The Revolutionary Black Roots of Slavery's Abolition in Massachusetts

Total Page:16

File Type:pdf, Size:1020Kb

The Revolutionary Black Roots of Slavery's Abolition in Massachusetts The Revolutionary Black Roots of Slavery’s Abolition in Massachusetts chernoh m. sesay jr. Downloaded from http://direct.mit.edu/tneq/article-pdf/87/1/99/1792322/tneq_a_00346.pdf by guest on 30 September 2021 N 6 January 1773, “Felix,” possibly a slave and undoubt- O edly aided by whites, took a new approach to the effort to abolish slavery in Massachusetts: he submitted a petition to the General Court of the province.1 Felix gave his last name, Holbrook, in a second appeal delivered four months later.2 His identity is not firmly established, but given his surname, he may have worked for Mary and Abia Holbrook, former master of the Boston South Writing School who had died in 1769.3 I am extremely grateful to the anonymous readers and the editor and edito- rial staff of the New England Quarterly, the staff of the Massachusetts Historical Society, the Newberry Library Early American History and Culture Seminar, and the following for their support and their critical insights: Timothy H. Breen, Eric Slaughter, Christopher Mount, Amor Kohli, John Karam, Mark Hauser, and Kalyani Menon. 1Felix’ humble Petition of many Slaves, living in the Town of Boston, and other Towns (Boston, 1773) was printed in the pamphlet The Appendix; Or, Some Ob- servations on the Expediency of the Petition of the Africans, living in Boston, &c. lately presented to the General Assembly of this Province. To which is annexed the Petition referred to. Likewise, Thoughts on Slavery. With a Useful Extract from the Massachusetts Spy of January 28, 1773, by way of an Address to the Members of the Assembly (Boston, 1773). It is reprinted in A Documentary History of the Negro People in the United States, ed. Herbert Aptheker, 7 vols. (New York: Citadel Press, 1951), 1:6–7. 2Abolitionist petition for the Representative of Thompson to Boston, April 20th, 1773 (Boston: n.p., 1773), New York Historical Society Broadsides (SY1773 no. 22). The petition is reprinted in Documentary History of the Negro People, 1:7–8. 3Mary Needham and Abia Holbrook were married by John Webb, a Presbyterian minister, on 3 October 1717. The couple had a son, Abia, on 14 July 1718.Records do not indicate when Felix entered the service of the Holbrook family. Abia, the The New England Quarterly, vol. LXXXVII, no. 1 (March 2014). C 2014 by The New England Quarterly. All rights reserved. doi:10.1162/TNEQ a 00346. 99 100 THE NEW ENGLAND QUARTERLY Felix argued that slavery stripped black men of the perquisites necessary to exercise citizenship. “We have no Property! We have no wives! No children! We have no City! No Country!” he lamented. On 25 June 1773, the Massachusetts legislature con- sidered a third appeal and agreed to form a “Committee on the Petition of Felix Holbrook, and others; praying to be liber- ated from a State of Slavery.”4 For the first time in American Downloaded from http://direct.mit.edu/tneq/article-pdf/87/1/99/1792322/tneq_a_00346.pdf by guest on 30 September 2021 history, people of African descent had successfully lobbied a governing body to take up the slavery question as it related to an entire enslaved population.5 In the four years following Felix’s January protest, blacks and whites in Massachusetts devoted increasing attention to the an- tislavery cause. The essays, addresses, legal cases, and petitions I will discuss here—I think we can safely assume—are but a fraction of the pronouncements that commanded public atten- tion at the time, many scattered in various newspapers, issued from the pulpit, and circulated in letters. Petitions, my partic- ular focus, appeared in Massachusetts in January, April, and June of 1773; January, March, May, and June of 1774;and elder, died on 28 January 1769.SeeReport of the Record Commissioners of Boston, Boston Marriages, 1752–1809, vol. 30 (Boston, 1903); Boston Deaths, 1700–1799, ed. Robert J. Dunkle and Ann S. Lainhart (Boston: New England Historic Genealogical Society, 1999); and “Felix, reference code 35589,” The Records of the Churches of Boston and the First Church, Second Parish, and Third Parish of Roxbury: Including Baptisms, Marriages, Deaths, Admissions, and Dismissals, transcribed by Robert J. Dunkle and Ann S. Lainhart, CD-ROM (Boston: New England Historic Genealogical Society, 2001). 4“To his Excellency Thomas Hutchinson, Esq; Governor of said province; to the Honourable his MAJESTY’S COUNCIL, and the Honourable HOUSE OF REPRE- SENTATIVES in General Court assembled, June, A.D. 1773,” Jeremy Belknap Pa- pers, microfilm ed., 11 reels (Boston: Massachusetts Historical Society, 1977), reel 8; printed in the Massachusetts Spy, 29 July 1773,andEssex Gazette, 3 August 1773,and reprinted in Insights and Parallels: Problems and Issues of American Social History, ed. William L. O’Neill (Minneapolis: Burgess Publishing Company, 1973), pp. 45–48. For mention of the committee, see George H. Moore, Notes on the History of Slavery in Massachusetts (New York: D. Appleton, 1866), p. 135. 5Christopher L. Brown (Moral Capital: Foundations of British Abolitionism [Chapel Hill: University of North Carolina Press, 2006]) notes that the New England petitions are the earliest examples of black abolitionism that did not simply respond to the evils of slavery but that attempted to engage public opinion and influence the colonial legislature (p. 289). BLACK ROOTS OF ABOLITION 101 January of 1777.6 London experienced no such activity among its Afro-British population until the late 1780s, and the Mas- sachusetts petitioners’ level of organization and articulation of concerns predated similar efforts in Connecticut, New Hamp- shire, New York, and Pennsylvania by almost a decade.7 6Of the petitions mentioned here, the March 1774 petition is described in the Downloaded from http://direct.mit.edu/tneq/article-pdf/87/1/99/1792322/tneq_a_00346.pdf by guest on 30 September 2021 Massachusetts Spy, 6 June 1775, but no copy has yet been found. For specific readings of black political thought and action during the Revolutionary era, see Catherine Adams and Elizabeth H. Pleck, Love of Freedom: Black Women in Colonial and Revolutionary New England (New York: Oxford University Press, 2010), pp. 127–65; Ira Berlin and Ronald Hoffman, eds., Slavery and Freedom in the Age of the American Revolution (1983; rev. ed., Urbana: University of Illinois Press, 1986); T. H. Breen, “Ideology and Nationalism on the Eve of the American Revolution: Revisions Once More in Need of Revising,” Journal of American History 84.1 (June 1997): 13–40; Thomas J. Davis, “Emancipation Rhetoric, Natural Rights, and Revolutionary New England: A Note on Four Black Petitions in Massachusetts, 1773–1777,” New England Quarterly 62.2 (June 1989): 248–63; Roy E. Finkenbine, “Belinda’s Petition: Reparations for Slavery in Revolutionary Massachusetts,” William and Mary Quarterly 64.1 (January 2007): 95–104; Sylvia Frey, Water from the Rock: Black Resistance in a Revolutionary Age (Princeton: Princeton University Press, 1991); James Oliver Horton and Lois E. Horton, In Hope of Liberty: Culture, Community and Protest among Northern Free Blacks, 1700–1860 (New York: Oxford University Press, 1997), pp. 54–57; Sidney Kaplan and Emma Nogrady Kaplan, The Black Presence in the American Revolution, 1770–1800 (1973; rev. ed., Amherst: University of Massachusetts, 1993), pp. 25–31; Cassandra Pybus, Epic Journeys of Freedom: Runaway Slaves of the American Revolution and TheirGlobalQuestforLiberty(Boston: Beacon Press, 2006); Benjamin Quarles, The Negro in the American Revolution (1961; rev. ed., Chapel Hill: University of North Carolina Press, 1996); Rita Roberts, “Patriotism and Political Criticism: The Evolution of Political Consciousness in the Mind of a Black Revolutionary Soldier,” Eighteenth- Century Studies 27.4 (Summer 1994): 569–88; John Saillant, Black Puritan, Black Republican: The Life and Thought of Lemuel Haynes, 1753–1833 (New York: Oxford University Press, 2003); Simon Schama, Rough Crossings: Britain, the Slaves and the American Revolution (London: BBC, 2005); Manisha Sinha, “‘To Cast Just Obliquy’ on Oppressors: Black Radicalism in the Age of Revolution,” William and Mary Quarterly 64.1 (January 2007): 149–60; and David Waldstreicher, In the Midst of Perpetual Fetes: The Making of American Nationalism, 1776–1820 (Chapel Hill: University of North Carolina Press, 1997), pp. 309–23. 7For descriptions of the petitions from Connecticut and New Hampshire, see Kaplan and Kaplan, The Black Presence in the American Revolution, pp. 24–30.For an example of a Connecticut petition, see Bristol Lambee, “To the Sons of Liberty in Connecticut. The humble Petition of a Number of poor Africans,” Providence-Gazette and Country Journal, 22 October 1774. For the argument that prior to the 1780s, Quaker abolitionists in Philadelphia encouraged protest through private rather than public transatlantic channels, see Kirsten Sword, “Remembering Dinah Nevil: Strate- gic Deceptions in Eighteenth-Century Antislavery,” Journal of American History 97.2 (September 2010): 325–28. Also see Gary Nash, Forging Freedom: The Formation of Philadelphia’s Black Community, 1720–1840 (Cambridge: Harvard University Press, 1988), p. 59; and Richard Newman and James Mueller, eds., Antislavery and Abolition in Philadelphia: Emancipation and the Long Struggle for Racial Justice in the City of Brotherly Love (Baton Rouge: Louisiana State University Press, 2011). 102 THE NEW ENGLAND QUARTERLY Scholars agree that black abolitionists struggled not only to end slavery but to define the meanings and conditions of free- dom.8 Yet, most historians have interpreted the Massachusetts movement simply in terms of its immediate successes and failures, thus neglecting to account for the timing, character, and complexity of Revolutionary-era black politics.9 The ex- pansion of slavery in Massachusetts between the late 1720sand Downloaded from http://direct.mit.edu/tneq/article-pdf/87/1/99/1792322/tneq_a_00346.pdf by guest on 30 September 2021 early 1760s, persistent agitation by slaves, and the colonists’ growing conflict with England during the 1770screated novel circumstances conducive to social and political change.
Recommended publications
  • Puritan Pedagogy in Uncle Tom's Cabin
    Molly Dying Instruction: Puritan Pedagogy in Farrell Uncle Tom’s Cabin To day I have taken my pen from the last chapter of “Uncle Tom’s Cabin.” . It has been the most cheering thing about the whole endeavor to me, that men like you, would feel it. —Letter from Harriet Beecher Stowe to Horace Mann, 2 March 1852 n 1847, three years before Harriet Beecher Stowe I began Uncle Tom’s Cabin, Horace Mann and his wife Mary offered Miss Chloe Lee, a young black student who had been admitted to the Normal School in West Newton, the spare room in their Massachusetts home.1 Mann had recently been corresponding with Stowe’s sister Catherine Beecher about their shared goals for instituting a new kind of edu- cation that would focus more on morals than on classical knowledge and would target the entire society. Beecher enthusiastically asserted that with this inclusive approach, she had “no hesitation in saying, I do not believe that one, no, not a single one, would fail of proving a respectable and prosperous member of society.”2 There were no limits to who could be incorporated into their educational vision—a mission that would encompass even black students like Lee. Arising from the evangelical tradition of religious teaching, these educators wanted to change the goal of the school from the preparation of leaders to the cultivation of citizens. This work of acculturation—making pedagogy both intimate and all-encompassing—required educators to replace the role of parents and turn the school into a multiracial family. Stowe and her friends accordingly had to imagine Christian instruction and cross-racial connection as intimately intertwined.
    [Show full text]
  • The End of Uncle Tom
    1 THE END OF UNCLE TOM A woman, her body ripped vertically in half, introduces The End of Uncle Tom and the Grand Allegorical Tableau of Eva in Heaven from 1995 (figs.3 and 4), while a visual narra- tive with both life and death at stake undulates beyond the accusatory gesture of her pointed finger. An adult man raises his hands to the sky, begging for deliverance, and delivers a baby. A second man, obese and legless, stabs one child with his sword while joined at the pelvis with another. A trio of children play a dangerous game that involves a hatchet, a chopping block, a sharp stick, and a bucket. One child has left the group and is making her way, with rhythmic defecation, toward three adult women who are naked to the waist and nursing each other. A baby girl falls from the lap of one woman while reaching for her breast. With its references to scatology, infanticide, sodomy, pedophilia, and child neglect, this tableau is a troubling tribute to Harriet Beecher Stowe’s Uncle Tom’s Cabin—the sentimental, antislavery novel written in 1852. It is clearly not a straightfor- ward illustration, yet the title and explicit references to racialized and sexualized violence on an antebellum plantation leave little doubt that there is a significant relationship between the two works. Cut from black paper and adhered to white gallery walls, this scene is composed of figures set within a landscape and depicted in silhouette. The medium is particularly apt for this work, and for Walker’s project more broadly, for a number of reasons.
    [Show full text]
  • The PAS and American Abolitionism: a Century of Activism from the American Revolutionary Era to the Civil War
    The PAS and American Abolitionism: A Century of Activism from the American Revolutionary Era to the Civil War By Richard S. Newman, Associate Professor of History Rochester Institute of Technology The Pennsylvania Abolition Society was the world's most famous antislavery group during the late eighteenth and early nineteenth centuries. Indeed, although not as memorable as many later abolitionists (from William Lloyd Garrison and Lydia Maria Child to Frederick Douglass and Sojourner Truth), Pennsylvania reformers defined the antislavery movement for an entire generation of activists in the United States, Europe, and even the Caribbean. If you were an enlightened citizen of the Atlantic world following the American Revolution, then you probably knew about the PAS. Benjamin Franklin, a former slaveholder himself, briefly served as the organization's president. French philosophes corresponded with the organization, as did members of John Adams’ presidential Cabinet. British reformers like Granville Sharp reveled in their association with the PAS. It was, Sharp told told the group, an "honor" to be a corresponding member of so distinguished an organization.1 Though no supporter of the formal abolitionist movement, America’s “first man” George Washington certainly knew of the PAS's prowess, having lived for several years in the nation's temporary capital of Philadelphia during the 1790s. So concerned was the inaugural President with abolitionist agitation that Washington even shuttled a group of nine slaves back and forth between the Quaker State and his Mount Vernon home (still, two of his slaves escaped). The PAS was indeed a powerful abolitionist organization. PAS Origins The roots of the Pennsylvania Abolition Society date to 1775, when a group of mostly Quaker men met at a Philadelphia tavern to discuss antislavery measures.
    [Show full text]
  • Trauma of Slavery: a Critical Study of the Roots by Alex Haley
    Journal of Literature, Languages and Linguistics www.iiste.org ISSN 2422-8435 An International Peer-reviewed Journal DOI: 10.7176/JLLL Vol.57, 2019 Trauma of Slavery: A Critical Study of the Roots by Alex Haley Faiza Javed Dar M.Phil. (English Literature), Department of English Government College Woman University, Faisalabad. Pakistan Abstract Roots by Alex Haley is a critical analysis of the traumas of slavery experienced by the Africans. As an Afro- American writer, he gives voice to the issues like racism, subjugation, identity crises of the Blacks, but most of all the institution of slavery. Slavery has been an important phenomenon throughout history. Africa has been intimately connected with this history through Americans. Slavery in America began when the African slaves were brought to the North American colony of Jamestown, Virginia, in 1619, to aid in the production of such lucrative crops like tobacco and cotton. After the research of twelve years, Haley describes the experiences of Kunta Kinte before and after his enslavement, who is the great-great-grandfather of the writer. Roots is not just a saga of one Afro-American family, it is the symbolic saga of a people. The dehumanization process of slavery assaults the mind, body, and soul of African slaves. The purpose of this paper is to highlight and investigate the slow momentum of social reform for Blacks in the U.S.A. This will be qualitative research and critical race analysis will be applied as a tool to analyze the text under discussion. By using the theory of Derrick Bell the researcher will try to explore racism and black identity in this work.
    [Show full text]
  • Following in His Footsteps: Maryland's Frederick Douglass Driving Tour
    Photo: Frederick Douglass painting by Hughie Lee-Smith, courtesy of Banneker Douglass Museum’s Fine Art Collection. Following in His Footsteps: Maryland’s Frederick Douglass Driving Tour Self-Determination, Autonomy, Empowerment Frederick Douglass held a strong connection to Maryland, woven into the fabric of his identity. His homeland – the banks of the Tuckahoe River near Hillsboro – hold the bittersweet memories of his beginnings in slavery. An extraordinary visionary, Douglass believed in his own self-worth and was determined to be free, despite harsh experiences in slavery. He longed for autonomy, and put into action a plan to attain it. In Baltimore, learning to read opened a world of knowledge and sparked an intense desire for freedom. He didn’t let failure, fear, or severe punishment stand in his way. After he took flight from Baltimore in 1838, Douglass worked relentlessly to gain freedom for others through his eloquent speeches and writings that demanded abolition. Douglass changed the world as he traveled, but for him, Maryland was home. Frederick Douglass’s Beginnings on Maryland’s Eastern Shore Begin your journey to discover Frederick Douglass’s deep roots in Maryland on the Eastern Shore, at The Frederick Douglass Park on the Tuckahoe near Holme Hill Farm, his birthplace. The park offers outdoor exhibits describing Douglass's humble beginnings and formative years, and his legacy as a fighter for civil rights. An overlook with tranquil views of the Tuckahoe River is a sacred touchstone to his deep roots in this area. In 1877, Douglass proclaimed, “I am an Eastern Shoreman, with all that name implies.
    [Show full text]
  • Mother-Women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2013 “Taming the Maternal”: Mother-women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott Kelly Ann Masterson [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the American Literature Commons Recommended Citation Masterson, Kelly Ann, "“Taming the Maternal”: Mother-women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott. " Master's Thesis, University of Tennessee, 2013. https://trace.tennessee.edu/utk_gradthes/1647 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Kelly Ann Masterson entitled "“Taming the Maternal”: Mother-women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Arts, with a major in English. Mary E. Papke, Major Professor We have read this thesis and recommend its acceptance: Katherine L. Chiles, William J. Hardwig Accepted
    [Show full text]
  • Roots- Teacher
    RESEARCHING STUDENT RESEARCH GUIDE Roots is a historically accurate dramatization of the lives of enslaved people in the United States. It explores many themes related to American culture and society, freedom, and African heritage. Four of these big ideas, each aligned with one of the four Roots episodes, are listed in this activity guide. Use the episode summaries and resources to research one of these topics and compare different sources of information. As you gather facts, you’ll begin to develop your own perspectives about the subject. Build an argument about how you think the topic should be viewed and support it with evidence from your research. After your research, you’ll share your findings in a timeline, a paper, or a presentation. FACT-FINDING TOOLS Use the tools below to organize the information you uncover as well as your thoughts about the topic as you research. Tool 1—Glossary As you explore resources, build a glossary of terms whose definitions you are unclear about. To create your glossary, write down the term, then write your own definition using context clues before looking up the dictionary definition and incorporating it in your own sentence to confirm that you understand the word’s correct usage. Tool 2—Timeline On a separate sheet of paper, create a timeline of important facts related to your topic. This will help you create a historic record and make connections with current events. For each fact included on your timeline, identify the source and include a brief note about how the author presents the information. For example, consider each document’s titles, labels, tone, and headings.
    [Show full text]
  • Harriet Tubman: Conductor on the Underground Railroad
    BIOGRAPHY from Harriet Tubman CONDUCTOR ON THE UNDERGROUND RAILROAD by Ann Petry How much should a person sacrifi ce for freedom? QuickTalk How important is a person’s individual freedom to a healthy society? Discuss with a partner how individual freedom shapes American society. Harriet Tubman (c. 1945) by William H. Johnson. Oil on paperboard, sheet. 29 ⁄" x 23 ⁄" (73.5 cm x 59.3 cm). 496 Unit 2 • Collection 5 SKILLS FOCUS Literary Skills Understand characteristics Reader/Writer of biography; understand coherence. Reading Skills Notebook Identify the main idea; identify supporting sentences. Use your RWN to complete the activities for this selection. Vocabulary Biography and Coherence A biography is the story of fugitives (FYOO juh tihvz) n.: people fl eeing someone’s life written by another person. We “meet” the people in from danger or oppression. Traveling by a biography the same way we get to know people in our own lives. night, the fugitives escaped to the North. We observe their actions and motivations, learn their values, and incomprehensible (ihn kahm prih HEHN see how they interact with others. Soon, we feel we know them. suh buhl) adj.: impossible to understand. A good biography has coherence—all the details come The code that Harriet Tubman used was together in a way that makes the biography easy to understand. incomprehensible to slave owners. In nonfi ction a text is coherent if the important details support the incentive (ihn SEHN tihv) n.: reason to do main idea and connect to one another in a clear order. something; motivation. The incentive of a warm house and good food kept the Literary Perspectives Apply the literary perspective described fugitives going.
    [Show full text]
  • An Analysis of Incidents in the Life of a Slave Girl by Harriet Ann Jacobs
    California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2001 In search of the self: An analysis of Incidents in the life of a slave girl by Harriet Ann Jacobs Rhonda Kay Roddy Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the African American Studies Commons, and the American Literature Commons Recommended Citation Roddy, Rhonda Kay, "In search of the self: An analysis of Incidents in the life of a slave girl by Harriet Ann Jacobs" (2001). Theses Digitization Project. 2262. https://scholarworks.lib.csusb.edu/etd-project/2262 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. IN SEARCH OF THE SELF: AN ANALYSIS OF INCIDENTS IN THE LIFE OF A SLAVE GIRL BY HARRIET ANN JACOBS A Thesis Presented to the Faculty of California State University, San-Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition by Rhonda Kay Roddy September 2001 IN SEARCH OF THE SELF: AN ANALYSIS OF INCIDENTS IN THE LIFE OF A SLAVE GIRL BY HARRIET ANN JACOBS A Thesis Presented to the Faculty of California State University, San Bernardino by Rhonda Kay Roddy September 2001 Approved by: 7/2 ,tfa( Date Maureen Newlin ABSTRACT In her autobiography, Incidents in the Life of a Slave Girl, Harriet Ann Jacobs appropriates the autobiographical "I" in order to tell her own story of slavery and talk back to the dominant culture that enslaves her.
    [Show full text]
  • 1-Introduction
    1-Introduction 1.1- Jateorhiza palmate Synonyms: : Menispermum Palmatum (Lam);Cocculus palmata (Lam.) DC. Menispermum Columba Roxb.; Jateorhiza Columba (Roxb.) Oliver;Jateorhiza miersii Oliver;Chasmanthera Columba (Roxb.) Bail.ex Diels 1 Calumba root is a herbal medicine used for poor digestion, especially due to low stomach acid, diarrhea, gas, and loss of appetite. 2,3 Taxanomy: Kingdom : Plantae (unranked):Angiosperms (unranked): Eudicots Order : Ranunculales Family:Menispermaceae Genus : Jateorhiza Species : J.palmata 1 Colombo is a climbing plant, with a perennial root, formed of a number of fasciculated, fusiform, somewhat branched, fleshy, curved, descending tubers, of the thickness of an infant's arm, covered with a thin, brown epidermis, marked, especially toward the upper part, with transverse warts; internally they are deep yellow, inodorous, very bitter, filled with numerous, parallel, longitudinal fibers, or vessels. The stems, of which 1 or 2 proceed from the same root, are annual, herbaceous, about as thick as the little finger, simple in the male plant, twining, branched in the female, rounded and green; in the full-grown plant, below, they are thickly clothed with succulent, longitudinal hairs, which are tipped with a gland. The leaves are alternate and large; the younger ones thin, pellucid, bright-green, generally3- lobed, and upward gradually more numerous; the older ones remote, a span in breadth, nearly orbicular, deeply cordate, 5 to 7-lobed, the lobes entire, often deflexed, wavy on the surface and margin, dark-green above, paler beneath; hairy on both sides; the nerves, according to the number of lobes, are 3, 7, or 9, pale, connected by veins which, in themselves, are reticulated and are prominent beneath.
    [Show full text]
  • ROOTS Started a Conversation About Race and Our Common Heritage and Struggle As a Nation
    1 2 INTRODUCTION In 1977, ROOTS started a conversation about race and our common heritage and struggle as a nation. An unprecedented number of Americans not only watched this powerful series but afterwards, they came together to talk about what they saw, what they felt, and what it meant. Throughout the world, the series also struck a chord with viewers who felt connected to this universal story about the power of human resilience and identity. Nearly 40 years later, it is clear that the conversation ROOTS started should continue. So whether you are talking among your family, your friends, colleagues, faith or community groups, classmates or among neighbors, thank you for taking the time to make space to watch this epic story and for joining this important conversation. Our hope is that ROOTS will inspire you to think about how all of our stories connect through universal themes of humanity, family and identity. In this guide, you will find materials that will help facilitate a conversation, but they are merely suggested starting points. Process and engage with what you have seen. That was the lasting legacy of the series in 1977, and it is our hope that it will be the lasting legacy today. 3 ROOTS INTRODUCTION The miniseries ROOTS first aired in 1977, and In this toolkit you will find: immediately shook the world. As we approach the 40th anniversary of the original series, an • Background on the 1977 ROOTS and the 2016 amazing cast and crew is joining with HISTORY® to ROOTS reimagine ROOTS for a new generation – the new • Suggestions for hosting a ROOTS watch party ROOTS will air on HISTORY for 4 nights beginning • Night-by-night summaries and questions for Monday, May 30th, 2016.
    [Show full text]
  • Roots • Write Arguments to Support Claims in an Analysis of Substantive Topics • Write Arguments to Support Claims in an Analysis of Substantive Topics Episodes
    RESEARCHING TEACHER INSTRUCTIONS OBJECTIVE KEY SKILLS KEY SKILLS Students will complete a historical research • Determine the meaning of words and phrases as they are used in • Determine the meaning of words and phrases as they are used in a project on a topic related to slavery in the United a text. text. States and share their findings in a timeline, a multi-genre paper, or a presentation. • Integrate information from diverse sources, both primary and • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. discrepancies among sources. TIME Three class periods, plus time to view Roots • Write arguments to support claims in an analysis of substantive topics • Write arguments to support claims in an analysis of substantive topics episodes. Note: Roots is rated TV-14 due to or texts, using valid reasoning and relevant and sufficient evidence. or texts, using valid reasoning and relevant and sufficient evidence. intense language, violence, and sexual violence. • Present information, findings, and supporting evidence to convey a • Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of clear and distinct perspective, such that listeners can follow the line of MATERIALS reasoning, alternative or opposing perspectives are addressed, and reasoning, alternative or opposing perspectives are addressed, and Researching Roots Student Research Guide, the organization, development, substance, and style are appropriate the organization, development, substance, and style are appropriate access to the Internet and library.
    [Show full text]