W4

Instructions
 
Once you have read the Hajjar chapter and the UDHR, please complete this eResponse by writing concise but thorough answers to all of the following questions.
You must include page numbers in each question–your score will depend on it. I do not require any specific citation format. Just include (author last name, page number) at the end of the relevant sentences. Please note that you must cite when you draw any ideas from the text, whether or not you explicitly quote it. And you must draw your ideas from the text because that is the assignment.
Please be sure that if and when you use a direct quotation from the reading, you also explain what that quotation means in your own words.
 
Questions (number your answers)

1. What does Waltz mean by “small states”? How does that designation relate to their power?
2. Waltz uses four categories to describe small states’ contributions to the human rights project. Name and describe at least two of them (number your answers 2a and 2b), providing an illustrative example for each. (Be sure to review all four for our synchronous class discussion on Monday).
3. What were the four castes/classes, in other words the social groupings of people, (that Knight describes) in Haiti leading up to the revolution? Next to each class, list the kinds of rights they were demanding.

 
Reply to a classmate
When you have finished posting your numbered answers, please read through and comment on someone else’s post, as well. Your comment should be substantive. If you agree or disagree with their post, explain why with reference to specifics. If you learned something from their post, identify what that is.
 

1. What does Waltz mean by “small states”? How does that designation relate to their power?
   1. 1. From what I am understanding, Waltz is saying that “small states” or ‘small powers’ are sovereign states that actually had some of the largest impacts on universal human rights. They “bore witness to the proceedings that produced [the UDHR],” they had representatives that participated in debates, they played vital leadership roles, and fought hard for what they believed to be right (4). Their role in the creation of the UDHR gave them higher recognition leading them to a status of power.
2. Waltz uses four categories to describe small states’ contributions to the human rights project. Name and describe at least two of them (number your answers 2a and 2b), providing an illustrative example for each. (Be sure to review all four for our synchronous class discussion on Monday).
   1. 1. The Small Powers as Witness. The creation of the UDHR was fairly public. The discussions between delegates were written on records and actually reflect that the discourse was progressive as they are filled with suggestions to amend the text for the better. It seems that there was positive back and forth suggestions and debate on what basic human rights issues included and what the solutions would include. The creation of the UDHR came shortly after the Holocaust had ended and was certainly included in discussion of human rights. The Third Committee actually pointed out how some of the West (Switzerland and Britain) were denying political franchise to women and much of the world, as well as the US Congress’ failure to put forth federal law against lynching (11). These Small Powers also were witness to attacks in South Africa where racism and segregation was being saturated. In the creation of the UDHR, there was only one event that turned the attention away and it was for the crisis of Palestinian refugees but was turned back to the UDHR swiftly. With thorough consideration, intense discussion, debate, and agreement, the UDHR and the contributing delegates crafted one of the most considerable and referenced human rights documents to date.
      2. Advocates and Partisans. As early as 1933, American states came together for the discussion of rights and duties. Heading to Chapultepec, Mexico, they reviewed proposals to create a universal organization to hold bigger powers accountable. From this, Panama seemed to hold the most concern over its personal rights. This led to small states coming to San Francisco to participate in the UN conference being held which would result in a beneficial outcome of additional human rights references being included in the UN Charter text. Cuba, New Zealand, and Norway argued “that any bill of rights should be made binding on all states” (20). Uruguay, Panama, France, Brazil, Dominican Republic and Mexico ensured respect for human rights. Cuba, India, and Panama (all considered small states) proposed treaty in opposition of genocide. Cuba went on to attempt to defend tyranny and oppression but that was not successful. The involvement of small states is a reflection of their experiences and the desire for a more ethical and peaceful standard for all. After the Cold War there were five primary issues that small states defended and advocated: 1. Socioeconomic rights in the UDHR, 2. Women’s rights, 3. Discrimination on all levels, 4. Small states as partners in the international system, 5.  End colonial rule (21-22). Through more gatherings and discourse, the UDHR included in Article 2 a further statement on the principle of universality. The Article had much debate around it, but led to the discussion of self-determination. Small states continued to fight for what they believed was right (implementing self-determination, political independence) but colonial powers fought back against decolonization. Eventually “the twelve-country coalition” won their fight to self-determination and became a provision of international law (24).
3. What were the four castes/classes, in other words the social groupings of people, (that Knight describes) in Haiti leading up to the revolution? Next to each class, list the kinds of rights they were demanding.

• • I believe the four castes that Knight describes are (found primarily on page 13):
    • The wealthy whites/Grand Blancs: Rights of Man = privileges of bourgeois man; liberty as private affair; free trade; colonial autonomy
    • Free Coloreds/Gens De Couleur: equality; fraternity; free persons regardless of color
    • Poor whites/Petit Blancs: equality (all white people, not just rich whites); less bureaucratic control over colonies; fraternity of accidental whiteness
    • Slaves: personal and individual freedom and liberty