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Contents Graphic—Description of a Slave Ship
1 Contents Graphic—Description of a Slave Ship .......................................................................................................... 2 One of the Oldest Institutions and a Permanent Stain on Human History .............................................................. 3 Hostages to America .............................................................................................................................. 4 Human Bondage in Colonial America .......................................................................................................... 5 American Revolution and Pre-Civil War Period Slavery ................................................................................... 6 Cultural Structure of Institutionalized Slavery................................................................................................ 8 Economics of Slavery and Distribution of the Enslaved in America ..................................................................... 10 “Slavery is the Great Test [] of Our Age and Nation” ....................................................................................... 11 Resistors ............................................................................................................................................ 12 Abolitionism ....................................................................................................................................... 14 Defenders of an Inhumane Institution ........................................................................................................ -
Human Trafficking in America's Schools
Human Trafficking in AMERICA’S SCHOOLS 2015 JANUARY Human Trafficking in AMERICA’S SCHOOLS i This report was written under U.S. Department of Education Grant Number Q184L070139 by Jeneé Littrell of the Grossmont Union High School District. Eve Birge served as the grant monitor. This report was designed for the U.S. Department of Education under Contract Number EDESE12O0035 with American Institutes for Research, Inc. Rita Foy Moss served as the contracting officer’s representative for the National Center on Safe Supportive Learning Environments technical assistance center (NCSSLE). The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the Department of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. For the reader’s convenience, this publication contains information about and from outside organizations, including hyperlinks and URLs. Inclusion of such information does not constitute the Department’s endorsement. Office of Safe and Healthy Students David Esquith Director January 2015 This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be U.S. Department of Education, Office of Safe and Healthy Students, Human Trafficking in America’s Schools, Washington, D.C., 2015. This report is available for free at http://safesupportivelearning.ed.gov/human-trafficking-americas-schools. Availability of Alternate Formats Requests for documents in alternate formats such as Braille or large print should be submitted to the Alternate Format Center by calling 202.260.0852 or by contacting the 504 coordinator via email at [email protected]. -
The Historical Background to the Culture of Violence in Trinidad Tobago
1 The University of the West Indies Institute of Gender and Development Studies Issue 4 – 2010 The Historical Background to the Culture of Violence in Trinidad and Tobago Bridget Brereton ______________________________________________________________________________ Abstract This paper examines the historical background to the present-day culture of violence in Trinidad and Tobago, with reference to the period from pre-Columbian times to the mid- twentieth century. After noting the horrific violence associated with initial Spanish colonization and the decimation of the indigenes, the paper goes on to examine the nature of enslavement and its links to coercion and brutalization of the enslaved people. After the formal end of slavery, the paper considers the system of indentured immigration, which, though less violent than enslavement, was nevertheless a harsh system of forced labour. Aspects of the history of Trinidad in the period between the 1830s and the 1940s, as they helped to shape an often violent culture and society, are considered, especially those relating to domestic abuse and other forms of violence against women. Finally, the social evolution of Tobago is examined, to show that by and large, that island had not developed a culture of violence comparable to that of Trinidad, at least up to the mid- twentieth century. Key words: violence, slavery, indenture, Trinidad, Tobago 2 Introduction This article will analyse the historical evolution of a ―culture of violence‖ in Trinidad and Tobago, from the first contact between Europeans and Amerindians to episodes in the mid-twentieth century. Clearly, developments after 1962 in the post-Independence period—which this article does not examine—constitute a fundamental part of the reasons for the country’s current situation with respect to crime and violence. -
Women, Slavery, and British Imperial Interventions in Mauritius, 1810–1845
Women, Slavery, and British Imperial Interventions in Mauritius, 1810–1845 Tyler Yank Department of History and Classical Studies Faculty of Arts McGill University, Montréal October 2019 A thesis submitted to McGill University in partial fulfilment of the requirements of the degree of Doctor of Philosophy © Tyler Yank 2019 ` Table of Contents ! Table of Contents .......................................................................................................................... 2 Abstract .......................................................................................................................................... 4 Résumé ........................................................................................................................................... 5 Figures ............................................................................................................................................ 6 Acknowledgments ......................................................................................................................... 7 Introduction ................................................................................................................................. 10 History & Historiography ............................................................................................................. 15 Definitions ..................................................................................................................................... 21 Scope of Study ............................................................................................................................. -
Migrant Smuggling in Asia
Migrant Smuggling in Asia An Annotated Bibliography August 2012 2 Knowledge Product: !"#$%&'()!*##+"&#("&(%)"% An Annotated Bibliography Printed: Bangkok, August 2012 Authorship: United Nations O!ce on Drugs and Crime (UNODC) Copyright © 2012, UNODC e-ISBN: 978-974-680-330-4 "is publication may be reproduced in whole or in part and in any form for educational or non-pro#t purposes without special permission from the copyright holder, provided acknowledgement of the source is made. UNODC would appreciate receiving a copy of any publication that uses this publication as a source. No use of this publication may be made for resale or any other commercial purpose whatsoever without prior permission in writing from the United Nations O!ce on Drugs and Crime. Applications for such permission, with a statement of purpose and intent of the reproduction, should be addressed to UNODC, Regional Centre for East Asia and the Paci#c. Cover photo: Courtesy of OCRIEST Product Feedback: Comments on the report are welcome and can be sent to: Coordination and Analysis Unit (CAU) Regional Centre for East Asia and the Paci#c United Nations Building, 3 rd Floor Rajdamnern Nok Avenue Bangkok 10200, "ailand Fax: +66 2 281 2129 E-mail: [email protected] Website: www.unodc.org/eastasiaandpaci#c/ UNODC gratefully acknowledges the #nancial contribution of the Government of Australia that enabled the research for and the production of this publication. Disclaimers: "is report has not been formally edited. "e contents of this publication do not necessarily re$ect the views or policies of UNODC and neither do they imply any endorsement. -
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. -
Report of the United Nations Conference To
A/CONF.230/14 Report of the United Nations Conference to Support the Implementation of Sustainable Development Goal 14: Conserve and sustainably use the oceans, seas and marine resources for sustainable development United Nations Headquarters 5-9 June 2017 United Nations New York, 2017 Note Symbols of United Nations documents are composed of letters combined with figures. Mention of such a symbol indicates a reference to a United Nations document. [15 June 2017] Contents Chapter Page I. Resolutions adopted by the Conference ............................................. 5 II. Organization of work and other organizational matters ................................ 11 A. Date and venue of the Conference ............................................. 11 B. Attendance ................................................................ 11 C. Opening of the Conference................................................... 12 D. Election of the two Presidents and other officers of the Conference ................. 13 E. Adoption of the rules of procedure ............................................ 13 F. Adoption of the agenda of the Conference ...................................... 13 G. Organization of work, including the establishment of subsidiary bodies, and other organizational matters ....................................................... 14 H. Credentials of representatives to the Conference ................................. 14 I. Documentation ............................................................ 14 III. General debate ................................................................ -
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. -
Abraham Lincoln, Kentucky African Americans and the Constitution
Abraham Lincoln, Kentucky African Americans and the Constitution Kentucky African American Heritage Commission Abraham Lincoln Bicentennial Collection of Essays Abraham Lincoln, Kentucky African Americans and the Constitution Kentucky African American Heritage Commission Abraham Lincoln Bicentennial Collection of Essays Kentucky Abraham Lincoln Bicentennial Commission Kentucky Heritage Council © Essays compiled by Alicestyne Turley, Director Underground Railroad Research Institute University of Louisville, Department of Pan African Studies for the Kentucky African American Heritage Commission, Frankfort, KY February 2010 Series Sponsors: Kentucky African American Heritage Commission Kentucky Historical Society Kentucky Abraham Lincoln Bicentennial Commission Kentucky Heritage Council Underground Railroad Research Institute Kentucky State Parks Centre College Georgetown College Lincoln Memorial University University of Louisville Department of Pan African Studies Kentucky Abraham Lincoln Bicentennial Commission The Kentucky Abraham Lincoln Bicentennial Commission (KALBC) was established by executive order in 2004 to organize and coordinate the state's commemorative activities in celebration of the 200th anniversary of the birth of President Abraham Lincoln. Its mission is to ensure that Lincoln's Kentucky story is an essential part of the national celebration, emphasizing Kentucky's contribution to his thoughts and ideals. The Commission also serves as coordinator of statewide efforts to convey Lincoln's Kentucky story and his legacy of freedom, democracy, and equal opportunity for all. Kentucky African American Heritage Commission [Enabling legislation KRS. 171.800] It is the mission of the Kentucky African American Heritage Commission to identify and promote awareness of significant African American history and influence upon the history and culture of Kentucky and to support and encourage the preservation of Kentucky African American heritage and historic sites. -
'The Coolie's Great War: Indian Labor in a Global Conflict, 1914-1921'
H-Asia Datta on Singha, 'The Coolie's Great War: Indian Labor in a Global Conflict, 1914-1921' Review published on Tuesday, June 22, 2021 Radhika Singha. The Coolie's Great War: Indian Labor in a Global Conflict, 1914-1921. Oxford: Oxford University Press, 2020. Illustrations. 256 pp. $59.95 (cloth),ISBN 978-0-19-752558-6. Reviewed by Arunima Datta (Idaho State University)Published on H-Asia (June, 2021) Commissioned by Sumit Guha (The University of Texas at Austin) Printable Version: https://www.h-net.org/reviews/showpdf.php?id=55881 In The Coolie’s Great War: Indian Labour in a Global Conflict 1914-1921, Radhika Singha expertly analyzes the work and experience of those who accompanied (or followed) the British military during the Great War: the mule drivers, cooks, water carriers, grass cutters, grooms, laundrymen, cobblers, sweepers, stretcher-bearers, porters, and construction workers. In so doing, she opens an important new channel of dialogue between labor and military histories. In framing the war period as 1914-21, the author commendably pushes us to reimagine the constructs and experiences of war. Singha uses a host of archival sources to retrieve the silenced histories of Indian menial laborers in the Great War: workers on whom the war effort of the British Empire was hugely dependent. This is a timely study which builds on recent scholarship on the roles of Indians in the Great War. While most of this scholarship has focused primarily on the military service of the so-called martial races, Singha expands this thriving field by forcing us to think about the class and caste hierarchies that were woven into the fabric of the empire and the Indian Army at the time of the Great War and that separated Indians from each other. -
Triangular Trade and the Middle Passage
Lesson 3 Museum Connection: Labor and the Black Experience Lesson Title: Triangular Trade Purpose: In this lesson students will read individually for information in order to examine the history of the Atlantic slave trade. In cooperative groups, they will analyze primary and secondary documents in order to determine the costs and benefits of the slave trade to the nations and peoples involved. As an individual assessment, students will write and deliver a speech by a member of the British Parliament who wished to abolish the slave trade. Grade Level and Content Area: Middle, Social Studies Time Frame: 3-5 class periods Correlation to State Social Studies Standards: WH 3.10.12.4 Describe the origins of the transatlantic African slave trade and the consequences for Africa, America, and Europe, such as triangular trade and the Middle Passage. GEO 4.3.8.8 Describe how cooperation and conflict contribute to political, economic, geographic, and cultural divisions of Earth’s surface. ECON 5.1.8.2 Analyze opportunity costs and trade-offs in business, government, and personal decision-making. ECON 5.1.8.3 Analyze the relationship between the availability of natural, capital, and human resources, and the production of goods and services now and in the past. Social Studies: Maryland College and Career Ready Standards 3.C.1.a (Grade 6) Explain how the development of transportation and communication networks influenced the movement of people, goods, and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam. 4.A.1.a (Grade 6) Identify the costs, including opportunity cost, and the benefits of economic decisions made by individuals and groups, including governments in early world history, such as the decision to engage in trade.