Fugitive Performance: Negotiating Biopower and the Law in US Chattel Slavery

Total Page:16

File Type:pdf, Size:1020Kb

Fugitive Performance: Negotiating Biopower and the Law in US Chattel Slavery Fugitive Performance: Negotiating Biopower and the Law in US Chattel Slavery Lauren Heintz American Quarterly, Volume 71, Number 3, September 2019, pp. 675-695 (Article) Published by Johns Hopkins University Press DOI: https://doi.org/10.1353/aq.2019.0049 For additional information about this article https://muse.jhu.edu/article/734906 Access provided at 9 Oct 2019 03:29 GMT from University of Hawaii @ Manoa Negotiating Biopower and the Law in US Chattel Slavery | 675 Fugitive Performance: Negotiating Biopower and the Law in US Chattel Slavery Lauren Heintz This fugitive movement is stolen life, and its relation to law is reducible neither to simple interdiction nor bare transgression. —Fred Moten, “The Case of Blackness” he Amistad Research Center in New Orleans houses a nineteenth- century court case concerning the question of slavery, states’ rights, Tfugitivity, and freedom. This 1810 trial, to my knowledge, has not yet received scholarly attention. The case, Margaret Aurelia Porter v. Reuben Reynolds (1810–12), has not made its way past the archival records into scholarship most likely because the file is incomplete—the outcome in the case remains unknown to us today.1 But this archival fragment still has a lot to tell us despite, or indeed because of, its missing court ruling: the court file has the lengthy, extant testimony of a formerly enslaved woman named Betty. In 1810 Betty is made to testify in court. She says that she has been free from the services of a white man named Stephen Porter for eleven years. Eleven years before, Betty ran away from Maryland and crossed the border into the free state of Pennsylvania, leaving all five of her children behind. Now, in 1810, three of her boys have run away too, and Porter wants his dues. He wants what he is owed for the runaways he cannot find. He wants money from the free person of color, Reuben Reynolds, who helped the boys get away. Twenty-four years before this court case is recorded, in 1786, Porter stole Betty, he didn’t buy her. He took her and confined her to his home, and in this home she had four children over thirteen years. She escaped, and now, eleven years later, her children have escaped. In her testimony she gives no information about how she made it out or about the location of her now fugitive children. She kept quiet on them, but she did not keep quiet on letting the court know that Porter took her from her former enslaver, that he stole her. Betty’s testimony is one extant part of the fugitive slave case Margaret Aurelia Porter v. Reuben Reynolds, whose archival documents number around fourteen 2019 The American Studies Association 676 | American Quarterly handwritten pages. Yet this case remains difficult to interpret because we don’t know the outcome: we don’t know if Reynolds, the free person of color who helped the boys run away, is made to pay the Porters, who are suing him by invoking the 1793 fugitive slave law. While this case is an archival fragment, what remains of Betty’s testimony is enough to create a remarkable picture of a life construed by the messy contours and nearly unbelievable plotlines of what negotiating life while enslaved looked like. Betty’s words testify to the uncer- tain ways that life was adjudicated under such precarious terms of freedom, fugitivity, and so-called justice. Most of all, the incomplete case file forces the reader to set Betty’s words apart from how the court did or did not interpret them; instead, the reader must view Betty’s words on their own terms, even as they remain mediated and subjected to transcription. To read Betty’s narrative on her own terms is to approach her fugitive act (and fugitive scenarios like hers) from a different vantage point. This reorientation reveals how fugitivity simultaneously worked both within and against the structures of power that seek to silence and contain. I begin with a sketch of Betty’s narrative in part because I spend the clos- ing portion of this essay analyzing her case in further detail, but also because I believe her fugitive testimony provides the opportunity to stage two central questions for this essay. First, how can such archival subjects function less in our current moment as positivist representations and more as performa- tive encounters; second, in the face of the unfolding biopolitical landscape of chattel slavery, what alternative forms of knowledge, power, and life do people like Betty provide? To respond initially, I take a cue from Alexander Weheliye’s text Habeas Viscus. Weheliye’s formulation is an intervention into the discourse of biopolitics and bare life. Habeas viscus is an assemblage of oppressed humanity, which “in contrast to bare life, insists on the importance of minuscule movements, glimmers of hope, scraps of food, the interrupted dreams of freedom found in those spaces deemed devoid of full human life. Beyond the dominion of the law, biopolitics, and bare life they represent alternative critical, political, and poetic assemblages that are often hushed in these debates.”2 This article takes up such an assemblage of movements, glimmers, dreams, and poetics that constitute the life of oppressed humanity in slavery. In an important yet small distinction from Weheliye, I examine such everyday lived performances not as “beyond” the law or biopolitics but as performing within and through biopolitics to expose slavery’s systems of governance that seek to imagine, contain, and define the life of the enslaved. In The History of Sexuality, Michel Foucault’s introduction of two basic forms of power over life can and should be read as working in and through Negotiating Biopower and the Law in US Chattel Slavery | 677 the institution of chattel slavery, which, as Weheliye, Achille Mbembe, and others have argued, is a realm of early biopolitical experimentation. As Foucault outlines, the power over life is understood first as the “anatomy-politics of the human body,” which “centered on the body as a machine: its disciplining, the optimization of its capabilities, the extortion of its forces,” and second as the “biopolitics of population,” which regulated “propagations, births and mortality, the level of health, life expectancy and longevity.”3 The violent ma- nipulation of the enslaved body as both laboring machine and reproductive agent were two central components that functioned as defining mechanisms of slavery. The extraction of labor from the propertied body of the enslaved and the particular method of population and racial control in the reproductive mandate that the slave follow the condition of the mother are unique facets of biopolitical labor and population tactics. While such “power over life” in Foucault’s account functions “to invest life through and through,” in slavery such power strips life through and through, creating a condition of social death. The same processes effect an opposing outcome. The key, then, is to consider, as Saidiya Hartman asks, “to what exercise of the will, forms of ac- tion, or enactment of possibility is available to animate chattel, or the socially dead” under these particular conditions of power over life?4 While people like Betty indeed craft an alternative worldview that in part moves beyond the law and biopolitics of chattel slavery, I argue in this essay for what I call “fugitive performance,” in order to sit with the trouble of being a biopolitical subject under slavery.5 By turning to underrepresented schol- ars in the field of biopolitics, such as Hartman, Stephen Best, and Daphne Brooks, I argue that in the biopolitical world of slavery in which the cultures of the enslaved meet the cultures of the enslaver, fugitive performance does not perform in strict opposition to the labored, reproductive, and racialized biopolitical tactics of enslavement; rather, fugitive performance is always an expression and rearticulation of the very tactics that create the conditions of subjected life.6 Fugitive performance, to draw from Daphne Brooks, “confronts and transforms slavery’s putative ‘social death,’ turning that estranged condition into a rhetorical and social device and a means to survival.”7 In other words, fugitive performance is not necessarily a radical departure from the status quo of biopolitical life in slavery; often fugitivity is a fantastic sublimation and sur- rogation of slavery’s biopower that keeps the enslaved person alive in a state of social death. Turning to fugitive performance highlights biopower through the crucial vantage point of the fugitive’s life, creating a worldview that circulates in a lexicon governed by gesture, performance, and the unpredictable. Working from within, then, fugitive performance paradoxically performs biopower in order to get out from under it. 678 | American Quarterly In what follows I examine Mbembe’s formulation of necropolitics to situate how biopolitics emerges within chattel slavery. Moreover, Mbembe’s formulation of necropolitics as well as Foucault’s formulation of the “aleatory field” within biopolitics point to key concepts of performativity that further illuminate my understanding of fugitive performance as part and parcel of biopolitics. I then review what I believe are central historical and cultural doctrines of how biopolitics is deployed in slavery, namely, fugitive slave laws and fugitive codes in French colonial and US colonial slave society. I conclude the essay with a close reading of Betty’s narrative in Margaret Aurelia Porter v. Reuben Reynolds not only to put theories of biopolitical governance in direct conversation with the narrative of a fugitive slave but, more important, to insist that Betty’s narrative provides its own cutting theorization of biopolitics, a theorization that is itself fugitive performance. Necropolitical Paradox as Fugitive Performative Practice One overriding scholarly approach to understanding the life of the enslaved is to look, and rightly so, at the death function in slavery, namely, to mecha- nisms of torture that result in physical death as well as mechanisms of torture that result in what Orlando Patterson terms social death and natal alienation.8 To be situated in a state of “death-in-life” is what Mbembe has aptly termed necropolitics.
Recommended publications
  • The Politics of Ambiguity Conditional Manumission, Labor Contracts, and Slave Emancipation in Brazil (1850S–1888)*
    Sidney Chalhoub The Politics of Ambiguity Conditional Manumission, Labor Contracts, and Slave Emancipation in Brazil (1850s–1888)* Introduction The historical process that made liberalism, old and new, the guiding ideology of Western societies brought with it the invention of new forms of unfree labor. Lib- eralism and free labor, ancien regime and serfdom and/or slavery are no longer unproblematic pairs of historical intelligibility. The first half of the nineteenth century did not see the weakening of slavery in the Americas at all, but just the partial relocation of it. The institution of slavery gradually disappeared in the British and French Caribbean while it became stronger in Brazil, Cuba, and the US South.1 In the second half of the nineteenth century, as the nightmare of an international order based on slavery was finally defeated in the American Civil War,2 there emerged extremely aggressive racist ideologies that justified Western imperial expansion and the persistence of forced labor in Africa and elsewhere. Actually, it boggles the mind to think that for so long it seemed possible to con- ceive of the nineteenth century as a time of transition from slavery to freedom, from bondage to contractual and/or free labor. In fact, contract labor, however diverse in its forms, was often thought of as a form of coerced labor, with workers * This article was first published under the same title in International Review of Social History, Vol. 60 (2015), pp. 161–191 doi:10.1017/S0020859015000176 © 2015 Internationaal Instituut voor Sociale Geschiedenis, published by Cambridge University Press, reproduced with permission.
    [Show full text]
  • The Woman-Slave Analogy: Rhetorical Foundations in American
    The Woman-Slave Analogy: Rhetorical Foundations in American Culture, 1830-1900 Ana Lucette Stevenson BComm (dist.), BA (HonsI) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2014 School of History, Philosophy, Religion and Classics I Abstract During the 1830s, Sarah Grimké, the abolitionist and women’s rights reformer from South Carolina, stated: “It was when my soul was deeply moved at the wrongs of the slave that I first perceived distinctly the subject condition of women.” This rhetorical comparison between women and slaves – the woman-slave analogy – emerged in Europe during the seventeenth century, but gained peculiar significance in the United States during the nineteenth century. This rhetoric was inspired by the Revolutionary Era language of liberty versus tyranny, and discourses of slavery gained prominence in the reform culture that was dominated by the American antislavery movement and shared among the sisterhood of reforms. The woman-slave analogy functioned on the idea that the position of women was no better – nor any freer – than slaves. It was used to critique the exclusion of women from a national body politic based on the concept that “all men are created equal.” From the 1830s onwards, this analogy came to permeate the rhetorical practices of social reformers, especially those involved in the antislavery, women’s rights, dress reform, suffrage and labour movements. Sarah’s sister, Angelina, asked: “Can you not see that women could do, and would do a hundred times more for the slave if she were not fettered?” My thesis explores manifestations of the woman-slave analogy through the themes of marriage, fashion, politics, labour, and sex.
    [Show full text]
  • A Framework for Teaching American Slavery
    K–5 FRAMEWORK TEACHING HARD HISTORY A FRAMEWORK FOR TEACHING AMERICAN SLAVERY ABOUT THE SOUTHERN POVERTY LAW CENTER The Southern Poverty Law Center, based in Montgomery, Alabama, is a nonpar- tisan 501(c)(3) civil rights organization founded in 1971 and dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. ABOUT TEACHING TOLERANCE A project of the Southern Poverty Law Center founded in 1991, Teaching Tolerance is dedicated to helping teachers and schools prepare children and youth to be active participants in a diverse democracy. The program publishes Teaching Tolerance magazine three times a year and provides free educational materials, lessons and tools for educators commit- ted to implementing anti-bias practices in their classrooms and schools. To see all of the resources available from Teaching Tolerance, visit tolerance.org. © 2019 SOUTHERN POVERTY LAW CENTER Teaching Hard History A K–5 FRAMEWORK FOR TEACHING AMERICAN SLAVERY 2 TEACHING TOLERANCE // TEACHING HARD HISTORY // A FRAMEWORK FOR TEACHING AMERICAN SLAVERY CONTENTS Introduction 4 About the Teaching Hard History Elementary Framework 6 Grades K-2 10 Grades 3-5 18 Acknowledgments 28 Introduction Teaching about slavery is hard. It’s especially hard in elementary school classrooms, where talking about the worst parts of our history seems at odds with the need to motivate young learners and nurture their self-confidence. Teaching about slavery, especially to children, challenges educators. Those we’ve spoken with—especially white teachers—shrink from telling about oppression, emphasizing tales of escape and resistance instead. They worry about making black students feel ashamed, Latinx and Asian students feel excluded and white students feel guilty.
    [Show full text]
  • RIVERFRONT CIRCULATING MATERIALS (Can Be Checked Out)
    SLAVERY BIBLIOGRAPHY TOPICS ABOLITION AMERICAN REVOLUTION & SLAVERY AUDIO-VISUAL BIOGRAPHIES CANADIAN SLAVERY CIVIL WAR & LINCOLN FREE AFRICAN AMERICANS GENERAL HISTORY HOME LIFE LATIN AMERICAN & CARIBBEAN SLAVERY LAW & SLAVERY LITERATURE/POETRY NORTHERN SLAVERY PSYCHOLOGICAL ASPECTS OF SLAVERY/POST-SLAVERY RELIGION RESISTANCE SLAVE NARRATIVES SLAVE SHIPS SLAVE TRADE SOUTHERN SLAVERY UNDERGROUND RAILROAD WOMEN ABOLITION Abolition and Antislavery: A historical encyclopedia of the American mosaic Hinks, Peter. Greenwood Pub Group, c2015. 447 p. R 326.8 A (YRI) Abolition! : the struggle to abolish slavery in the British Colonies Reddie, Richard S. Oxford : Lion, c2007. 254 p. 326.09 R (YRI) The abolitionist movement : ending slavery McNeese, Tim. New York : Chelsea House, c2008. 142 p. 973.71 M (YRI) 1 The abolitionist legacy: from Reconstruction to the NAACP McPherson, James M. Princeton, NJ: Princeton University Press, c1975. 438 p. 322.44 M (YRI) All on fire : William Lloyd Garrison and the abolition of slavery Mayer, Henry, 1941- New York : St. Martin's Press, c1998. 707 p. B GARRISON (YWI) Amazing Grace: William Wilberforce and the heroic campaign to end slavery Metaxas, Eric New York, NY : Harper, c2007. 281p. B WILBERFORCE (YRI, YWI) American to the backbone : the life of James W.C. Pennington, the fugitive slave who became one of the first black abolitionists Webber, Christopher. New York : Pegasus Books, c2011. 493 p. B PENNINGTON (YRI) The Amistad slave revolt and American abolition. Zeinert, Karen. North Haven, CT : Linnet Books, c1997. 101p. 326.09 Z (YRI, YWI) Angelina Grimke : voice of abolition. Todras, Ellen H., 1947- North Haven, Conn. : Linnet Books, c1999. 178p. YA B GRIMKE (YWI) The antislavery movement Rogers, James T.
    [Show full text]
  • © 2019 Kaisha Esty ALL RIGHTS RESERVED
    © 2019 Kaisha Esty ALL RIGHTS RESERVED “A CRUSADE AGAINST THE DESPOILER OF VIRTUE”: BLACK WOMEN, SEXUAL PURITY, AND THE GENDERED POLITICS OF THE NEGRO PROBLEM 1839-1920 by KAISHA ESTY A dissertation submitted to the School of Graduate Studies Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in History Written under the co-direction of Deborah Gray White and Mia Bay And approved by ________________________ ________________________ ________________________ ________________________ ________________________ New Brunswick, New Jersey MAY 2019 ABSTRACT OF THE DISSERTATION “A Crusade Against the Despoiler of Virtue”: Black Women, Sexual Purity, and the Gendered Politics of the Negro Problem, 1839-1920 by KAISHA ESTY Dissertation Co-Directors: Deborah Gray White and Mia Bay “A Crusade Against the Despoiler of Virtue”: Black Women, Sexual Purity, and the Gendered Politics of the Negro Problem, 1839-1920 is a study of the activism of slave, poor, working-class and largely uneducated African American women around their sexuality. Drawing on slave narratives, ex-slave interviews, Civil War court-martials, Congressional testimonies, organizational minutes and conference proceedings, A Crusade takes an intersectional and subaltern approach to the era that has received extreme scholarly attention as the early women’s rights movement to understand the concerns of marginalized women around the sexualized topic of virtue. I argue that enslaved and free black women pioneered a women’s rights framework around sexual autonomy and consent through their radical engagement with the traditionally conservative and racially-exclusionary ideals of chastity and female virtue of the Victorian-era.
    [Show full text]
  • Conditional Manumission, Labor Contracts, and Slave Emancipation in Brazil (1850S–1888)*
    IRSH 60 (2015), pp. 161–191 doi:10.1017/S0020859015000176 © 2015 Internationaal Instituut voor Sociale Geschiedenis The Politics of Ambiguity: Conditional Manumission, Labor Contracts, and Slave Emancipation in Brazil (1850s–1888)* S IDNEY C HALHOUB Instituto de Filosofia e Ciências Humanas, Universidade Estadual de Campinas – UNICAMP CEP 13083-896, Campinas, São Paulo, Brasil E-mail: [email protected] ABSTRACT: Although it seems that slaves in Brazil in the nineteenth century had a better chance of achieving freedom than their counterparts in other slave societies in the Americas, studies also show that a significant proportion of manumissions there were granted conditionally. Freedom might be dependent on a master’s death, on a master’s daughter marriage, on continued service for a number of years, etc. The article thus focuses on controversies regarding conditional manumission to explore the legal and social ambiguities between slavery and freedom that prevailed in nineteenth-century Brazilian society. Conditional manumission appeared sometimes as a form of labor contract, thought of as a situation in which a person could be nominally free and at the same time subject to forms of compulsory labor. In the final crisis of abolition, in 1887–1888, with slaves leaving the plantations in massive numbers, masters often granted conditional manumission as an attempt to guarantee the compulsory labor of their bonded people for more years. INTRODUCTION The historical process that made liberalism, old and new, the guiding ideology of Western societies brought with it the invention of new forms of unfree labor. Liberalism and free labor, ancien regime and serfdom and/or slavery are no longer unproblematic pairs of historical intelligibility.
    [Show full text]
  • December 26, 1848: Ellen and William Craft Escape Slavery Learn More
    December 26, 1848: Ellen and William Craft Escape Slavery Learn More Suggested Readings R. J. M. Blackett, Beating Against the Barriers: Biographical Essays in Nineteenth-Century Afro- American History (Baton Rouge: Louisiana State University Press, 1986). Sarah Brusky, "The Travels of William and Ellen Craft: Race and Travel Literature in the Nineteenth Century," Prospects 25 (2000): 177-91. William and Ellen Craft, Running a Thousand Miles for Freedom: The Escape of William and Ellen Craft from Slavery (Athens: University of Georgia Press, 1999). Barbara McCaskill, "Ellen Craft: The Fugitive Who Fled as a Planter," in Georgia Women: Their Lives and Times, vol. 1., ed. Ann Short Chirhart and Betty Wood (Athens: University of Georgia Press, 2009). Barbara McCaskill, "'Yours Very Truly': Ellen Craft—The Fugitive as Text and Artifact," African American Review 28 (winter 1994). Ellen Samuels, "'A Complication of Complaints': Untangling Disability, Race, and Gender in William and Ellen Craft's Running a Thousand Miles for Freedom," MELUS 31 (fall 2006): 15-47. Dorothy Sterling, Black Foremothers: Three Lives (Old Westbury, N.Y.: Feminist Press, 1998). Daneen Wardrop, "Ellen Craft and the Case of Salomé Muller in Running a Thousand Miles for Freedom," Women's Studies 33 (2004): 961-84. “William and Ellen Craft (1824-1900; 1826-1891).” New Georgia Encyclopedia. http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-622&sug=y Georgia Women of Achievement: http://www.georgiawomen.org/2010/10/craft-ellen-smith/ “Voices From the Gap.” University of Minnesota. http://voices.cla.umn.edu/artistpages/craftEllen.php Documenting the American South: http://docsouth.unc.edu/neh/craft/menu.html Stories of the Fugitive Slaves.
    [Show full text]
  • Slaving, Slavery and Abolition: a View from the Indian Ocean. Notes On
    Südasien-Chronik - South Asia Chronicle 5/2015, S. 451-479 © Südasien-Seminar der Humboldt-Universität zu Berlin ISBN: 978-3-86004-316-5 Slaving, Slavery and Abolition: A View from the Indian Ocean. Notes on Some Recent Publications1 MICHAEL MANN [email protected] Gwyn Campbell & Elizabeth Elbourne (eds), Sex, Power and Slavery. Athens: Ohio University Press 2014. ISBN 978 0 8214 2097 3 (pb). 646 pp. incl. index. Gwyn Campbell & Alessandro Stanziani (eds), Bonded Labour and Debt in the Indian Ocean World. London, UK, Brookfield, USA: 452 Pickering & Chatto, 2013. ISBN 13 9871848933781. 240 pp. including notes and index. Robert Harms, Bernard K. Fremon & David W. Blight (eds), Indian Ocean Slavery in the Age of Abolition. New Haven and London: Yale University Press 2013. ISBN 978 0 3000 16387 2. 252 pp. incl. index. Andrea Major, Slavery, Abolitionism and Empire in India, 1772-1843. Liverpool: Liverpool University Press 2012. ISBN 987 1 84631 753 1. 361 pp. with illustrations and index. Joseph C. Miller, The Problem of Slavery as History. A Global Approach. New Haven & London: Yale University Press 2012. ISBN 9780300113150. 218 pp. including notes, appendix and index. William Mulligan & Maurice Bric (eds), A Global History of the Anti- Slavery Politics in the Nineteenth Century. Houndmills and New York: Palgrave-Macmillan 2013. ISBN 978 1 137 03259 1. 253 pp. incl. index. Carolin Retzlaff, “Wont have law give me my freedom”. Sklaverei vor Gericht (1750-1800). Paderborn: Ferdinand Schöningh 2014. ISBN 978 3 506 77941 4. 224 pp. incl. index. REVIEW ESSAY The Setting The bicentenary of slave trade prohibition within the British Empire – commemorating the Act of Parliament abolishing slave trade in 1807 which was, following its open circumvention and disregard, again implemented in 1811 as an act of felony – triggered a vast number of publications.
    [Show full text]
  • Reconsidering Justice Gabriel Duvall's Slavery Law Opinions
    Not the Most Insignificant Justice: Reconsidering Justice Gabriel Duvall’s Slavery Law Opinions Favoring Liberty ANDREW T. FEDE Joseph Story and Gabriel Duvall began later so deaf that he could not hear a word said their careers as Supreme Court Justices on the in Court[.]”1 Others based later critiques on same day in February 1812, but the reputa- the dearth of Duvall’s published Supreme tions of these nominees of President James Court output—fifteen opinions for the Court Madison diverged widely. Story is ranked and one dissenting opinion—although they among the Court’s leading Justices. Duvall’s acknowledged that, during this era, Chief standing, in contrast, fell so far by the 1930s Justice John Marshall dominated the Court that Ernest Sutherland Bates, in his book with his collegial approach to decision The Story of the Supreme Court, labeled making and opinion writing.2 him “probably the most insignificant of all On the other hand, Irving Dilliard, who Supreme Court judges[.]” Bates implied that, wrote the entry on Duvall in The Justices at nearly sixty years of age, Duvall was too of the United States Supreme Court old when he was nominated to the Court; he 1789-1969, accused Bates of making “a thus devalued Duvall’s nearly twenty-four manifestly unfair judgment” about Duvall’s years as a Maryland lawyer, state court judge, almost twenty-three-year career on the and legislator; his two years as a United States Court.3 Indeed, Duvall deserves further Congressman; and his nine years as the first reevaluation, but not because of the recently Comptroller of the United States Treasury.
    [Show full text]
  • December 26, 1848: Ellen and William Craft Escape Slavery
    December 26, 1848: Ellen and William Craft Escape Slavery Daily Activity Introduction: The daily activities created for each of the Today in Georgia History segments are designed to meet the Georgia Performance Standards for Reading Across the Curriculum, and Grade Eight: Georgia Studies. For each date, educators can choose from three optional activities differentiated for various levels of student ability. Each activity focuses on engaging the student in context specific vocabulary and improving the student’s ability to communicate about historical topics. One suggestion is to use the Today in Georgia History video segments and daily activities as a “bell ringer” at the beginning of each class period. Using the same activity daily provides consistency and structure for the students and may help teachers utilize the first 15-20 minutes of class more effectively. Optional Activities: Level 1: Provide the students with the vocabulary list and have them use their textbook, a dictionary, or other teacher provided materials to define each term. After watching the video, have the students write a complete sentence for each of the vocabulary terms. Student created sentences should reflect the meaning of the word based on the context of the video segment. Have students share a sampling of sentences as a way to check for understanding. Level 2: Provide the students with the vocabulary list for that day’s segment before watching the video and have them guess the meaning of each word based on their previous knowledge. The teacher may choose to let the students work alone or in groups. After watching the video, have the students revise their definitions to better reflect the meaning of the words based on the context of the video.
    [Show full text]
  • University of Florida Thesis Or Dissertation Formatting
    FREE IN THOUGHT, FETTERED IN ACTION: ENSLAVED ADOLESCENT FEMALES IN THE SLAVE SOUTH By COURTNEY A. MOORE A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2010 1 © 2010 Courtney A. Moore 2 To my parents, Brenda W. Moore and George Moore, my first teachers, and my wonderful family in North Carolina and Florida, my amazing village 3 ACKNOWLEDGMENTS Throughout the course of this process I have received the support of countless individuals who have tirelessly given of themselves to make my dream a reality. Professionally, many teachers and professors have shaped my intellectual growth, equipping me with the skills and confidence needed to excel academically. I would like to thank the faculty and staff at Southwood Elementary, Central Davidson Middle and Central Davidson High Schools, especially Ms. Dorothy Talbert. Since elementary school Ms. Talbert encouraged me to conquer my fears and move toward the wonderful opportunities life held, even up to her untimely passing this year she was a constant source of encouragement and cheer. I am also indebted to the Department of History at North Carolina Central University, specifically Drs. Carlton Wilson, Lydia Lindsey and Freddie Parker. Observing these amazing scholars, I learned professionalism, witnessed student-centered teaching at its best, and had the embers of my love for history erupt into an unquenchable fire as I learned of black men and women who impacted the world. My sincerest gratitude to the History Department and African American Studies Program faculty and staff at the University of North Carolina at Greensboro.
    [Show full text]
  • Harriet Jacobs: Using Online Slave Narratives in the Classroom Cheryl Mason Bolick and Meghan M
    Social Education (), pp. - © National Council for the Social Studies Harriet Jacobs: Using Online Slave Narratives in the Classroom Cheryl Mason Bolick and Meghan M. McGlinn The teacher of a local high school U.S. determining historical significance.”2 As to complete a Web-based project.3 These history course recently took her students such, teacher educators and classroom included reading and writing skills such as to the computer lab. She had selected a teachers are very concerned that social skimming, scanning, interpreting and sum- series of online primary sources for her studies students actively participate in the marizing, and technology and communi- students to analyze. This teacher believes development of their understanding. cation skills such as using search engines in providing students with opportunities New technology provides an increas- and sharing findings. Teacher guidance to interpret and analyze online historical ing array of tools with which teachers is therefore essential to the development texts so students may develop their own, can present realistic learning situations of student literacy in the use of online meaningful understanding of the past. Her that engage their students. Through the resources. By overtly coaching students students were eager to work in the lab and Internet, teachers and students can access in order to help them develop these skills, immediately started on their assignments. a wider variety of social studies informa- teachers can avoid many of the frustrations After a while, however, she started to notice tion such as primary sources, maps, videos, related to computer-assisted instruction flagging motivation and that students were photographs, discussion boards, and much and, over time, students will be able to sneaking off to “Ask Jeeves” and “Google” more in order to create inquiry-based more independently use hypertext to for help.
    [Show full text]