History of Slavery in Delaware
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Describe Geography of 3 Colonial Regions. * Describe Economy of the 3 Colonial Regions
* Describe geography of 3 colonial regions. * Describe economy of the 3 colonial regions. * Describe 3 different types of government in colonial America. * Explain concepts of Separation of Church & State, fair trial, & protection from cruel & unusual punishments. Discuss colonial events that brought these into practice. * Predict problems colonists may encounter later as they try to unite. * Analyze how we can connect modern America (culture, economy, government, geography) to the original 13 colonies. • Massachusetts, Rhode Island, New Hampshire, & Connecticut. Geography: cold climate, abundant forests, rocky soil, & a large port in Boston. • Colonies based on religious principles & values. Massachusetts had little to no religious tolerance. Theocracy , religious governments, were common. Religious rule in New England Q/A: Describe the impact religion played in the formation of New England colonies. • Jobs: Small subsistence farmers, shipbuilders, lumber men, fur traders, fishing, whaling, & merchants. • Most families lived on small farms. Geography led to forests being means of income besides farming. Subsistence Farm Abundant Lumber Port of Boston Fur Traders Ship builders Merchants Q/A: Analyze how geography directly impacted New England economy. • Witchcraft paranoia came with colonists from Europe. • Puritan leaders felt colony left strong religious roots & colony was being punished with witchcraft presence. • More than 100 people tried & 20 were put to death. • Serious questions about power of church, religious law, & fair trials resulted. Accused witches tried & convicted “Witches” put to death Q/A: Describe how concepts like a “fair trial by a jury of your peers” & “separation of church & state” resulted from events like the Salem Witch Trials. • Connecticut founded by Thomas Hooker, promoted religious tolerance & disagreed with Puritan laws. -
Birth of a Colony North Carolina Guide for Educators Act IV—A New Voyage to Carolina, 1650–1710
Birth of a Colony North Carolina Guide for Educators Act IV—A New Voyage to Carolina, 1650–1710 Birth of a Colony Guide for Educators Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. Use this study guide to enhance students’ understanding of the ideas and information presented in the video. The guide is organized according to five acts. Included for each act are a synopsis, a vocabulary list, discussion questions, and lesson plans. Going over the vocabulary with students before watching the video will help them better understand the film’s content. Discussion questions will encourage students to think critically about what they have viewed. Lesson plans extend the subject matter, providing more information or opportunity for reflection. The lesson plans follow the new Standard Course of Study framework that takes effect with the 2012–2013 school year. With some adjustments, most of the questions and activities can be adapted for the viewing audience. Birth of a Colony was developed by the North Carolina Department of Cultural Resources, in collaboration with UNC-TV and Horizon Productions. More resources are available at the website http://www.unctv.org/birthofacolony/index.php. 2 Act IV—A New Voyage to Carolina, 1650–1710 Act IV of Birth of a Colony is divided into three parts. The first part explores the development of permanent English settlements in North Carolina. For nearly 70 years after the mysterious disappearance of the Lost Colony, North Carolina remained void of European settlement. -
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. -
From African to African American: the Creolization of African Culture
From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness. -
Harriet Jacobs's Incidents in the Life of a Slave Girl; a Literary Weapon
PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA Ministry of Higher Education and Scientific Research University of Tlemcen Faculty of Letters and Languages Department of English Harriet Jacobs’s Incidents in the Life of a Slave Girl; a Literary Weapon Against Slavery Dissertation submitted to the Department of English as a partial fulfilment of the requirements for the degree of Master in Literature and Civilization Presented by Supervised by Ms.Tasnim BELAIDOUNI Ms.Meriem MENGOUCHI BOARD OF EXAMINERS Dr. Wassila MOURO Chairwoman Ms. Meriem MENGOUCHI Supervisor Dr. Frid DAOUDI Examiner Academic Year: 2016/2017 Dedications To those who believed in me To those who helped me through hard times To my Mother, my family and my friends I dedicate this work ii Acknowledgements Immense loads of gratitude and thanks are addressed to my teacher and supervisor Ms. Meriem MENGOUCHI; this work could have never come to existence without your vivacious guidance, constant encouragement, and priceless advice and patience. My sincerest acknowledgements go to the board of examiners namely; Dr. Wassila MOURO and Dr. Frid DAOUDI My deep gratitude to all my teachers iii Abstract Harriet Ann Jacobs’s Incidents in the Life of a Slave Girl seemed not to be the only literary work which tackled the issue of woman in slavery. However, this autobiography is the first published slave narrative written in the nineteenth century. In fact, the primary purpose of this research is to dive into Incidents in order to examine the author’s portrayal of a black female slave fighting for her freedom and her rights. On the other hand, Jacobs shows that despite the oppression and the persecution of an enslaved woman, she did not remain silent, but she strived to assert herself. -
Essay for Harriet Tubman Underground Railroad National Monument by Kate Clifford Larsen
From: Kate Clifford Larson, Ph.D. To: Cherie Butler, Superintendant, HATU; Aiden Smith, OAH Date: January 15, 2014 RE: HATU National Monument Scholars Roundtable White Paper Response In November 2013, the National Park Service invited five scholars to Dorchester County, Maryland to participate in a roundtable discussion about interpretation of Harriet Tubman’s life and legacy for the newly established Harriet Tubman Underground Railroad National Monument.1 Joining the scholars and NPS professionals, were representatives from Maryland Department of Natural Resources, Blackwater National Wildlife Refuge (BNWR), Maryland Department of Economic Development, the Organization of American Historians, local residents, and Haley Sharpe Design, the exhibit design firm. Initially guided by a set of questions framed by four themes - Building Communities, Anchoring the Spirit, Paths Toward Freedom and Resistance, and Sharing Knowledge - the discussion drew from the specialties and skill sets of each scholar, complimenting and enhancing each other’s ideas and perspectives while examining the core elements of Tubman’s life and legacy. One of the goals of the roundtable was to enhance NPS partnerships and collaborations with stakeholders and historians to ensure the incorporation of varied perspectives and views into innovative and challenging interpretation at NPS sites, particularly sites associated with controversial and emotionally charged subjects such as slavery and freedom at the Tubman National Monument. NPS, Maryland State Parks, and the Maryland -
The Many Images of Maroons Throughout the American South
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2003 "Father Wasn't De Onlies' One Hidin' in De Woods": The Many Images of Maroons Throughout the American South Angela Alicia Williams College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, and the International and Area Studies Commons Recommended Citation Williams, Angela Alicia, ""Father Wasn't De Onlies' One Hidin' in De Woods": The Many Images of Maroons Throughout the American South" (2003). Dissertations, Theses, and Masters Projects. Paper 1539626383. https://dx.doi.org/doi:10.21220/s2-35sn-v135 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. “FATHER WASN’TDE ONLIES’ ONE HIDIN’ INDE WOODS”: THE MANY IMAGES OF MAROONS THROUGHOUT THE AMERICAN SOUTH A Thesis Presented to The Faculty of the Department of American Studies The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Angela Alicia Williams 2003 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts la Alicia Williams Approved by the Committee, December 2003 Grey Gundaker, Chair Richard Loj — \AAv-'—' Hermine Pinson For my mom. For my dad. For my family. For everyone who has helped me along my way. -
Slave Revolts and the Abolition of Slavery: an Overinterpretation João Pedro Marques
Part I Slave Revolts and the Abolition of Slavery: An Overinterpretation João Pedro Marques Translated from the Portuguese by Richard Wall "WHO ABOLISHED SLAVERY?: Slave Revolts and Abolitionism, A Debate with João Pedro Marques" Edited by Seymour Drescher and Pieter C. Emmer. http://berghahnbooks.com/title/DrescherWho "WHO ABOLISHED SLAVERY?: Slave Revolts and Abolitionism, A Debate with João Pedro Marques" Edited by Seymour Drescher and Pieter C. Emmer. http://berghahnbooks.com/title/DrescherWho INTRODUCTION t the beginning of the nineteenth century, Thomas Clarkson por- Atrayed the anti-slavery movement as a river of ideas that had swollen over time until it became an irrepressible torrent. Clarkson had no doubt that it had been the thought and action of all of those who, like Raynal, Benezet, and Wilberforce, had advocated “the cause of the injured Afri- cans” in Europe and in North America, which had ultimately lead to the abolition of the British slave trade, one of the first steps toward abolition of slavery itself.1 In our times, there are several views on what led to abolition and they all differ substantially from the river of ideas imagined by Clarkson. Iron- ically, for one of those views, it is as if Clarkson’s river had reversed its course and started to flow from its mouth to its source. Anyone who, for example, opens the UNESCO web page (the Slave Route project) will have access to an eloquent example of that approach, so radically opposed to Clarkson’s. In effect, one may read there that, “the first fighters for the abolition -
The Abolition of the British Slave Trade Sofía Muñoz Valdivieso (Málaga, Spain)
The Abolition of the British Slave Trade Sofía Muñoz Valdivieso (Málaga, Spain) 2007 marks the bicentenary of the Abolition of individual protagonists of the abolitionist cause, the Slave Trade in the British Empire. On 25 the most visible in the 2007 commemorations March 1807 Parliament passed an Act that put will probably be the Yorkshire MP William an end to the legal transportation of Africans Wilberforce, whose heroic fight for abolition in across the Atlantic, and although the institution Parliament is depicted in the film production of of slavery was not abolished until 1834, the 1807 Amazing Grace, appropriately released in Act itself was indeed a historic landmark. Britain on Friday, 23 March, the weekend of Conferences, exhibitions and educational the bicentenary. The film reflects the traditional projects are taking place in 2007 to view that places Wilberforce at the centre of commemorate the anniversary, and many the antislavery process as the man who came different British institutions are getting involved to personify the abolition campaign (Walvin in an array of events that bring to public view 157), to the detriment of other less visible but two hundred years later not only the equally crucial figures in the abolitionist parliamentary process whereby the trading in movement, such as Thomas Clarkson, Granville human flesh was made illegal (and the Sharp and many others, including the black antislavery campaign that made it possible), but voices who in their first-person accounts also what the Victoria and Albert Museum revealed to British readers the cruelty of the exhibition calls the Uncomfortable Truths of slave system. -
The Female Slave Experience
Winthrop University Digital Commons @ Winthrop University Showcase of Undergraduate Research and Creative Endeavors (SOURCE) SOURCE 2020 Apr 24th, 12:00 AM The Female Slave Experience Christopher Adams Winthrop University Follow this and additional works at: https://digitalcommons.winthrop.edu/source Part of the English Language and Literature Commons Adams, Christopher, "The Female Slave Experience" (2020). Showcase of Undergraduate Research and Creative Endeavors (SOURCE). 62. https://digitalcommons.winthrop.edu/source/SOURCE_2020/allpresentationsandperformances/62 This Oral Presentation is brought to you for free and open access by the Conferences and Events at Digital Commons @ Winthrop University. It has been accepted for inclusion in Showcase of Undergraduate Research and Creative Endeavors (SOURCE) by an authorized administrator of Digital Commons @ Winthrop University. For more information, please contact [email protected]. Adams 1 Christopher Adams Dr. Bickford ENGL 312 22 April 2019 The Female Slave Experience Throughout the history of slavery and slave narratives, the point of view usually comes from a male. For example, Frederick Douglass’ The Narrative of the Life of Frederick in which he tells the audience about his own unique experience as a male slave and he even touches on some of the things that female slaves endured as well. Slavery was brutal for both males and females, and at times they experienced some of the same hardships such as hard labor and whippings. But I believe that there is evidence that proves that female slaves had to go through a little bit more than what males did. In Incidents in the Life of a Slave Girl by Harriet Jacobs, and Clotel by William Wells Brown, I believe that these authors illustrate from a fictional and autobiography view, how the slave experience for women was more difficult than the slave experience for men due to the ways that they were oppressed. -
Frederick Douglass and Public Memories of the Haitian Revolution James Lincoln James Madison University
James Madison University JMU Scholarly Commons Masters Theses The Graduate School Spring 2015 Memory as torchlight: Frederick Douglass and public memories of the Haitian Revolution James Lincoln James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/master201019 Part of the Cultural History Commons, Intellectual History Commons, Social History Commons, and the United States History Commons Recommended Citation Lincoln, James, "Memory as torchlight: Frederick Douglass and public memories of the Haitian Revolution" (2015). Masters Theses. 23. https://commons.lib.jmu.edu/master201019/23 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Memory as Torchlight: Frederick Douglass and Public Memories of the Haitian Revolution James Lincoln A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Master of Arts History May 2015 Table of Contents Introduction……………………………………………………………………………......1 Chapter 1: The Antebellum Era………………………………………………………….22 Chapter 2: Secession and the Civil War…………………………………………………66 Chapter 3: Reconstruction and the Post-War Years……………………………………112 Epilogue………………………………………………………………………………...150 Bibliography……………………………………………………………………………154 ii Abstract The following explores how Frederick Douglass used memoires of the Haitian Revolution in various public forums throughout the nineteenth century. Specifically, it analyzes both how Douglass articulated specific public memories of the Haitian Revolution and why his articulations changed over time. Additional context is added to the present analysis as Douglass’ various articulations are also compared to those of other individuals who were expressing their memories at the same time. -
The Southern Colonies Maryland
Binder Page 25 Name __________________________________________________________ Period _______ 13 English Colonies- The Southern Colonies Date ____________ Review Questions: The most important New England colony was Massachusetts. The most important two Middle Colonies were New York and Pennsylvania. The Southern Colonies The border between Maryland and Pennsylvania became known as the Mason-Dixon Line and still is the unofficial border between “the North” and “the South.” Maryland- Colony founded by Lord Baltimore as a place where Catholics could practice their religion freely. The Act of Toleration was passed in 1649 and allowed religious freedom for all Christians in the colony. Virginia- Colony that developed from the first permanent English settlement, Jamestown. The colony eventually grew to be one of the richest and most important of the 13 Colonies. The Carolinas were originally one colony, but there were differences between the settlers. Settlers in the north tended to be poorer tobacco farmers who had few slaves. The south was controlled by rich plantation owners. In 1712, the colony was officially divided into North Carolina and South Carolina. Georgia- was the last English colony to be founded, in 1732. Its founder, James Oglethorpe, wanted this colony to be a place where people who had been jailed for debt could find a new start. It also became a buffer to help block attacks from the Spanish and the Indians from Florida. Vocabulary for the Southern Colonies 1. Tidewater- Area of the Southern Colonies located in the coastal plains along the Atlantic Ocean. This area is where most of the plantations were located and where most of the slaves were.