The Middle Passage
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Hawaii's Sugar Plantations Reading Folder
Hawaii's Sugar Plantations Reading Folder Pictures from: http://www.kauaiplantationrailway.com/agplantations.htm Women’s Work Clothing fuller skirts that seemed to be more suitable for field work. The Hawaiian women had learned to sew their gathered skirts from the The issei women, like the issei men, at first took whatever they had missionary women. It was easier and faster to use thirty-six-inch brought with them from their homeland and put together makeshift American cotton fabric, which cost ten cents a yard. The women work outfits. Later they also adopted some of the types of clothing favored prints, usually in black and white, often the tiny floral or worn by other ethnic groups. As the women from different ethnic geometric designs. groups and cultures came into contact, a gradual exchange of ideas began. Hats The issei women retained some of their traditional ideas and threw The boater hat was a stiff hat of braided straw. Underneath the away others; they adopted useful ideas from other ethnic groups; boater hat, or in some cases, over it, the women wore a triangular- often they blended the old and the new. Through this assimilation shaped kerchief made of muslin or bleached rice bag. The kerchief of new ideas into their traditional costume, the issei women created covered the hair, the ears, and most of the face. a unique fashion: the kasuri jacket, the dirndl skirt, the black cummerbund-like sash and the straw hat. Men’s Work Clothing In the early years of the Japanese immigration to Hawaii, the men Jackets started to work in the sugarcane fields wearing their cotton kimono, The first kind of clothing worn by issei women for field work was the momohiki (fitted pants), and shirts with long, narrow sleeves. -
What We Know About Growth Mindset from Scientific Research by Carissa Romero
What We Know About Growth Mindset from Scientific Research by carissa romero july 2015 Growth Mindset: What is It? A growth mindset is the belief that intelligence can be developed. Students with a growth mindset understand they can get smarter through hard work, the use of effective strategies, and help from others when needed. It is contrasted with a fixed mindset: the belief that intelligence is a fixed trait that is set in stone at birth. Why Does It Matter? about proving their ability or avoiding “looking dumb.” Students’ beliefs about intelligence have important This can lead students to avoid challenges and give up consequences for how they experience school when they struggle. But when students hold a growth and how they respond to setbacks and adversity. mindset, they may experience school as an exciting When students hold a fixed mindset, school can be place to grow, embracing challenges as opportunities a threatening place because they may be worried to develop mastery.1 FIXED MINDSET GROWTH MINDSET Belief that ability is a fixed trait that Belief that ability is malleable and can Definition cannot change be developed Effort is bad; if you’re smart, you Interpretation of effort Effort is good; it’s how you get better shouldn’t have to work hard What matters is looking smart, so you What matters is learning, so you can Motivation in school can prove your ability improve your ability Resilience; setback is a sign that you Behavioral response to Helplessness; setback is a sign that need to work harder or try academic setbacks you don’t have what it takes a new strategy Failure is the end of the story: time to Failure is the beginning of the story: time Meaning of failure give up to try again SOURCE: MASTER, A. -
Buffalo & Erie County Public Library
The great American abolitionist, writer and Those enslaved TELLING THE STORY: orator Frederick suffered greatly during Douglass once the Middle Passage, or said, “Slavery is the transatlantic crossing, Enslavement great test question and upon arrival, endured unimaginable of African People of our age and Solomon Northup Twelve Years a Slave physical, cultural, and in the United States nation.” Now, 400 intellectual brutality years after the first by their enslavers. This inhumanity is well African people were Buffalo & Erie County documented in shipping records, bills of sale, Public Library captured, enslaved Slave Auction advertisements and personal and transported to Slave Ship Diagram accounts of the the United States, the enslaved. repercussions of this horrific practice remain with us today. This Library exhibit highlights its Supporters of History of Slavery Collection slavery were and, perhaps more typically enslavers ambitiously, to provoke themselves. community conversations Early arguments for slavery were about our country’s Notice of Slave Auction history of enslavement simplistic and merely and its continuing to defend against On display through July 2020 attacks made against the aftermath. practice. Later arguments Downtown Central Library or rationalizations were From antiquity to 1 Lafayette Square protective, religious and modern day, enslavement has existed racist. Slavery was an Grosvenor Room in one form or another. Institutionalized institution of power and Rare Book Display Room slavery—mostly for the powerful people who Ring of Knowledge agricultural labor— protected it to protect Main floor thrived in the American their own profits. English colonies and was central to the Protections for slavery Buffalo & Erie County Public development and were embedded in Cotton is King and Olaudah Equiano - economic growth of America’s founding , The Life of Olaudah Equiano Pro-Slavery Arguments LIBRARYwww.BuffaloLib.org the United States. -
The Middle Passage MAP by Patagonia Routes SLAVE TRADING MARK ANDERSON MOORE Malvina (Falkland Is.) REGIONS Atlantic Slave Trade
Arctic Ocean Greenland Arctic Ocean ARCTIC CIRCLE Iceland Norway Sweden Finland B udson ay H North North Scotland Sea Denmark Moscow Labrador England Ireland Prussia British North A Atlantic Russian Empire mer London German ica Paris States Kiev OREGON Newfoundland Asia TERRITORY Quebec Ocean Montreal Austria Bay of France Vt. Me. Nova Scotia Biscay Italy C NY NH “TRIANGULAR TRADE” Black Sea a Mass. Rome Ottoman sp ia Pa. RI n LOUISIANA Oh. Conn. Portugal Madrid Empire Il. In. NJ United States S TERRITORY e Spain a Va. Del. Ky. Md. Azores Is. Tn. NC by 1820 M In TUNIS edi dian Terr. O terra Persia SC C nean S Ms. C ea Al. Madeira O Ga. R ALGIERS La. O M Cairo P Fla. Canary Is. er EGYPT sia n G Bahama Is. ulf Mexico Havana WESTERN SUDAN R. R e Mecca Mexico West Indies dle Pa d Cuba Mid ssag Nile S City he e e T a Arabia Haiti Timbuktu Vera Jamaica Puerto Rico Cruz Guadeloupe Cape Verde Is. Martinique SENEGAMBIA Niger Africa Arabian Central America Barbados Cape Verde R. Sea Portobelo Trinidad Caracas SIERRA ETHIOPIA Stabroek (Georgetown) LEONE GUINEA Paramaribo Cayenne BIGHT Bogotá WINDWARD GOLD OF BIGHT COAST COAST BENIN Mogadishu Galapagos Is. SL OF Quito Colombia AV BIAFRA Barro do Rio E T Negro RAD Belé m Fortaleza ING REGIONS CONGO Paita Indian Brazil Recife Trujillo Ocean Peru ANGOLA Lima Salvador La Plata ambezi La Paz Z R. Chuquisaca MOZAMBIQUE South America São Paulo Rio de Janeiro From The Way We Lived in North Carolina © 2003 The University of North Carolina Press Madagascar La Serena Santos Easter I. -
Conservatism and Pragmatism in Law, Politics and Ethics
TOWARDS PRAGMATIC CONSERVATISM: A REVIEW OF SETH VANNATTA’S CONSERVATISM AND PRAGMATISM IN LAW, POLITICS, AND ETHICS Allen Mendenhall* At some point all writers come across a book they wish they had written. Several such books line my bookcases; the latest of which is Seth Vannatta’s Conservativism and Pragmatism in Law, Politics, and Ethics.1 The two words conservatism and pragmatism circulate widely and with apparent ease, as if their import were immediately clear and uncontroversial. But if you press strangers for concise definitions, you will likely find that the signification of these words differs from person to person.2 Maybe it’s not just that people are unwilling to update their understanding of conservatism and pragmatism—maybe it’s that they cling passionately to their understanding (or misunderstanding), fearing that their operative paradigms and working notions of 20th century history and philosophy will collapse if conservatism and pragmatism differ from some developed expectation or ingrained supposition. I began to immerse myself in pragmatism in graduate school when I discovered that its central tenets aligned rather cleanly with those of Edmund Burke, David Hume, F. A. Hayek, Michael Oakeshott, and Russell Kirk, men widely considered to be on the right end of the political spectrum even if their ideas diverge in key areas.3 In fact, I came to believe that pragmatism reconciled these thinkers, that whatever their marked intellectual differences, these men believed certain things that could be synthesized and organized in terms of pragmatism.4 I reached this conclusion from the same premise adopted by Vannatta: “Conservatism and pragmatism[] . -
Religiosity, Mindset, and Math Achievement
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DigitalCommons@CSP (Concordia University St. Paul) Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed.D. Dissertations Research 5-1-2019 Religiosity, Mindset, and Math Achievement Kathryn Luebke Concordia University - Portland, [email protected] Follow this and additional works at: https://digitalcommons.csp.edu/cup_commons_grad_edd Part of the Education Commons Recommended Citation Luebke, K. (2019). Religiosity, Mindset, and Math Achievement (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/320 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed.D. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations 5-2019 Religiosity, Mindset, and Math Achievement Kathryn Luebke Concordia University - Portland Follow this and additional works at: https://commons.cu-portland.edu/edudissertations Part of the Education Commons CU Commons Citation Luebke, Kathryn, "Religiosity, Mindset, and Math Achievement" (2019). Ed.D. Dissertations. 305. https://commons.cu-portland.edu/edudissertations/305 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contact libraryadmin@cu- portland.edu. Concordia University–Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Kathryn Louise Luebke CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Belle B. -
Piracy, Illicit Trade, and the Construction of Commercial
Navigating the Atlantic World: Piracy, Illicit Trade, and the Construction of Commercial Networks, 1650-1791 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University by Jamie LeAnne Goodall, M.A. Graduate Program in History The Ohio State University 2016 Dissertation Committee: Margaret Newell, Advisor John Brooke David Staley Copyright by Jamie LeAnne Goodall 2016 Abstract This dissertation seeks to move pirates and their economic relationships from the social and legal margins of the Atlantic world to the center of it and integrate them into the broader history of early modern colonization and commerce. In doing so, I examine piracy and illicit activities such as smuggling and shipwrecking through a new lens. They act as a form of economic engagement that could not only be used by empires and colonies as tools of competitive international trade, but also as activities that served to fuel the developing Caribbean-Atlantic economy, in many ways allowing the plantation economy of several Caribbean-Atlantic islands to flourish. Ultimately, in places like Jamaica and Barbados, the success of the plantation economy would eventually displace the opportunistic market of piracy and related activities. Plantations rarely eradicated these economies of opportunity, though, as these islands still served as important commercial hubs: ports loaded, unloaded, and repaired ships, taverns attracted a variety of visitors, and shipwrecking became a regulated form of employment. In places like Tortuga and the Bahamas where agricultural production was not as successful, illicit activities managed to maintain a foothold much longer. -
1 1. Suppression of the Atlantic Slave Trade
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Leeds Beckett Repository 1. Suppression of the Atlantic slave trade: Abolition from ship to shore Robert Burroughs This study provides fresh perspectives on criticalaspects of the British Royal Navy’s suppression of the Atlantic slave trade. It is divided into three sections. The first, Policies, presents a new interpretation of the political framework underwhich slave-trade suppression was executed. Section II, Practices, examines details of the work of the navy’s West African Squadronwhich have been passed over in earlier narrativeaccounts. Section III, Representations, provides the first sustained discussion of the squadron’s wider, cultural significance, and its role in the shaping of geographical knowledge of West Africa.One of our objectives in looking across these three areas—a view from shore to ship and back again--is to understand better how they overlap. Our authors study the interconnections between political and legal decision-making, practical implementation, and cultural production and reception in an anti-slavery pursuit undertaken far from the metropolitan centres in which it was first conceived.Such an approachpromises new insights into what the anti-slave-trade patrols meant to Britain and what the campaign of ‘liberation’ meant for those enslaved Africans andnavalpersonnel, including black sailors, whose lives were most closely entangled in it. The following chapters reassess the policies, practices, and representations of slave- trade suppression by building upon developments in research in political, legal and humanitarian history, naval, imperial and maritime history, medical history, race relations and migration, abolitionist literature and art, nineteenth-century geography, nautical literature and art, and representations of Africa. -
White Lies: Human Property and Domestic Slavery Aboard the Slave Ship Creole
Atlantic Studies ISSN: 1478-8810 (Print) 1740-4649 (Online) Journal homepage: http://www.tandfonline.com/loi/rjas20 White lies: Human property and domestic slavery aboard the slave ship Creole Walter Johnson To cite this article: Walter Johnson (2008) White lies: Human property and domestic slavery aboard the slave ship Creole , Atlantic Studies, 5:2, 237-263, DOI: 10.1080/14788810802149733 To link to this article: http://dx.doi.org/10.1080/14788810802149733 Published online: 26 Sep 2008. Submit your article to this journal Article views: 679 View related articles Citing articles: 3 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rjas20 Download by: [Harvard Library] Date: 04 June 2017, At: 20:53 Atlantic Studies Vol. 5, No. 2, August 2008, 237Á263 White lies: Human property and domestic slavery aboard the slave ship Creole Walter Johnson* We cannot suppress the slave trade Á it is a natural operation, as old and constant as the ocean. George Fitzhugh It is one thing to manage a company of slaves on a Virginia plantation and quite another to quell an insurrection on the lonely billows of the Atlantic, where every breeze speaks of courage and liberty. Frederick Douglass This paper explores the voyage of the slave ship Creole, which left Virginia in 1841 with a cargo of 135 persons bound for New Orleans. Although the importation of slaves from Africa into the United States was banned from 1808, the expansion of slavery into the American Southwest took the form of forced migration within the United States, or at least beneath the United States’s flag. -
History of Slavery in America - Student Success Day
9/22/20 History of Slavery in America - Student Success Day 1619 or 1776? Presented by Chris Stout Sep 22, 2020 11:00 AM 1 A Global Enterprise • All Western European nations participated in the African slave trade. • The slave trade was dominated by the Portuguese in the sixteenth century, the Dutch in the sugar boom of the seventeenth century, and the English who entered the trade in the seventeenth century. • Over 10 – 12 million slaves between 1700 – 1800 • Majority were between the age of 15 and 30 • New England slavers entered the trade in the eighteenth century. • Newport RI, more than 100K slaves carried in the 18th century • Collaboration between American, European, and Africans enabled the trade http://www.youtube.com/watch?v=B0geOQ25Pyw 2 2 1 9/22/20 MAP 4.2 Slave Colonies of the Seventeenth and Eighteenth Centuries By the eighteenth century, the system of slavery had created societies with large African populations throughout the Caribbean and along the southern coast of North America. 3 3 The Tobacco Colonies https://www.youtube.c om/watch?v=DSDek9M • Tobacco was the most important -hSk commodity produced in eighteenth century North America, accounting for 25% of the value of all colonial exports. • Slavery allowed the expansion of tobacco production since it was labor- intensive. • Using slave labor, tobacco was grown on large plantations and small farms. • The slave population in this region grew largely by natural increase. 4 4 2 9/22/20 FIGURE 4.3 Value of Colonial Exports by Region, Annual Average, 1768–72 With tobacco, rice, grain, and indigo, the Chesapeake and Lower South accounted for nearly two-thirds of colonial exports in the late eighteenth century. -
A Study of West African Slave Resistance from the Seventeenth to Nineteenth Centuries
History in the Making Volume 1 Article 7 2008 A Study of West African Slave Resistance from the Seventeenth to Nineteenth Centuries Adam D. Wilsey CSUSB Follow this and additional works at: https://scholarworks.lib.csusb.edu/history-in-the-making Part of the African History Commons Recommended Citation Wilsey, Adam D. (2008) "A Study of West African Slave Resistance from the Seventeenth to Nineteenth Centuries," History in the Making: Vol. 1 , Article 7. Available at: https://scholarworks.lib.csusb.edu/history-in-the-making/vol1/iss1/7 This Article is brought to you for free and open access by the Arthur E. Nelson University Archives at CSUSB ScholarWorks. It has been accepted for inclusion in History in the Making by an authorized editor of CSUSB ScholarWorks. For more information, please contact [email protected]. 78 CSUSB Journal of History A Study of West African Slave Resistance from the Seventeenth to Nineteenth Centuries Adam D. Wiltsey Linschoten, South and West Africa, Copper engraving (Amsterdam, 1596.) Accompanying the dawn of the twenty‐first century, there has emerged a new era of historical thinking that has created the need to reexamine the history of slavery and slave resistance. Slavery has become a controversial topic that historians and scholars throughout the world are reevaluating. In this modern period, which is finally beginning to honor the ideas and ideals of equality, slavery is the black mark of our past; and the task now lies History in the Making 79 before the world to derive a better understanding of slavery. In order to better understand slavery, it is crucial to have a more acute awareness of those that endured it. -
Black River United
Black River United how football frames the relationship between younger and older men in a rural Jamaican community William Tantam Department of Anthropology, Goldsmiths, University of London Submitted in accordance with the requirements for the degree of Doctor of Philosophy Declaration FOR GOLDSMITHS THESES A printed copy of your thesis will be deposited in Goldsmiths Library. Bibliographic details and a digital copy of your thesis will be deposited in Goldsmiths’ institutional repository Goldsmiths Research Online, hereafter referred to as “GRO”, for the purpose of preservation.1 Bibliographic details will also be deposited in the British Library’s Electronic Theses On-line System (EThOS).2 Every completing PhD student owns the copyright in his or her thesis. This ownership lasts indefinitely unless the student assigns copyright elsewhere. It is therefore for students to decide whether or not they wish to publish their theses, and in what form. Goldsmiths encourages candidates to allow for online availability of their thesis to ensure maximum visibility. However, there may be circumstances in which it is necessary to restrict access to theses on a temporary basis, for instance for reasons of commercial confidentiality or conditions imposed by sponsors. You should consult the Graduate School, read section 6.6 Thesis Access in your Research Handbook, and talk to your supervisors before opting to restrict access to your thesis for a limited period. Goldsmiths regulations make provision for restriction of access to an MPhil/PhD thesis and/or the abstract for a maximum of 36 months. If an embargo of 36 months is agreed the thesis will automatically go live after the specified time period has expired.