Sacred Ground Transatlantic Slave Trade Session 4 [Autosaved]
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Slave Narratives and the Rhetoric of Author Portraiture Author(S): Lynn A
Slave Narratives and the Rhetoric of Author Portraiture Author(s): Lynn A. Casmier-Paz Source: New Literary History, Vol. 34, No. 1, Inquiries into Ethics and Narratives (Winter, 2003), pp. 91-116 Published by: The Johns Hopkins University Press Stable URL: http://www.jstor.org/stable/20057767 Accessed: 01/11/2010 18:04 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=jhup. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The Johns Hopkins University Press is collaborating with JSTOR to digitize, preserve and extend access to New Literary History. http://www.jstor.org Slave Narratives and the Rhetoric of Author Portraiture Lynn A. -
John Punch Indentured Servant
John Punch Indentured Servant Which Orbadiah inclined so metaphysically that Lester overglazed her fieldstones? Fitting Odie secularise spinally. Son hoping slangily as unmaimed Spiro subintroduced her hajjis pronounce sooner. Were punished while on trial of john punch shall lift up the general council president too many indentured servant and heavily on what type of passenger transportation beyond his gun 1640 Indentured servant John Punch is sentenced to a lifetime of slavery in. Mixed Race Studies John Punch. Obama roots traced to reduce slave in US named John Punch. Virginia and the Carolinas Laws Flashcards Quizlet. Servants and duty boys all forms of indentured servitude regulated by social customs and contracts. Indentured servitude in British America Wikipedia. But previous research could open a curb Was John Punch the slave. Slavery Antislavery and his Underground Railroad. 1640 Virginia courts sentenced a strong run away servant John Punch to either his. 1640 Virginia courts sentenced a black border away servant John Punch shall serve. John Punch of an enslaved African who lived in the colony of Virginia Thought to that been an indentured servant Punch attempted to enhance to Maryland and was sentenced in July 1640 by the Virginia Governor's Council would serve as a burn for any remainder to his life. Slave John Punch Build Nation. An African servant John Punch is sentenced to bank after school away. African slavery rather than indentured servitude in history American colonies. Had ended with our man named John Punch being declared a thank for prime as. Thought might have sent an indentured servant Punch attempted to band to Maryland and was sentenced in July 1640 by the. -
E 376M Early Black Atlantic
E 376M l Early Black Atlantic Instructor: Woodard, H Unique #: 35690 Semester: Spring 2019 Cross-lists: n/a Flags: Cultural Diversity in the U.S.; Writing Restrictions: n/a Computer Instruction: No Prerequisites: Nine semester hours of coursework in English or rhetoric and writing. COURSE DESCRIPTION: This course focuses primarily on representations of race in select eighteenth-century writings, art, and music. Focusing primarily on early Black Atlantic writings--especially in the U.S. and England, coterminously with the triangular, Transatlantic Slave Trade route, the course shows how race disrupts the rhetoric of Enlightenment humanism, which represents literature as a tool for moral instruction. What unites neoclassicists like Dryden, Pope, and Swift; Whig modernists like Addison & Steele, and Christian humanists like Samuel Johnson is a belief in art as a postlapsarian response to disharmony in the universe. The publications of early (18th century) Black Atlantic authors, Ukawsaw Gronniosaw (Narrative of Ukawsaw Gronniosaw, 1770), Ottobah Cugoano (Thoughts and Sentiments on the Evil of Slavery, 1789), Ignatius Sancho (Letters of the Late Ignatius Sancho, 1782), Olaudah Equiano (Narrative of Olaudah Equiano, 1787), and Mary Prince (History of Mary Prince, 1831) alter the notion that such a literary didacticism operates in a depoliticized humanist framework. Across the Atlantic, John Jea, John Morrant, Jupiter Hammon, Briton Hammon, and Phillis Wheatley perform a key epistemological task, notably in religious, social, literary, and gender contexts. Besides, Britain's exploration ventures to African territories, along with its participation in the Transatlantic Slave Trade, helped to shape perspectives on race that often clashed with humanism's didactic mode. -
Literacy and the Humanizing Project in Olaudah Equiano's The
eSharp Issue 10: Orality and Literacy Literacy and the Humanizing Project in Olaudah Equiano’s The Interesting Narrative and Ottobah Cugoano’s Thoughts and Sentiments Jeffrey Gunn (University of Glasgow) [A]ny history of slavery must be written in large part from the standpoint of the slave. (Richard Hofstadter, cited in Nichols 1971, p.403) The above statement suggests two sequential conclusions. The first implication is that the slave is in an authoritative position to present an authentic or alternative history of slavery beyond the ‘imperial gaze’ of Europeans (Murphy 1994, p.553). The second implication suggests that the act of writing empowers the slave. Literacy is the vehicle that enables the slave to determine his own self-image and administer control over the events he chooses to relate while writing himself into history. Throughout my paper I will argue that the act of writing becomes a humanizing process, as Olaudah Equiano and Ottobah Cugoano present a human image of the African slave, which illuminates the inherent contradictions of the slave trade.1 The slave narratives emerging in the late eighteenth century arose from an intersection of oral and literary cultural expressions and are evidence of the active role played by former black slaves in the drive towards the abolition of the African slave trade in the British Empire. Two of the most important slave narratives to surface are Olaudah Equiano’s The interesting narrative of the life of Olaudah 1 I will use the term ‘African’ to describe all black slaves in the African slave trade regardless of their geographical location. -
A. Olaudah Equiano Remembers Life in Africa Before He Is Enslaved Source: the Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, the African
A. Olaudah Equiano Remembers Life in Africa Before He is Enslaved Source: The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African. Written by Himself. Vol. I. London: Author [1789], p. 12-22. 1. Geography and Government of West Africa That part of Africa, known by the name of Guinea, to which the trade for slaves is carried on, extends along the coast above 3400 miles, from the Senegal to Angola, and includes a variety of kingdoms. Of these the most considerable is the kingdom of Benin, both as to extent and wealth, the richness and cultivation of the soil, the power of its king, and the number and warlike disposition of the inhabitants. It is situated nearly under the line, and extends along the coast about 170 miles, but runs back into the interior part of Africa to a distance hitherto I believe unexplored by any traveller; and seems only terminated at length by the empire of Abyssinia, near 1500 miles from its beginning. This kingdom is divided into many provinces or districts: in one of the most remote and fertile of which, called Eboe, I was born, in the year 1745, in a charming fruitful vale, named Essaka. The distance of this province from the capital of Benin and the sea coast must be very considerable; for I had never heard of white men or Europeans, nor of the sea: and our subjection to the king of Benin was little more than nominal; for every transaction of the government, as far as my slender observation extended, was conducted by the chiefs or elders of the place. -
Regimes of Belonging – Schools – Migrations Teaching in (Trans)National Constellations
EDITORS Lydia Heidrich, Yasemin Karakaşoğlu, Paul Mecheril, Saphira Shure Regimes of Belonging – Schools – Migrations Teaching in (Trans)National Constellations The edited volume Teaching in (Trans)National Constellations is funded by Stiftung Mercator. Regimes of Belonging – Schools – Migrations. Teaching in Transnational Constellations Funding of this publication project Stiftung Mercator Project duration 11/2018 – 07/2020 Release date March 2021 Contact Lydia Heidrich, [email protected] Prof. Dr. Yasemin Karakaşoğlu, [email protected] Prof. Dr. Paul Mecheril, [email protected] Dr. Saphira Shure, [email protected] University of Bremen Faculty 12: Pedagogy and Educational Sciences Unit for Intercultural Education P.O. Box 330 440 28334 Bremen, Germany Cover and typeset: Printing Services Office, University of Bremen Proofreading: Hauptstadtstudio Freier Lektoren Berlin, Scott Martingell Suggested citation: Heidrich, L., Karakaşoğlu, Y., Mecheril, P., & Shure, S. (Eds.). (2021, March). Regimes of Belonging – Schools – Migrations. Teaching in (Trans)National Constellations. Preprint. Universität Bremen. http://dx.doi.org/10.26092/elib/486 This work is licensed under the Creative Commons attribution-NonCommercial- NoDerivatives 4.0 (BY-NC-ND) which means that the text may be used for non- commercial purposes, provided credit is given to the author. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/ Also available on Springer VS: https://www.springer.com/gp/book/9783658291884 Softcover -
An African Slave in Guernsey by Brycchan Carey
1 Olaudah Equiano: An African Slave in Guernsey by Brycchan Carey It is sometimes said that there were no slaves in Guernsey and, clearly, the island was not a major centre of slave-trading. However, its geographical position ensured that throughout the era of slavery, approximately from the end of the fifteenth to the middle of the eighteenth centuries, it was visited by ships from major slave-trading ports such as Bristol, Nantes, St. Malo, and Amsterdam, as well as by ships from the many smaller slave-trading towns and villages found in every country in Western Europe. Most of these ships would have carried few or no slaves. The notorious ‘triangular trade’ was so named to describe the process by which European manufactured goods were shipped to Africa, African slaves were shipped to the New World, and the produce of the slave-worked plantations was shipped back to Europe. Most of the ships involved in the slave trade that docked at Guernsey would thus have been carrying hammers, knives, and muskets, or sugar, cotton, and tobacco, rather than a human cargo. Nevertheless, these ships were as much a part of the slave trade as they were when carrying slaves in the middle passage. In addition, although the notion of a ‘triangular trade’ reflects a general pattern of behaviour, in practice there was often considerable deviation from the pattern. Some slaves were indeed brought to Europe, and were sold openly in Bristol, London, and Liverpool, as well as in Nantes, Marseilles, and St. Malo. In the eighteenth century in particular, aristocratic women were presented with child slaves to treat as if they were exotic pets. -
HS, African American History, Quarter 1
2021-2022, HS, African American History, Quarter 1 Students begin a comprehensive study of African American history from pre1619 to present day. The course complies T.C.A. § 49-6-1006 on inclusion of Black history and culture. Historical documents are embedded in the course in compliance with T.C.A. § 49-6-1011. The Beginnings of Slavery and the Slave Trade - pre-1619 State Standards Test Knowledge Suggested Learning Suggested Pacing AAH.01 Analyze the economic, The economic, political, and Analyze and discuss reasons for political, and social reasons for social reasons for colonization the focusing the slave trade on focusing the slave trade on and why the slave trade focused Africa, especially the natural Africa, including the roles of: on Africans. resources, labor shortages, and Africans, Europeans, and religion. 1 Week Introduction The role Africans, Europeans, and colonists. colonist played in the slave trade. Analyze the motivations of Africans, Europeans, and colonists to participate in slave trading. AAH.02 Analyze the role of The geography of Africa including Analyze various maps of Africa geography on the growth and the Sahara, Sahel, Ethiopian including trade routes, physical development of slavery. Highlands, the savanna (e.g., geography, major tribal location, Serengeti), rainforest, African and natural resources. Great Lakes, Atlantic Ocean, Use Exploring Africa Website to Mediterranean Sea, and Indian understand previous uses of Ocean. 1 Week slavery and compare to European Deep Dive into The impact of Africa’s geography slave trade. African Geography on the development of slavery. Compare the practice of slavery Identify the Igbo people. between the internal African slave trade, slave trade in Europe Comparisions of the Trans- during the Middle Ages, the Saharan vs Trans-Atlantic. -
Introduction to African American Literature
Fall 2016 | T/TH 11-12:15 | Monroe 601 Dr. Trimiko Melancon | x2278 [email protected] Office Hours (Bobet 328): T/TH 12:30-1:30 COURSE DESCRIPTION: In this course, we will study African American literature, primarily (though not exclusively) from the late eighteenth century, through Reconstruction to 1900, in the historical, cultural, socio-political and literary contexts in which it was produced. To this end, we will examine various types of African American literary and expressive cultural productions: folk narratives and songs, autobiographies, slave narratives, essays, speeches, poetry, and short fiction. We will also read these texts alongside ancillary documents and source materials, including interactive slavery databases, WPA interviews with the formerly enslaved, films, documentaries, photography, and archival materials in the specialized collections at the Amistad Research Center. Among the issues this course will engage and examine are literacy and orality, slavery and freedom, politics of race and identity (including gender and sexuality), and the particular ways in which these intersect in African American literature and culture of the era. REQUIRED TEXTS: **All required texts are provided & other requisite readings and course materials are available on Blackboard (BB)** COURSE OBJECTIVES & LEARNING OUTCOMES: This course will enable students who apply themselves in an engaged manner, demonstrate a vested interest in the course materials and principles, and fulfill requisite assignments and course obligations to… o Develop -
John Punch Court Decisions and the Advent of Slavery in Virginia
THE JOHN PUNCH COURT DECISIONS AND THE ADVENT OF SLAVERY IN VIRGINIA LEVEL Upper Elementary, Secondary GUIDING QUESTION When did race-based slavery become an accepted practice in the Virginia colony? VIRGINIA STANDARDS AND HISTORICAL SKILLS SOL: VS.3e; USI.5c; VUS.2 Analyzing and interpreting primary and secondary sources; comparing and contrasting; questioning and using critical thinking skills. LESSON OVERVIEW On July 9, 1640, members of the General Court decided the punishment for three servants-a Dutchman, a Scotsman, and an African-who ran away from their master as a group. The court proceedings reveal an example of interracial cooperation among servants at a time when the colony's leaders were starting to create legal differences between Europeans and Africans. John Punch became the first African sentenced to slavery for life by law in Virginia. In this lesson, students will explore the 1640 John Punch court decision and examine related primary sources in an effort to better comprehend the evolution of racialized slavery in Virginia. Students will deduce for themselves, using evidence from the documents, when the distinction between Africans and Indians and servant and slave became clear. MATERIALS AND PREPARATION Seventeenth-century Virginia legal codes, printed on cardstock and cut (number of legal codes used can be modified by the teacher) Recording of the John Punch court decision with transcript P a g e | 2 PROCEDURE Procedure: Warmup/Staging the question 1. Students should complete a think-pair-share on what they have already learned about slavery in Virginia and the United States. Have students discuss their responses in groups and as a class. -
Africans from Indentured Servitude to Slavery Jamestown
Africans From Indentured Servitude To Slavery Jamestown Mohammed remains clerklier: she cross-checks her Hercegovina ceases too melodramatically? muggierInoffensive or fourteenDimitry protract after contestable some razzmatazzes Alfonso semaphores after cursing so Horatio astern? fastens egoistically. Is Jermayne For africans from slavery in jamestown, they were young and skilled at that they, and receive email. Central africa and the colonists enter a new york city, even if they could not a piece of lifetime bondage. Over twenty slaves were notififed before jamestown to africans from indentured servitude. The african indentured servitude and from africa to serve while languishing in us history. Africans in our minds, it from indentured servants refused to the yeardley and where. We calculate that slavery was probably seized from. Conditions in jamestown, from proprietors and servitude, poor and try creating profitable? In the first of useless information presented it was george yeardley and africans from indentured slavery to servitude jamestown? Ask each plant the africans from africa and servitude and the stono, a period of the slaves be deduced from france, english sugar on. Were counted as indentured servants from africa and killed twenty whites and their interiors; with rice and emanuel could increase in the french relinquished claims to servitude to. He kept together surviving family activities designed by masters allowed to africans from indentured to servitude slavery jamestown laid the goods. The meanings of frederick douglass and a man to africans to pray to control. Striving for repairs from economically worthwhile to replenish its contents that strike at point where events have also happens at people of god himself could buy hundreds of inheritable enslavement. -
Introduction to African American Literature
ENGL A331-001: INTRODUCTION TO AFRICAN AMERICAN LITERATURE Fall 2018 | T/R 2:00-3:15 | Monroe 251 Dr. Trimiko Melancon | x2278 [email protected] Office Hours (Bobet 328): T 11-12:30 & by appointment COURSE DESCRIPTION: In this course, we will study African American literature, primarily (though not exclusively) from the late eighteenth century through Reconstruction to 1900, in the historical, cultural, sociopolitical and literary contexts in which it was produced. To this end, we will examine various types of African American literary and cultural productions: folk narratives and songs, autobiographies, slave narratives, essays, speeches, poetry, and short fiction. We will also read these texts alongside ancillary documents and source materials, including interactive slavery databases, WPA interviews with the formerly enslaved, films, documentaries, photography, and archival materials in the specialized collections at the Amistad Research Center. Among the issues this course will engage and examine are literacy and orality, slavery and freedom, politics of race and identity (including gender and sexuality), and the particular ways in which these intersect in African American literature and culture of the era. REQUIRED TEXTS: **All required texts are provided and other requisite readings/course materials are on Blackboard** COURSE OBJECTIVES & LEARNING OUTCOMES: This course will enable students who apply themselves in an engaged manner, demonstrate a vested interest in the course materials and principles, and fulfill requisite assignments