DOCSLIB.ORG

Wars & Holbrooks

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Dear Cousins, I wanted to post this in honor of Veteran’s Day 2018. The following is a list and short description of military conflicts in which the ancestors of Joseph Angell Holbrook are known to or may have participated. The list of Wars and Conflicts is followed by a list of his ancestors known to date to have been veterans of military service (in any respect) or who may have been killed as a result of any hostile action. I know the list of ancestors is not complete and welcome any additions or corrections any of you may have. Next year I would like to expand the list to include names of his descendants who were, or are, veterans of any military service not listed below. As Always, Joseph R. Willey [email protected] Colonial Wars: (Colonial America) 1607-1615 Tarrantine War (Waged by the Tarrantine Indian tribe against early traders, trappers, and settlers in present day New Hampshire and Maine. 1637 Pequot War (Waged between English Colonists their Mohegan and Narragansett allies, and the Pequot Tribe over control of the fur trade in Southeastern New England.) 1675-1676+ King Philip’s War (Named after Metacomet, Chief of the Wampanoag Tribe who adopted the English name of King Philip. The War followed 50-years of mostly peaceful coexistence between Indians and Colonists. The War was caused by Philip’s disdain of the Colonists’ lopsided attitudes and mostly one-sided views about peaceful coexistence. Philip was successful in unifying the Wampanoags, Nipmucks, Podunks, Narragansetts, Nashaways, Mohegans, and Pequots against English colonists. The War is considered by some historians to have been the “The First Indian War”. It was the most disastrous event in 17th century New England resulting in the destruction of 12 towns with damage inflicted on many more, the ruination of the economies of Plymouth and Rhode Island Colonies, and loss of one-tenth of all military age men (16-60). More than ½ of all new England’s towns were attacked. Per capita some historians consider it to be the most destructive, deadliest, and bloodiest conflict in the history of our country.) 1689-1697 King William’s War (Initiated by France challenging the right of King James II to his throne. French in Canada with their Indian allies waged war against English forces in New England. Sometimes referred to as the 1st French Indian War.) 1702-1713 Queen Ann’s War (Initiated by England, Holland, and Austria against France to halt French intentions to unite with Spain. All 13 Colonies and their Indian allies participated in military actions against French, Canadian, and Indian forces. Sometimes referred to as the 2nd Indian War.) 1721-1725 Dummer’s War (Disputes regarding the border between Acadia and Maine resulted in a series of battles between New England forces and French/Canadian troops and their Indian allies from the Abenaki, Pequawket, Mi’kmaq, and Maliseet Tribes.) 1739-1748 War of Jenkin’s Ear (Conflict between Britain and Spain regarding trade in the Caribbean and coincided with the King George’s War.) 1744-1748 King George’s War (Sparked by the War of Jenkin’s Ear and the third struggle between Great Britain and France over control of North America.) 1755-1763 French and Indian War (AKA: the Seven Years’ War was a 4th conflict between Great Britain and France regarding territorial westward expansion by both the French and English and relative claims regarding the border with Canada.) 1759-1761 Cherokee War (Begun in Virginia when English settlers attacked and killed several Cherokee warriors returning from battles against the French. The War was fought in the Virginias and Carolinas.) 1774 Lord Dunmore’s War (Fought between Virginian colonists and the Shawnee, Mingo, and Delaware Indians.) 18th Century Wars (United States) 1775-1783 The Revolutionary War (Colonial America’s war for independence from Great Britain.) 1776-1795 Cherokee-American Wars (Also known as the Chickamauga Wars it consisted of armed conflicts between Cherokees and Americas. Fighting occurred primarily along the then upper Southwest frontier. During the first phase of the War the Cherokees were allies of the British during the Revolutionary War. In the second stage, the Cherokees allied with Spain against the newly established United States of America.) 1785-1793 Northwest Indian War (Fought between the United States and a British support confederacy of Indian tribes over control of the Northwest Territory.) 1786-1787 Shay’s Rebellion (Pre-Constitution uprising in Massachusetts regarding economic and civil rights violations.) 1791-1794 Whiskey Rebellion (Insurrection/protest against the imposition by the Congress of a tax on American produced whiskey. The first tax imposed on by the newly formed federal government on a domestically produced product.) 1798-1800 Franco-American Naval War (Also known as the Quasi-War, it was an undeclared war between the U.S. and France fought almost entirely at sea. Caused by America’s decision, following the French Revolution, to stop payments of its war debt to France; incurred when France came to assistance of American during its Revolutionary War. America claimed the debt was owed to a “previous regime”. In response, the new French Government authorized privateers and it’s navy to attack and seize American ships and their cargos.) 19th Century Wars 1801-1805 1st Barbary War (Mediterranean Sea off the coast of Tripoli; the U.S. and Sweden united to fight against four North African states known collectively as the Barbary States. Pirates from the Barbary States engaged in seizing American merchant ships and holding the crews for ransom was the cause of the war.) 1811 German Coast Uprising (Territory of Orleans; the largest slave revolt in U.S. history on what was then known as Louisiana’s German Coast.) 1811 Tecumseh’s War (Part of the American-Indian Wars and the War of 1812 and fought in what was the Territory of Indiana. Involved the Shawnee tribe.) 1812-1815 War of 1812 (Caused by British interference with American shipping and impressment of American seamen. In the course of the War, British troops invaded the U.S., marched to Washington, D.C. and burned the White House. The Brits also invade Louisiana where they were defeated by general Andrew Jackson at the Battle of New Orleans.) 1813-1814 Creek War (Took place primarily in present day Alabama and along the Gulf Coast. Creek Indian factions aided and supported by British and Spanish factions initiated a conflict against the U.S. with the intent of halting America’s western expansion.) 1815 2nd Barbary War (Continued belligerent behavior by the Barbary pirates towards international seagoing traffic resulted in this second war against the Barbary States.) 1817-1818 1st Seminole War (Pensacola, Florida; part of the American Indian Wars. Fought against Spain and the Seminole Tribe. The U.S. was victorious and as result Spain ceded Florida to the United States.) 1820-1875 Texas-Indian Wars (A series of conflicts between settlers in Texas and Southern Plains Indian Tribes.) 1823 Arikara War (Along the Missouri River in what is present day South Dakota. The U.S. and Sioux Indian allies waged a campaign against the Arikara Tribe over trade, primarily the fur trade.) 1825-1828 Aegean Sea Anti-Piracy Operation (Aegean Sea, Greece. U.S. ships were dispatched to the region to suppress piracy.) 1827 Winnebago War (Fought in Illinois and Michigan Territories, primarily in present day Wisconsin over lead mining rights. Part of the American -Indian Wars involving the Winnebago tribe.) 1832 1st Sumatran Expedition (Fought on the Island of Sumatra against the Aceh Sultanate over a Sumatran attack on a U.S. merchant vessel resulting in the massacre of that ship’s crew.) 1832 Black Hawk War (Part of the American Indian Wars fought along the Mississippi River in the state of Illinois and Michigan Territory, present day Illinois and Iowa.) 1835-1842 2nd Seminole War (Florida, part of the American Indian Wars.) 1836 War of Texas’ Independence from Mexico 1838 2nd Sumatran Expedition (A second expedition deployed to Sumatra in response to Sumatran attacks on American merchant vessels.) 1838 Aroostook War (Fought in Maine and New Brunswick, Canada, this conflict regarded the international border between Maine and the British colony of New Brunswick.) 1842 Ivory Coast Expedition (Part of the African slave trade patrols intended to suppress the slave trade. Expedition was launched following attacks by Bereby pirates against American merchant vessels.) 1846-1848 Mexican-American War (Fought in Texas, New Mexico, California and Mexico. Caused by Mexico’s refusal to accept the cession of Texas following the War of Texas’ Independence. The War started after Mexican forces attacked American forces. The War concluded with Mexico recognizing the Rio Grade River as their northern border with the U.S. and their cession of California and New Mexico territories to the U.S. This is the war in which the Mormon Battalion served.) 1847-1855 Cayuse War (Oregon, part of the American-Indian Wars involving the Cayuse tribe.) 1851-1900 Apache Wars (Southwestern United States, part of American-Indian Wars.) 1855-1856 Puget Sound Wars (Washington State, part of the American-Indian Wars involving the Nisqually, Muckleshoot, Puyallup, and Klickitat Tribes. Fought over land rights.) 1855 1st Fiji Expedition (Fiji, occurred during Fijian Civil War in response to alleged arson attacks on the American Commercial Agent.) 1855-1856 Rogue River Wars (Oregon, part of the American-Indian Wars involving tribes occupying the Rogue River Valley in present day southern Oregon. Caused by uncontrolled settlement of the region created through the Oregon Trail and gold rushes.) 1855-1858 3rd Seminole War (Florida, part of the American Indian Wars. Started after Seminole attacks on Army patrols.) 1855-1858 Yakima War (Washington Territory, part of the American-Indian Wars.
Recommended publications
  • Proquest Dissertations

    Proquest Dissertations

    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to loe removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI* Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 WASHINGTON IRVING CHAMBERS: INNOVATION, PROFESSIONALIZATION, AND THE NEW NAVY, 1872-1919 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctorof Philosophy in the Graduate School of The Ohio State University By Stephen Kenneth Stein, B.A., M.A.
  • Civilization and Sexual Abuse: Selected Indian Captivity Narratives and the Native American Boarding-School Experience

    Civilization and Sexual Abuse: Selected Indian Captivity Narratives and the Native American Boarding-School Experience

    ................................................................................................................. CROSSROADS. A Journal of English Studies 27 (2019) EWA SKAŁ1 DOI: 10.15290/CR.2019.27.4.05 University of Opole ORCID: 0000-0001-7550-3292 Civilization and sexual abuse: selected Indian captivity narratives and the Native American boarding-school experience Abstract. This paper offers a contrastive analysis of Indian captivity narratives and the Native American boarding-school experience. Indian captivity narratives describe the ordeals of white women and men, kidnapped by Indians, who were separated from their families and subsequently lived months or even years with Indian tribes. The Native American boarding-school experience, which began in the late nineteenth century, took thousands of Indian children from their parents for the purpose of “assimi- lation to civilization” to be facilitated through governmental schools, thereby creating a captivity of a different sort. Through an examination of these two different types of narratives, this paper reveals the themes of ethnocentrism and sexual abuse, drawing a contrast that erodes the Euro-American discourse of civilization that informs captivity narratives and the boarding-school, assimilationist experiment. Keywords: Native Americans, captivity narratives, boarding schools, sexual abuse, assimilation. 1. Introduction Comparing Indian captivity narratives and writings on the Native American board- ing- school experience is as harrowing as it is instructive. Indian captivity narratives, mostly dating from 1528 to 1836, detail the ordeals of white, Euro-American women and men kidnapped by Native peoples. Separated from their families and white “civili- zation,” they subsequently lived for a time among Indian tribes. Such narratives can be seen as a prelude to a sharp reversal that occurred in the late nineteenth century under U.S.
  • The Impact of the Great War on Marines in Hispaniola, 1917-1919

    The Impact of the Great War on Marines in Hispaniola, 1917-1919

    The Impact of the Great War on Marines in Hispaniola, 1917-1919 Temple University 2014 James A. Barnes Graduate Student History Conference Mark R. Folse, PhD. Student Department of History The University of Alabama [email protected] World War I dominates the history of American military institutions from 1917-1919. Scholarship on the U.S. Marine Corps is no different and many have argued that Marine actions in the spring and summer of 1918 against the last German offensive on the Western Front served as the coming of age story for Corps.1 Marines came out of the war with a new and improved force structure, a population of officers and men experienced in modern war, and, perhaps even more significantly, a sense of vindication. The opportunity to prove their worth to the other services and to the American people in a large war arrived and they succeeded. Relatively little scholarly attention, however, has been given to how the Great War affected Marines who did not fight in France, especially the ones deployed to Hispaniola. Therefore, the full extent of the Great War’s impact on the Marine Corps remains largely neglected. In several similar and significant ways the Great War affected, often negatively, the Marine missions in Haiti and the Dominican Republic. The war damaged morale among many Marines, especially among the brigade commanders like Smedley Butler and George C. Thorpe who preferred very much to transfer to France rather than remain at their posts in Haiti and Santo Domingo respectively. Once the war started the Department of the Navy pulled experienced 1 Allan R.
  • General Assembly Distr.: Middle School Eleventh Session XX March 2018 Original: English

    General Assembly Distr.: Middle School Eleventh Session XX March 2018 Original: English

    Montessori Model United Nations A/C.6/12/BG-79 General Assembly Distr.: Middle School Eleventh Session XX March 2018 Original: English Sixth Committee – Legal This group focuses on legal questions. The UN wants all states to agree to international laws. This can happen if they make them together. They also want to make sure people know the laws. This can happen if they are written down and published. This makes it easier for states to work together. It also stops wars from happening. They also ask states to make laws to protect citizens. Every year the General Assembly gives this group a discussion list. If the legal question is difficult or complex this group asks for help from the International Law Commission. This committee has a tradition of consensus. States reach agreement without having to take a vote. This makes sense because if you want everybody to follow a law they should agree it is a good idea. This group works closely with the International Law Commission. They passed resolutions on international terrorism, human cloning, and taking hostages. Agenda Item 79 – Diplomatic Protection A lot of people confuse Diplomatic Protection with Diplomatic Immunity. Diplomatic Immunity is given to diplomats of a government who enter (with permission) into another country in order to do work for their own country. An ambassador or anybody who is sent from their home country to work at an embassy has Diplomatic Immunity. This law allows diplomats to do their Jobs in safety. They do not have to fear being Jailed or mistreated by the country they are working in.
  • The Frontiers of American Grand Strategy: Settlers, Elites, and the Standing Army in America’S Indian Wars

    The Frontiers of American Grand Strategy: Settlers, Elites, and the Standing Army in America’S Indian Wars

    THE FRONTIERS OF AMERICAN GRAND STRATEGY: SETTLERS, ELITES, AND THE STANDING ARMY IN AMERICA’S INDIAN WARS A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Government By Andrew Alden Szarejko, M.A. Washington, D.C. August 11, 2020 Copyright 2020 by Andrew Alden Szarejko All Rights Reserved ii THE FRONTIERS OF AMERICAN GRAND STRATEGY: SETTLERS, ELITES, AND THE STANDING ARMY IN AMERICA’S INDIAN WARS Andrew Alden Szarejko, M.A. Thesis Advisor: Andrew O. Bennett, Ph.D. ABSTRACT Much work on U.S. grand strategy focuses on the twentieth and twenty-first centuries. If the United States did have a grand strategy before that, IR scholars often pay little attention to it, and when they do, they rarely agree on how best to characterize it. I show that federal political elites generally wanted to expand the territorial reach of the United States and its relative power, but they sought to expand while avoiding war with European powers and Native nations alike. I focus on U.S. wars with Native nations to show how domestic conditions created a disjuncture between the principles and practice of this grand strategy. Indeed, in many of America’s so- called Indian Wars, U.S. settlers were the ones to initiate conflict, and they eventually brought federal officials into wars that the elites would have preferred to avoid. I develop an explanation for settler success and failure in doing so. I focus on the ways that settlers’ two faits accomplis— the act of settling on disputed territory without authorization and the act of initiating violent conflict with Native nations—affected federal decision-making by putting pressure on speculators and local elites to lobby federal officials for military intervention, by causing federal officials to fear that settlers would create their own states or ally with foreign powers, and by eroding the credibility of U.S.
  • Medallic History of the War of 1812: Catalyst for Destruction of the American Indian Nations by Benjamin Weiss Published By

    Medallic History of the War of 1812: Catalyst for Destruction of the American Indian Nations by Benjamin Weiss Published By

    Medallic History of the War of 1812: Catalyst for Destruction of the American Indian Nations by Benjamin Weiss Published by Kunstpedia Foundation Haansberg 19 4874NJ Etten-Leur the Netherlands t. +31-(0)76-50 32 797 f. +31-(0)76-50 32 540 w. www.kunstpedia.org Text : Benjamin Weiss Design : Kunstpedia Foundation & Rifai Publication : 2013 Copyright Benjamin Weiss. Medallic History of the War of 1812: Catalyst for Destruction of the American Indian Nations by Benjamin Weiss is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Permissions beyond the scope of this license may be available at http://www.kunstpedia.org. “Brothers, we all belong to one family; we are all children of the Great Spirit; we walk in the same path; slake our thirst at the same spring; and now affairs of the greatest concern lead us to smoke the pipe around the same council fire!” Tecumseh, in a speech to the Osages in 1811, urging the Indian nations to unite and to forewarn them of the calamities that were to come (As told by John Dunn Hunter). Historical and commemorative medals can often be used to help illustrate the plight of a People. Such is the case with medals issued during the period of the War of 1812. As wars go, this war was fairly short and had relatively few casualties1, but it had enormous impact on the future of the countries and inhabitants of the Northern Hemisphere. At the conclusion of this conflict, the geography, destiny and social structure of the newly-formed United States of America and Canada were forever and irrevocably altered.
  • The Small Wars Manual: a Lasting Legacy in Today’S Counter- Insurgency Warfare

    The Small Wars Manual: a Lasting Legacy in Today’S Counter- Insurgency Warfare

    The Small Wars Manual: A Lasting Legacy in Today’s Counter- insurgency Warfare Thomas Griffith ___________________________________________________________ August 1930—While New York Supreme Court judge Joseph Crater went missing in Manhattan, Betty Boop made her debut, and All Quiet on the Western Front premiered at theaters in Wilmington, North Carolina, the rainy season settled into the jungles of Nicaragua. A band of no more than 40 men, U.S. Marines and native Guardia Nacional troops, patrolled just outside of Malacate.1 Company M marched for days under orders to locate and destroy bandits following Augusto C. Sandino, a former Nicaraguan presidential candidate. They traveled by foot, averaging 18 to 30 miles a day, using only mules to haul their gear, which was packed lighter to avoid detection.2 Intelligence reached the unit describing a bandit troop of horse thieves, so they went on the pursuit. The mud was a thick slop and fatigued the men, but the situation was worse for the bandits. Their horses tired easily in the sludge and had to be rested every third day.3 By August 19, less than a week later, Company M caught up to the bandits, but they were already lying in an ambush. About 150 Sandinistas opened fire from the side of a hill. The company’s commander, Captain Lewis B. Puller, led his patrol through the kill zone then turned to flank the ambush at full speed; however, the bandits already started to retreat. The company only killed two of its quarry, but they captured stolen items including eighty horse, mules, saddles, and corn.4 Puller was recommended for his first Navy Cross, the Department of the Navy’s second highest decoration, preceded only by the Medal of Honor.
  • Compare and Contrast the Counterinsurgency in the American

    Compare and Contrast the Counterinsurgency in the American

    Compare and Contrast 1 Running head: COMPARE AND CONTRAST THE COUNTERINSURGENCY IN THE Compare and Contrast Counterinsurgency in the American Indian Wars and the Vietnam War MSG Carrie R. Glover United States Army Sergeants Major Academy Class #58 Group Room R10 WO1 Kees Bak March 18, 2008 Compare and Contrast 2 Abstract This paper will compare and contrast counterinsurgency in the American Indian Wars and the Vietnam War; including three examples from each, and offer insights that can apply to the Global War on Terrorism. As senior military leaders it is imperative we always relook past experiences and see where we can apply them to situations facing us today. So many times, the Army has been guilty of reinventing the wheel. Many past wars and skirmishes provide ideas of what to do and what not to do in order to be successful. These two wars provide us relevant lessons learned to apply to the modern Army of today. Compare and Contrast 3 Compare and Contrast Counterinsurgency in the American Indian Wars and the Vietnam War The Army’s counterinsurgency (COIN) doctrine identifies winning the hearts and minds by gaining and maintaining the support of the domestic population in order to isolate the insurgents as the key to success. For most of the 20th century, the U.S. military thought it would fight a force on force conventional war and for the most part disregarded small wars and insurgency doctrine. So, instead of the Army learning from their experiences in the American Indian campaigns and Vietnam, the Army for most of the last 100 years viewed these experiences as flukes.
  • One Side by Himself: the Life and Times of Lewis Barney, 1808-1894

    One Side by Himself: the Life and Times of Lewis Barney, 1808-1894

    Utah State University DigitalCommons@USU All USU Press Publications USU Press 2001 One Side by Himself: The Life and Times of Lewis Barney, 1808-1894 Ronald O. Barney Follow this and additional works at: https://digitalcommons.usu.edu/usupress_pubs Part of the History of Religion Commons Recommended Citation Barney, R. O. (2001). One side by himself: The life and times of Lewis Barney, 1808-1894. Logan: Utah State University Press. This Book is brought to you for free and open access by the USU Press at DigitalCommons@USU. It has been accepted for inclusion in All USU Press Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. One Side by Himself One Side by Himself The Life and Times of Lewis Barney, 1808–1894 by Ronald O. Barney Utah State University Press Logan, UT Copyright © 2001 Utah State University Press All rights reserved Utah State University Press Logan, Utah 84322-7800 Manufactured in the United States of America Printed on acid-free paper 654321 010203040506 Library of Congress Cataloging-in-Publication Data Barney, Ronald O., 1949– One side by himself : the life and times of Lewis Barney, 1808–1894 / Ronald O. Barney. p.cm. — (Western experience series) Includes bibliographical references and index. ISBN 0-87421-428-9 (cloth) — ISBN 0-87421-427-0 (pbk.) 1. Mormon pioneers—West (U.S.)—Biography. 2. Mormon pioneers—Utah— Biography. 3. Frontier and pioneer life—West (U.S.). 4. Frontier and pioneer life—Utah. 5. Mormon Church—History—19th century. 6. West (U.S.)—Biography. 7. Utah— Biography.
  • Make It an Indian Massacre:”

    Make It an Indian Massacre:”

    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE “MAKE IT AN INDIAN MASSACRE:” THE SCAPEGOATING OF THE SOUTHERN PAIUTES A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of MASTER OF ARTS By JOHN E. BAUCOM Norman, Oklahoma 2016 “MAKE IT AN INDIAN MASSACRE:” THE SCAPEGOATING OF THE SOUTHERN PAIUTES A THESIS APPROVED FOR THE DEPARTMENT OF HISTORY BY ______________________________ Dr. R. Warren Metcalf, Chair ______________________________ Dr. Rachel Shelden ______________________________ Dr. Sterling Evans © Copyright by JOHN E. BAUCOM 2016 All Rights Reserved. To my encouraging study-buddy, Heather ACKNOWLEDGMENTS: First, I would like to thank the Mountain Meadows Monument Foundation. Specifically Dr. Burr Fancher, Diann Fancher, and Ron Wright. The MMMF is largely comprised of the descendants of the seventeen young children that survived the massacre. Their personal support and feedback have proven to be an invaluable resource. I wish them success in their continued efforts to honor the victims of the massacre and in their commitment to guarantee unrestricted access to the privately owned massacre site. I’m grateful for the MMMF’s courage and reverence for their ancestors, along with their efforts in bringing greater awareness to the Mountain Meadows Massacre. I must also acknowledge the many helpful archivists that I’ve met along the way. Their individual expertise, patience, and general support have greatly influenced this project. The Mountain Meadows Massacre is no trivial or unfamiliar topic in the quiet corridors of Utah’s archives. And rather than rolling their eyes at yet another ambitious inquiry into massacre, many were quick to point me in new directions.
  • An In-Depth Examination of the Relationships Between Globalization, Food Production and The

    An In-Depth Examination of the Relationships Between Globalization, Food Production and The

    AN IN-DEPTH EXAMINATION OF THE RELATIONSHIPS BETWEEN GLOBALIZATION, FOOD PRODUCTION AND THE BANANA INDUSTRY By HOLLY ANDERSON Integrated Studies Project submitted to Dr. Gloria Filax in partial fulfillment of the requirements for the degree of Master of Arts – Integrated Studies Athabasca, Alberta January 2010 There is a growing interest in contemporary times regarding the relationship between food and globalization. Consumers want to know about the food on their dining room table – from where does it come and how far has it traveled. Questioning includes asking about the environmental impacts of agricultural and distribution practices as well as the labour practices behind the seemingly innocuous fruit and vegetables available for purchase in food markets. My final project paper is an analysis of the connections between food production and consumption as these are tied to economic globalization. This is an interdisciplinary work, integrating theory from areas including feminism, sociology, social justice, and globalization. It is an area of study that yields a growing number of moral and ethical questions. Various social movements (i.e. Fair Trade, organic foods, and 100 mile diet) speak to the impact of globalization on our food sources and more and more consumers are asking questions about global food chains. Questions reveal a tapestry of food and globalization that is a complex weave of corporate power, free trade, diminishing governmental roles and a western culture of consumerism (Nutzenadel and Trentmann, 2008). For example, marketing blurs with consumption in the question of ‘Why do we eat what we eat?’ and both appear to be controlled by a monopoly of transnational corporations.
  • Lessons from the Banana Wars and the Seattle Protests

    Lessons from the Banana Wars and the Seattle Protests

    \\server05\productn\O\ORE\81-3\ORE305.txt unknown Seq: 1 30-SEP-03 14:12 IBRAHIM J. GASSAMA* Confronting Globalization: Lessons from the Banana Wars and the Seattle Protests ong before the 1999 “battle” in Seattle, 1 when a diverse Lgroup of anti-globalization activists protested and disrupted a World Trade Organization (WTO) meeting, a group of Ameri- cans met with the prime minister of a Caribbean country, to dis- cuss the country’s economic problems. The major concern was a case brought before the WTO by the United States and some Latin American banana producing countries against the European Union for allegedly giving preferential treatment to Caribbean ba- nanas. 2 The case was instigated by Chiquita Brands, the United States-based multinational corporation with extensive holdings and operations in Latin America. Many believed that a Chiquita victory at the WTO would essentially destroy the banana industry in several Eastern Caribbean countries. 3 The rather diverse * Associate Professor of Law, University of Oregon School of Law. Author would like to thank Keith Aoki, Steve Bender, Carmen Gonzales, and L. Hope Lewis for helpful comments and encouragement and John Adamson for research assistance. 1 See Edwina Gibbs, New Seattle Clashes, Curfew Re-imposed, Reuters, Dec. 1, 1999; Messages for the W.T.O., N.Y. TIMES, Dec. 2, 1999, at A34; David E. Sanger, Global Economy Dances to Political Tune, N.Y. TIMES, Dec. 20, 1999, at C21; Rob- ert L. Borosage, The Battle in Seattle, THE NATION, Dec. 6, 1999, at 20. The Seattle demonstrations were followed by major demonstrations in many other venues hosting meetings of multinational economic institutions, including Washing- ton, D.C., Montreal, Davos, Prague, and Genoa.