2019 Year 12 IB Extended Essays

International Baccalaureate Diploma Program

EXTENDED ESSAYS - 2019

Please ... Feel free to browse and read through the full extended essays of our 2019 Year 12 IB Diploma students. - History

1. Alexander Furrows 2. Charlotte Shannon 3. Chloe Garrier 4. David Nicolau 5. Skye van Esch 6. Aashish Prashanth 7. Skylar Klease 8. Julius Wright 9. Zachary Lai 10. Montana MacFarlane 11. Rebecca Zielinski 12. Thomas Nguyen 13. Lilly Thompson

- English A Literature - English A Literature - Visual Art - English A Literature

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- English A Literature - English A: Literature - Physics - History and Philosophy

14. Zade Abass 15. Ziggy Enoch 16. Marcus Ware

- History - Theatre - Philosophy

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International Baccalaureate Diploma Program

THE EXTENDED ESSAY

The International Baccalaureate® (IB) Diploma Programme (DP) is an assessed programme for students aged 16 to 19. It is respected by leading universities across the globe. Somerset offers the IBDP as an alernative to the Queensland Certificate of Education in Years 11 and 12. Through the DP, we aim to develop students who: - have excellent breadth and depth of knowledge - flourish physically, intellectually, emotionally & ethically - study at least two languages - excel in traditional academic subjects - explore the nature of knowledge through the programme’s unique theory of knowledge course.

THE IB DIPLOMA PROGRAMME CURRICULUM The DP curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay. Through the DP core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.

WHAT IS THE EXTENDED ESSAY?

The extended essay is an independent, self- directed piece of research, finishing with a 4,000-word paper.

THE EXTENDED ESSAY PROVIDES:

One component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the extended essay is mandatory for all students.

Practical preparation for undergraduate research an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student's six DP subjects. Through the research process for the extended essay, students develop skills in: - formulating an appropriate research question - engaging in a personal exploration of the topic - communicating ideas - developing an argument.

Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.

© International Baccalaureate Organization 2012.

Extended Essay The Influence of Failed Oriental Anti-Imperialist Movements on Later Successful Movements Research Question: How did the anti-imperialist revolts of the Filipino nationalist movements and Boxer society inspire later, successful movements? Introduction In Asia, the 20 th Century was an era of greater revolution and growth than any century beforehand. The 1800s had been a ‘Century of Humiliation’ in which the European Empires had expanded their power and influence deep into Asia. The 20 th Century opened with a series of conflicts between the forces of renewed imperialism and those of decolonisation, and it would later see the collapse of the European and Oriental Empires. This essay will cover the events of 1896-1901 and analyse their effects on the movements which would later end imperialism in the Orient. The Philippine Revolution and subsequent Insurrection and the Boxer Rebellion were anti-imperialist movements which failed to overcome imperialism in the Philippines or in China but hold important places in the shared knowledge of either nation. The conflicts in the Philippines served to untie the disparate culture of the archipelago, creating a pan-Filipino identity and the conflicts also created a guerrilla legacy which would help pave the way for future autonomy and independence. The Boxer Rebellion broke the last vestiges of faith in the Manchu Qing dynasty and would partially inspire the tactics and ideals of the Kuomintang and Chinese Communist Party in their own revolutions.

Investigation Context The 19 th

Century saw the peak of European Power in Asia. In 1839, British frustration with Chinese trade restrictions resulted in the First Opium War. The subsequent British victory in this war would lead to the creation of what would come to be known as the Unequal Treaty System. The Unequal Treaty System was an informal, ad-hoc series of official, legally binding diplomatic treaties between Oriental countries (primarily China and Japan) and the Imperial powers. Unequal Treaties usually included articles or clauses which forced the Oriental country to ease off trade restrictions, and open (or cede) their ports for foreign trade. (Treaty of Nanjing, 1842) Many of these treaties would also grant legal protection for foreign subjects living in the Oriental country via extraterritoriality, allowed for missionaries to proselytise, and generally increase foreign influence in the Orient. (Silbey D. J., 2012) Century China was the Taiping Rebellion of 1850-1864. The primary causes of the rebellion are often ascribed to the lack of popular support for the Manchu Qing Dynasty, the agitation of the Christian minority in China and the personal zeal of the Taiping leaders. The Taipings formed a highly centralised, militant state which was intent on conquering all of China. The 14-year long rebellion devastated China, crippling its infrastructure and resulting in the death of around 20 million people. In the aftermath of the revolt, the Chinese attitude to the Westerners who had brought Christianity to China but backed the Qing severely deteriorated. Another effect of the rebellion was that the Han ethnic majority of China lost a lot of faith in the Manchu Qing Dynasty. The Boxers and later the Kuomintang and Chinese communist party were all influenced by the devastation if the Taiping Rebellion. Meanwhile, Japan was experiencing its own seminal events – the Bakumatsu period of 1853-1867. Japan had limited its contact with Europe for centuries through the isolationist policy of Sakoku. The arrival of American warships in 1853 had forced Japan into abandoning its restrictions against international trade. During the Bakumatsu, the Japanese Emperor and his allies asserted his authority and began to modernise Japan along western lines in order to bridge the technological gap between Japan and the west. Once Japan modernised, it adopted a bellicose stance towards its neighbours. Many Japanese politicians and military leaders believed that Japanese control and influence over its neighbouring territories would help protect Japan from the foreign powers. To take control of these lands the Japanese would conquer them by force or provide aid and asylum to political figures (and revolutionaries) who Japan could influence. (Gordon, 2002) The most devastating event in 19 th

The Philippine Revolution The Philippines are an archipelago made up of thousands of islands and hundreds of people groups. The Spanish colonised the Philippines in the 16th century and used them as large trade port and naval base. The Spanish government cared little for the Philippines outside Manila, resulting in most Filipinos’ contact with Spain being limited. The decline of the Spain Empire led many Filipinos to feeling that they no-longer needed the Spanish. The lack of faith in the Spanish was compounded by increasing access to public education, the opening of Philippine ports to foreign trade and the spread of liberal-nationalist ideas. The governors became more conservative and began focusing on eradicating the nascent Philippine nationalist movement. The diversity of the archipelago hampered the Philippine nationalist movement as little united them beyond opposition against the Spanish. There was no pan-Filipino identity, and the islands were only considered one unit because Spain ruled them collectively. (Cullinane & Hernandez, 2019) In 1892, Andres Bonifacio and other prominent Filipinos formed the secret society Katipunan. Katipunan is the Tagalog word for assembly, and it was dominated by Tagalog revolutionaries. In 1896, disputes between Katipunan members resulted in the organisation being revealed to Spanish authorities, who tried to eradicate it. This caused Bonifacio to call for national revolution against Spain on August 24 1896, birthing First Philippine Republic. (Silbey D. J., 2007) Bonifacio launched a failed attack on Manila, which caused the Spanish to try and reinforce Luzon, resulting mutinies and popular uprisings spreading the Revolution across the archipelago. Katipunan split into a pro-Bonifacio faction and a pro-Emilio Aguinaldo faction (Aguinaldo was a mixed Tagalog-Chinese revolutionary). The divisions between the Filipino groups hampered the independence revolt and the Philippine Republic struggled to take the form of a proper state. In 1897, the first president was elected solely by members of Katipunan. Aguinaldo managed to win the election, and subsequently sidelined Bonifacio in favour of Mariano Trias (who received fewer votes than Bonifacio). The furious Bonifacio stormed out of Cavite province, foraging for supplies along the way. While foraging, Bonifacio’s men committed some atrocities and harassed the local Tagalog populace. In Aguinaldo used this as an excuse to purge his rival, Bonifacio’s camp was assaulted and Bonifacio was executed. The infighting and ill-discipline compromised the Philippine forces, who were unable able to resist the Spanish Cavite Offensive, forcing them to retreat to Montalban. Aguinaldo, along with several other revolutionary leaders surrendered themselves to the Spanish. Aguinaldo went into exile in Hong Kong with a Spanish ‘bribe’, and he spent his exile plotting his return to the Philippines.

Although the uprising had floundered and Aguinaldo was in exile, the rebels still in the Philippines continued the fight. At this stage it had become clear that conventional methods of warfare would fail in the face of the Spanish army. To circumvent this, the rebels started massing guerilla forces in the jungles and hills of central Luzon. This strategy would be replicated in the later wars for independence.

Spanish-American War Aguinaldo’s exile was short-lived. In 1898, the Spanish-American War broke out. There were many causes of the war. The major reason was an extension of the Monroe doctrine, in which the USA sought to eliminate European influence in the Americas. Spanish influence would end by supporting Cuban Separatists and annexing Puerto Rico. The US also had economic interests in the Caribbean, which were being hurt by the ongoing Cuban insurrection. The immediate Casus Belli was the sinking of the USS Maine in Havana. The Maine exploded in port, killing 258 of its crew, and when the news reached the US public, it was believed that the Spanish had sunk the Maine. A US inquiry then erroneously concluded that the ship was sunk by a Spanish underwater mine - so the US went to war. (Silbey D. J., 2007) The Cubans had already waged a successful campaign across the whole island but were unable to seize key Spanish-held cities and strong points. The Spanish had used conscription, civilian internment and food deprivation to starve out the rebels and defeat them via attrition. The Americans, aided by the Cuban insurrectionists, landed in the south of Cuba, scoring a few indecisive victories. The American Navy destroyed the Spanish Caribbean squadron in the battle of Santiago de Cuba. The US annexed Hawaii and its navy sailed to Guam which surrendered bloodlessly. In the South China Sea, the war was almost more political than military. The Americans were intervening on behalf of the Cuban separatists but had made no public statements on the Philippine revolution. Hearing that the Americans were fighting to liberate one colony from Spain, Aguinaldo hoped he would be able to convince America to liberate another. The historical records grow muddled and contradictory as Aguinaldo claims that the American consul in Singapore E. Spencer Pratt and later Commodore George Dewey promised the US would grant the Philippines independence once the war was won. Both Pratt and Dewey denied this and stated that neither had the authority to make such promises. (Silbey D. J., 2007) (Boot, 2002) The US Asiatic Squadron in Hong Kong sailed for Manila Bay where on May 1 1898; Dewey decisively annihilated the Spanish Fleet. The Americans transported Aguinaldo back to the Philippines, where he quickly took control of the revolutionary forces which dominated Luzon and proclaimed the independence of the Philippines once more on June 12 1898. Dewey secretly negotiated with the Spanish garrison and landed some marines in Manila, the garrison ‘fought’ a ‘mock battle’ and surrendered the city to the Americans and not to the Filipino revolutionaries. As this occurred, some Filipino insurgents attacked Manila and managed to seize a few Spanish blockhouses, but American forces kept them out of the interior of Manila. (Silbey D. J., 2007) The defeats compelled Spain to negotiate a peace with the United States. The Treaty of Paris made Cuba independent and the US purchased Puerto Rico, Guam and the Philippines from Spain for $20 million. The ‘mock battle’ and purchase of the Philippines outraged the Filipinos, who believed that an American victory would result in independence, yet they were just sold from one colonial master to another.

The Philippine Insurrection The annexation of the Philippines was highly controversial. Barely any Americans had heard of the Philippines prior to the war and almost nobody had an idea what the situation there was. Unlike the American west, the general public had no economic incentive to expand there. Having an entrepot and coaling station in Manila would have beneficial for the USA, but the American government did not know what to do with the rest of the islands. The Americans could neither return the Philippines to Spain nor grant the Philippines independence as it was believed that another European Power (or even Japan) annexing them instead, and this belief was supported by German warships suspiciously sailing in Manila bay. The Filipinos began to test the American will to fight by probing American defenses in Manila. On February 4 1899, shortly after the annexation of the Philippines a small skirmish escalated into war. Aguinaldo had been unable to defeat the Spanish - who were weaker than the Americans, and thus tried to negotiate with American General Otis. Otis flatly rejected Aguinaldo’s peace overtures and the Philippine Insurrection began. The Philippine Insurrection was a practically direct continuation of the Revolution. (Boot, 2002) The war began with a battle around Manila. Both armies numbered around 13-20,000 men, with the Filipinos being able to levy more men from nearby lands. The American army had superior equipment, naval support and defensive positions. The ill-disciplined Filipino Army of Liberation was easily defeated, and the American armies proceeded to fan out across the Philippines. The defeat at Manila forced the Filipinos to once more abandon conventional warfare in favour of guerrilla warfare. Attempts by Aguinaldo and the Filipino officers to reform the army failed due to the decentralised command and abysmally low morale. The disaster was exacerbated by the fall of the Philippine provisional capital at Malolos and Aguinaldo’s assassination of his primary general, Antonio Luna. Aguinaldo commenced a retreat from the forces of Otis and General Arthur MacArthur, all the while hoping that the US senate would not ratify the Treaty of Paris. He also invited numerous foreign journalists to report on the war. Although we cannot be certain, it seems that Aguinaldo hoped to outlast the Americans, who were suffering from attrition from guerilla attacks, disease, exhaustion and the climate. By outlasting the Americans, turning international opinion against the USA by reporting on atrocities and turning American opinion against the war (notably distributing pamphlets to African-American soldiers who often felt more aligned with the oppressed than the racist Americans), he may have hoped to have the Americans either pull out or allow a great deal of autonomy to the Philippines. Whatever Aguinaldo had hoped, he was forced to abandon the Army of Liberation and flee into the mountains of central Luzon, while independent guerillas continued to fight across the archipelago.

Although the war weary Philippine populace was growing more willing to tolerate or accept American domination, the American military was struggling to suppress the Philippine insurrection. The Americans were becoming increasingly overextended by the Moro rebellion in the southern Philippines and the Boxer Rebellion in China and were now hoping to end the insurrection in one stroke. During daring raid involving dozens of Filipino defectors Aguinaldo was captured. With Aguinaldo in captivity, the guerilla war going nowhere and war weariness afflicting all parties, Aguinaldo surrendered in 1901. Thousands of insurrectionists put down their bolo knives and gave up the fight. In July 1902, President Theodore Roosevelt declared the insurrection over. Low intensity fighting and the Moro rebellion would drag on until 1913. (Boot, 2002) The First Philippine Republic may have been destroyed, but the dream of independence survived. With the aid of some Filipino elites (including former insurrectionists), the USA placed the Philippines under a civilian government. The Americans were required to recruit Filipinos into their army and administration in order to maintain their control. The Americans would prove to be kinder and more diligent administrators than the Spanish. (Silbey D. J., 2007) The Revolution and Insurrection created the pan-Filipino cultural identity which exists today. The Insurrection had essentially forged the many smaller ‘tribal’ identities into a Filipino one. The Americans further cultivated Filipino nationalism by creating an education system that increased the literacy rate by 30%, enabling all Filipino groups to communicate through English. (Boot, 2002) Competent American policies and the incorporation of local Filipinos in the American administration caused a wave of pro- American sentiment and also provided the Filipinos with institutions and pathways from which they could grew more autonomous and eventually independent. The legacy of the guerillas survived into the Second World War, where the Filipinos fought a guerilla campaign against the Japanese during WWII with the intention of restoring American rule. In this campaign, the Filipinos implemented the same tactics and strategies which had caused great strain on the Spanish and American forces during the Revolution and Insurrection. The energetic resistance against Japan led to the USA granting the Philippines independence in 1946, and the Second Republic maintained friendly relations with the USA. A somewhat darker result of the ‘Guerilla Legacy’ is the Moro independence movement. Though the movement has been mostly benign and non-violent since 1913, in the current day, some Moros are fighting an insurrection. In 2017, a group of militants aligned with the Islamic State organisation captured the city of Marawi in southern Philippines. Other terrorist organisations and guerilla militants have been operating in the archipelago. (Beech & Gutierrez, 2019) Although there is no direct link between these groups and the guerillas of the previous century, an indirect legacy of guerilla warfare may have effect these new groups.

The Boxer Rebellion Concurrently to the Philippine Insurrection, Qing China was engulfed by a radical anti-imperialist movement, The Fists of Harmony and Justice, also known as the Boxers. The Boxers were called boxers because they were practitioners of Chinese martial arts and would publicly use ‘magic’ and incantations to supposedly become possessed by spirits which would grant them the power of invulnerability. The Boxer Movement was highly decentralised and mostly composed of peasants. The movement’s structure meant that it operated in smaller cells, with each cell having slightly different objectives. Though lacking in clear leadership, the goal of the Boxers was remarkably singular – to eliminate foreign influence in China. It appears that the Boxer movement was similar to the Pro-Imperial movement in Bakumatsu Japan, this assumption is based on the fact that they shared similar slogans – the Boxers were known to say “Support the Qing, exterminate the foreigners”, while in Japan the pro-imperial rallying cry was “Revere the Emperor, expel the barbarians”. (Silbey D. J., 2012) The Boxers hoped to incite the Chinese peasants into a frenzied pogrom against any Christian they could find. The Boxers had little difficulty finding people who hated the Christians, as the missionaries and converts often abused their extraterritorial rights. The initial attacks against Christians were extremely counterproductive, the foreigners would use the killing of missionaries to justify intervening in China (the military strength of the foreign powers was so great that the Qing would sign off treaty ports out of fear). (Silbey D. J., 2012) The Boxer Rebellion differed greatly from previous rebellions. The Boxers had no intention of seizing the great cities of china and proclaiming their own emperor and their supposed loyalty to the Qing and anti- western agenda meant that the existing government was tepidly supportive of them. The Empress Dowager Cixi was running the country as regent for her nephew, the Guangxu Emperor. The Emperor had attempted to repair his empire during the 100 Days Reform. However, the Reform was suppressed by Cixi with the help of the conservative court faction, the factionalism within the regency government caused great instability. The Boxers took advantage of the situation at court to march into Beijing unopposed in the Spring of 1900. Upon entering Beijing, the Boxers began harassing Christians causing the foreign diplomats and their families to fortify themselves in the Western Legations and call for reinforcements. On the 20 th of June, the German minister was killed, and the legations properly besieged. The Legations resisted tenaciously as they were defended by professional soldiers. The foreign powers assembled an Eight-Nation Alliance to suppress the Boxer Rebellion. The Alliance raised two expeditions to suppress the revolt. The first expedition was a small force of around 2000 mostly western sailors. This expedition was hastily put together and rushed to Beijing, hoping that Qing forces would remain neutral and allow this force to fortify the Legations before the siege began. The second expedition numbered around 55000 men, the majority of whom were Japanese and Russian soldiers, with sizable contingents from the other empires and America. This expedition was meant to crush the revolt and fight pro-Boxer Qing forces. The first expedition was under the command of British Admiral Seymour, while the second was commanded by a council of officers led by British General Gaselee.

Seymour’s expedition began somewhat successfully travelling from Tianjin to Beijing by rail. However, the expedition was bogged down by the Boxers. As the allied base at Tianjin was inland, a small allied naval force attacked the coastal forts at Dagu successfully opening a supply route to Tianjin, but this victory drew the ire of the Qing court which then went to war against the Alliance. The land expedition’s advance was halted by Qing and Boxer forces at the Battle of Langfang on June 18, causing Seymour to retreat to a hidden Qing arsenal. The expedition was then themselves besieged. During this short siege, a Chinese servant in service to the westerners broke through the siege lines and convinced an allied regiment in Tianjin to relive the siege. The first expedition evacuated the arsenal and regrouped at Tianjin. (Silbey D. J., 2012) Shortly after Seymour’s expedition had marched to Beijing, Boxers surrounded Tianjin. The allies held on to a thin supply line between the Tianjin Foreign Settlements to the Dagu forts. By July, the modern Qing army besieged the Settlements. The Allied force broke the siege and then assaulted Tianjin City on July 13. The assault resulted in a costly allied victory. The battle of Tianjin was the bloodiest battle of the conflict, and the allies were forced to wait for reinforcements. The Allied reinforcements merged with the original allied force to form the Second Expedition. This huge force marched directly to Beijing, while a separate Russian army successfully invaded Manchuria from the north. The Qing army attempted to halt the expedition but was defeated in battles at Yangcun and Beicang. Having suffered immense attrition from the fighting and heat, only around 20,000 men could be mustered for the main attack on Beijing on August 14. The assault on Beijing was more of a race than a battle; the allied nations attacked independently of one another and managed to destroy the Chinese defenses suffering few casualties. Cixi and some loyal retainers fled to Shanxi province towards the end of the battle. The flight to Shanxi province would later be mirrored by Chinese communist forces during the Long March of 1934-35. As the Boxers and Qing were unable to conventionally resist the foreign alliance via conventional means, they melted countryside to fight a small guerilla war. The countryside was home to the majority of the Boxer support base and thus the Boxers were better able to hide and ambush their enemies. Foreign forces fanned out into the countryside and used brutal methods to suppress Boxer activity. Once again, parallels can be drawn between the Boxers and Communists, as the Chinese communists replicated the peasant guerrilla war, and would see success. In his book ‘On Guerilla Warfare’, Mao Zedong himself references the Boxer Uprising as a source of inspiration for his own guerrilla campaigns during the Chinese Civil War. (Zedong, 1937) The humiliated Qing were forced to sign the Boxer Protocol. The Protocol was another Unequal Treaty, forcing the Qing to pay a massive indemnity, to destroy the Dagu forts and banned the importation of arms and ammunition into China. The Qing were also forced to allow foreign garrisons in certain cities and to reorganize parts of the government.

Conclusion Although Katipunan and the Boxer society both failed to achieve their immediate goals, the tactics which they employed would inspire later movements which succeeded. In the Philippines, the struggle for independence forged a Filipino identity and paved the way for independence via more peaceful means. The Boxer Rebellion would provide a model from which Mao Zedong and the communist party could base their peasant revolution and in the darkest hours of the Chinese Civil War, the communist party would regroup in Shanxi province just as the Qing court would. The communist party would later emerge from Shanxi to conquer China and finally end foreign influence in the country.

Bibliography Beech, H., & Gutierrez, J. (2019, March 9). How ISIS Is Rising in the Philippines as It Dwindles in the Middle East . Retrieved from New York Times: https://www.nytimes.com/2019/03/09/world/asia/isis-philippines- jolo.html Boot, M. (2002). The Savage Wars of Peace: Small Wars and the Rise of American Power. New York: Basic Books. Cullinane, M., & Hernandez, C. G. (2019, July 26). Philippines: The Spanish period . Retrieved from Encyclopædia Britannica: https://www.britannica.com/place/Philippines/The-Spanish-period Gordon, A. (2002). A Modern History of Japan: From Tokugawa Times to the Present. Oxford University Press. Silbey, D. J. (2007). A War of Frontier and Empire: The Philippine-American War, 1899-1902. New York: Hill and Wang. Silbey, D. J. (2012). The Boxer Rebellion and The Great Game in China. New York: Hill and Wang. The United Kingdom of Great Britain & Ireland, Great Qing . (1842, August 29). Treaty of Peace, Friendship, and Commerce Between Her Majesty the Queen of Great Britain and Ireland and the Emperor of China. Treaty of Nanjing . Nanjing. Zedong, M. (1937). On Guerrilla Warfare.

Alexander Furrows Year 12

International Baccalaureate Extended Essay – English A1 Category 1 November 2019

Charlotte Shannon Year 12

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An Analysis of Transgressive Behaviour in The Help and To Kill A Mockingbird Against the Perceived Boundaries of Acceptance To what extent do the characters of To Kill A Mockingbird and The Help transgress the boundaries of acceptance in order to achieve the authors’ purpose?

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Word Count: 3562

Table of Contents Introduction ................................................................................................................... 3 Analysing Characters in To Kill A Mockingbird ....................................................... 4 Racism ..................................................................................................................................4 Gender Inequality .................................................................................................................7 Analysing Characters in The Help ............................................................................. 9 Racism ..................................................................................................................................9 Gender Inequality ...............................................................................................................10 Discussion – Comparing and Contrasting the Novels .......................................... 12 Conclusion .................................................................................................................. 13 Bibliography ................................................................................................................ 14

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Introduction Harper Lee’s renowned bildungsroman To Kill A Mockingbird (1960) alongside Kathryn Stockett’s historical fiction novel The Help (2009) , is seen to be profoundly influenced by the social challenges present during 1930’s to 1960’s America. Throughout this time period, the interactions between races, social classes and genders were determined by definite laws, prejudicial attitudes and communal orthodox beliefs. Lee and Stockett utilise their settings and characters to simulate this era in order to expose these socially apt, for what they believe to be, boundaries of acceptance created by the institutionalised prejudices of society. However, while reading the novels, it becomes apparent that some characters purposefully defy these boundaries. This then leads to question, to what extent do the transgressive behaviours of these characters defy the perceived boundaries of acceptance and how is this achieved? Additionally, how does this fulfil the purpose of the authors? The term ‘transgression’ refers to the act of undermining certain codes of conduct. Generally, the time period in which a transgressive fiction was written upon “contains characters unhappy with social expectations and conventions” (Christianson, 2019). Hence, they seek to break free from their socially dictated lifestyles. With respect to the context of both novels, Lee and Stockett aim to position the reader to admire the transgressive behaviour of its characters against the perceived boundaries of acceptance. One of the boundaries highlighted is that between white and black members of the community – exposing the racism steeped within the towns. This is further explored in the boundary of the entrenched social stratification – conveying the behaviour of prejudiced society based on one’s social class. Additionally, the boundaries faced by characters regarding their gender stereotypes – exposing the gender inequalities.

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For the completion of the essay, various actions were carried out. A close reading of each of the novels was executed in order to identify the characters who transgress. These characters were then carefully analysed to establish how they transgress and against what. To support these findings, secondary research was conducted. The context of both novels and their characters was researched in order to obtain a full understanding of the time period and societies beliefs and values and how this is reflected in the novels. Throughout the course of researching the background knowledge of the novels, a vast range of academic papers were encountered. Despite there being many articles discussing themes and characters of the books, there were very little sources that examined the transgressive nature of some of the characters. By understanding the aim of the novels, it will allow the reader to reflect on society’s racist attitude, adherence to the social hierarchy and gender stereotypes during that time period and how the reader’s personal impact on society today. Racism Lee utilises the theme of racism as one of the principal perimeters established by the community in To Kill A Mockingbird. The boundary established reflects a crucial time in America where the colour of one’s skin determined the type of relationship had between people and what their social status was. Lee exposes this racial inequality in her novel so that the reader can understand the hierarchical dominance of white members over the African American community and the inequity of it. This is represented through the storyline. The novel centres around the trial of Tom Robinson, a black man being falsely prosecuted for the raping of Mayella Ewell, a white woman. Analysing Characters in To Kill A Mockingbird

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As a consequence of the extreme racial prejudice of the townspeople of Maycomb, Robinson is unjustly convicted for a crime that he did not commit. Atticus Finch can be identified as one of Lee’s characters who disobeys the social conventions surrounding racial prejudices in the town of Maycomb. This is first seen when Atticus is appointed as Robinson’s defence attorney – although he acknowledges the fact that “in our courts, when it’s a white man’s word against a black man’s, the white man always wins” (Lee, 1960) (pg.243), he agrees to the position. The repercussions of this is that “the questioning and contesting of basic social values and norms is in principal an attack on the culture of a particular group which disturbs the cohesive structure of that group and threatens to destabilise it” (Paleczny, 2016). This positions the reader to admire Atticus’s initiative to not be swayed by the judgement of the townspeople. From the beginning of the novel, Lee demonstrates the regime that people of power are solely based on colour and a person of colour has no place questioning a white man’s view or judgements. As a result, the African American community are marginalised in Maycomb’s reprehensible hierarchy that the town has committed to for years. Atticus can see the injustice acts of the white community in Maycomb and their treatment towards the African American community. Although he understands the backlash he may receive for defending Robinson, he advises Scout, his daughter: “Simply because we were licked a hundred years before we started is no reason for us not to try to win” (pg.84). He reflects to the reader that the racial attitudes of the white community have been enforced over years of generations and are deeply engrained into Maycomb’s culture. However, the quote further demonstrates to the reader Atticus’s determination in

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providing a black man the same fairness as any white man. Hence, him straying from the social belief of white superiority encourages the reader to admire him. Consequently, the acceptance of being Robinson’s lawyer exposes not only himself, a highly-educated and respected member of Maycomb, but also his two children to witness the cruel adult world of racism and hatred towards the coloured community. He and his family are deemed by the townspeople as “nigger-lovers” (pg.92) and are physically threatened by members of the community. This leads the reader to comprehend the risk that Atticus is putting upon his family, but taking the case. Despite the Finch family facing the harsh criticism from Maycomb, Atticus continues to demonstrate his divergence of the racial prejudiced norms as he teaches his children about the unjust morals of their society. This shows that Atticus is purposefully diverging from the prejudice beliefs of the town as attempts to encourage a new set of conducts for his children to undertake. Throughout the trial, Atticus can only “hope and pray that [he] can get Jem and Scout through it without bitterness, and most of all, without catching Maycomb’s usual disease” (pg.98). The personification of the racist beliefs of the town as a disease allows the reader to link the aspect of entrenched social racism with a set of ideas and values that have spread and caused ‘ill health’ of the community. It further portrays Atticus’s determination to transgress from the social boundaries placed before him and to raise his children to also, by extension, violate the social standards of Maycomb. Link Deas and Dolphus Raymond are minor characters in the novel who transgress against the boundaries placed before them. Link Deas is Tom Robinson’s employer and one of the few that demonstrates the capacity to rise above the racial prejudices of Maycomb. The members of the community ostracise Deas when he testifies for Robinson:

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“That boys worked eight years and I ain’t had a speck o’trouble outa him. Not a speck” (pg.226). The Maycomb community feel threated by Deas’s amicable relationship “negroes” and his belief that everyone should be treated fairly goes beyond their understanding. As a result of standing up for his belief and his willingness to testify for a black man is frowned upon by his fellow community. This positions the reader to admire him. Alike Deas, Raymond is alienated due to his relationship with the African American community. This rejection comes from the intimate relationship he has with a black woman and the children that they share together. This behaviour presented by Raymond is seen to be despicable in the eyes of the community. Although he transgresses against the boundary of racism, he reveals to the reader that in order to minimise the hatred between him and the white community, he fakes being an alcoholic. This is so that drinking can provide an explanation to the white community for the life he lives. This also allows the reader to witness the harsh judgement of the community as the only logical explanation they can see for a man to marry an African- American woman is for him to be under the influence of alcohol. Gender Inequality Lee utilises her novel to reflect the expectations of a submissive women during the time period that the novel was written in. The speaker of the novel, young Jean Louise Finch (Scout) transgresses from the idealistic portrayal of the prim and proper Southern women. The novel observes many elements of Scout’s surroundings that attribute to her overall growth and maturity throughout the novel. However, the most discerning being the people of Maycomb’s expectation for a young girl to adhere to women’s societal norms. The personalities and behaviours of the females in the novel best illustrate this norm. Scout is considered an unusual girl due to how she presents

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herself. Unlike other girls her age, her social identity is one of a ‘tomboy’, always in overalls and muddy shoes, spending the majority of her time playing with her older brother. She does not concur to a stereotypical young and petite girl, instead she initiates fights, uses profanity and her consistent mockery of adults represents her transgressing from the expected lady-like manner. Hence, Lee positions the reader to relate and empathise for her. As the novel progresses, Scout begins to realise the distinctive gender positions and the patriarchal dominated society that she lives in. Whilst attending school, she is forced to wear a dress as it is considered by society as appropriate wear for girls. However, Scout feels out of place and unlike herself. One of the most notable representations of the oppression of women is the conformation of Scouts brother, Jem. Impressed upon him by societal beliefs, Jem is fuelled by gender prejudices as he insinuates the overall fragility of women when accusing Scout of “getting’ more like a girl everyday” (pg.57). The representation of Atticus’s sister, Aunt Alexandra is of a woman who embraces the life society has destined for her. As an ideal Southern woman, she disapproves of her niece’s tomboyish behaviour and improper manners. Scout does not understand her Aunt’s interest in her clothing: “Aunt Alexandra was fanatical on the subject of my attire. I could not possibly hope to be a lady if I wore breeches; when I said I could do nothing in a dress, she said I wasn’t supposed to be doing things that required pants” (pg.74). This shows the direct contrast between Scout and her Aunt. Where Scout is comfortable with what she wears, her Aunt dislikes the clothing as it is unrepresentative of what it means to be a lady. Furthermore, Scout’s consistent questioning regarding the social boundary set between men and women is symbolic of her transgression. The notion of conforming to societies beliefs and values singles out that one does not question what is expected

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of them. However, Scout does this as she learns about the different expectations set for women. Scout is staggered when she discovers that women are not allowed to be on the jury as Maycomb claims that they need to be protected from sordid cases: “You mean women in Alabama can’t -?” (pg.244). This exposes to both Scout and the reader that females are portrayed to be weaker than men. Additionally, her inquisitiveness leads readers to admire her ability to feed her curiosity despite the force of society. Racism Stockett’s novel, The Help, deals with the problem of racism in the early 1960’s, in Jackson, Mississippi where the town is seen to be segregated and is subjected to the racist views and beliefs and its habitants. Stockett explores the way racism is woven into the community’s everyday life, she does this through discussed stereotypes and mundane conversations. The novel also discusses the danger someone can come across when they choose to evade the racial boundaries set into the society and question the stereotypes believed. Stockett uses Eugenia Phelan, also known as Skeeter, to explore the prejudices placed in the Jackson community and the carefully constructed line between white and black and the way in which the people of Jackson choose to react to people they don’t think belong. Eugenia Phelan, a twenty-two-year- old Caucasian female transgresses the boundaries surrounding racial equality. At the beginning of the novel Skeeter has just graduated from University and returns home to find that her favourite childhood maid and nanny has disappeared and nobody will tell her why. Skeeter dreams of becoming a writer and decides to write a novel featuring the personal stories of the African-American maids and their relationships with their white families within Jackson, when she is contacted by a publisher in New Analysing Characters in The Help

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York City regarding her idea to write on the true stories of these domestic servants she is excited to begin. Skeeter turns to one of her friend’s maids Aibileen, who introduces the reader to another maid, Minny. Minny herself infringes the boundary of race as she has no trouble speaking her mind, hence she is constantly being fired. Although regarded by the reader as having a feisty personality of Minny, there are moments of vulnerability in the novel signifying the damaging effect that the discrimination from Jackson has on her. This positions the reader to admire her strength and courage to stand up for her rights. Aibileen and Minny, along with the ten others Skeeter chooses to interview, also find themselves disturbing the racial boundaries placed before them, as they are potentially risking their lives to tell their personal stories that could be seen to contradict the prejudice views as one maid states: “I do this with you, I might as well burn my own house down” (pg.103). Skeeter begins to see the prejudices that she grew up accustomed to and grows to care for the two maids as friends despite the colour of their skin. As Skeeter begins to grow closer to the two maids she grows to not understand the bias her town has towards those of different coloured skin “these women raise white children, we love them and they love us, but they can’t even use the toilets in our houses” (pg.163). As Skeeter continues to write her novel and delves deeper into the segregation of the white versus the African Americans, she begins to find herself alienated from her community as she finds her beliefs evolving. Skeeter’s boyfriend discovers that she was the author of the book and as a result breaks up with her due to their differing opinion on the racial status-quo. Gender Inequality Throughout The Help Stockett chooses to discuss gender inequalities and the way women were expected to act during this period of time. Stockett not only focuses on

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the difference between women of colour but she chooses to look at the stereotypes concerning white females as well. Stockett mainly uses two white females to properly transgress these white prejudicial stereotypes found in the society of Jackson regarding gender and gender norms, these women are Skeeter Phelan and Celia Foote. Skeeter is introduced to the reader as a female who, despite her mother’s wishes, dreams of becoming a writer in a world where the role of a woman is to marry, stay home and bear children. It is frowned upon in this society for a white woman to earn their own money and work, this is explored further through Stuart Whitworth’s character as he tries to guilt Skeeter into giving up on her career plans. Skeeter’s mother and Hilly, her childhood best friend, try to encourage Skeeter to embrace the social norms by setting her up on dates and suggesting clothing options. However, her pursuit of her own career disturbs the boundaries of the submissive housewife. Thus, the reader admires Skeeter’s ability to diverge from the expectations set by society. Additionally, Stockett uses her character Celia Foote to help transgress societal gender norms through a subtler use compared to Skeeter’s confronting style. Celia Foote is new to the town of Jackson and feels as though she has to do anything to belong and be a good wife to her loving husband despite her inability to perform simple household tasks such as cooking and cleaning, tasks that a woman in this town should supposedly know how to perform, and her inability to have children. Due to this Celia secretly hires Minny so that her husband won’t have to find out. Celia spends most of her time throughout the novel fighting to join the towns Junior League. This was a social group for women that only the highest echelon of women in Jackson could join. Towards the end of the novel Celia decides that she doesn’t care to be a woman who conforms to societies beliefs and the role a woman is meant to play and instead chooses to be herself.

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Discussion – Comparing and Contrasting the Novels Throughout both novels, the authors highlight the concept of conformity – the “adherence to norm and role expectations” (Willis, 1961). As a result, this demonstrates the mindset that people feel obligated to have the same beliefs and values as other people in their community. This is reflected throughout the community of Maycomb and Jackson. Race is a prominent factor in To Kill A Mockingbird and The Help that influences the community’s beliefs on who is accepted as members of the community. In both novels, African Americans are believed to be inferior to white people; instead of living with the white people, they are forced to live on the outskirts of Maycomb and Jackson with poorer quality living conditions, educational opportunities and work. The transgressive behaviours expressed by Atticus and Skeeter – both of whom are privileged people - who take risks by breaking down the boundaries of acceptance by helping the victims of prejudice in their respective towns. Although this essay has identified the transgression of Atticus and Skeeter, it can be argued that both of their investments into the lives of African American members of their community was out of selfish reasons. Atticus states the reasons for being Robinson’s lawyer: “’For a number of reasons,’ said Atticus. ‘The main one is, if I didn’t I couldn’t hold up my head in town, I couldn’t represent this country in the legislature, I couldn’t even tell you or Jem not to do something again” (pg.83). This quote signifies to the reader that Atticus supported the trial to save his face and reputation. Through the reader admiring the work of Atticus, they themselves become accessories to the objectification of Tom Robinson. After the death of Robinson, the reader fails to fully acknowledge his passing, thus like the citizens of Maycomb, the reader treats him in a dishonourable way. Overshadowed by Atticus’s valiant act, the

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symbol of Robinson becomes unnoticed, buried not only under the racism of the town, but also from the failure of the reader to only recognise him as an object until the end. Furthermore, the single reason that Skeeter writes the book is so she can establish a career for herself. The novels expose society’s oppressive expectations of women during the respective eras that the novels were written in. The representation of the beliefs surrounding women in Lee’s novel is distinctive towards its specific era, as Scout is only provided the pathway to becoming a submissive woman. Conversely, the transgression of the character Skeeter represents a more modernised society, that are becoming more adaptable to the equality of women. Conclusion Harper Lee’s To Kill A Mockingbird (1960) and Kathryn Stockett’s The Help (2009) , both novels explore the relationships and beliefs expressed by their respective communities. These beliefs are expressed through the characters and the situations that unfold and also, those who attempt to transgress against these ideas. This essay provides a close examination of the transgression of characters surrounding the prejudicial attitudes towards race, social class and gender. Thus, the reader is able to reflect on society’s racist attitude, adherence to the social hierarchy and gender stereotypes during the time period that it was written in and the reader’s personal impact on society today.

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