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Texts Checklist, the Making of African American Identity
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 A collection of primary resources—historical documents, literary texts, and works of art—thematically organized with notes and discussion questions I. FREEDOM pages ____ 1 Senegal & Guinea 12 –Narrative of Ayuba Suleiman Diallo (Job ben Solomon) of Bondu, 1734, excerpts –Narrative of Abdul Rahman Ibrahima (“the Prince”), of Futa Jalon, 1828 ____ 2 Mali 4 –Narrative of Boyrereau Brinch (Jeffrey Brace) of Bow-woo, Niger River valley, 1810, excerpts ____ 3 Ghana 6 –Narrative of Broteer Furro (Venture Smith) of Dukandarra, 1798, excerpts ____ 4 Benin 11 –Narrative of Mahommah Gardo Baquaqua of Zoogoo, 1854, excerpts ____ 5 Nigeria 18 –Narrative of Olaudah Equiano of Essaka, Eboe, 1789, excerpts –Travel narrative of Robert Campbell to his “motherland,” 1859-1860, excerpts ____ 6 Capture 13 –Capture in west Africa: selections from the 18th-20th-century narratives of former slaves –Slave mutinies, early 1700s, account by slaveship captain William Snelgrave FREEDOM: Total Pages 64 II. ENSLAVEMENT pages ____ 1 An Enslaved Person’s Life 36 –Photographs of enslaved African Americans, 1847-1863 –Jacob Stroyer, narrative, 1885, excerpts –Narratives (WPA) of Jenny Proctor, W. L. Bost, and Mary Reynolds, 1936-1938 ____ 2 Sale 15 –New Orleans slave market, description in Solomon Northup narrative, 1853 –Slave auctions, descriptions in 19th-century narratives of former slaves, 1840s –On being sold: selections from the 20th-century WPA narratives of former slaves, 1936-1938 ____ 3 Plantation 29 –Green Hill plantation, Virginia: photographs, 1960s –McGee plantation, Mississippi: description, ca. 1844, in narrative of Louis Hughes, 1897 –Williams plantation, Louisiana: description, ca. -
Solomon Northup and 12 Years a Slave
Solomon Northup and 12 Years a Slave How to analyze slave narratives. Who Was Solomon Northup? 1808: Born in Minerva, NewYork Son of former slave, Mintus Northup; Northup's mother is unknown. 1829: Married Anne Hampton, a free black woman. They had three children. Solomon was a farmer, a rafter on the Lake Champlain Canal, and a popular local fiddler. What Happened to Solomon Northup? Met two circus performers who said they needed a fiddler for engagements inWashington, D.C. Traveled south with the two men. Didn't tell his wife where he was going (she was out of town); he expected to be back by the time his family returned. Poisoned by the two men during an evening of social drinking inWashington, D.C. Became ill; he was taken to his room where the two men robbed him and took his free papers; he vaguely remembered the transfer from the hotel but passed out. What Happened…? • Awoke in chains in a "slave pen" in Washington, D.C., owned by infamous slave dealer, James Birch. (Note: A slave pen were where (Note:a slave pen was where slaves were warehoused before being transported to market) • Transported by sea with other slaves to the New Orleans slave market. • Sold first toWilliam Prince Ford, a cotton plantation owner. • Ford treated Northup with respect due to Northup's many skills, business acumen and initiative. • After six months Ford, needing money, sold Northup to Edwin Epps. Life on the Plantation Edwin Epps was Northup’s master for eight of his 12 years a slave. -
1 Scene on Radio Made in America (Seeing White, Part 3) Transcript
Scene on Radio Made in America (Seeing White, Part 3) Transcript http://www.sceneonradio.org/episode-33-made-in-america-seeing-white-part-3/ [Gone with the Wind clip] Mammy: Oh naw, Miss Scarlett, come on, be good and eat just a little. Scarlett: No! I’m going to have a good time today. John Biewen: We Americans are notorious for not knowing or caring about history. It’s a generalization, forgive me, history buffs. But it’s a fair one, isn’t it? On the whole, Americans care a whole lot more about tomorrow. Forget yesterday. Yesterday was so long ago, for one thing. Get over it. [Roots clip] Kizzy, reading: For God giveth to a man who is good in his sight wisdom… [door opens] Master: Is that you reading, Kizzy? White woman, laughing: Uncle William, it was only a trick! John Biewen: That said, most of us do have a general picture in our minds of American slavery. Our schools teach it. And the Antebellum South has made recurring appearances in massively popular novels, movies, and TV series. [Roots clip] Father: But don’t split up the family, Master. You ain’t never been that kind of man. Please, Master! Master: Mr. Tom Moore owns Kizzy now. Mr. Odell will take her away today. [Kizzy crying] Mother: Oh God, my baby… 1 John Biewen: Some portrayals of American chattel slavery have been more unvarnished than others. [12 Years a Slave clip] Platt: But I’ve no understanding of the written text… Mistress Epps: Don’t trouble yourself with it. -
Pre-VFT, Domestic Slave Trade
A GUIDE TO YOUR VIRTUAL FIELD TRIP MUSEUM RESEARCH CENTER PUBLISHER ABOUT US The Historic New Orleans Collection is a museum, research center, and publisher dedicated to preserving the history and culture of New Orleans and the Gulf South. JENNY SCHWARTZBERG KENDRIC PERKINS RACHEL GAUDRY CURATOR OF EDUCATION EDUCATION SPECIALIST EDUCATION COORDINATOR Meet the educators! We will be your guides during the virtual field trip. YOUR FIELD TRIP JENNY WILL SHARE: • A tour of the virtual exhibition Purchased Lives: New Orleans and the Domestic Slave Trade • Highlights from the Works Progress Administration’s Slave Narrative Collection KENDRIC WILL SHARE: • A virtual walking tour exploring sites from the domestic slave trade in New Orleans • Stories of resistance from people who were enslaved • Information on the industries that fueled the domestic slave trade in America DURING THE FIELD TRIP, YOU CAN USE THE Q&A BOX TO ASK QUESTIONS AND MAKE COMMENTS. WE’D LOVE TO HEAR FROM YOU! ??? ??? SCROLL TO LEARN ABOUT THE KEY TERMINOLOGY THAT WILL BE USED IN OUR PRESENTATIONS. TRANSATLANTIC SLAVE TRADE 1619-1807 The transatlantic slave trade began in North America in Jamestown, Virginia, in 1619 with the arrival of the first slave ship bearing African captives. For nearly 200 years, this trade would continue. European nations would send manufactured goods to Africa and exchange these items for enslaved Africans. They would then send these people to the Americas to be sold. On the return voyages back to Europe, ships were filled with raw materials from the Americas. The transatlantic slave trade was outlawed by the US Congress on March 2, 1807. -
The Inner Workings of Slavery Ava I
__________________________________________________________________ The Inner Workings of Slavery Ava I. Gillespie Ava Gillespie is a h istory major from Tonica, Illinois. She wrote her paper for Historical Research Writing, HIS 2500, with Dr. Bonnie Laughlin - Shultz. ______________________________________________________________________________ I suffered much more during the second winter than I did during the first. My limbs were benumbed by inactions, and the cold filled them with cramp. I had a very painful sensation of coldness in my head; even my face and tongue stiffened, and I lost the power of speech. Of course it was impossible, under the circumstances, to summon any physician. My brother William came and did all he could for me. Unc le Phillip also watched tenderly over me; and poor grandmother crept up and down to inquire whether there was any signs of returning life. I was restored to consciousness by the dashing of cold water in my face, and found myself leaning against my brother’ s arm, while he bent over me with streaming eyes. He afterwards told me he thought I was dying, for I had been in an unconscious state sixteen hours. I next beca me delirious, and was in great danger of betraying myself and my friends. To prevent this, they stupefied me with drugs. I remained in bed six weeks, weary in body and sick at heart…I asked why the curse of slavery was permitted to exist, and why I had been so persecuted and wronged from youth upward. These things took the shape of mystery, which is to this day not so clear to my soul as I trust it will be hereafter. -
Moore Q&A for Solomon Northup Day 2020 Celebration
1. Why did you put your passion and energy into establishing SNDay? My first knowledge of the ordeal of Solomon Northup came through filmmaker Gordon Parks in 1984, as a PBS docudrama, The Odyssey of Solomon Northup. When I saw that film and later the 1999 exhibition at Nott Memorial, Union College, I knew then something had to be done to bring this history to focus. Especially, when I discovered Solomon had history in my little town of Saratoga Springs, NY. From there, I kept pushing forward. I couldn’t see far down the road but I kept moving forward with more and more ideas each year.Another incentive was running into visitors/ tourists downtown in theCity of Saratoga Springs, who would ask me “where are you visiting from” –. It was then, I knew I had do something to bring focus to his story but to bring focus to the largely invisible Black community – a community I recognized as valuable to telling the whole story of life in the North Country. Later it grew into much more than a day, it became a weekend. Then it became the week before the third Saturday in July. I lobbied and acquired additional venues besides the Visitor Center which, at that time, was the most underused building in the City. There was initially disinterest and resistance behavior on many levels. Along the way a few faithful individuals were willing to put their time and energy into supporting me through their own dedication to the cause. Though not a grant writer, I was able to keep it going on a shoestring budget each year. -
Slavery & the Making of America Film Guide Questions EPISODE 1- The
Slavery & the Making of America Film Guide Questions EPISODE 1- The Downward Spiral 1. Why did some people indenture themselves? 2. What company established a fur trading post in 1624 on a hilly island called Manahattes. The area would become New York City. 3. In what year did the first enslaved Africans arrive in Dutch New Amsterdam? ______ 4. Describe the work done by the “first 11” brought to the New Amsterdam colony. 5. What was “half freedom” in the New Amsterdam colony? 6. Who was John Punch & what happened to him? 7. Who was Emanuel Driggus & what happened to him & his family? 8. In 1662 Virginia law makers decreed, "all children born in Virginia shall be held bond or free according to the condition of _________________." 9. Who was the woman who successfully sued her master and was released from her indenture? 10. Of the original thirteen colonies, which was the first in which slavery was the center of economic production, making it the first slave society? 11. What were the punishments for running away the first 4 times? 12. How did some slaves fight back against inhumane treatment, especially during harvest time? 13. Why was a law passed saying the white men must carry guns with them to church? 14. Why were the slave of the “Stono rebellion” trying to reach Florida? 15. How were the “Stono rebellion” slaves caught? What happened to them? EPISODE 2- Liberty in the Air 16. In 1741 what city had the second largest slave population after Charleston, South Carolina? 17. How were Quack and 12 others punished for burning down Fort George? 18. -
1. Slavery, Resistance and the Slave Narrative
“I have often tried to write myself a pass” A Systemic-Functional Analysis of Discourse in Selected African American Slave Narratives Tobias Pischel de Ascensão Dissertation zur Erlangung des Grades eines Doktors der Philosophie am Fachbereich Sprach- und Literaturwissenschaft der Universität Osnabrück Hauptberichterstatter: Prof. Dr. Oliver Grannis Nebenberichterstatter: Prof. Dr. Ulrich Busse Osnabrück, 01.12.2003 Contents i Contents List of Tables iii List of Figures iv Conventions and abbreviations v Preface vi 0. Introduction: the slave narrative as an object of linguistic study 1 1. Slavery, resistance and the slave narrative 6 1.1 Slavery and resistance 6 1.2 The development of the slave narrative 12 1.2.1 The first phase 12 1.2.2 The second phase 15 1.2.3 The slave narrative after 1865 21 2. Discourse, power, and ideology in the slave narrative 23 2.1 The production of disciplinary knowledge 23 2.2 Truth, reality, and ideology 31 2.3 “The writer” and “the reader” of slave narratives 35 2.3.1 Slave narrative production: “the writer” 35 2.3.2 Slave narrative reception: “the reader” 39 3. The language of slave narratives as an object of study 42 3.1 Investigations in the language of the slave narrative 42 3.2 The “plain-style”-fallacy 45 3.3 Linguistic expression as functional choice 48 3.4 The construal of experience and identity 51 3.4.1 The ideational metafunction 52 3.4.2 The interpersonal metafunction 55 3.4.3 The textual metafunction 55 3.5 Applying systemic grammar 56 4. -
Transatlantica, 1 | 2018 Confronting Race Head-On in 12 Years a Slave (Steve Mcqueen, 2013): Redefinin
Transatlantica Revue d’études américaines. American Studies Journal 1 | 2018 Slavery on Screen / American Women Writers Abroad: 1849-1976 Confronting Race Head-on in 12 Years a Slave (Steve McQueen, 2013): Redefining the Contours of the Classic Biopic? Anne-Marie Paquet-Deyris Electronic version URL: http://journals.openedition.org/transatlantica/11593 DOI: 10.4000/transatlantica.11593 ISSN: 1765-2766 Publisher AFEA Electronic reference Anne-Marie Paquet-Deyris, “Confronting Race Head-on in 12 Years a Slave (Steve McQueen, 2013): Redefining the Contours of the Classic Biopic?”, Transatlantica [Online], 1 | 2018, Online since 05 September 2019, connection on 29 April 2021. URL: http://journals.openedition.org/transatlantica/ 11593 ; DOI: https://doi.org/10.4000/transatlantica.11593 This text was automatically generated on 29 April 2021. Transatlantica – Revue d'études américaines est mis à disposition selon les termes de la licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International. Confronting Race Head-on in 12 Years a Slave (Steve McQueen, 2013): Redefinin... 1 Confronting Race Head-on in 12 Years a Slave (Steve McQueen, 2013): Redefining the Contours of the Classic Biopic? Anne-Marie Paquet-Deyris 1 During the Obama years, the issue of race seemed to dissolve into the so-called “post- racial” era in the media. For critics such as H. Roy Kaplan in The Myth of Post-Racial America: Searching for Equality in the Age of Materialism (2011) and David J. Leonard and Lisa A. Guerrero in African Americans on Television: Race-ing for Ratings (2013), however, such colorblindness led to the bypassing of any direct confrontation with the persistent problems linked to race in contemporary American society. -
2018 12 Years a Slave Guiding Questions Synopsis: Northup's
Name _______________________________ USI H - 2018 12 Years a Slave Guiding Questions Synopsis: Northup's book is a personal narrative about slavery, but at the same time, he provides us with information about several groups of people with whom he had contact: southern whites, free blacks, and northern whites (indirectly). In a larger sense, Northup's autobiographical work adds another dimension to our understanding of the differences between the North and the South that contributed to the outbreak of the Civil War. Remember that Northup was a slave for twelve years. Had he written about every experience that he had as a slave, this book would be thousands of pages long. Therefore, he included only those things that were central to his story and that he believed to be significant in terms of conveying an understanding of slavery and of life in the North. Directions: Below are questions that can guide your reading and understanding of 12 Years a Slave by Solomon Northup. These questions are not comprehensive, but should rather be used to illuminate on-going themes throughout the book. Within each answer, be sure to provide an adequate description, which should include quotes, analysis, textual evidence, etc. Be sure that your answers are thoughtful, use elaboration and evidence, and prove that you carefully analyzed the text. You can either answer these questions below or on a separate sheet of paper. Please answer in complete sentences. It is suggested that you preview the questions prior to reading and write down page numbers as reference as you answer each question. This portion of the assignment is due on the first day of school. -
On the Master-Slave Relationship
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 ON THE MASTER–SLAVE RELATIONSHIP SELECTIONS FROM 19TH-CENTURY LAVE ARRATIVES S N In several hundred narratives published in the 1800s, formerly enslaved African Americans portrayed the unique relationship of master and slave as they experienced it in the "peculiar institution.” Presented here are the perspec- tives of William J. Anderson, Henry Bibb, William Wells Brown, James Curry, Frederick Douglass, Moses Grandy, * William Grimes, Harriet Jacobs, Solomon Northup, Austin Steward, and an “unnamed runaway slave.” Frederick Douglass “Why are some people slaves, and others masters?” Why am I a slave? Why are some people slaves, and others masters? Was there ever a time when this was not so? How did the relation commence? These were the perplexing questions which began now to claim my thoughts, and to exercise the weak powers of my mind, for I was still but a child, and knew less than children of the same age in the free states. As my questions concerning these things were only put to children a little older, and little better informed than myself, I was not rapid in reaching a solid footing. By some means I learned from these inquiries, that “God, up in the sky,” made everybody, and that he made white people to be masters and mistresses and black people to be slaves. This did not satisfy me, nor lessen my interest in the subject. I was told, too, that God was good, and that He knew what was best for me and best for everybody. -
183 Slavery of the Main Character Solomon
SLAVERY OF THE MAIN CHARACTER SOLOMON NORTHUP IN THE 12 YEARS A SLAVE MOVIE Alfred, Muhammad Natsir, Ririn Setyowati Department English Literature, Faculty of Cultural Studies Mulawarman University Email: [email protected] ABSTRACT This research revolve around a movie based on real life experience that show us about the two sides of ideology that clash between each other and the result because of it, learning from history is crucial in order to prevent society to commit the same mistake or experience the same tragedy. Descriptive qualitative approach was used in this research. The research focused on two purposes namely to identify the form of slavery that occur in the movie and the effects of slavery toward the main character Solomon Northup`s mental state during his 12 years enslavement. There are five types of slavery that occurred in the movie which are debt bondage, contract slavery, forced labor, human trafficking, and sexual slavery. Solomon showed six kinds of psychological arousal throughout the entire movie which are anger, disappointment, frustration, hate, sad, and happiness and all those emotions were related to his 12 years of enslavement. Furthermore, cognitive label was used to classify those six psychological arousals into three forms. Those three forms of cognitive label are crying, laughing, and screaming. The psychological arousal happiness belonged to both crying and laughing cognitive label. Psychological arousal anger and disappointment belong to cognitive label screaming. Psychological arousal sad and frustration belong to cognitive label crying. Key words: slavery, human rights ABSTRAK Penelitian ini mengkaji sebuah film yang diangkat dari kisah nyata. Tujuan dari penelitian ini adalah agar masyarakat bisa mengenali sejarah dan tidak mengulangi kesalahan yang sama.