Resistance, Cohesion, and Kinship in an Atlantic Perspective
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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 I, 1500-1865 A collection of primary resources—historical documents, literary texts, and works of art—thematically organized with notes and discussion questions I. FREEDOM pages ____ 1 Senegal & Guinea 12 –Narrative of Ayuba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. -
African Studies Association 59Th Annual Meeting
AFRICAN STUDIES ASSOCIATION 59TH ANNUAL MEETING IMAGINING AFRICA AT THE CENTER: BRIDGING SCHOLARSHIP, POLICY, AND REPRESENTATION IN AFRICAN STUDIES December 1 - 3, 2016 Marriott Wardman Park Hotel, Washington, D.C. PROGRAM COMMITTEE CHAIRS: Benjamin N. Lawrance, Rochester Institute of Technology William G. Moseley, Macalester College LOCAL ARRANGEMENTS COMMITTEE CHAIRS: Eve Ferguson, Library of Congress Alem Hailu, Howard University Carl LeVan, American University 1 ASA OFFICERS President: Dorothy Hodgson, Rutgers University Vice President: Anne Pitcher, University of Michigan Past President: Toyin Falola, University of Texas-Austin Treasurer: Kathleen Sheldon, University of California, Los Angeles BOARD OF DIRECTORS Aderonke Adesola Adesanya, James Madison University Ousseina Alidou, Rutgers University Souleymane Bachir Diagne, Columbia University Brenda Chalfin, University of Florida Mary Jane Deeb, Library of Congress Peter Lewis, Johns Hopkins University Peter Little, Emory University Timothy Longman, Boston University Jennifer Yanco, Boston University ASA SECRETARIAT Suzanne Baazet, Executive Director Kathryn Salucka, Program Manager Renée DeLancey, Program Manager Mark Fiala, Financial Manager Sonja Madison, Executive Assistant EDITORS OF ASA PUBLICATIONS African Studies Review: Elliot Fratkin, Smith College Sean Redding, Amherst College John Lemly, Mount Holyoke College Richard Waller, Bucknell University Kenneth Harrow, Michigan State University Cajetan Iheka, University of Alabama History in Africa: Jan Jansen, Institute of Cultural -
Image Credits, the Making of African
THE MAKING OF AFRICAN AMERICAN IDENTITY: VOL. I, 1500-1865 PRIMARY SOURCE COLLECTION The Making of African American Identity: Vol. I, 1500-1865 IMAGE CREDITS Items listed in chronological order within each repository. ALABAMA DEPT. of ARCHIVES AND HISTORY. Montgomery, Alabama. WEBSITE Reproduced by permission. —Physical and Political Map of the Southern Division of the United States, map, Boston: William C. Woodbridge, 1843; adapted to Woodbridges Geography, 1845; map database B-315, filename: se1845q.sid. Digital image courtesy of Alabama Maps, University of Alabama. ALLPORT LIBRARY AND MUSEUM OF FINE ARTS. State Library of Tasmania. Hobart, Tasmania (Australia). WEBSITE Reproduced by permission of the Tasmanian Archive & Heritage Office. —Mary Morton Allport, Comet of March 1843, Seen from Aldridge Lodge, V. D. Land [Tasmania], lithograph, ca. 1843. AUTAS001136168184. AMERICAN TEXTILE HISTORY MUSEUM. Lowell, Massachusetts. WEBSITE Reproduced by permission. —Wooden snap reel, 19th-century, unknown maker, color photograph. 1970.14.6. ARCHIVES OF ONTARIO. Toronto, Ontario, Canada. WEBSITE In the public domain; reproduced courtesy of Archives of Ontario. —Letter from S. Wickham in Oswego, NY, to D. B. Stevenson in Canada, 12 October 1850. —Park House, Colchester, South, Ontario, Canada, refuge for fugitive slaves, photograph ca. 1950. Alvin D. McCurdy fonds, F2076-16-6. —Voice of the Fugitive, front page image, masthead, 12 March 1854. F 2076-16-935. —Unidentified black family, tintype, n.d., possibly 1850s; Alvin D. McCurdy fonds, F 2076-16-4-8. ASBURY THEOLOGICAL SEMINARY. Wilmore, Kentucky. Permission requests submitted. –“Slaves being sold at public auction,” illustration in Thomas Lewis Johnson, Twenty-Eight Years a Slave, or The Story of My Life in Three Continents, 1909, p. -
Ayuba Suleiman Diallo
Black History Month: Ayuba Suleiman Diallo - The Enslaved African Muslim Whose Significance To British Muslim History Would Lead Centuries Later To a National Campaign To Stop His Portrait Being Sold Abroad By: Dr. Muhammed Al-Ahari In the third of our four-part series to mark this annual event, Dr. Muhammed Al-Ahari details the extraordinary life of Ayuba Suleiman Diallo, an African American Muslim who “wrote his way out of slavery.” Ayuba Suleiman Diallo was an enslaved trader and scholar who is mentioned in slavery literature as Job Ben Solomon. His 1734 biography makes his life the most accessible of these early Muslims and perhaps its the first biography of any African American. It was certainly the first slave narrative advertised for sale [2]. Bluett’s “The Narrative of Job Ben Solomon” [3] is an understudied text which is at the same time the start of British- African, African American and Muslim American literature. Though less than 60 pages it provides details of West African lives in the early 18th century and includes details about agriculture, trade, religious life, education, clothing, leadership and wildlife. Diallo’s painting by William Hoare of Bath in 1733 Bluett, an attorney and church minister, befriended Diallo and wrote that he was a highly literate Arab scholar who came from a wealthy and aristocratic family in Bundu, West Africa. Three copies of the Qur’an are attributed to him during his stay in England following his emancipation by James Oglethorpe, the British founder of the colony of Georgia. It is claimed he wrote the copies of the Qur’an from memory, drew a map of West Africa with names written in Arabic and wrote a dozen short letters. -
Trans Atlantic Slave Trade Online Database Exercises
Trans Atlantic Slave Trade Online Database Exercises Go to www.slavevoyages.org. The new web site combines searchable new data on 35,000 voyages with new estimates of the slave trade which can be manipulated and presented by any combination of time, region of embarkation, region of disembarkation and national carrier. Please complete each exercise. Thank you. For exercises 1 to 3, click on “Assessing the Slave Trade” along the top of the home page, then choose “Estimates.” Exercise 1: Generate a time profile of the slave trade from its beginning in the 16th C to 1866 -the year in which the last slave voyage in the database reached the Americas. (There are three new options on the “Estimates” page, just below the normal menu options. Click on “Timeline,” if it does not initially come up when you travel to the site.) At the bottom of the page is the button to “Download” the information onto your computer, to make it available for printing. Exercise 2: What were the African coastal origins of the slave trade in each century that the slave trade was carried on? (Instead of “Timeline,” now select “Tables.” For Rows select “1OO- year periods” and for Columns select “embarkation regions.” Then click on “show” button). Exercise 3: What were American destinations for the slave trade in each century that the slave trade was carried on? (Click on the Columns box and select “broad disembarkation regions” then on the Cells box above display area on the right and select “only disembarked.” Then click on “show” button). For the remaining exercises, choose “Voyages Database” from the top menu and then choose “Search the database.” The left of the screen allows you to select the data. -
Troxel and the Limits of Community Margaret F
Notre Dame Law School NDLScholarship Journal Articles Publications 2001 Troxel and the Limits of Community Margaret F. Brinig Notre Dame Law School, [email protected] Follow this and additional works at: https://scholarship.law.nd.edu/law_faculty_scholarship Part of the Health Law and Policy Commons, and the Human Rights Law Commons Recommended Citation Margaret F. Brinig, Troxel and the Limits of Community, 32 Rutgers L.J. 733 (2000-2001). Available at: https://scholarship.law.nd.edu/law_faculty_scholarship/259 This Article is brought to you for free and open access by the Publications at NDLScholarship. It has been accepted for inclusion in Journal Articles by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. TROXEL AND THE LIMITS OF COMMUNITY MargaretF. Brinig* I. INTRODUCTION The Troxel grandparent-visitation case that frames this symposium, I the Washington statute included in Troxel, the mercifully completed odyssey of Cuban-born Elian Gonzalez, 2 and the "right to die" case of Hugh Finn 3 all illustrate both the fervor with which the broader community justifies its involvement with families and the extremes to which this involvement can spread. Using constitutional language, advocates point out the rights of extended family members to continue or strengthen ties to children, whether * Professor of Law, University of Iowa College of Law. Special thanks to two excellent students whose writings provided much of the cross-cultural inspiration for this piece. They are Annette Tsinnajinnie Brown and Suhana Rai. Two others have done yeoman's work as research assistants this year. They are Kevin McKeever and Alyson Jones. -
The African Homeland of Ayuba Suleiman Diallo, by Thomas Bluett
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 Schomburg Center for Research in Black Culture The African Homeland of New York Public Library Ayuba Suleiman Diallo (Job ben Solomon) Some Memoirs of the Life of Job, the Son of the Solomon High Priest of Boonda in Africa; Who Was a Slave about Two Years in Maryland; and Afterwards Being Brought to England, Was Set Free, and Sent to His Native Land in the Year 1734 by Thomas Bluett, London, 1734, EXCERPTS * Ayuba Suleiman Diallo (named Job ben Solomon in England) was born into a family of Muslim clerics in Senegambia, in the Bondu region near the intersection of Senegal River and the Faleme River (which forms the present-day Senegal-Mali border).1 In 1730 Ayuba, when in his late twenties, was captured during a trading journey, enslaved for two years in Maryland, then freed through the efforts of attorney Thomas Bluett, who compiled and published Job’s memoir in 1734. Bluett helped Ayuba return to Africa (via England) “where we hope he is safely arrived to the great joy of his friends, and the honour of the English nation.” Ayuba died in Gambia in 1773. “Job, son of Solliman Diallo, high priest of Sections I and III of Memoirs of the Life of Job, presented here, Bonda in the country of Foota, Africa,” describe aspects of Ayuba’s family and the Fulbe people, as Gentleman's Magazine, London, June 1750 compiled and narrated by Bluett. (Section II describes his capture, two-year enslavement in Maryland, emancipation through inter- mediaries including Bluett, and his return to Africa.2) SECTION I. -
Migration in Britain
MIGRATION IN BRITAIN: WhAT ARe OuR CulTuRAl IdeNTITIes? This learning resource for teachers and students of Secondary Art and A Level Art focuses on a selection of portraits from the Collection of the National Portrait Gallery, London. The resource could also be relevant for those studying Art History, History and Citizenship. Camila Batmanghelidjh by Dean Marsh oil on plywood panel, 2008 NPG 6845 2/32 MIGRATION IN BRITAIN ABOuT ThIs ResOuRCe This resource tackles the question of what British cultural identities can mean and how people who constitute that sector of our society have and do contribute to it in a variety of different ways. This resource relates to another resource in on our website entitled Image and Identity. See: www. npg.org.uk/learning Each portrait is viewed and examined in a number of different ways with discussion questions and factual information relating directly to the works. The material in this resource can be used in the classroom or in conjunction with a visit to the Gallery. Students will learn about British culture through the ideas, methods and approaches used by portrait artists and their sitters over the last four hundred years. The contextual information provides background material that can be fed into the students' work as required. The guided discussion gives questions for the teacher to ask a group or class, it may be necessary to pose further questions around what culture can mean today to help explore and develop ideas more fully. Students should have the opportunity to pose their own questions, too. Each section contains the following: an introduction to each portrait, definitions, key words, questions and two art projects. -
Thecolorpurple2015.Pdf
Acknowledgements Members of the STUDY GUIDE STAFF Park Square Theatre Teacher Advisory Board EDITOR Marcia Aubineau Jill Tammen* University of St. Thomas, retired PROOFREADING Sam DiVita Marcia Aubineau* LEAP High School Liz Erickson CONTRIBUTORS Rosemount High School Liz Erickson*, Craig Farmer*, Kirsten Pardun- Theodore Fabel Johannsen*, and Jill Tammen* Broadway Alternative at Longfellow Craig Farmer COVER DESIGN AND LAYOUT Perpich Center for Arts Education Emilie Moravec (Education Sales and Amy Hewett-Olatunde Services Manager) LEAP High School Cheryl Hornstein *Past or Present Members of Park Square’s Teacher Advisory Freelance Theatre and Music Educator Board Alexandra Howes Twin Cities Academy Dr. Virginia McFerran Perpich Center for Arts Education Kristin Nelson Brooklyn Center High School Mari O’Meara If you have questions or comments about Eden Prairie High School this guide or any of Park Square’s education programs, please contact Dr. Kirsten Pardun-Johannsen Performing Arts Specialist, Orono School Mary Finnerty, Director of Education Jennifer Parker PHONE 651.767.8494 Falcon Ridge Middle School EMAIL [email protected] Maggie Quam Hmong College Prep Academy Jack Schlukebier ABOUT US Central High School, retired Tanya Sponholz PARK SQUARE THEATRE Prescott High School 408 Saint Peter Street, Suite 110 Saint Paul, MN 55102 Jill Tammen EDUCATION: 651.291.9196 Hudson High School, retired TOLL FREE: 877.291.7001 Craig Zimanske Forest Lake Area High School www.parksquaretheatre.org | page 2 By MARSHA NORMAN CONTENTS The Play 4. A Letter from Oprah Winfrey 5. Plot Summary 7. Meet the Characters 8. The Epistolary Novel Historical and Social Context 10. Celie’s Home 12. A Timeline of Race Relations in America 16. -
The Midlands and Slavery
LEGACIES OF BRITISH SLAVE-OWNERSHIP THE MIDLANDS AND SLAVERY John Montagu, 2nd Duke of Montagu (1690–1749) [2] Nottingham and abolition In 1722 a royal patent was approved granting the George Walker (c.1734–1807), a dissenting minister Caribbean islands of St Vincent and St Lucia to John, Jedediah Strutt (1726–1797) and mathematician, was born in Newcastle-Upon- 2nd Duke of Montagu, owner of Boughton House in Tyne. He lived in a number of cities across northern Northamptonshire. Jedediah Strutt was a hosier and cotton spinner Britain but it was his southbound movement to High Pavement Chapel, built born in the east Derbyshire village of South Nottingham in 1774 that marked his most prolific in 1805. The site is currently The Duke’s plans to settle St Lucia failed when French occupied by the Pitcher and Normanton. An extremely successful man, his congregational and political work. Walker became a London © National Portrait Gallery, forces from nearby Martinique drove his expedition from Piano public house within the wealth was rooted in the establishment of a water minister at Nottingham’s High Pavement Chapel and George Walker, c. 1805 the island. Six years later, in 1728, he sought approval for replacement church built in 1876 powered cotton mill (co-founded with Richard began to advocate for the abolition of the slave trade. a royal grant that would give him control of the island of Arkwright and Samuel Need) along the Derwent He also galvanised local support and drafted communal petitions which called for an end to the War Tobago but his request was denied. -
The Modern Wedding in the American Imaginary
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Iowa Research Online Iowa Journal of Cultural Studies Volume 4, Issue 1 2004 Article 8 THE EXTREME MAINSTREAM Consuming Heteroscripts: The Modern Wedding in the American Imaginary Stephanie Harzewiski∗ ∗ Copyright c 2004 by the authors. Iowa Journal of Cultural Studies is produced by The Berkeley Electronic Press (bepress). https://ir.uiowa.edu/ijcs Review Essay Consuming Heteroscripts: The Modern Wedding in the American Imaginary Stephanie Harzewski Elizabeth Freeman. The Wedding Complex: Forms of Belonging in Modern Ameri- can Culture. Duke University Press, 2002. Cele C. Otnes and Elizabeth H. Pleck. Cinderella Dreams: The Allure of the Lavish Wedding. University of California Press, 2003. Feminist and queer scholars on both sides of the Atlantic have begun to defamiliarize the wedding industry, most recently estimated in the United States at exceeding forty billion dollars annually.1 Chrys Ingraham’s White Weddings: Romancing Het- erosexuality in Popular Culture revealed how this sector positions the wedding as a familial-consumer event to market whiteness, particularly white beauty norms. Jaclyn Geller’s Here Comes the Bride: Women, Weddings, and the Marriage Mys- tique expanded Ingraham’s survey of the wedding’s increasing commodification and argued that with the unprecedented cost of living in the United States, gifts and cash received at wedding-related festivities serve as powerful incentives to heteronormativity. A variant of National Organization for Women founder Betty Friedan’s “feminine mystique,” the “marriage mystique” signifies not an unnamable Stephanie Harzewski is a Ph.D. candidate in the Department of English at the University of Pennsylvania, where she teaches eighteenth- through twentieth-century Anglo-American lit- erature. -
Economic Transformation: Commerce and Consequence 1450–1750
CHAPTER 14 Economic Transformation: Commerce and Consequence 1450–1750 CHAPTER LEARNING 2. American silver allowed greater European participation in the commerce of East Asia OBJECTIVES 3. fur trapping and trading changed • To explore the creation of the first true global commerce and the natural environment economy in the period 1450–1750 C. Europeans were increasingly prominent in • To examine Western European commercial long-distance trade, but other peoples were expansion in a context that gives due weight to the also important. contributions of other societies D. Commerce and empire were the two forces • To encourage appreciation of China as the that drove globalization between 1450 and world’s largest economy in the early modern period 1750. • To increase student awareness of the high costs II. Europeans and Asian Commerce of the commercial boom of the early modern period A. Europeans wanted commercial connections in ecological and human terms with Asia. • To investigate the various models of trading 1. Columbus and Vasco da Gama both post empires that were created in this period sought a route to Asia 2. motivation above all was the desire for spices (though other Eastern products CHAPTER OUTLINE were also sought) 3. European civilization had recovered from I. Opening Vignette the Black Death A. The Atlantic slave trade was and is 4. national monarchies were learning to enormously significant. govern more effectively B. The slave trade was only one part of the 5. some cities were becoming international international trading networks that shaped the trade centers world between 1450 and 1750. 6. the problems of old trade systems from the 1.