183 Slavery of the Main Character Solomon
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Texts Checklist, the Making of African American Identity
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 A collection of primary resources—historical documents, literary texts, and works of art—thematically organized with notes and discussion questions I. FREEDOM pages ____ 1 Senegal & Guinea 12 –Narrative of Ayuba Suleiman Diallo (Job ben Solomon) of Bondu, 1734, excerpts –Narrative of Abdul Rahman Ibrahima (“the Prince”), of Futa Jalon, 1828 ____ 2 Mali 4 –Narrative of Boyrereau Brinch (Jeffrey Brace) of Bow-woo, Niger River valley, 1810, excerpts ____ 3 Ghana 6 –Narrative of Broteer Furro (Venture Smith) of Dukandarra, 1798, excerpts ____ 4 Benin 11 –Narrative of Mahommah Gardo Baquaqua of Zoogoo, 1854, excerpts ____ 5 Nigeria 18 –Narrative of Olaudah Equiano of Essaka, Eboe, 1789, excerpts –Travel narrative of Robert Campbell to his “motherland,” 1859-1860, excerpts ____ 6 Capture 13 –Capture in west Africa: selections from the 18th-20th-century narratives of former slaves –Slave mutinies, early 1700s, account by slaveship captain William Snelgrave FREEDOM: Total Pages 64 II. ENSLAVEMENT pages ____ 1 An Enslaved Person’s Life 36 –Photographs of enslaved African Americans, 1847-1863 –Jacob Stroyer, narrative, 1885, excerpts –Narratives (WPA) of Jenny Proctor, W. L. Bost, and Mary Reynolds, 1936-1938 ____ 2 Sale 15 –New Orleans slave market, description in Solomon Northup narrative, 1853 –Slave auctions, descriptions in 19th-century narratives of former slaves, 1840s –On being sold: selections from the 20th-century WPA narratives of former slaves, 1936-1938 ____ 3 Plantation 29 –Green Hill plantation, Virginia: photographs, 1960s –McGee plantation, Mississippi: description, ca. 1844, in narrative of Louis Hughes, 1897 –Williams plantation, Louisiana: description, ca. -
University of Cincinnati
UNIVERSITY OF CINCINNATI Date:_December 13, 2006_ I, James Michael Rhyne______________________________________, hereby submit this work as part of the requirements for the degree of: Doctor of Philosophy in: History It is entitled: Rehearsal for Redemption: The Politics of Post-Emancipation Violence in Kentucky’s Bluegrass Region This work and its defense approved by: Chair: _Wayne K. Durrill_____________ _Christopher Phillips_________ _Wendy Kline__________________ _Linda Przybyszewski__________ Rehearsal for Redemption: The Politics of Post-Emancipation Violence in Kentucky’s Bluegrass Region A Dissertation submitted to the Division of Research and Advanced Studies of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Ph.D.) in the Department of History of the College of Arts and Sciences 2006 By James Michael Rhyne M.A., Western Carolina University, 1997 M-Div., Southeastern Baptist Theological Seminary, 1989 B.A., Wake Forest University, 1982 Committee Chair: Professor Wayne K. Durrill Abstract Rehearsal for Redemption: The Politics of Post-Emancipation Violence in Kentucky’s Bluegrass Region By James Michael Rhyne In the late antebellum period, changing economic and social realities fostered conflicts among Kentuckians as tension built over a number of issues, especially the future of slavery. Local clashes matured into widespread, violent confrontations during the Civil War, as an ugly guerrilla war raged through much of the state. Additionally, African Americans engaged in a wartime contest over the meaning of freedom. Nowhere were these interconnected conflicts more clearly evidenced than in the Bluegrass Region. Though Kentucky had never seceded, the Freedmen’s Bureau established a branch in the Commonwealth after the war. -
Solomon Northup and 12 Years a Slave
Solomon Northup and 12 Years a Slave How to analyze slave narratives. Who Was Solomon Northup? 1808: Born in Minerva, NewYork Son of former slave, Mintus Northup; Northup's mother is unknown. 1829: Married Anne Hampton, a free black woman. They had three children. Solomon was a farmer, a rafter on the Lake Champlain Canal, and a popular local fiddler. What Happened to Solomon Northup? Met two circus performers who said they needed a fiddler for engagements inWashington, D.C. Traveled south with the two men. Didn't tell his wife where he was going (she was out of town); he expected to be back by the time his family returned. Poisoned by the two men during an evening of social drinking inWashington, D.C. Became ill; he was taken to his room where the two men robbed him and took his free papers; he vaguely remembered the transfer from the hotel but passed out. What Happened…? • Awoke in chains in a "slave pen" in Washington, D.C., owned by infamous slave dealer, James Birch. (Note: A slave pen were where (Note:a slave pen was where slaves were warehoused before being transported to market) • Transported by sea with other slaves to the New Orleans slave market. • Sold first toWilliam Prince Ford, a cotton plantation owner. • Ford treated Northup with respect due to Northup's many skills, business acumen and initiative. • After six months Ford, needing money, sold Northup to Edwin Epps. Life on the Plantation Edwin Epps was Northup’s master for eight of his 12 years a slave. -
1 Scene on Radio Made in America (Seeing White, Part 3) Transcript
Scene on Radio Made in America (Seeing White, Part 3) Transcript http://www.sceneonradio.org/episode-33-made-in-america-seeing-white-part-3/ [Gone with the Wind clip] Mammy: Oh naw, Miss Scarlett, come on, be good and eat just a little. Scarlett: No! I’m going to have a good time today. John Biewen: We Americans are notorious for not knowing or caring about history. It’s a generalization, forgive me, history buffs. But it’s a fair one, isn’t it? On the whole, Americans care a whole lot more about tomorrow. Forget yesterday. Yesterday was so long ago, for one thing. Get over it. [Roots clip] Kizzy, reading: For God giveth to a man who is good in his sight wisdom… [door opens] Master: Is that you reading, Kizzy? White woman, laughing: Uncle William, it was only a trick! John Biewen: That said, most of us do have a general picture in our minds of American slavery. Our schools teach it. And the Antebellum South has made recurring appearances in massively popular novels, movies, and TV series. [Roots clip] Father: But don’t split up the family, Master. You ain’t never been that kind of man. Please, Master! Master: Mr. Tom Moore owns Kizzy now. Mr. Odell will take her away today. [Kizzy crying] Mother: Oh God, my baby… 1 John Biewen: Some portrayals of American chattel slavery have been more unvarnished than others. [12 Years a Slave clip] Platt: But I’ve no understanding of the written text… Mistress Epps: Don’t trouble yourself with it. -
Pre-VFT, Domestic Slave Trade
A GUIDE TO YOUR VIRTUAL FIELD TRIP MUSEUM RESEARCH CENTER PUBLISHER ABOUT US The Historic New Orleans Collection is a museum, research center, and publisher dedicated to preserving the history and culture of New Orleans and the Gulf South. JENNY SCHWARTZBERG KENDRIC PERKINS RACHEL GAUDRY CURATOR OF EDUCATION EDUCATION SPECIALIST EDUCATION COORDINATOR Meet the educators! We will be your guides during the virtual field trip. YOUR FIELD TRIP JENNY WILL SHARE: • A tour of the virtual exhibition Purchased Lives: New Orleans and the Domestic Slave Trade • Highlights from the Works Progress Administration’s Slave Narrative Collection KENDRIC WILL SHARE: • A virtual walking tour exploring sites from the domestic slave trade in New Orleans • Stories of resistance from people who were enslaved • Information on the industries that fueled the domestic slave trade in America DURING THE FIELD TRIP, YOU CAN USE THE Q&A BOX TO ASK QUESTIONS AND MAKE COMMENTS. WE’D LOVE TO HEAR FROM YOU! ??? ??? SCROLL TO LEARN ABOUT THE KEY TERMINOLOGY THAT WILL BE USED IN OUR PRESENTATIONS. TRANSATLANTIC SLAVE TRADE 1619-1807 The transatlantic slave trade began in North America in Jamestown, Virginia, in 1619 with the arrival of the first slave ship bearing African captives. For nearly 200 years, this trade would continue. European nations would send manufactured goods to Africa and exchange these items for enslaved Africans. They would then send these people to the Americas to be sold. On the return voyages back to Europe, ships were filled with raw materials from the Americas. The transatlantic slave trade was outlawed by the US Congress on March 2, 1807. -
The Inner Workings of Slavery Ava I
__________________________________________________________________ The Inner Workings of Slavery Ava I. Gillespie Ava Gillespie is a h istory major from Tonica, Illinois. She wrote her paper for Historical Research Writing, HIS 2500, with Dr. Bonnie Laughlin - Shultz. ______________________________________________________________________________ I suffered much more during the second winter than I did during the first. My limbs were benumbed by inactions, and the cold filled them with cramp. I had a very painful sensation of coldness in my head; even my face and tongue stiffened, and I lost the power of speech. Of course it was impossible, under the circumstances, to summon any physician. My brother William came and did all he could for me. Unc le Phillip also watched tenderly over me; and poor grandmother crept up and down to inquire whether there was any signs of returning life. I was restored to consciousness by the dashing of cold water in my face, and found myself leaning against my brother’ s arm, while he bent over me with streaming eyes. He afterwards told me he thought I was dying, for I had been in an unconscious state sixteen hours. I next beca me delirious, and was in great danger of betraying myself and my friends. To prevent this, they stupefied me with drugs. I remained in bed six weeks, weary in body and sick at heart…I asked why the curse of slavery was permitted to exist, and why I had been so persecuted and wronged from youth upward. These things took the shape of mystery, which is to this day not so clear to my soul as I trust it will be hereafter. -
Moore Q&A for Solomon Northup Day 2020 Celebration
1. Why did you put your passion and energy into establishing SNDay? My first knowledge of the ordeal of Solomon Northup came through filmmaker Gordon Parks in 1984, as a PBS docudrama, The Odyssey of Solomon Northup. When I saw that film and later the 1999 exhibition at Nott Memorial, Union College, I knew then something had to be done to bring this history to focus. Especially, when I discovered Solomon had history in my little town of Saratoga Springs, NY. From there, I kept pushing forward. I couldn’t see far down the road but I kept moving forward with more and more ideas each year.Another incentive was running into visitors/ tourists downtown in theCity of Saratoga Springs, who would ask me “where are you visiting from” –. It was then, I knew I had do something to bring focus to his story but to bring focus to the largely invisible Black community – a community I recognized as valuable to telling the whole story of life in the North Country. Later it grew into much more than a day, it became a weekend. Then it became the week before the third Saturday in July. I lobbied and acquired additional venues besides the Visitor Center which, at that time, was the most underused building in the City. There was initially disinterest and resistance behavior on many levels. Along the way a few faithful individuals were willing to put their time and energy into supporting me through their own dedication to the cause. Though not a grant writer, I was able to keep it going on a shoestring budget each year. -
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title The Extraordinary Black Slave Woman in Nineteenth-Century Slave Narratives Permalink https://escholarship.org/uc/item/2wj8k34c Author Thomas, Kimber Publication Date 2014 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles The Extraordinary Black Slave Woman in Nineteenth-Century Slave Narratives A thesis submitted in partial satisfaction of the requirements for the degree Master of Arts in Afro-American Studies by Kimber Thomas 2014 ABSTRACT OF THE THESIS The Extraordinary Black Slave Woman in Nineteenth-Century Slave Narratives by Kimber Thomas Master of Arts in Afro-American Studies University of California, Los Angeles, 2014 Professor Richard Yarborough, Chair This thesis identifies a new type of black female character present in African American literature. By extending Trudier Harris’ research on representations of the “strong” black woman backwards into the nineteenth century, this thesis argues that the earliest literary depiction of such figures is the “extraordinary black slave woman,” an image present in many nineteenth- century slave narratives. In particular, I argue that in the narratives of Harriet Jacobs, Mary Prince, Frederick Douglass, Sylvia Dubois, Zilpha Elaw and Jarena Lee, the extraordinary slave women are depicted as domestic workers, manual laborers, physical resisters, mothers, and spiritual sisters. ii The thesis of Kimber Thomas is approved. Michael Cohen Harryette Mullen Richard Yarborough, Committee Chair University of California, Los Angeles 2014 iii DEDICATION To “Mom,” Mama, Kelsey, Keisha, Fooney, Teddybear, Cat, Ann, and Niece: the most extraordinary black women I’ve ever known. iv TABLE OF CONTENTS I. -
Slavery & the Making of America Film Guide Questions EPISODE 1- The
Slavery & the Making of America Film Guide Questions EPISODE 1- The Downward Spiral 1. Why did some people indenture themselves? 2. What company established a fur trading post in 1624 on a hilly island called Manahattes. The area would become New York City. 3. In what year did the first enslaved Africans arrive in Dutch New Amsterdam? ______ 4. Describe the work done by the “first 11” brought to the New Amsterdam colony. 5. What was “half freedom” in the New Amsterdam colony? 6. Who was John Punch & what happened to him? 7. Who was Emanuel Driggus & what happened to him & his family? 8. In 1662 Virginia law makers decreed, "all children born in Virginia shall be held bond or free according to the condition of _________________." 9. Who was the woman who successfully sued her master and was released from her indenture? 10. Of the original thirteen colonies, which was the first in which slavery was the center of economic production, making it the first slave society? 11. What were the punishments for running away the first 4 times? 12. How did some slaves fight back against inhumane treatment, especially during harvest time? 13. Why was a law passed saying the white men must carry guns with them to church? 14. Why were the slave of the “Stono rebellion” trying to reach Florida? 15. How were the “Stono rebellion” slaves caught? What happened to them? EPISODE 2- Liberty in the Air 16. In 1741 what city had the second largest slave population after Charleston, South Carolina? 17. How were Quack and 12 others punished for burning down Fort George? 18. -
1. Slavery, Resistance and the Slave Narrative
“I have often tried to write myself a pass” A Systemic-Functional Analysis of Discourse in Selected African American Slave Narratives Tobias Pischel de Ascensão Dissertation zur Erlangung des Grades eines Doktors der Philosophie am Fachbereich Sprach- und Literaturwissenschaft der Universität Osnabrück Hauptberichterstatter: Prof. Dr. Oliver Grannis Nebenberichterstatter: Prof. Dr. Ulrich Busse Osnabrück, 01.12.2003 Contents i Contents List of Tables iii List of Figures iv Conventions and abbreviations v Preface vi 0. Introduction: the slave narrative as an object of linguistic study 1 1. Slavery, resistance and the slave narrative 6 1.1 Slavery and resistance 6 1.2 The development of the slave narrative 12 1.2.1 The first phase 12 1.2.2 The second phase 15 1.2.3 The slave narrative after 1865 21 2. Discourse, power, and ideology in the slave narrative 23 2.1 The production of disciplinary knowledge 23 2.2 Truth, reality, and ideology 31 2.3 “The writer” and “the reader” of slave narratives 35 2.3.1 Slave narrative production: “the writer” 35 2.3.2 Slave narrative reception: “the reader” 39 3. The language of slave narratives as an object of study 42 3.1 Investigations in the language of the slave narrative 42 3.2 The “plain-style”-fallacy 45 3.3 Linguistic expression as functional choice 48 3.4 The construal of experience and identity 51 3.4.1 The ideational metafunction 52 3.4.2 The interpersonal metafunction 55 3.4.3 The textual metafunction 55 3.5 Applying systemic grammar 56 4. -
16 CHAPTER IV DATA ANALYSIS in This Chapter, the Writer Presents the Data She Collected and the Analysis She Had Done. As the Fi
CHAPTER IV DATA ANALYSIS In this chapter, the writer presents the data she collected and the analysis she had done. As the film A Twelve Years a Slave was about slavery, most of the discrimination which were experienced by the slaves was due to their race difference. The slaves were Afro American which has dark skin while their masters were the white Americans which were Caucasians. The writer chose the scenes of the films which contained the discriminations experienced by both Solomon and Patsey. In Twelve Years Slave movie, Solomon moves from one master to the other masters several times. Until then, when his master is Edward Epps, Solomon meets Patsey. As the movie was written by Solomon himself, the movie is seen from Solomon’s point of view. As the main character, the viewers are taken to see Solomon’s bitter experience to be enslaved. It is a really bad experience. However, the climax of this movie is according to the writer, when he meets Patsey. Patsey actually takes a role as a supporting character. She is described as a young black woman who can work really well. It even makes her master, Epps, gives her a high compliment among the workers. She is even better than the male workers. They can only produce around 200-400 pounds of cotton while Patsey can produce like around 500 pounds. Epps often uses Patsey’s great achievement as the minimum standard of the cotton production. He will without doubt punish the other workers 16 when they can only make less than Patsey’s. -
12 Years a Slave Mat No | 1
12 YEARS A SLAVE Mat No | 1 THE FERGUSON RIOTS Michael Brown, an unarmed black teenager, was shot and killed on Aug. 9, by Darren Wilson, a white police officer, in Ferguson, Mo., a suburb of St. Louis. The shooting prompted protests that roiled the area for weeks. On Nov.24, the St. Louis County prosecutor announced that a grand jury decided not to indict Mr. Wilson. The announcement set off another wave of protests. - NY Times NEWS COVERAGE In august 2014, there has been extensive news coverage on American and world-wide television. Watch the following CNN broadcast on people’s opinion on Michael Brown’s death and its aftermath. “Do white people not ‚get‘ Ferguson?” https://www.youtube.com/watch?v=Pm0hvk3b2J4 Reporter: Brian Stelter - Guest 1: Elon James White - Guest 2: Crystal Wright Background information: CNN is an American to world-wide news outlet which is preferred by voters of the democratic party. Its Republican counterpart is Fox News (Mutz 2006, 229). INVESTIGATE IN GROUPS Divide the class into groups to answer the questions below. Group 1: What is Brian Stelter’s thesis on the escalation of violence in Ferguson and the news media coverage? Group 2: In how far does Elon James White agree with Brian Stelter’s statements? Group 3: Even though Crystal Wright is from the Afro-American community, how far does she have a different opinion? How does she argue against the initial thesis? Sources: http://www.nytimes.com/interactive/2014/08/13/us/ferguson-missouri-town-under-siege-after-police-shooting.html?_r=0 © Jan-Erik Leonhardt - Feature Films in English Language Teaching 12 YEARS A SLAVE Mat No | 2 REACTIONS TO FERGUSON The Internet community also leads furious discussions on Michael Brown’s death, the question of guilt, and whether the riots in Ferguson are righteous or not.