historical background to it do not show the details of how life was during a certain time period. The film does an excellent job of conveying an accurate “feel” of the Great Depression through the costumes, facial expressions, and the obstacles that Braddock has to overcome. Cinderella Man accurately shows the Great Depression through the journey of James J. Braddock and his family during a time when there were harsh living conditions.
             True representation of the Great Depression was shown throughout the entire movie. The scenes where Braddock goes to work are specific examples during the Great Depression. Lots of men would line up at places where work would be offered like how Braddock lined up at the docks begging to be chosen for one day to gain a couple of dollars. Even though the salary was low, men during this time did everything they could to just gain those couple of dollars. The first time we see Braddock get chosen for work was right after he had broken his hand. In the scene where Braddock and Mike work together to lift those bags shows how even with a broken hand, he does not give up. Comparing the people who own the docks and the people asking for work, it is obvious that there is a distinction in their clothing. The people asking for work looked like their clothes were worn out and the business people had suits and had a rich feeling to them. The movie does a good job of emphasizing the struggle men had in finding work for a day.
     

This picture is from the scene where Braddock is begging to be chosen for work on the docks

               Another example of the movie capturing the conditions during the Great Depression is the scene where Braddock goes to get relief money and when he begs his boxing friends to help support him and his family. During this time, relief money was a way of getting money that is set up by the government to provide aid for people in need. In the Depression Era, it was common that relief centers would often run out of money before they could give all of the families standing in lines to get some money. In Cinderella Man, as Braddock goes to get relief money, many people are staring at him and wondering why he was there. Braddock is humiliated and embarrassed as he stands in line to accept government relief funding money. This scene captures a part of the Great Depression and shows how people who were once rich had to go and get help because they had no way of supporting their family. When Mae, Braddock’s wife, sent the kids to their relative’s house, Braddock was very upset at the fact that he could not support his family in anyway. He made a promise to his son about how he would never send him away, and as soon as he finds out that they were gone, he goes back to the boxing place and stands there in front of his friends and begs them for a donation to pay for his electric bills so he can bring his kids back. This accurately depicts how children had to be sent away to different parts of the country because families did not have enough money to support them.

         Another accurate depiction of the Great Depression is how the city looked in the movie. During this time, most businesses had been closed and many people would live on the streets begging for money and asking for jobs. Before the Great Depression in the movie, the houses and even the boxing rink looked like it was built with a lot of money. Inside the house, you could see lots of expensive objects like china. After the depression happened, there was a shift from rich to poor. I automatically got the view that almost everyone in the city had to live in conditions like this, which was true. The area that the Braddock’s family lived in was under ground and barely had lighting inside their home. Everyone’s clothes in city looked like they were worn out because during this time, people tried to sell everything they could. Out of all of the stores downtown they showed a meat shop, but everything looked like it had been closed down and that it was the only store open. A big part of the city was also cars before the Depression. Most people had cars during this time period and after the depression hit, there were barely any cars shown in the movie. The city life was a big part of the Great Depression and the movie accurately shows how a big city could turn into something that looked like a fire had destroyed everything.

             In conclusion, Cinderella Man is an accurate depiction of the Great Depression. The director does a good job of portraying the hopelessness and the struggle of Americans during the Great Depression. It vividly illustrates the struggles of the Great Depression and how it brought hope and faith in families like Braddock’s. One can learn about the life during the Great Depression from just watching the film. Cinderella Man is a great way to open our eyes to the historical significance from just watching Braddock’s story of how he became successful and from his family. 

Websites:

http://www.boxingscene.com/-biggest-thing-cinderella-man-got-wrong--1317
http://fashion.just-the-swing.com/1930s-womens-fashion
http://en.wikipedia.org/wiki/Cinderella_Man
http://www.jamesjbraddock.com/

Field Trip to Birmingham!!!!

The US History and APUSH classes went on a field trip to Birmingham. We went to the 16th Street Baptist Church and the Civil Rights Institute Museum. At the 16th Street Baptist Church, the volunteer speaker told us about the time during the Civil Rights Movement. One thing I learned from this man is that Robert Chambliss was the man who put the bomb at the church. I also learned that it took 14 years after the bombing to call him as a suspect. The bombing took 4 innocent young girls lives. They were in the same room and when the fire department found the girls, their tiny bodies were stacked on top of each other. On the documentary film, that we watched before we went to Birmingham, they talked about the bombing, but learning about it from someone who was alive during the Civil Rights movement changed my perspective. 

Going to the Civil Rights Institute also changed my perspective of the Civil Rights Movement. My favorite artifact in the whole museum was the music jukebox that was in the beginning of the self guided tour. I spent the most time in the music area because I did not know that music was a big part during this time. In the documentary, the video would show people singing while they were protesting and even singing in a jail cell. The music was all jazzy and and all of the African Americans seemed to be happy while they were singing. They were proud of their musical talents. Another part of the museum that I enjoyed was the big poster of the American flag with faces in between the flag behind it. My first impression of this artifact was that African Americans were not a part of the American society and the people who are behind the flag are trying to be a part of the society, like how they were trying to gain freedom during the movement. I also enjoyed looking at the KKK outfit that they wore. Emory and I were like "This is not a cute outfit to wear, why would they wear that?'

The Civil Rights Field Trip was definitely a good trip to have. It changed my perspective on how the Civil Rights Movement actually was. Looking at all the artifacts made it seem very realistic and showed how African Americans really did fight for freedom and equality. This trip was a different experience for the 11th graders. Staying in school learning about the civil rights movement is very boring. History is history, but actually learning about it at the place where it began made it seem more important. 

Questions about World War I

1. When did World War I begin, and Why? (What was the immediate cause?) Between what two groups of allies was it fought? Give the name and member countries for each of the opposing sides.

       World War I began on July 28, 1914. The immediate cause of the war was the assassination of Franz Fernindad, the archduke of Austria-Hungary. The war was fought between two group of allies. The Allies included Britain, France, Russia, Italy, and United States. The Central Powers included Germany, Austria-Hungary, Ottoman Empire, Bulgaria.  

2. When and why did the United States enter the war

        The United States entered the war on April 6, 1917. They entered the war when Wilson requested a declaration of war to the Congress because Germany violated its pledge to suspend unrestricted submarine warfare in the North Atlantic and Mediterranean.

3. When and why did World War I come to an end

         World War I had come to an end when Germany abdicated on November 11, 1918. The war ended because Germany was not strong enough to fight ever since the United States decided to join. 

4. What were the terms of the major agreement ending the war? Why did the United States not ratify this treaty, even though President Wilson had played such a major role in negotiating it?

          All of the nations had agreed to stop fighting while the terms of peace were negotiated. The United States did not ratify this treaty because they did not want to be involved with the League of Nations, which would lead the U.S. to overseas problems and possibly overseas wars. 

5. Come up with a question of your own. What would you like to know? What do the facts about World War I make you wonder?

         Was world war I avoidable? How many people died during the war? How were people in Europe affected during the war? 

Women Suffrage Movement

             The Woman Suffrage Movement started from woman’s ongoing struggle for Equality throughout the nineteenth and twentieth century. Women were denied equality almost completely. They had little say in politics, education, work, and in their homes, and therefore they began a strong movement that would continue to present day in order to gain equality. The movement’s main goal was to attempt in gaining equal rights, particularly the right to vote. Eventually the movement led up to the ratification of the Nineteenth Amendment of the United States Constitution.

            

     In the nineteenth century, women were excluded from most emerging professions.There were only a few women who were actually doctors, lawyers, engineers, or even managers of companies. Most of the women during this time period were educated, as well as, black women. Black Women who were educated took teaching jobs. Even if these women are educated, most people, men and women, believe that women are not suited for the “public world.” During this time period, many technological innovations made housework less onerous and because of this, women were looking for activities outside of housework. This is what made women realize that they did not have the same rights as men.

                The Women Suffrage Campaign started in 1848 at Seneca Falls Convention at Seneca Falls, New York. Suffrage supporter’s main goal was to obtain the right to vote for females and to try to educate the public about the importance of voting rights. The Convention was organized by females who stepped up to take this important role. They were Jane Hunt, Mary Ann McClintock, Lucretia Mott, Elizabeth Cady Stanton, and Martha Wright. They were all motivated by the fact that they had too little intellectual activities. Their goal at the convention was to gather social, economic, and intellectual ideas and then brainstorm possible solutions to the problems. During this convention, there were struggles that they had faced. This was from differences in leadership roles, various strategies and solutions, and shifting political environments. As time went one, membership increased from 13,000 in 1893 to millions of people by 1910. At the end of this convention, Elizabeth Cady Stanton and Susan B. Anthony, a key figure in the movement, organized the National Women Suffrage Association. Another organization, The National Woman’s Party, was under the control of Alice Paul. This organization also was made to fight for women’s rights. This organization is different from NWSA because it was more militant. This means that they undertook radical actions.

This picture shows two women holding a sign that says "Votes For Women." These women look like they are part of a women suffrage organization. This is because they are dressed in "rich" clothes.

                Under the leadership of Anthony, Stanton, and Paul, suffragists undertook radical actions. Politicians were unwilling to listen to their views and their beliefs. Because of this, the woman suffrage movement became a mass movement because they believed that they needed to be heard. Suffragists targeted the Congress and took part in actions that rebelled against the government. During the presidential election, Anthony was thrown in jail for illegal voting when she cast a ballot for Ulysses S. Grant. Suffragists were willing to break the law to raise awareness. They used tactics, parades, silent vigils, and even hunger strikes. This caused them to get their attention on media and granted them the attention on media.

                  Cartooning and social media were a big part for the women suffrage movement. Before this time, cartooning was considered to be masculine, but was an entry to cartooning for women. Cartoons were illustrated as both negative and positive. They portrayed females in two different positive views. Women were advertised as weak, victimized, and suffering from oppression, and therefore in need to vote in order to get the protection she needs. Another positive way was that they were shown as morally superior and as someone who would sweep corruption out of the government and therefore deserved the right to vote in order to protect the country. The visual imagery had a major impact across the country and reached out to larger audiences and in fact changed some views about woman suffrage. Anti-Suffragists also created propaganda and created negative stereotypes. Their goal was to take an idea, object, or person and then create it to impose a single form in which denies the variations of woman suffrage. This was a challenge for suffragists because the stereotypes and illustrations that the anti-suffragists created compelled viewers, which sent opposing messages.

            The Women Suffrage Movement was the largest single reform movement in American history for the fight for women suffrage. Suffrage advocates believed that they had “natural rights” like men do and that they deserve the same rights as men. Along with the people fighting or women rights, there was also an anti-suffragist movement. The Anti-Suffragists were mostly dominated by men but there was support from women too. Most women who supported the anti-suffragists were usually middle-class, conservative, and Protestant. They believed that women suffrage was against the laws of nature for to women to seek rights and believed that it would go against God’s will. They wanted women to feel proud that they were bound to the affairs of home and family. They praised women for their mental and emotional different to man, inferior to the public, but superior at home. The Anti-Suffragist’s views were spread through media. In July of 1908, The New York State Association Opposed to Woman Suffrage published their first issue “The Anti Suffragist.” This newspaper’s goal was to present arguments against woman’s suffrage and to show the views of woman who opposed woman suffrage. Even after the nineteenth amendment had been passed in 1920, another news article, Woman Patriot, continued to publish articles opposing the work of feminists and liberal woman groups.

  

This is a picture of an organization that is opposed to women suffrage. Most of the people who were part of this organization were men. There were some women that took part in these organizations.

              Closer to the ratification of the nineteenth amendment, states had been voting to grant women the right to vote. In 1910, Washington had become the first state in fourteen years to extend suffrage to women. California and four other states had also allowed women to vote. The states on the west side of the country were the first to allow women to vote. This is because there was an absence of large Catholic communities in the west, but in the east, woman suffrage was a cultural issue. In 1913, Illinois has become the first state of the east to embrace suffrage. By 1919, thirty-nine states had granted women the right to vote. And finally in 1920, women around the country had the right to vote. The nineteenth amendment was a crucial step in the process by which the nation extended political rights. When women gained the right to vote, voter participation of men and women started to decline nationally.

This picture shows the success for women's rights after the election. The countries that have granted suffrage are in white. 

            In conclusion, The Nineteenth Amendment allowed women to begin participating in the public sphere of the United States, but this participation would not have occurred if it were not for the Women’s Movement of the nineteenth and twentieth centuries. Both the National Women Suffrage Association and the National Woman’s Party granted voting rights for women. 

This picture shows an organization that supports women suffrage. On this sign, there is an advertisement directed to the men who don't support women suffrage. The organization is supported mostly by women. 

This picture shows women in a parade advertising that "President Wilson supports Women Suffrage" President Wilson was one of the few men that supported women rights. Many men opposed to women suffrage.

ANNOTATED BIBLIOGRAPHY:

Sheppard, Alice. Cartooning for Suffrage. Albuquerque: University of New Mexico Press, 1994. 

      I used this website to learn more about the cartooning that took place during Women Suffrage. In this website they talk about cartoons that were drawn in both the American suffrage movement as well as the British suffrage movement. For this research project, I only read the information that was relevant to the American suffrage movement. This website was useful because it gave me a good understanding of why these cartoons were drawn. This website also included cartoons that were drawn during the movement. 

Mintz S, McNeil S. Overview of the Progressive Era. Digital History, 2013. 

      This was the first website that I used to start my research. This website was useful for me because it allowed me to get an overview of what the progressive era was like and what the women suffrage movement was. This website helped me find ways of expanding my research. There is not a lot of information about women's suffrage or about the progressive era but it gave me a start to what I need to focus on in my research.

Teaching With Documents: Woman Suffrage and the 19th Amendment. The U.S. National Archives and Records Administration

      This website included many primary sources. This website is from the U.S. National Archives which is a government website. The url includes ".gov" so this also indicates that it is a government website. This website does not have an author but I believe that this is a credible source because it includes many documents like Susan B. Antony's Petition to Congress that has pictures of her actual petition. The petition itself was very hard to read, but there was a paragraph explaining what Anthony was petitioning about. I used 4 primary documents from the women suffrage movement for my research.

DuBois, Ellen. Reconstruction and the Battle for Woman Suffrage. New York: The Gilder Lehrman Institute of American History, 2009. 

      This website allowed me to get an understanding of how Women Suffrage started. This article by DuBois, talks about the anti suffragists and the people for woman suffrage. This website helps with the history part of research and the background of how women got voting rights. I believe that this is a credible source because the author is a professor at the University Of California in Los Angeles. The website that this information comes from is also from an institute in New York that has a large collection of American historical documents from 1760-1876. 

Causes: The Woman Suffrage Movement. Washington D.C: National Women's History Museum, 2007. 

       This website helped me with my research by helping me understand the causes of the women suffrage movement. This website does not have a lot of information about the movement after how it started but it is a helpful website. This website does not have an author but I believe it is a credible source because this article is from the National Women's History Museum in D.C. This website also includes pictures that have helped me see what the suffrage movement was and to see the "leaders" of the movement in pictures with captions explaining what they were doing. 

The Women's Rights Movements, 1848-1920. Washington D.C.: History, Art, and Archives United States House of Representatives. 

       This website was the best website that I used for my research because it really gave a deeper meaning of the women suffrage movement instead of just listing facts about the movement. This website gives information about how it started and about the challenges from the movement. This website does not have an author but I believe it is a credible source because it is a government website from the United States House of Representatives. I also believe that this is a credible source because at the end of the article there were citations from other sources that the government had used. Most of the websites that I used for this research project did not have citations like this website.

Hawkes, Sarah. The Battle For Freedom: American Suffragists and the Nineteenth Amendment. US History Scene, 2012.
        This website was one of the most useful websites for my research. This is because it includes the history of how the women suffrage movement started and where it first took place. The author tells us about the first advocates of the movement. I believe that this website is credible because I believe that the history that the author rights about is true. This website only lists facts about the movement. This website will be useful for the first part of my essay because it has given me enough information to write about how it started and the introduction to the movement.

Brinkley, Alan. American History: A Survey, 12th edition. McGraw Hill/ McGraw Hill Higher Education, 2007.
         This book had a lot of information on the women suffrage movement. The women suffrage movement was one of the largest sections in the chapter. The book includes a wide range of information about the movement. It included how it started and the famous leaders that led the movement. I believe this is a credible source because it is a history textbook and I don't think any of the information that is provided is false. This book helped me with my research because I could research some of the names mentioned in text and then searched for them in other sources.

How To Analyze a Political Cartoon

How do you view a political cartoon?1. Why did they draw the cartoon
2. What message does it send to the cartoon viewers
3. Is it offensive to someone or something
4. What stands out from the cartoon
5. Is there something odd looking in the cartoon
I would observe the techniques that the cartoonists use for their political cartoon. Some of these techniques include symbolism, exaggeration, irony, or analogy. After looking at the political cartoon I would read the caption or any words that appear on the cartoon. After doing that I will question myself " What is this cartoon about" I would also see it in the view of the cartoonist.

This political cartoon is a representation of the Spanish American War. This cartoon shows a cuban mother crying over her son. This shows how deadly the Spanish American War was. The caption "The Cuban Mother" shows how young men like the one pictured above are killed during this war. This political cartoon gives a negative message because it shows how the negative sides of this war while Cuba is trying to fight for independence. 

This political cartoon shows how the Americans are helping the Philippines in the war. They show Uncle Sam as a big "giant" and the Filipino as a small person who is begging for help. The caption " It Makes A Difference" gives a message that helping people like the Americans did will make a difference. This political cartoon gives a positive message about the Americans because it shows how they care about other countries and are willing to help.

This political cartoon is from the Philippine conflict. This cartoon shows a nice polished shoe stepping over the Philippine land. The shiny shoe represents wealth and that the Americans are invading the land. The little man is trying to use a stick to push away the big show. This shows that the Philippines have no power over the Americans. This gives a negative response because it shows that the Americans are invading the Filipinos and their land.