Portugues 10

Redacao sobre cotas no Brasil

O sistema de cotas no Brasil é o tema de calorosas argumentações e gera pontos de vista diversos. O governo instituiu o sistema de cotas para minorias como um modo de suavizar a discriminação em geral. Porem, as raízes do preconceito se encontram na socialização e na cultura do Brasileiro. O sistema de cotas se tornou um modo superficial de lidar com o preconceito as minorias, e traz consigo muitas criticas a seu propósito e sua eficácia.

O conceito de cotas raciais para ingresso em instituições educacionais publicas se originou nos Estados Unidos. Seu propósito era de remediar o dano causado a afro-descendentes que foram penalizados pelo sistema segregacionista americano, onde brancos e negros não podiam freqüentar as mesmas escolas, efetivo entre 1896 e 1954. Porem, desde a abolição da escravidão, o Brasil não tomou medidas discriminatórias contra negros em termos de leis, como foi feito nos Estados Unidos. Então, logicamente, o sistema de cotas no Brasil não é necessário para remediar dano causado em tempo pós abolição.

As cotas no Brasil são inconstitucionais. De acordo com a Constituição federal, (artigo 3^o, inciso IV) a República Federativa do Brasil visa “promover o bem de todos, sem preconceito de origem, raça, sexo, cor, idade e quaisquer outras formas de discriminação”. Portanto, não pode existir nenhuma forma de segregação, mas a discriminação esta presente na simples existência do sistema de cotas. Alem disso, nenhum grupo de pessoas pode ser diferenciado perante a lei e usufruir de benefícios negados a outros. Porem, o “Sistema de cotas para negros e pardos” rompe com o artigo, pois apresenta discriminação racial e vantagens a uns, negados a outros, por conta de sua raça.

            Conhece-se no Brasil práticas políticas que são implementadas com o propósito indireto de ganhar os votos da massa popular brasileira. Programas de distribuição de bolsas e facilidades para famílias pobres são exemplos. Por meio desses programas, candidatos políticos estabelecem uma dependência da população no benéfico oferecido pelo governo, e consequentemente, “ganham” o  voto dessa população dependente em próximas eleições. O sistema de cotas tem em sua natureza, como vários programas sócias de bolsas, a praticidade de não lidar com a causa do problema, e sim com a remedição dos seus efeitos. Permanece, então, sob especulação qual o verdadeiro motivo para o uso de cotas no Brasil. Por praticidade governamental como uma solução para um problema cultural complexo, um meio de compra de votos, ou uma verdadeira solução para a desigualdade no Brasil?

            Diverso países sofrem pelo preconceito contra minorias em sua população, que influencia vários setores políticos e educacionais. Métodos para lidar com a desigualdade sofrida por tais minorias, como o sistema de cotas, são altamente criticados por ser uma legalização do racismo ao invés de tratá-lo. Pelas cotas, o governo indiretamente aponta que a minoria beneficiada não tem as mesmas capacidades e condições para entrar em universidades publicas sem ajuda. Entende-se também que o uso de cotas no Brasil não é justificado nem historicamente nem constitucionalmente nem politicamente. A política de cotas no Brasil “troca seis por meia dúzia”, como diz o coordenador nacional do Movimento Negro Socialista, José Carlos  Miranda. Simplesmente disfarça um problema cultural e social do brasileiro. Medidas para aumentar a cidadania, lidar com o preconceito na população, aumentar a infra-estrutura comunitária, que contribuem para o desenvolvimento de uma educação social saudável, remediar as razoes da evasão escolar e professores desqualificados e desmotivados em escolas publicas são melhores alternativas que buscam a essência do problema da desigualdade acadêmica na população brasileira. 

World history 10

Africa test review:

Africa Test Review

1.)  Explain the genocide in Rwanda. When did it take place? What people, groups, etc. were involved? What were its historical causes? What were its outcomes? Characterize the involvement of the international community.

·      April 1994

·      General info: Cause was colonial experience. Belgians instituted identity card. At first, they favored the Tutsi, which were more “European” looking. Then, as the Tutsi led the movement for independence and won, the Belgians switched allegiance to the Hutu’s. The Hutu’s claimed revenge on the Tutsi for years of favoring. They discriminated them until the 1980’s. Then, Tutsi’s formed the RPF, to “gain back their country”. In Response to the RPF attacks, the Rwandan military became involved through execution lists. A peace treaty was attempted, and while Rwandan president agreed, the Hutu majority didn’t. In April 1994, a plane was shot down while carrying Rwandan and Burundian presidents. This initiated the 100-day genocide.

·      The Rwandan ethnic groups: Hutu, Tutsi and Twa. The foreigners from France, Belgium and the UN troops.

·      An estimated 800,000 Rwandan were killed in the Rwandan genocide of 1994. The devastation within the country was immense. The outcomes of the Rwandan genocide say a lot about the involvement of the international community. As the conflict was settled within Rwanda itself, by the RPF (Rwandan Patriotic Front), international aid was insignificant. The U.S. and other countries labeled the conflict as acts of Genocide, not Genocide per se. This led to a possibility for nations not to intervene. The little help in place by the UN could not effectively halt the acts of violence that plagued Rwanda. For the U.S., this was an instance in which it politically withdrew from responsibility of involvement and showed a change in its foreign policy.

2.)  Explain the Battle of Mogadishu (Black Hawk Down incident). Who did it involve? Why did it take place? What happened? What was the immediate outcome? What were its long-range outcomes, both for Somalia and the world in general? What effects did it have on future humanitarian/peacekeeping missions?

·      The battle of Mogadishu involved the UN, which failed many times to restore a safe food delivery in Somalia, The United States, Somali cities and Somali clan leaders like Mohamad Farrah Aidid.

·      It took place because Somali citizens under the leadership of Mohamad Farrah Aidid began to see American intervention in Somalia as a threat to their sovereignty. Believing that Americans were there to restructure their society and take control of it, Somali citizens attacked them.

·      At first, food in Somalia was scarce and being hijacked by clan leaders for use in trade and other purposes. The UN intervened, through operation UNOSOM-I to deliver food to Somalis, so it asked for other country’s aid. American president Bush Sr. sent troops to Somalia to secure trade routes in Somalia so food could reach the people. As the soldiers stayed in Somalia, the mission changed. Now UNOSOM-II served to promote nation buildingà to restore law and order, improve infrastructure and assist the set-up of a representative government. However, clan leader Mohamad Farrah Aidid attacked a group of Pakistani soldiers in Somalia. Hence, the US and UN troops attacked responsible targets in Mogadishu, yet this was not in accordance to their operation’s mission. Somalis began to act with hostility towards westerners. They killed journalists and soldiers. So, Task force Ranger group entered Somalia to capture Aidid and stop violence against westerners. In a raid of the Olympic hotel in Mogadishu, the soldier entered a deadly conflict that lasted 17 hours and killed 18 American soldiers. Two black hawk helicopters fell due to rocket-propelled grenades, a soldier was held hostage, and rescue missions were combated with fierce armed resistance. The US withdrew.

·      The immediate outcome of the Battle of Mogadishu was the immediate loss of life, and the Americans losing of the conflict. Troops were removed

·      Long-range outcomes were more severe. The negative reception in Somalia was a decisive factor that contributed to American change of foreign policy, and it’s eventual absence from the genocide in Rwanda. The U.S. has no diplomatic relations with Somalia, and Somalia has never been able to establish a functioning government or receive other international aid. American reputation of invincible was destroyed. This led to the strengthening and attacks by American enemies like the Al-Qaeda.

·      Humanitarian aid was cut off

3.)  Explain European colonization of Africa. Where did they settle initially? What challenges did they face? Why did European nations want colonies in Africa? How did they go about getting them? How does colonization affect both the colonizer and the colonized?

·      South Africa

·      As they moved north, they faced geographical challenges. They entered alien and unexplored land, they were attacked by tribes, like the Zulu, in which they were outnumbered, their people and animals died of diseases they weren’t accustomed to, such as malaria, and European crops that thrived in South Africa withered and didn’t adapt to the distinct geographical characteristics of the tropics.

·      European nations wanted colonies in Africa for the raw materials and resources, such as minerals, that could be extracted. They also had a surplus of goods, since the time of industrialism, which needed exporting. A colony was a good market to buy these extra goods. Additionally, having overseas colonies represented the international competition for power. European countries sought to establish themselves internationally by the acquisition of land

·      There was a Scramble for Colonies that occurred during 1870-1900’s. With technological advances like the Maxim Gun and Quinine. Disputes between European countries threatened a war, therefore the Berlin West Africa conference was held, in which claims were settled. Guns were used to the African disadvantage. As settlers moved north, they encountered many difficulties in farming and treating diseases. Some problems, like Malaria, had been avoided by the natives since they knew the threat and moved to lands of higher altitudes far away from water sources. Africans were also immune to the diseases that had been a part of their community. Their crops and animals were stabilized and adapted, whereas Europeans’ were not.

·      The colonized country is shaped by its colonizer in many ways. Borders and infrastructure built are durable and are maintained throughout the years. Cities built on European models have also stayed. Colonizers affect the colony as it brings racial discrimination and influences the habits of the natives. In the case of Africa, the African people moved to lower altitudes to live in the European modeled cities, but then were susceptible to Malaria, which hinged the country’s development.

4.)              Map countries to study: Egypt, Libya, Rwanda, Somalia, Burundi, Ethiopia, South Africa, Algeria, Kenya, Ghana

Asia test review sheet:

Asia Test Review

1.)  What is the Taliban? When/ what country did they rule? What were some of their policies? How did they view and treat women in their country? Why are they no longer governing in that country?

·      The Taliban is a Sunni Muslim organization that sought to get rid of the Mujahedeen and restore Muslim values to Afghanistan. At first, they grew peacefully then with violence and established extremely conservative interpretations of Muslim traditions. They ruled Afghanistan from 1996-2001. During this time, women had virtually no rights and received no education. Watching television and listening to music were forbidden, as were playing games and sports. They were extremely oppressed under the “modesty policy”. Men were expected to grow traditional beards, and cultural expression in Afghanistan became virtually nonexistent. Afghanis were not allowed to play music, fly kites, clap at sports events, or to engage in a variety of other activities, which are permitted in other Muslim nations. Unemployment skyrocketed under the Taliban, adding greatly to social unrest. The Taliban is no longer officially in power, because the U.S. troops replaced it with an elected president. While the Taliban lost some power and the people regained some rights, the Taliban has not gone away.  Instead, it has worked to regain power by promising to help Afghanistan’s poorest people and aligning itself with warlords, al-Qaida, and other militant groups to gain financial support and recruit new fighters.

2.)  Explain what life is like in Afghanistan. What is the land like? What is the military history of Afghanistan like since 1800? Who has invaded the country? Why? Have the invasions been successful?

·      Life in Afghanistan is very unique, as they are centered on tribes and ethnic groups. These ethnic groups, such as the Pashtun and the Tajik, fight constantly. 80% of Afghanis are farmers, although the land isn’t very arable. They make around 800$ per year. Afghanistan is a prominent producer of Opium. As part of their religious belief system, Afghan women cover themselves as a show of modesty, showing only their hands and faces.  Men are also expected to cover from navel to knees. Under the Taliban, they are repressed and limited in activities, especially women. The Taliban is supportive of terrorism, and Al-Qaida is based in Afghanistan. Afghanistan is land-locked, which makes trade difficult. The terrain is harsh: rugged mountains, flash floods and drought. Extreme temperatures and limited vegetation makes farming difficult.

·      Early invasions: Alexander the Great in 330 B.C.; Arab Muslims; Mongols (Genghis khan/ Timur lung)

·      Afghanistan was invaded by the British, who in a dispute with Russia, sought control of Central Asia. The British also wanted to protect its colony (India) from any northern attacks. The British tried to replace the ruler (Dost Muhammad) with a puppet government. This led to the first Afghan war, and Dost Muhammad was restored. Throughout time, some land was ceded to the British after the 2^nd afghan war, and they signed a peace agreement.

·      The soviets invaded and eventually controlled Afghanistan in 1979. This incited a group of freedom fighters called Mujahedeen, who opposed the puppet government. The soviets signed a peace agreement and withdrew in 1989. Order was not restored, and the Taliban arose.

·      The U.S. invaded to capture Osama Bin Laden (because of 9/11), who at the time was Mullah Mohammed Omar’s  (leader of the Taliban) guest. Toppled the Taliban and disrupted Al-Qaida, but didn’t capture Osama.

3.)  Explain the conflict over Kashmir. What is the historical background of the conflict? Which countries are fighting? Why are they fighting? Which country is in the right? What are the prospects for a solution?

·      India and Pakistan have unfriendly relations, since long ago, Pakistan emerged as an independent Muslim state within India. The two separated Muslim areas had clashes. When the Bengalis fled to India, India helped them and defeated Western Pakistan, so they aren’t friendly.

·      Pakistan and India fight for the control of Kashmir.

·      Kashmir is a tribal place, with harsh geography, little natural resources and industry. Yet, it offers the control of the Indus River (Which to Pakistan and India is a vital water source, without which they would be in danger.). Also, Kashmir has religious sites important to both. Finally, it has a strategic location as a buffer for India and as a road to invasion for Pakistan.

·      India controls Pakistan, because it’s ruler, afraid of a current Pakistani invasion, asked for assistance and in return, promised India’s control of Kashmir. Pakistan doesn’t agree to this, because if the people were to vote, they would choose to be part of Pakistan as they share Islamic beliefs.

·      The people in Kashmir believe and want peace, and also want to be part of Pakistan and free of Indian oppression and propaganda. The prospects for a solution are the bettering of the relations between India and Kashmir, or the employment of a vote by the people.

4.)  Explain the Korean War. Which countries were involved? What role did the United Nations play and why was this significant to the history of the UN? How did the conflict play out? What was its outcome?

·      The countries involved were: Japan (because it had taken control of Korea during WWII); Russia (because northern Japan surrendered to Russia); and the U.S. (because southern Japan had surrendered to the U.S.)

·      The US wanted support from the UN, yet, to approve a war, no countries in the Security Council could veto (Russia was in the security council). Yet, Russia didn’t veto because at the time, they were abstaining from the UN as a protest China’s UN seat being occupied by the Democratic Party of China instead of the People’s Party of China (communist, like them). Because of their boycott, the UN approved the war, and some nations sent troops for help (although it was insignificant, as 90% of the troops were American). This was important for the UN because it was it’s first major conflict to be handled after WWII, and served as a test to check the UN’s power and decision-making.

·      At first the territory was divided at the 38^th parallel, until the north surprise-attacked the south, and captured the south’s capital (Seoul). US and UN forces step in. MacArthur, the General of the U.S. army, pushes the north backwards through a surprise water landing. Pushes them farther, although warned not to, until the Chinese border is crossed. The Chinese felt threatened, and sent in 300,000 troops. They effectively pushed the South back into the 38^th parallel (where it all began) and the war was fought to a stalemate.

·      The War ended with many losses. North Korea: 520,000 casualties. The Chinese: 900,000 casualties. South Korea: 1,300,000 casualties. Americans: 36940 casualties. Overall throughout the whole war, it was estimated that more than 1 million people were killed. To date, the Republic of Korea (South) and Democratic Peoples' Republic of Korea (North) have not signed a peace treaty.

5.)  Explain the Vietnam War. Which countries were involved? What is the historical background of the conflict? How did the domino theory apply to the war? What was the outcome and what ramifications did it have in Vietnam, the US and in the context of the cold war?

·      Countries involved: France, Japan, Vietnam, US, Soviet Union, China.

·      Vietnam was a French colony at first, but as France surrendered to the Nazi’s, the Japanese established bases in Vietnam. By the end of WWII, Japan was weakened, and the French reappeared. In Southeast Asia, a liberation movement led Vietnam to fight off French forces that tried to conquer them. This was a communist insurgency led by Ho chi Minh, who wanted to overthrow the French. War with France broke out (the US supported France as to not support Communism) and the Vietnamese won. Vietnam was divided (at the 13^th parallel) into a Communist North, and a Capitalist South.

o   Gulf of Tonkin incident: American war ship (Maddox) was hot upon as it patrolled the North Vietnamese border. Returns with another boat (Turner Joy). Both boats thought to have seen radar blips and underwater noise, which they fired at. The US congress gave approval for operations in Vietnam.

The war escalated as the US sent troops to the south, and China and the Soviets sent troops to the north. The north launched a surprise attack on the Vietnamese New Year, which took the south by surprise. This showed the north would fight at any costs. The growth of casualties for Americans and anti-war protests pressured president Nixon to arrange a cease-fire.

·      The battle in Korea became a Cold War conflict, as it involved opposing Western forces and Communist forces. The Americans feared the expanse of communism. There were going to be elections to reunite Vietnam. Yet, in fear that the communists would win democratically, the elections were never held. The domino theory was the belief that a communist victory in Korea would lead to the spread of communism to other governments in Southeast Asia.

·      The communist rule was harsh, and many southerners fled. The re-building of their land and economy was hard, especially because of an American blockage of trade. Eventually, the economy improved with foreign investment and the lift of the American embargo. The Vietnam war was a “hot” battle of the Cold War, and as the US lost, it showed the loss of capitalist to communism in another nation. The people of the US also began to question the Congress’ policies and military action.

6.)  Discuss the modern history of China. What important economic systems, programs (such as collectivization) or transformations have characterized China in the 20^th and 21^st centuries? What was China like under Mao politically and socially? Asses issues in China such as population, pollution/air quality, industrialization and affluence.

·      Redistribution of land, nationalization of all businesses, collectivization (the pooling of peasant land and labor for more efficiency), attack of crime and corruption, replacement of Confucian beliefs with communist ideologies, simplification of the Chinese characters, increase of school and health care, women had equality under the law.

o   The Great Leap Forward: to increase farm and industrial output, Mao created communes (several villages working together with its own factories, schools, housing and dining halls). Industry turned out bad products that could not be used, slower food output, cause a huge famine and many deaths.

o   Great Proletarian Cultural Revolution: Mao believed young people had to experience revolution first-hand, so they formed the “Red Guards”. Teenagers in groups attacked people who were thought to be counterrevolutionary. The groups were diminished after the bad results.

·      Although Mao instilled many failed programs that took their toll on China, people still praised him, and saw him as a great hero. Politically, the totalitarian state was entirely communist, and didn’t allow any religions or counterrevolutionary attitudes. Women gained equality under the law, and could work alongside men in factories and in farms. Socially: Many of the bourgeois were killed. Women didn’t really gain any privileges or full equality, as they were often paid less for the same job and had to do housework as well.

·      Population: Since 1949, the population in china has more than doubled, posing a challenge to the economy. This led to a policy that called for only one child per family. Today, China is one of the world’s largest countries in terms of population. Because of this, everything it produces has to be greater, to suffice the demands. This causes a strain on its resources, such as farmland and water sources.

·      Pollution: The great factories that dominate China have an enormous environmental impact. Yet, the view of the government is that social stability and the upholding of jobs is more important than the environmental harm being caused. Cars are great polluters, because they don’t correspond to emissions controls used in the US and other countries. Therefore, CO2 emissions threaten air quality worldwide.

·      Industrialization: China has many industries, but most use the same energy sources that have a huge impact on the environment. Factories, however, cannot be closed down because of the immense influence they have on the economy and socially on people’s jobs.

·      Affluence: As China grows on a global scale and becomes one of the world’s greatest powers, so does its population. People are earning more money, and in return, more consumer opportunities. This increases the demand for cars and other services such as technology, that wouldn’t be so strong given a less affluent population. This in turn generates more goods being sold and more environmental harm being done. 

Latin America country project on venezuela:

Venezuela

Basic information:

·      Area: 912,050 sq km

·      Coastline: 2,800 km

·      Arable land: 2.85%

·      Climate: tropical

·      Industries: petroleum, iron ore mining, construction materials, food processing, textiles, steel, aluminum, motor vehicle assembly

·      Agriculture: corn, sorghum, sugarcane, rice, bananas, vegetables, coffee; beef, pork, milk, eggs; fish

·      Export partners: US 38.7%, China 7.7%, India 4.8%, Cuba 4.1% (2010)

·      Import partners: US 26.6%, Colombia 11.4%, Brazil 9.6%, China 9.1% (2010)

·      Ethnic groups: Spanish, Italian, Portuguese, Arab, German, African, indigenous people

·      Languages: Spanish (official), numerous indigenous dialects

·      Religion: Roman Catholic 96%, Protestant 2%, other 2%

·      Population: 28,047,938 (July 2012 est.)

·      Population growth rate: 1.468%

·      Median age: 26.1 years

·      Urban population: 93% of total population

·      Government: federal republic

·      Date of Independence: 5 July, 1811 (from Spain)

·      GDP: $373.7 billion U.S. dollars (2011 est.)

·      Labor force: 13.5 million (2011 est.)

·      Airports: 409 (2010)

Historical and political information:

1.)         

Problem A: Overdependence on petroleum.

An issue that currently threatens Venezuela’s economy is its overdependence on the petroleum industry. When Venezuela first began exploiting its oil reserves, the boost to the economy was monumental. The proven oil reserves in Venezuela are one of the largest in the world. Yet, because of the greatness of this resource, the country has become dependent on it. Of all of Venezuela’s export earnings, oil selling accounts for roughly 95% of it, and about 12% of their GDP. Fluctuating oil prices make the economy of Venezuela unstable and subject to pitfalls. In several years (2002, 2003, 2009, 2010) a drop in oil prices caused the Venezuelan economy to contract. This generates greater internal problems in the economy, like inflation, and poses a threat to president Hugo Chavez. Recently, to try to augment the national control over the economy, Chavez has nationalized firms in various sectors, such as agribusiness and construction. Yet, this has slowed the non-petroleum exports and led to a depreciation of the currency.

President Hugo Chavez has resorted to borrowing money from other world powers, like China’s loan of 12 billion dollars (being paid back in oil). However, this cuts back the PDVSA’s (Petroleo de Venezuela SA) revenue even further. If these practices continue, Venezuela’s foreign debt is bound to increase, along with good shortages that the country already experiences. If other sectors of the Venezuelan economy are not invested in, the dependency on oil could lead to a severe economic crisis within the country, that would also affect countries that import it’s oil, such as the United States.

Problem B: Power Shortages

Venezuela is a country that is rich in terms of natural resources- abundant natural gas, petroleum and hydroelectric power from strong rivers. Yet, Venezuela faces problems with administering energy. One of the worst droughts in decades has left the city in darkness. The Guri Dam, which supplies Venezuela with 73% of its electricity suffered from an extreme drought, and it’s water level receded, leading to severe power shortages. Over the years, other power shortages have occurred that were not caused by drought, but by the lack of an upgrade in the country’s power generators. These are a result of little investment in the necessary infrastructure to counter the demand for energy.

Power shortages this big have a profound impact on the country. Factories stopped running, traffic accumulated and public transportation halted. As a response, the government issued strict power rationing in different sectors. Discounts and penalties are given to those who comply or choose not to. Shopping malls have limited running hours, metal production has been cut 40%, and a general 20% cut back of energy use was demanded. This leads to strikes in the population and it’s workers who are being laid off. Millions of dollars are lost to regain the energy needed, and much more is lost in terms of products, such as oil, that were being produced.

2.) Venezuela was a Spanish colony since 1522. In the city of Cumaná, Spain established it’s first permanent settlement in South America. Slowly, Venezuela became home to Europeans, and imported African slaves. There was a growth in education that came with economic prosperity, but Venezuela wasn’t considered one of Spain’s most important colonies. This neglect angered the educated Creole elite, who set up a small, and unsuccessful, organized conspiracy in 1797. The ideas of independence, however, had taken root in the minds of Venezuelans.

         When Napoleon Bonaparte invaded Spain, during the Napoleonic Wars, and removed Spanish ruler Ferdinand VII and his father Charles IV from power, Spain’s imperial power was weakened. This led to the Spanish War of Independence from France, and by the time Spain had removed French control over the throne, most of the Spanish colonies had become independent, including Venezuela. The Spanish, however, still fought to maintain control of their colonies.

         Francisco de Miranda was a Venezuelan who tried to bring independence from Spain with British help in 1806. Although this attempt was unsuccessful, 4 years later, Miranda was back with Simon Bolivar to fight the Venezuelan war of Independence. Simon Bolivar won many battles against the Spanish, and after a long struggle, he led a 7,000 men army and decisively defeated the Spanish. In December of 1819, the Congress of Angostura (in Venezuela) declared Gran Colombia an independent republic, made up of Venezuela, Colombia, Ecuador, Panama, parts of Peru and parts of Brazil. Simon Bolivar was the first president of Gran Colombia, but the country became split between Liberals and Conservatives and suffered from violent civil wars. In 1830, Venezuela became a separate sovereign country from Gran Colombia.

         3.) Generally, Venezuela has had close foreign relations with other countries in Latin America, South America and the Caribbean. Venezuela is a part of the Summit of the Americas and the OAS (Organization of American States)

Trinidad and Tobago: Relations between Venezuela and Trinidad and Tobago have been distant, despite the geographical closeness of the two countries. They have experienced, however, disputes over fishing rights have rocked stable relations. Trinidadian fishermen constantly face the Venezuelan National Guard and have their cargo detained due to unclear water boundaries. A fishing agreement was settled in 1985, but soon after, Trinidad and Tobago found the agreement unfavorable for their interests. Both countries face some adverse situations, but overall, maintain a lukewarm relationship.

Guyana: Historically, the relations between Guyana and Venezuela have been of disputing territory. During it’s War of Independence, Venezuela claimed more than half of the Guyana territory, a dispute that was eventually settled in 1899 by arbitration. However, in 1962, Venezuela decided not to abide by the arbitration’s decision, which conceded mineral-rich soil of the Orinoco delta to Guyana. Further attempts at border outlining failed, and Venezuela vetoed Guyana’s bid to be part of the OAS. Eventually, with new government officials the relations between the countries improved, and Venezuela withdrew it’s veto on the OAS membership of Guyana.

Brazil: Relations between Venezuela and Brazil have been few until the last 20 years, but friendly overall. Brazil imports hydroelectric energy from Venezuela into Northern Brazil. Brazil supported institutional crises in Hugo Chaves’ government, and the countries have become important economic traders in the past two decades. The reason Brazil and Venezuela have no intense history is that Venezuela’s northern border, including its capital city, Caracas, faces the Caribbean Sea. Because of this convenience, Venezuela has been much more economically connected to Caribbean countries and the U.S., through its exports of petroleum. Brazil, on the other hand, is a much more continental country, whose economic poles are towards the central and southern parts of the country. Furthermore, the Amazon forest is a natural barrier between the nations, making practical contact rare. These geographical features have impeded Brazil and Venezuela from having deeper relations in the past, and consequently prevented any major issues that could have surfaced had a long history of relations been in place.

Colombia: Colombia and Venezuela share a history of achieving independence under Simon Bolivar, and becoming part of the single republic of Gran Colombia. After the dissolution of Gran Colombia, the countries’ relations have been erratic, fluctuating from friendly to struggling. Since the 20^th century, both countries have disputed the Gulf of Venezuela, and this dispute has led to distrust. Another issue is that many Colombians migrated to Venezuela to occupy low-end jobs, but were treated poorly and discriminated. However, the greatest issue that impedes friendly relations between Colombia and Venezuela is the Colombian Armed Conflict. The struggle between Colombia’s government and guerrilla forces such as the FARC and the ELN has impacted Venezuela, since as the conflict escalates Colombian forces enter Venezuelan territory illegally, to capture guerrilla groups hiding in Venezuela. Contraband from Colombia to Venezuela is common, many of which include illegal drugs. The ideological differences between Colombian and Venezuelan presidents also pose a challenge to the depletion of illegal drug trade and guerilla forces, as cooperation is hard to achieve. Both governments have been suspicious of the other harboring guerillas in their territory, which led to a freezing of diplomatic relations in 2008 (which were reestablished in 2010).  Overall, relations between Colombia and Venezuela are inconsistent, but generally unfriendly.

4.)          Historically, The U.S. and Venezuela have had strong relations under conservative governments in Venezuela. The countries developed strong trading and cooperation in fighting the illegal drug contraband. However, when Hugo Chaves was elected president in 1999, and established a socialist government, tensions increased. Under the Bush administration, tensions have also risen, as the U.S. backed the failed coup to remove Chaves from power in Venezuela.

Venezuela and the U.S. had comfortable economic relationships, of oil trading, until Hugo Chaves was elected and went against the privatization of the state-owned oil company PDVSA. The George W. Bush administration of 2011 and the Hugo Chaves administration have experienced tensions. Opposition demonstrations among the countries is common, such as the American Ambassador in Venezuela being expelled from the country in September 11, 2008, in solidarity with the Bolivian government who did the same. The U.S. acted in reciprocity, and expelled the Venezuelan ambassador from Washington DC.

Another source of tensions is the foreign relations that Venezuela maintains. President Chavez maintains friendly relations with Iran, a U.S. designated promoter of terrorism. Venezuela publicly supports Iran’s nuclear program, and regards the country as a “strategic ally”. Throughout the years, the relationship between Iran and Venezuela has grown, and Chavez announced that the Venezuelan Government “will back Iran under any circumstances and without conditions." Furthermore, under the presidency of Hugo Chavez, Venezuela has established friendly relations with North Korea, Russia, China and Syria, controversial positions in the eyes of the United States. Finally, a major arms race has been established for the Venezuelan armed forces, and Venezuela has bought over 4 billion dollars worth of weaponry from Russia since 2005.

Economically, the U.S. and Venezuelan relations run deep. Venezuela is the U.S.’s 5^th largest export market in Latin America, and contributes greatly with the purchase of machinery, transportation equipment, car parts, etc. Venezuela also makes up 1 of the top 4 sources of foreign oil in the U.S. To Venezuela, the U.S. is it’s greatest trading partner, as almost 50% of Venezuelan exports go to the U.S., and 25% of it’s imports come from the U.S.

Although the relations between the United States and Venezuela have been subject to tensions throughout the years due to political and ideological conflicts, the nations’ economic alliance continues unharmed. In order to preserve this economic link, both nations agreed to seek a relationship based on mutual interest (Summit of the Americas, 2009). These areas of mutual interest are where cooperation can be achieved, such as fighting the narcotics trafficking from Colombia into Venezuela.

English 10

Extended essay:  How does F. Scott Fitzgerald employ common themes in his novel The Great Gatsby and his short story “Winter Dreams”, and how do these themes reflect the American society of the 1920’s?

How does F. Scott Fitzgerald employ common themes in his novel The Great Gatsby and his short story “Winter Dreams”, and how do these themes reflect the American society of the 1920’s?

by

Cecilia Carvalho

English 10E

Ms. Dobson

June 3, 2012

Word Count: 3987

ii

Abstract:

            F. Scott Fitzgerald’s novel The Great Gatsby and his short story “Winter Dreams”, written in the same time period, have distinct similarities. In this essay, coinciding themes such as romantic idealism and social ascendance are compared. In conducting such comparison, the research question arose: “How does F. Scott Fitzgerald employ common themes in his novel The Great Gatsby and his short story “Winter Dreams”, and how do these themes reflect the American society of the 1920’s?” The investigation of such question was undertaken mainly through the analysis and comparison of both literary works. Primary and secondary sources concerning historical accounts of the 1920’s were used in connecting the researched themes and the appropriate historical context. Prior analysis by literary critics is also used as further evidence when comparing Fitzgerald’s work.

Despite the broad range of similar themes, this investigation was undertaken with attention to the specific themes of romantic idealism and social ascendance. Through further analysis, it was discovered that romantic idealism affects both Gatsby and Dexter in two comparable ways: it leads to the tolerance of lack of commitment, and the lingering of their romantic attachment beyond that of their partners. Moreover, the main characters experience social ascendance as an effect of two distinct moral inclinations: the belief in the American dream, and the association of love and wealth.

This research led to the conclusion that Fitzgerald’s novel The Great Gatsby and his short story “Winter Dreams” share the common themes of romantic idealism and social ascendance. Furthermore, the novels and themes exposed are a powerful reflection of the American society of the 1920’s. Connections between works and between the time period studied make evident the validity of Fitzgerald’s account and criticism.

Word count: 284

Table of Contents:

Abstract……………………………………………………………………………………ii

Introduction………………………………………………………………………………..1

Romantic Idealism and Its Effects………………………………………………………...3

Social Ascendance and Its Methods……………………………………………………….7

Conclusion………………………………………………………………………………..12

Works Cited………………………………………………………………………………13

Introduction:

F. Scott Fitzgerald’s novel The Great Gatsby and his short story “Winter Dreams” are explicitly linked. Such connections are logical as “Winter Dreams” was written while Fitzgerald developed the ideas that fed into The Great Gatsby. When writing to his editor Maxwell Perkins, Fitzgerald described “Winter Dreams” as “A sort of first draft of the Gatsby idea” (Fitzgerald and Bruccoli). Consequently, parallels with regard to characters, style and themes emerge when both pieces are juxtaposed. Furthermore, the connections between the themes of both pieces provide a detailed reflection of the American society in the 1920’s. Thus, the similarities between The Great Gatsby and “Winter Dreams” concerning common themes and their portrayal of American society in the 1920’s are the focus of this paper. This is investigated through the research question: “How does F. Scott Fitzgerald employ common themes in his novel The Great Gatsby and his short story “Winter Dreams”, and how do these themes reflect the American society of the 1920’s?”

When examined closely, The Great Gatsby and “Winter Dreams” show the common ideology of romantic idealism: the belief that a perfect relationship is attainable is fundamental to the main character’s mentality. Romantic idealism is presented in both works, and is made evident by the effects it brings upon the characters. This idealism affects both Gatsby and Dexter in two comparable ways: firstly, it leads to the tolerance of a lack of commitment and, secondly, a lingering of their romantic attachment beyond that of their partners.

F. Scott Fitzgerald wrote The Great Gatsby in 1925 and “Winter Dreams” in 1922, when the United States was in flux. The period post World War I was characterized as a phase of moral detachment, in which Americans severed the ties with the progressive movement prior to World War I. Fitzgerald portrays this newly formed American society that values entertainment and has loose moral standards in his works. However, Fitzgerald was, like his characters “…[a] romantic dreamer whose longings and ambitions fit well the aspirations and the idealism uniquely defining the American character” (Canterbery and Birch). Through romantic idealism in his books, Fitzgerald criticizes the hedonistic aspect of the American society in the 1920’s. By employing characters such as Gatsby and Dexter, who are idealistic men in terms of romance and life, Fitzgerald shows that there is no place for the virtuous man in America during the 1920’s. The men’s attempt to remain moral in a society that values entertainment and materialism is the conflicting ideology of the works, and the conflicting ideology of the time period. Therefore, romantic idealism is a reflection of America in the 1920’s only by its absence. Fitzgerald uses idealism, especially when it comes to romance, to criticize a newly established society of flexible morals.

Another theme that is common in both The Great Gatsby and “Winter Dreams” is social ascendance. An aspect of the American Dream, social ascendance involves the idea of mobility within social structures. Dexter and Gatsby experience social ascendance as an effect of two distinct moral inclinations, one being the belief in the American dream, and the other the association of love and wealth.

The 1920’s, as previously described, were a time in which behavioral and cultural values were revolutionized. The post World War I period, where America lived a great economic growth, became a period of materialism as is exemplified by the exponential growth of the Automobilist industry; in 1910, there was one car per 265 people while in 1928 the ratio was down to 1 per 6 (Wolman). Fitzgerald attempts to frame this quality of American life in his literary works. In The Great Gatsby, the main character economically rises from a meager adolescence into a lavish adulthood. In “Winter Dreams”, the same ideal is reverberated, as Dexter works hard to boost his economic situation. After becoming rich, the characters’ entry into the rich upper class is facilitated; as it mostly concerns financial status. Fitzgerald’s depiction of social mobility through hard work was proper of the time period depicted. Gatsby and Dexter exemplify economic prosperity and materialism, making social ascendance in Fitzgerald’s works a reflection of America in the 1920’s in socio-economic terms.

            Literary criticism on Fitzgerald’s works is broad, as several critical studies have been published analyzing the depth of his writing. His relationship with the 1920’s is summed as realistic, given “[Fitzgerald] is also a celebrated symbol of the Jazz Age and an eponym of the Roaring Twenties…” (Gale). Regarded as a writer whose “…life and fiction were one,” (Beers and Probst) Fitzgerald’s accounts of the Roaring Twenties are precise and insightful. As part of “The Lost Generation”, a group of writers who rejected the post World War I values that permeated the 1920’s (“The Lost Generation”), Fitzgerald criticized, through fictional stories, the illusive and indulgent facets of American society in the 1920’s. This lively depiction and criticism inherent to a time period that Fitzgerald experienced firsthand is significant in adding to the spectrum of knowledge about American culture. The Great Gatsby and “Winter Dreams” are primary hues in the painting of society during the 1920’s. They deserve examination for their realistic and true portrayal of a unique period of American history.

Romantic Idealism and Its Effects:

                      The novel The Great Gatsby and the short story “Winter Dreams” both have, as one of their supporting pillars, the theme of romantic idealism. Romantic idealism suggests that a perfect relationship is achievable. This perception defines the romantic idealism prominent in both tales, and forms the basis of Jay Gatsby’s and Dexter Green’s romantic fantasies. These lead them to a glorified view of their partners in which their qualities are highlighted and their defects are ignored. Both characters experience the effects of such idealism in two comparable ways: it leads to an acceptance of an absence of commitment, and to an over-extension of their romantic attachment.

As an effect of the perception that idealizes romance, Gatsby and Dexter tolerate the lack of commitment of their partners. As Gatsby and Dexter fall in love with the romanticized women, Daisy and Judy respectively, they face the shortcomings of their inflated views, encompassing a moral flexibility when it comes to loyalty. Although both men devote themselves entirely to their partners, Daisy and Judy do not show the same level of fidelity. In both books, the lack of commitment displayed by the women is obvious to Gatsby and Dexter. However, this behavior conflicts with their idealized view of their lovers. Therefore, to sustain the dream and the ideal, Gatsby and Dexter develop a tolerance to lack of commitment that is presented throughout the works. This tolerance is an effect of romantic idealism, because to uphold this perspective, they have to condone and ignore behaviors that disprove their projected ideal. The similarity is evident; in both stories the women find themselves unwilling to commit entirely to their partner. However, some key differences that must be observed are the manners in which this lack of commitment is expressed. In The Great Gatsby, Daisy pronounces her lack of commitment by being unable to choose between Tom and Gatsby, and eventually claims to have loved them both, whereas in “Winter Dreams” Judy overtly has other affairs while with Dexter.

                   Ever since World War I, Gatsby’s love for Daisy remains unmatched and unquestioned; he dreams of a perfect romance with Daisy even in her absence. In this idealization, Gatsby also believes that Daisy shares the same unconditional and enduring love he has for her. This conviction is distinct as he tells Daisy’s husband, Tom Buchanan, that “[Daisy] never loved you, do you hear? She only married you because I was poor and she was tired of waiting for me. It was a terrible mistake, but in her heart she never loved anyone except me!” (Fitzgerald 130). Gatsby’s idealistic view that Daisy has loved him all her life is what allows for his tolerance of Daisy’s indecision. When asked to confirm her love for Gatsby over her love for Tom, Daisy is hesitant and announces to Gatsby, “I love you now—isn’t that enough?” (Fitzgerald 132). Daisy is unable to commit to only one of the men in her life, claiming she has loved them both, and Gatsby tolerates this, in as far as he ignored her marriage to Tom. Furthermore, Gatsby persists in his pursuit of Daisy, even when her inability to commit to him is transparent. When Nick Carraway suggests Gatsby leaves for Atlantic City for a week, Gatsby refutes his idea. Nick then concludes that “[Gatsby] couldn’t possibly leave Daisy until he knew what she was going to do. He was clutching at some last hope I couldn’t bear to shake him free” (Fitzgerald 148). Despite Daisy’s evasion Gatsby continues his pursuit, hoping that, in the end, she will conform to his form of romantic idealism.

                    Similarly, in “Winter Dreams” Dexter has strong feelings for Judy like Gatsby has for Daisy, even asking for her hand in marriage. Dexter grants Judy much more importance than she ever grants him, and this is pronounced in Judy’s ephemeral and simultaneous love affairs. Unlike Daisy, who is unable to choose between Gatsby and Tom, Judy has a much broader range of men she cannot commit to: “[Dexter] was, as he found before the summer ended, one of a varying dozen who circulated about [Judy]. Each of them had at one time been favored above all others…“ (Fitzgerald 594). Judy is clearly unwilling to commit to Dexter or any of the men she dates. However, Dexter persists in his pursuit of Judy, despite her oscillating sense of commitment, as a result of his romantic fantasy. During an afternoon picnic, Dexter witnesses Judy disappearing with another man, and the omniscient narrator remarks: “When she assured him that she had not kissed the other man, he knew she was lying—yet he was glad that she had taken the trouble to lie to him” (Fitzgerald 594). Judy’s faltering is further accentuated, as Dexter asked her to marry him and “[s]he said, "maybe some day," she said "kiss me," she said "I'd like to marry you," she said "I love you"—she said—nothing" (Fitzgerald 595). The elusive quality of Judy is clear to Dexter in their everyday interactions, yet he does not waver in her pursuit. Dexter’s characteristic of ignoring Judy’s lesser interest in him manifests itself throughout their relationship in which he creates a Judy that, despite her obvious flaws, is romanticized. Even after a brief re-encounter that lasts merely a month, he concludes that “He loved her, and he would love her until the day he was too old for loving—but he could not have her” (Fitzgerald 600). This shows how his romantic idealism influences his relationship; to stay with Judy he endures her lack of commitment and, like Gatsby, remains loving and hoping for an equivalent love and the realization of his dream.

Another effect of romantic idealism that is noticeable in both The Great Gatsby and “Winter Dreams” is Gatsby’s and Dexter’s lingering romantic attachment beyond that of their partners. Even after Judy and Daisy have decided to discontinue the romance, Gatsby and Dexter remain enchanted by their charm, and trapped in their webs. Gatsby, for example, has been dreaming of Daisy and their re-encounter for five years, therefore he doesn’t accept that Daisy has lost her audacity and the momentum that moved her towards him. The narrator notes, “Her frightened eyes told that whatever intentions, whatever courage she had had, were definitely gone” (Fitzgerald 135). She is now inclined to stay with Tom and in the situation she was in before, yet Gatsby is far from realizing that. As Daisy comes home, Gatsby decides to stay outside in the drive of the Buchanan’s house, watching over it, claiming he is assuring Tom doesn’t “…bother her about that unpleasantness this afternoon” (Fitzgerald 144). Gatsby’s actions reflect his innermost desire to cling onto Daisy, even as she is inside her house with another man, and slipping from his fingers. Gatsby has not yet realized that his battle for Daisy has come to an end, because she is no longer questioning her romantic situation. This is further accentuated when Gatsby asks his butler to deliver any phone calls to him at the pool, expecting Daisy to send a telephone message, which she never does. It is only his untimely death which puts an end to his pursuit of her.

                    In “Winter Dreams”, Dexter is influenced by Judy even after their relationship ceases to exist. The narrator tells of Dexter’s experience—after his romance with Judy has dissipated—at a dance in which he cuts in on her. He relates, “For almost the first time since they had met he did not ask her to sit out with him or tell her that she was lovely. It hurt him that she did not miss these things—that was all” (Fitzgerald 596). Dexter shows that even after Judy has moved on to new adventures, he still feels hurt that, unlike himself, she shows no sign of yearning for him. This attachment he holds is clearly evident, too, in a conversation about Judy that takes place seven years after their last encounter. He discovers, in a business meeting, that Judy is unhappily married, and while her husband “...treats her like the devil”, she has simmered down to a “…pretty girl” (Fitzgerald 601). Dexter is outraged during the conversation, and eventually retreats into a feeling of dullness. The narrator unveils, then, the greatness of Dexter’s attachment to Judy, even seven years after they had their last fling. Dexter waivers between panicked thoughts of the Judy Jones that has faded away, juxtaposed with memories of her loveliness: “The dream was gone. Something had been taken from him” (Fitzgerald 602). When recalling her beautiful physical features, Dexter thinks “Why, these things were no longer in the world! They had existed and they existed no longer” (Fitzgerald 602). The cataclysmic tone at the end of the short story demonstrates the extent to which Judy has affected, and still affects, Dexter. Due to his glorification of who she is, Dexter cannot accept the final dénouement of their idealistic relationship, even after it has ceased to exist, and of Judy’s timeless and idealistic beauty.

Social Ascendance and Its Methods:

            The inextricable similarities between Fitzgerald’s novel The Great Gatsby and the short story “Winter Dreams” are seen through the shared theme of social ascendance: the ability to defy social stratification and move from a lower class level to an upper class level. This concept is strongly connected to the American Dream, which “…refers to the idea that one's prosperity depends upon one's own abilities and hard work, not on a rigid class structure” (Dastjerdi). The main characters, Jay Gatsby and Dexter Green engage in upward social mobility by means of two distinct ideologies: through the belief in the American dream, and through the association of love and wealth.

Jay Gatsby and Dexter Green become attached to the desire to be part of the rich upper class ever since their childhood. The class distinctions in both literary works are clear, and the men’s inferior social position is evident. Nick describes Gatsby’s poor life as a teenager: “For over a year he had been beating his way along the south shore of Lake Superior as a clam-digger and a salmon-fisher or in any other capacity that brought him food and bed” (Fitzgerald 98). He further accentuates Gatsby’s destitute upbringing referring to his parents, “[who] were shiftless and unsuccessful farm people—,” yet, Gatsby’s early craving for a wealthy life is evident in the addendum: “his imagination had never really accepted them as his parents at all” (Fitzgerald 98). Gatsby dreams of an affluent lifestyle, “A universe of ineffable gaudiness spun itself in his brain […]” (Fitzgerald 99). Such daydreams show the contrast between the rich and the poor and Gatsby’s disposition to associate with the latter. Dexter is also portrayed as part of the rank that surrounds the upper class. In the first paragraph of “Winter Dreams”, this stratification is made clear: “[s]ome of the caddies were poor as sin […], but Dexter Green’s father owned the second best grocery store in Black Bear—the best one was “The Hub,” patronized by the wealthy people from Sherry Island—and Dexter caddied only for pocket money” (Fitzgerald 587). Dexter is financially closer to the upper class, unlike Gatsby who lives a scanty life. Yet, this proximity is deceiving, as Dexter still has a long way to go in terms of money and manners until he rises to the level of those who own the best grocery store in Black Bear. Dexter’s desire to surmount this difference and prove himself an equal is shown in his imaginative reveries, “[a]gain, stepping from a Pierce-Arrow automobile, like Mr. Mortimer Jones, He strolled frigidly into the lounge of the Sherry Island Golf Club—“(Fitzgerald 588), and provide an example of his early desires to be associated with the wealthy.

Jay Gatsby also engages in upward social mobility through his belief in the American dream. Since his encounter with Dan Cody, a man that was “...many times a millionaire…” (Fitzgerald 99), Gatsby begins his association with the wealthy and his effort to become so himself. On Dan Cody’s yacht, it is through hard work for five years that he earns his employer’s trust and eventually an inheritance of twenty-five thousand dollars. This behavioral pattern is a demonstration of his belief that any man, through dedication, can be prosperous. As the years pass, Gatsby becomes fabulously rich, buys an enormous mansion in Long Island and throws glamorous parties every weekend. However, Gatsby’s methods of pursuit of wealth are illegitimate and illegal. Gatsby proposes to Nick that he joins him in a business deal, and then reveals that “[i]t happens to be a rather confidential sort of thing” (Fitzgerald 83). All these aspects indicate that Gatsby made his fortune illegally, through bootlegging and racketeering. Yet, although the origins of his fortune are shady, Gatsby has to work hard to achieve it. When he begins working with Wolfsheim, a gambler, Gatsby has nothing but his army uniform as clothing, yet in only 3 years he makes the money that buys his mansion on Long Island. Gatsby’s lavish parties are the entertainment of many wealthy socialites and, by being the host, Gatsby becomes a part of the upper class. Although his garish display of wealth is unlike the manners of the “old rich”, Gatsby’s fortune grants him a place among the rich and powerful in New York City. Due to his belief in the American Dream, Gatsby earns enough money to establish himself in the upper class and engage in social ascendance.

Similarly, Dexter accumulates wealth and voyages into the upper class only through his faith in the American Dream. His desire to reside among the rich is clear when he chooses to “…pass up a business course at the State University—his father, prospering now, would have paid his way—for the precarious advantage of attending an older and more famous university in the East, where he was bothered by his scanty funds” (Fitzgerald 590). By choosing a more prestigious school, and having to work hard to pay for his education, Dexter shows his belief that through effort he could become a well-to-do man. He puts his belief to practice when he grows rich through his hard work. While many “…rich men’s sons were peddling bonds precariously,” Dexter “made a specialty of learning how the English washed fine woolen golf-stocking…” (Fitzgerald 590). Dexter makes money and eventually “own[s] the largest string of laundries in his section of the country” (Fitzgerald 590). Unlike Gatsby, who made his fortune illicitly, Dexter uses respectable means, like his knowledge and an investment, to make money. Yet, both characters only achieve their financial positions through hard work and determination. Dexter’s interactions with the rich are based on the poise and the wealth he has acquired, and these characteristics ease his establishment as a part of the upper class. Dexter’s conviction that through diligence comes the possibility of social ascendance proves itself true, and because of the American Dream he joins the upper class.

Furthermore, Jay Gatsby succeeds in social mobility due to his association of love and wealth. When describing Daisy’s voice, Gatsby ascertains: “’Her voice is full of money,’” (Fitzgerald 120). Through this description, the links between Daisy and money in Gatsby’s mind are glaring. The connections Gatsby draws between achieving Daisy’s love only through the achievement of a great fortune are what propel him toward his financial success. Gatsby blatantly exposes his belief that Daisy could only love him if he is wealthy when he alleges: “[s]he only married [Tom] because I was poor…” (Fitzgerald 130). The bonds Gatsby creates with regard to love and wealth are in part what trigger his rise to financial prosperity and his social ascendance. The luxurious parties Gatsby hosts, an immense display of wealth, have the purpose of attracting Daisy. As Jordan tells Nick, “I think [Gatsby] half expected [Daisy] to wander into some of his parties, some night…” (Fitzgerald 79). These gaudy parties, which express Gatsby’s association of love and wealth, were fundamental to his social ascendance.

Dexter, like Gatsby, also associates love and wealth, a concept that leads to his social ascendance. In the beginning of Dexter’s tale, the narrator ascertains that Dexter is not snobbish, “[h]e wanted not association with glittering things and glittering people—he wanted the glittering things themselves” (Fitzgerald 590). By describing Dexter as a materialist, the narrator makes clear that Dexter covets wealth, not the social position that it entails. Later in the story, the narrator makes the link between Judy and material wealth evident: “It did not take him many hours to decide that he wanted Judy Jones ever since he was a proud, desirous little boy” (Fitzgerald 593).  Dexter longs for Judy and her love just as he longs for glittering things. This connection between both is the essence of Dexter’s association of love and wealth. Because of this attachment, Dexter ascends socially. Being with Judy gives him a social position that was beyond what he could have earned simply by his wealth. As the narrator explains, “…he was an eligible young man, “ yet, “[h]is confessed devotion to Judy Jones had rather solidified his position” (Fitzgerald 596). Because Dexter couples love and wealth, he longs for Judy’s love as he longed for material wealth. When he achieved both his goals, she gave him a social position distinguished from his own, and this contributed to his social ascendance to the upper class.

Conclusion:

The novel The Great Gatsby and the short story “Winter Dreams” by F. Scott Fitzgerald seem to have come from the same concept. They deal with self-made men who are anxious to move into a higher social class, and by pursuing wealth and women they eventually discover that personal fulfillment and their ideal women are ultimately elusive. Based on this observation, the research question arose: “How does F. Scott Fitzgerald employ common themes in his novel The Great Gatsby and his short story “Winter Dreams”, and how do these themes reflect the American society of the 1920’s?”

Both pieces “…share several thematic and stylistic elements as they each center on a young man from a modest background who strives to be a part of the exclusive world inhabited by the woman he loves” (Ullmann). Such similarities are occurring when it comes to the themes of the works, as is analyzed in the essay. Upon comparison, both pieces are linked through the themes of romantic idealism and social ascendance.

            Furthermore, another connection is effectively investigated in the paper. The themes in Fitzgerald’s works correlate with the American culture of the 1920’s. First, through the theme of romantic idealism, Fitzgerald criticizes the permissive post World War I values that dominated the time period. Second, through the theme of social ascendance, Fitzgerald reveals the economic opportunities and growth that influenced many Americans in this typically materialistic decade.

Ultimately, the research question is effectively answered, through the comparison of Fitzgerald’s pieces, historical accounts and previous literary criticism. F. Scott Fitzgerald employs the common themes of romantic idealism and social ascendance by the creation of two very similar tales, whose themes reflect the American society in the 1920’s because of the genuine narration of the Roaring Twenties.

Works Cited

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Canterbery, E. Ray, and Thomas D. Birch. F. Scott Fitzgerald: Under the Influence. St. Paul: Paragon House, 2006. 16. Print.

Dastjerdi, Nasrin. "How Class Ascendancy Is Presented In The American Novel." Ezine Articles. 9 Jan. 2008. Web. 19 May 2012.

Fitzgerald, Francis S. F. Scott Fitzgerald: A Life in Letters: A New Collection Edited and Annotated by Matthew J. Bruccoli. Ed. Matthew J. Bruccoli. New York: Scribner's, 1995. 121. Print.

Fitzgerald, Francis Scott. The Great Gatsby. New York: Scribner, 2004. Print.

Fitzgerald, Francis Scott. "Winter Dreams." Elements of Literature Fifth Course: Literature of the United States With Literature of the Americas. By Kylene Beers. Austin, TX: Holt, Rinehart and Winston, 2003. 587-602. Print.

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"The Lost Generation: American Writers of the 1920's." The Lost Generation. Montgomery College. Web. 18 May 2012.

Ullmann, Carol. “’Winter Dreams’ By F. Scott Fitzgerald." Short Stories for Students. Vol. 15. Detroit: Gale Group, 2002. Gale Cengage. Web. 31 May 2012.

Wolman, Leo. Consumption and the Standard of Living. Recent Economic Changes in the United States. Vol. 1. NBER, 1929. 13-78. The National Bureau of Economic Research, Inc. Web. 17 May 2012.