Paradigm Shift Rough Draft

Savannah Boothe

Professor Lori Bedell

CAS 137H

26 October 2012

Paradigm Shift

            The role women should take in the United States military has been a point of contention since the conception of the United States and the existence of a national defense. Women were constantly constrained by societal stereotypes and were refused an active role in the armed forces, even after proving their military prowess time and time again. Many events had to occur to trigger the allowance of women in the military. After decades of acting as a supportive role for the United States Armed Forces, the advent of the Civil Rights and ERA movements helped to legitimize a greater variety of roles for women in the military, which has resulted in the current position of females as equal in almost all aspects of the military.

Since the initiation of the United States, a national defense has been vital to the fate of the country. The creation of the country itself was the result of a ferocious war, resulting in many war veterans becoming national heroes. The vast majority of these heroes, however, were men. Women were repressed from joining in the fight for their nation because of the convention that their sole jurisdiction was the home. The Cult of Domesticity was the prominent belief surrounding the “proper” conduct of women; it stated the core attributes that a woman was expected to abide by. These four cardinal virtues consisted of piety, purity, submissiveness, and domesticity. Together, these facets “spelled mother, daughter, sister, wife- woman. Without them, no matter whether there was fame, achievement, or wealth, all was ashes” (Welter 152). These conditions did not provide a conducive environment in which women could join the volunteer effort to fight. However, it was very obvious that the desire to serve and support a cause through physical combat was embedded in women despite the Cult of True Womanhood holding them back. Throughout the American Revolution and Civil War, women were found impersonating men and joining the war effort, discretely challenging society’s limited view of a woman’s role. However, these acts of rebellion against the discrimination against women in the volunteer militias were rare, and women were forced to find other approaches to bolster the war effort.

Society believed that women, as feminine, fragile, and peaceful creatures, were a liability in battle and that “the true woman’s place was unquestionably by her own fireside… as wife and mother” (Welter 162). Because of this domestic role enforced by society, women found alternative ways to participate in the wars previous to World War I. They employed themselves as camp followers, filling “unofficial capacities” but performing “essential support services to the troops- frequently serving as nurses, cooks, and laundresses” (…). Because they were kept from the front lines of battle, women discovered new ways to fulfill the urge to serve and forge their own path to aid in the creation of a great nation. The roles that they found were directly parallel to what society viewed was proper for women; domestic duties that ensured femininity and preserved innocence of the woman.

During World War II, history teaches that a huge shift took place in the role of women. World War II necessitated a deficit of manpower and to fill this gap the country turned to women. However, in filling this deficit, they still were matched with duties “that matched women’s ‘natural’ abilities- clerical work and jobs requiring rote attention to detail and small motor skills” (…), a reminder of the previous centuries stereotype of women. Throughout the World War, strides were still made toward integrating women into the armed forces. Instead of simply being followers of the military as they had been in previous wars, “the US Armed Forces were transformed from essentially all-male to mixed-gender forces” (…); women were actually permitted to enter and serve in the military. They often served in all women regiments, such as the Army and Navy Nurse Corps, Women’s Army Corps, Marine Corps Women’s Reserves, and Women Airforce Service Pilots. A vast majority served as nurses, reinforcing the stereotypical view held by society that women made better nurses than troops, but by the end of the war “there were few noncombatant jobs in which women did not serve, including positions that hadn’t even existed when the war began- positions brought about by scientific and technological advances to aid the war effort” (…).

Women had been integrated into every service branch and were serving overseas in large capacities during World War II; although they were still restricted from certain combat theaters, they still were provided the opportunity to be a part of the war effort and fight for the country that they loved. The volunteering of women had previously met enormous resistance due to the previous generation’s harsh view that women belonged in the home, caring and teaching the children and tending the household. However, as the war progressed, the view of their role shifted. They were seen as a vital resource for the war effort, both because of the gap they filled in the manpower necessity and because of the high quality at which they performed their duties. President Roosevelt even “requested a nurse draft bill in his 1945 State of the Union address” (…) to recruit even more women into the military. General Eisenhower represented the great shift; he stated, “when the formation of women’s units was first proposed, ‘I was violently against it’” but he conceded that “Every phase of the record they (women) compiled during the war convinced me of the error of my first reaction” (…). He then went on to try and ensure that women had a permanent place in the United States military. It appeared that World War II was the key trigger to incorporate women into the military as an indispensable resource.

Immediately following World War II, however, the great strides that had occurred for women in the US Armed Forces were backtracked because of the new archetypal family. The American Dream reinstated and reinforced the belief that women should be a force in the home and women abided by this rule because of the wish to marry well and appear properly feminine. A feminine ideal of domesticity and maternalism overtook the nation and women generally accepted their fate. The military saw a decline in the recruitment of women and had difficulty retaining them once enlisted (…).

During this time period, the United States entered the Korean War and discovered it was vastly underprepared. A stronger source of manpower was necessary for the war effort, and because of their ability in World War II, women were called upon to serve their country. However, far fewer opportunities were available to women than had been available in World War II. They were demoted back to personnel and administrative jobs, as these were more “feminine jobs” that aligned with the role of women under the American Dream. Women’s basic training even included “‘women’s’ classes such as makeup and etiquette lessons” (…) to ensure that women were not losing any of their femininity by being a part of the military. An Army recruiting pamphlet stated “‘In authorizing job assignments for women, particular care is taken to see that the job does not involve a type of duty that violates our concept of proper employment for sisters and girlfriends. In the military field, for example, women do not drive heavy trucks’” (…), further proving the military’s biased view of what a woman’s role should be in the Armed Forces. Based on society’s view, the military placed women in an inferior position and denied them a position of combat; the number of women in the military was at the highest in history, but because of “an absence of official policy and directives encouraging the use of women, family-unfriendly policies, high turnover rate and societal attitudes towards women’s roles” (…), serious doubts about the value of military women’s programs persisted.

The 1970s presented the biggest trigger that transformed the woman’s role in the US military. “In 1972, two policy issues intertwined to advance women’s position in the US Armed Forces: the decision to end the draft and to rely on an all-volunteer military force and the proposed Equal Rights Amendment to the Constitution” (…). Society saw an unprecedented change; the ERA stated that the “equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex” (Francis). Women were fighting for equal rights in all aspects of American life, and one resultant factor was part women took in the military. Society became more aware of the women’s struggle, recognizing the discrimination against women in all aspects of life, including employment, wages, and benefits. Due to the awareness, society became more accepting of women taking on roles that were previously only acceptable for men, one major role being a combatant one in the Armed Forces. Although Congress did not pass the ERA, its presence at the federal level ensured that “public dialogue focused on equal rights for women, the Department of Defense knew it needed to look at problems of gender discrimination in the military” (…). ROTC programs became coeducational, women moved from the traditional fields into most occupations of the Armed Forces, new job opportunities became available for women in all services, and Navy and Coast Guard even provided coed crews. One of the most prominent changes occurred; weapons training became mandatory for all military personnel, implying that women had secured the combatant role that they had wanted for centuries. Other policies made it easier for women to have careers in the military and still provide for their families. Frontiero v. Ferguson ruled “that the civilian spouses of military women were to be afforded the same benefits as the civilian spouses of military men” and in 1975 “the Department of Defense ordered the services to discontinue the practice of discharging women for pregnancy” (…). The 1980s continued the evolution of the combatant role of women. Caspar Weinberger, the Secretary of Defense under President Ronald Reagan made an encompassing statement about the decade’s lengths to fully incorporate women into a combatant role; “Qualified women are essential to obtaining the numbers of qualified people required to maintain the readiness of our forces… While we have made progress, some institutional barriers still exist… This Department must aggressively break down those remaining barriers that prevent us from making the fullest use of the capabilities of women in providing for our national defense” (…).  By the end of the decade, women found themselves major components in combatant zones.

Today, women make up more than fifteen percent of active duty military forces, and are a major part of almost every operation that the military performs. It is not a novelty to see a woman leading a squadron and it is not rare to see a woman fighter pilot. Women have come so far, yet one could argue that the role still has farther to go. The percentage of women is the highest it has ever been; yet it is still so low.

 

Paradigm Shift WIP

Thesis: After decades of acting as a supportive role for the United States Armed Forces, the advent of the Civil Rights and ERA movements helped to legitimize a greater variety of roles for women, which has resulted in the current position of females as equal in almost all aspects of the military.

Sources:

www.womensmemorial.org

Current Military Culture: http://library.cqpress.com/cqresearcher/cqresrre1996042600

World War I/World War II Role: http://library.cqpress.com/cqresearcher/cqresrre1942012600

Combat Equality/Combat vs Other Roles: http://library.cqpress.com/cqresearcher/cqresrre1942012600

What is Gender Equality: http://library.cqpress.com/cqresearcher/cqresrre1997022800

Current Gap: http://library.cqpress.com/cqresearcher/cqresrre1992092500

ERA: http://library.cqpress.com/cqresearcher/cqresrre1946040400

The Great Dictator Rhetorical Analysis

Savannah Boothe

Professor Lori Bedell

CAS 137H

10 October 2012

Let Us All Unite!

            In his first speaking role, Charlie Chaplin makes one of the most moving and thought-provoking speeches in history. The Great Dictator, a movie written, produced, directed, and starring Charlie Chaplin, premiered on October 15, 1940, while the United States was still promoting appeasement with Nazi Germany. The film was originally meant to satirize Adolph Hitler and condemn the Nazi party and it’s values. The plot circles around two characters, both played by Chaplin. One is a dictator and the other is an amnesic Jewish barber who is a doppelganger for the dictator. The dictator, Adenoid Hynkel, believes in a purely Aryan state and wants nothing more than to be emperor of the world. That power lust lays a merciless grip on the country, which includes sending the Jews to concentration camps and invading a neighboring country, much like Hitler’s strategy leading up to World War II. Schultz, a traitorous commander under the dictator, who was saved previously by the barber, escapes from being sent to the concentration camps with the barber in tow. Ultimately, the barber is mixed up with the dictator himself. The crux of the film is when the barber is given the opportunity to speak to the people of the two warring countries as the dictator. However, the speech is more directed toward the viewers outside of the film than to the dictator’s audience within the movie, an audience appalled by the policies of Hitler, yet supporting a country stance on appeasement to avoid another conflict like World War I. Taking advantage of a great kariotic moment as the United States stood on the brink of entry into World War II, Charlie Chaplin uses the medium of film and, more specifically, The Great Dictator speech, to lament the pessimism, violence and greed that had overtaken the “free and beautiful” way of life that is inherent in human nature. Chaplin’s use of power and passion in delivery and reflection on the loss of a responsible humanity dedicated to bettering life for all makes for a convincing pathetic appeal that the audience has the ability to reinvigorate the righteous and reasonable life everyone deserves.

Chaplin’s delivery of the speech seamlessly maintains the mockery of Hitler, as Chaplin directly mirrors the common pattern Hitler used in addresses, yet the humane charge Chaplin promotes juxtaposes the barbaric content in Hitler’s speeches, making for an immediate connection to the audience. Hitler had a very specific strategy to his speeches; he would begin calmly and quietly, and as the speech progressed he became increasingly impassioned. Although the content was often controversial and cruel, Hitler’s rhetorical ability was outstanding. Chaplin mimics this skill perfectly.

Chaplin, posing as the dictator begins his speech rather unobtrusively, speaking simply and softly. However, as the speech progresses, he becomes more and more emotionally involved and passionate about what he is saying. His voice level rises, he begins gesticulating wildly, and everything he is saying becomes more relatable because of his delivery. Before the audience even takes into account what is being said, they are intrigued by the simple fact that the presenter is so enamored with his subject. The audience is immediately more attuned to the speaker because of his intensity. They are captured by his delivery, and thus are exhilarated about the subject, more inclined to truly listen and understand the plea that Chaplin is making to better humanity.

Once Chaplin ensnares his audience by his delivery tactic, he is in prime position to provoke his listeners, those sitting in the theater watching his film, to react to his appeal. Chaplin creates a very provocative emotional appeal. He claims that humanity has sacrificed the responsibility to provide a quality life to all people and replaced that responsibility with greed, hate, pessimism, and violence. He uses intensely charged words that cut straight to the core of human emotion. One of the most electrifying statements he makes is that “We think too much and feel too little: more than machinery, we need humanity; more that cleverness we need kindness and gentleness. Without these qualities, life will be violent and all will be lost”. Humanity is immediately criticized, but the critique is warranted.  Chaplin’s use of pathos to call his audience to action is outstanding. He uses phrases such as “We think too much and feel to little” to conjure up feelings of remorse and conviction regarding the current state of affairs in the human population. When the audience is faced with this judgment and experiences these emotions, it immediately begins looking for ways to reverse the opinion.

Because the audience is now seeking a path to follow that will allow for the reversal of the current despair surrounding life, they are even more likely to react to Chaplin’s declaration “Do not despair”. His claim that “the very nature of these inventions cries out for the goodness in men, cries out for universal brotherhood for the unity of us all” supplies hope to the population that all is not lost and that life can be made rewarding for all humans once again. He provides optimism to an increasingly cynical society. “The misery that is now upon us is but the passing of greed, the bitterness of men who fear the way of human progress: the hate of men will pass and dictators will die and the power they took from the people will return to the people and so long as men die now liberty will never perish” supplied the perfect pathos at that moment in time. At a moment when the dictator Hitler was forcing his hate all around his region, the future looked bleak. However, Chaplin provides the perfect channel to those listening to realize they can become stewards of the beautiful and free life. This channel is fully opened when he pronounces that “the people have the power, the power to create machines, the power to create happiness. You the people have the power to make life free and beautiful, to make this life a wonderful adventure. Then in the name of democracy, let’s use that power, let us all unite.” Chaplin’s emotionally saturated statements instill a series of feelings in his audience, beginning with penance, leading to hope, and then finishing with elation and motivation to create a better world where all people are granted liberty and happiness.

At a time when the world seemed to be crumbling, Charlie Chaplin provided a call to action to revive the state of humanity. By accessing a powerful delivery and a very stimulating emotional proposal, he effectively conjures up the deterioration of liberty and energizes his world audience to “fight to free the world, to do away with national barriers, do away with greed, with hate and intolerance”. He fully evokes his audience to stand against injustice and to unite together against the “unnatural men”, mainly the great dictator Hitler. He provides the world with a reason and avenue to better life for all.

Soldiers! In the name of democracy: let us all unite!

http://www.youtube.com/watch?v=QcvjoWOwnn4&feature=player_embedded 

^”The Great Dictator” speech!

Although it is a fictional speech in a movie, Charlie Chaplin’s speech in “The Great Dictator” is still a call to humanity to embrace liberty and create a world where freedom and acceptance are provided to all.

 

Background of the film: The first and only major film to mock Nazism and satirize Adolf Hitler, “The Great Dictator” was released in October of 1940. The film circles around two characters, both played by Chaplin. One is a dictator (who looks mysteriously like Hitler) and the other is an amnesiac Jewish barber who is a doppelganger for the dictator. The dictator, Adenoid Hynkel, believes in a purely Aryan state and wants nothing more than to be dictator of the world. That power lust lays a merciless grip on the country, which includes sending the Jews to concentration camps and invading a neighboring country (sounds familiar, right?).  Schultz, a traitorous commander under the dictator, who was saved previously by the barber, escapes with the barber from being sent to the concentration camps. Ultimately, the barber is mixed up with the dictator himself. The crux of the film is when the barber is given the opportunity to speak to the people of the two warring countries as the dictator.

 

Characters: The barber has taken on a new character in his speech. He is playing the role of Adenoid Hynkel, a dictator with plans of world domination. Although he is speaking as Hynkel, his words and thoughts are his own, and are greatly juxtaposing what the powerful government figure would have said. People are listening intently to what he has to say because they believe he is the dictator, the head of their government and thus credible. Right before the speech is made, Chaplin’s character states that he does not want to make a speech and is responded with “You must. It is our only hope.” As the dictator, he had a very prominent position and could really sway the people with his words. He was in prime position to further his point. Also throughout the speech, the barber begins appealing to humanity as a whole, speaking as “we” and “you”, appealing to the fact that everyone is connected and everyone is responsible for the state of the world.

 

Argumentation: The barber claims that “you the people have the power to make life free and beautiful, to make this life a wonderful adventure”. His main proposition is that all should unite and “fight for a new world” that will give everyone equal opportunity to liberty. He uses mainly ethical and emotional supports.

 

1)   First off, the presentation of the speech conveys the emotion before the words even begin to sink in. The barber, speaking as the dictator, begins speaking slowly and calmly, but as time elapses he begins becoming more and more passionate about what he is saying. As his excitement mounts, the audience becomes more interested in what he is saying. He is so obviously avid about his speech that the audience cannot help but be drawn in and affected by his content. (ethos)

2)   The speech uses so many emotional appeals; I could write pages about the effect each have on the speech as a whole. Since this is only my work in progress blog, I think I’ll hold off on the pathos proofs.

3)   The barber uses logic in a passionate way. He appeals to logic with quotes like

  1. “We have developed speed but we have shut ourselves in:
machinery that gives abundance has left us in want.
  2. “I should like to help everyone if possible, Jew, gentile, black man, white. We all want to help one another, human beings are like that.”
  3. “Don’t give yourselves to these unnatural men, machine men, with machine minds and machine hearts. You are not machines. You are not cattle. You are men. You have the love of humanity in your hearts.”
  4. “In the seventeenth chapter of Saint Luke it is written:
- “The kingdom of God is within man”
 Not one man, nor a group of men, but in all men; in you, the people.”

Although he does not use specific data or information, he is still appealing to the logic and worldview of the audience and making them really think and understand the way the world should exist, free, the way that is inherently built into us.

 

 

Speech WIP

Topic: Bumper stickers.

Purpose: Explain how bumper stickers advocate specific civic duties and ideologies by utilizing humor and commonplaces.

Thesis Statement: Bumper stickers are often humorous play on words that people connect with; however, they also represent a person’s ideologies and advocate for a specific cause, whether intentional or not.

Introduction

Attention Strategy: Different pictures of funny bumper stickers, then the McNeely’s van (a van from my hometown plastered with bumper stickers that all represent a common theme).

 

Orienting Material: Most people drive and realize how often they see bumper stickers, and some are much more effective than others at gaining people’s attention. Which stickers garner more attention and which are simply ignored?

 

Preview:   Give us a brief synopsis of what we can expect to hear from you—main points

Body

  1. Main set-up of bumper stickers and why certain ones are more effective than others.
    1. Humor
    2. Commonplace (words/phrases/play-on words)Main Idea

2. Bumper stickers add up to certain ideologies

    1. Advocating certain causes
    2. Statements pertaining to a specific belief

 

Conclusion

Summary Statement – Bumper stickers are a relaxed, but effective way to expose ones views to the world.