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Black Heroes in the United States: the Representation of African Americans in Contemporary American Culture
Università degli Studi di Padova Dipartimento di Studi Linguistici e Letterari Corso di Laurea Magistrale in Lingue Moderne per la Comunicazione e la Cooperazione Internazionale Classe LM-38 Tesi di Laurea Black Heroes in the United States: the Representation of African Americans in Contemporary American Culture Relatore Laureando Prof.ssa Anna Scacchi Enrico Pizzolato n° matr.1102543 / LMLCC Anno Accademico 2016 / 2017 - 1 - - 2 - Università degli Studi di Padova Dipartimento di Studi Linguistici e Letterari Corso di Laurea Magistrale in Lingue Moderne per la Comunicazione e la Cooperazione Internazionale Classe LM-38 Tesi di Laurea The Representation of Black Heroism in American Culture Relatore Laureando Prof.ssa Anna Scacchi Enrico Pizzolato n° matr.1102543 / LMLCC Anno Accademico 2016 / 2017 - 4 - Table of Contents: Preface Chapter One: The Western Victimization of African Americans during and after Slavery 1.1 – Visual Culture in Propaganda 1.2 - African Americans as Victims of the System of Slavery 1.3 - The Gift of Freedom 1.4 - The Influence of White Stereotypes on the Perception of Blacks 1.5 - Racial Discrimination in Criminal Justice 1.6 - Conclusion Chapter Two: Black Heroism in Modern American Cinema 2.1 – Representing Racial Agency Through Passive Characters 2.2 - Django Unchained: The Frontier Hero in Black Cinema 2.3 - Character Development in Django Unchained 2.4 - The White Savior Narrative in Hollywood's Cinema 2.5 - The Depiction of Black Agency in Hollywood's Cinema 2.6 - Conclusion Chapter Three: The Different Interpretations -
Trauma of Slavery: a Critical Study of the Roots by Alex Haley
Journal of Literature, Languages and Linguistics www.iiste.org ISSN 2422-8435 An International Peer-reviewed Journal DOI: 10.7176/JLLL Vol.57, 2019 Trauma of Slavery: A Critical Study of the Roots by Alex Haley Faiza Javed Dar M.Phil. (English Literature), Department of English Government College Woman University, Faisalabad. Pakistan Abstract Roots by Alex Haley is a critical analysis of the traumas of slavery experienced by the Africans. As an Afro- American writer, he gives voice to the issues like racism, subjugation, identity crises of the Blacks, but most of all the institution of slavery. Slavery has been an important phenomenon throughout history. Africa has been intimately connected with this history through Americans. Slavery in America began when the African slaves were brought to the North American colony of Jamestown, Virginia, in 1619, to aid in the production of such lucrative crops like tobacco and cotton. After the research of twelve years, Haley describes the experiences of Kunta Kinte before and after his enslavement, who is the great-great-grandfather of the writer. Roots is not just a saga of one Afro-American family, it is the symbolic saga of a people. The dehumanization process of slavery assaults the mind, body, and soul of African slaves. The purpose of this paper is to highlight and investigate the slow momentum of social reform for Blacks in the U.S.A. This will be qualitative research and critical race analysis will be applied as a tool to analyze the text under discussion. By using the theory of Derrick Bell the researcher will try to explore racism and black identity in this work. -
ED040908.Pdf
DOCUMENT RESUME ED 040 908 32 SO 000 145 AUTHOR Zimmermann, Matilde J. TITLE Teacher's Guide for Afro-American History. INSTITUTION New York State Dept. of Social Services, Albany. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE Feb 69 NOTE 124p.; Prepared for the Bureau of Children's Institutions Services of the N.Y. State Department of Social Services EDRS PRICE EDRS Price MF-$0.75 HC-$6.30 DESCRIPTORS *African American Studies, African History, American History, *Annotated Bibliographies, Black Power, *Elementary Grades, Ethnic Stereotypes, History Instruction, Negro Education, Negroes, Negro History, Negro Institutions, Negro Literature, Negro Role, *Secondary Grades, *Teaching Guides ABSTRACT This manual is designed to help the non-specialist cope with the existing body of material on Afro-American studies and establish guidelines for evaluatingnew resources as they appear. No attempt is made to recommend teaching methods or activities, but the author urges supplementation of elementary and secondary social studies courses and materials, most of which overlookor distort the role of blacks in American history. The first part of the manual, Survey of Afro-American History, is divided into 16 historical periods paralleling similar divisions in American historycourses, e.g.: The African Past; Black Power During the Reconstruction Period; Depression and the New Deal; Black Nationalism. Each sectionsurveys its period with an emphasis on Afro-Americans, andnotes three to five related specialized works. The secondpart comprises a 40-page topical bibliography to aid teachers and librarians in addingto their Afro-American studies materials. Itcovers bibliographies, teacher guides, biographies, general histories and documentary collections, African history and culture, contemporary issues,black art, children's books, newspapers and periodicals, films and filmsetips, sound recordings, and organizations and publishers.(DJB) U.S. -
Foley on Schwarz, 'Migrants Against Slavery: Virginians and the Nation'
H-South Foley on Schwarz, 'Migrants Against Slavery: Virginians and the Nation' Review published on Monday, October 1, 2001 Philip J. Schwarz. Migrants Against Slavery: Virginians and the Nation. Charlottesville and London: University Press of Virginia, 2001. xii + 250 pp. $38.50 (cloth), ISBN 978-0-8139-2008-5. Reviewed by James C. Foley (Department of History, University of Mississippi)Published on H- South (October, 2001) Migrants Against Slavery in Black and White Migrants Against Slavery in Black and White Philip J. Schwarz, Professor of History at Virginia Commonwealth University, is no stranger to the topic of slavery in Virginia. His two previous books, Twice Condemned: Slaves and the Criminal Laws of Virginia, 1705-1865 (Baton Rouge: LSU Press, 1988) andSlave Laws in Virginia (Athens: University of Georgia Press, 1996), address the relationship of slavery to the legal system of Virginia. His present book examines a different aspect of slavery, namely black and white Virginians who migrated from the Old Dominion and slavery to the Old Northwest, other parts of the North, and to Canada, between 1750 and 1860. Some Virginians successfully fled from slavery and began new lives while others did not. Migration was important because of its impact not only on Virginia but also on the nation. One need only think of Dred Scott and Anthony Burns to realize the impact Virginia-born slaves had on antebellum American politics and the growing sectional controversy. There is more to this story though than Dred Scott and Anthony Burns. Professor Schwarz explores the lives of Virginians, both famous and obscure, who contributed to the national debate over slavery and anti-slavery. -
Roots- Teacher
RESEARCHING STUDENT RESEARCH GUIDE Roots is a historically accurate dramatization of the lives of enslaved people in the United States. It explores many themes related to American culture and society, freedom, and African heritage. Four of these big ideas, each aligned with one of the four Roots episodes, are listed in this activity guide. Use the episode summaries and resources to research one of these topics and compare different sources of information. As you gather facts, you’ll begin to develop your own perspectives about the subject. Build an argument about how you think the topic should be viewed and support it with evidence from your research. After your research, you’ll share your findings in a timeline, a paper, or a presentation. FACT-FINDING TOOLS Use the tools below to organize the information you uncover as well as your thoughts about the topic as you research. Tool 1—Glossary As you explore resources, build a glossary of terms whose definitions you are unclear about. To create your glossary, write down the term, then write your own definition using context clues before looking up the dictionary definition and incorporating it in your own sentence to confirm that you understand the word’s correct usage. Tool 2—Timeline On a separate sheet of paper, create a timeline of important facts related to your topic. This will help you create a historic record and make connections with current events. For each fact included on your timeline, identify the source and include a brief note about how the author presents the information. For example, consider each document’s titles, labels, tone, and headings. -
10. PUBLIC HEARING NAT TURNER TRAIL OPENING STATEMENT This
SOUTHAMPTON COUNTY BOARD OF SUPERVISORS Regular Session i October 28, 2013 10. PUBLIC HEARING NAT TURNER TRAIL OPENING STATEMENT This public hearing is held pursuant to § 15.2-2204, Code of Virginia, 1950, as amended to receive public comment on a proposed resolution requesting the Commonwealth Transportation Board of Virginia to establish a transportation enhancement project (MAP-21 Transportation Alternatives Program) to develop the next phase of the Nat Turner Trail. The project seeks to acquire up to $240,000 in federal enhancement funds which, if acquired, must be matched with other local funding sources (Southampton County Historical Society) of at least $60,000. Among other things, project funding for this phase of the project may be used to construct ADA compliant sidewalks leading from the Rebecca Vaughan House to 17 additional sites located in the Town of Courtland. The new sidewalks will facilitate pedestrians moving between 6 museums, the public library and the Southampton County Courthouse complex as well as the 17 interpreted Nat Turner Rebellion sites. Funds may also be used to develop and construct parking facilities at the Rebecca Vaughan House. Included in your agenda packages are a number of exhibits to give you some perspective of the project. There is an aerial photo illustrating the walking trail in Courtland, complete with planned sign locations and the proposed text for each sign. There is also an exhibit illustrating the sign layout and specifications. The notice of public hearing was published in the Tidewater News on October 13 and October 20, 2013 as required by law. After conclusion of the public hearing, the Board of Supervisors will consider the comments offered this evening and will proceed to adopt, reject or defer action on the proposed resolution. -
What Every Christian High School Student Should Know About Islam - an Introduction to Islamic History and Theology
WHAT EVERY CHRISTIAN HIGH SCHOOL STUDENT SHOULD KNOW ABOUT ISLAM - AN INTRODUCTION TO ISLAMIC HISTORY AND THEOLOGY __________________ A Thesis Presented to the Faculty of the School of Theology Liberty University __________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Ministry __________________ by Bruce K. Forrest May 2010 Copyright © 2010 Bruce K. Forrest All rights reserved. Liberty University has permission to reproduce and disseminate this document in any form by any means for purposes chosen by the Seminary, including, without limitation, preservation or instruction. APPROVAL SHEET WHAT EVERY CHRISTIAN HIGH SCHOOL STUDENT SHOULD KNOW ABOUT ISLAM - AN INTRODUCTION TO ISLAMIC HISTORY AND THEOLOGY Bruce K. Forrest ______________________________________________________ "[Click and enter committee chairman name, 'Supervisor', official title]" ______________________________________________________ "[Click here and type committee member name, official title]" ______________________________________________________ "[Click here and type committee member name, official title]" ______________________________________________________ "[Click here and type committee member name, official title]" Date ______________________________ ACKNOWLEDGEMENT I would like to acknowledge all my courageous brothers and sisters in Christ who have come out of the Islamic faith and have shared their knowledge and experiences of Islam with us. The body of Christ is stronger and healthier today because of them. I would like to acknowledge my debt to Ergun Mehmet Caner, Ph.D. who has been an inspiration and an encouragement for this task, without holding him responsible for any of the shortcomings of this effort. I would also like to thank my wife for all she has done to make this task possible. Most of all, I would like to thank the Lord for putting this desire in my heart and then, in His timing, allowing me the opportunity to fulfill it. -
Am I Bothered by Your View of Me?”
“Am I Bothered by Your View of Me?” A Look at Racism's Effect on Slaves in the Novel Roots: The Saga of an American Family by Alex Haley Halmstad University, 2013 School of Teacher Education English for Students in Teacher Training C-essay 15 Hp By: Mohamad Kiswani Supervisor: Anna Fahraeus & Emma Karin Brandin 1 Abstrakt Denna uppsats är en litteraturstudie av Roots: The Saga of an American Family. Studien syftar till att undersöka argumentet att rasism har en långvarig effekt på de människor som utsätts för rasism. I detta fall, karaktärerna i romanen som utsätts för rasismens olika hemskheter så som slaveri. Genom användningen av Robert Jensen, WEB Du Bois och Edward Saids teorier (dvs. Privileged/unprivileged, The Veil, Double Consciousness och Others) har romanen Roots analyserats. Slutsatsen visar på hur slaveriet påverkade huvudpersonerna och hur effekten av slaveri lyckats beröva de svarta människorna i romanen deras ursprungliga identitet. Slaveriet ersattes istället av en kollektiv identitet av mindre värde än vita människors identitet vilket lämnat långvariga psykiska ärr för karaktärerna i romanen. Det pedagogiska fokus som används i uppsatsen är den så kallad cooperative learning metoden. Nyckelord: Privileged/unprivileged, The Veil, Double Consciousness, Others, racism, Roots, cooperative learning. 2 1. Introduction ................................................................................................................................... 4 2. Post-colonial race theories ........................................................................................................... -
ROOTS Started a Conversation About Race and Our Common Heritage and Struggle As a Nation
1 2 INTRODUCTION In 1977, ROOTS started a conversation about race and our common heritage and struggle as a nation. An unprecedented number of Americans not only watched this powerful series but afterwards, they came together to talk about what they saw, what they felt, and what it meant. Throughout the world, the series also struck a chord with viewers who felt connected to this universal story about the power of human resilience and identity. Nearly 40 years later, it is clear that the conversation ROOTS started should continue. So whether you are talking among your family, your friends, colleagues, faith or community groups, classmates or among neighbors, thank you for taking the time to make space to watch this epic story and for joining this important conversation. Our hope is that ROOTS will inspire you to think about how all of our stories connect through universal themes of humanity, family and identity. In this guide, you will find materials that will help facilitate a conversation, but they are merely suggested starting points. Process and engage with what you have seen. That was the lasting legacy of the series in 1977, and it is our hope that it will be the lasting legacy today. 3 ROOTS INTRODUCTION The miniseries ROOTS first aired in 1977, and In this toolkit you will find: immediately shook the world. As we approach the 40th anniversary of the original series, an • Background on the 1977 ROOTS and the 2016 amazing cast and crew is joining with HISTORY® to ROOTS reimagine ROOTS for a new generation – the new • Suggestions for hosting a ROOTS watch party ROOTS will air on HISTORY for 4 nights beginning • Night-by-night summaries and questions for Monday, May 30th, 2016. -
Roots • Write Arguments to Support Claims in an Analysis of Substantive Topics • Write Arguments to Support Claims in an Analysis of Substantive Topics Episodes
RESEARCHING TEACHER INSTRUCTIONS OBJECTIVE KEY SKILLS KEY SKILLS Students will complete a historical research • Determine the meaning of words and phrases as they are used in • Determine the meaning of words and phrases as they are used in a project on a topic related to slavery in the United a text. text. States and share their findings in a timeline, a multi-genre paper, or a presentation. • Integrate information from diverse sources, both primary and • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. discrepancies among sources. TIME Three class periods, plus time to view Roots • Write arguments to support claims in an analysis of substantive topics • Write arguments to support claims in an analysis of substantive topics episodes. Note: Roots is rated TV-14 due to or texts, using valid reasoning and relevant and sufficient evidence. or texts, using valid reasoning and relevant and sufficient evidence. intense language, violence, and sexual violence. • Present information, findings, and supporting evidence to convey a • Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of clear and distinct perspective, such that listeners can follow the line of MATERIALS reasoning, alternative or opposing perspectives are addressed, and reasoning, alternative or opposing perspectives are addressed, and Researching Roots Student Research Guide, the organization, development, substance, and style are appropriate the organization, development, substance, and style are appropriate access to the Internet and library. -
Trinidad and Tobago) and U.S.A
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1-1-2010 Women and Resistance in the African Diaspora, with Special Focus on the Caribbean (Trinidad and Tobago) and U.S.A. Clare Johnson Washington Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Let us know how access to this document benefits ou.y Recommended Citation Washington, Clare Johnson, "Women and Resistance in the African Diaspora, with Special Focus on the Caribbean (Trinidad and Tobago) and U.S.A." (2010). Dissertations and Theses. Paper 137. https://doi.org/10.15760/etd.137 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Women and Resistance in the African Diaspora, with Special Focus on the Caribbean (Trinidad and Tobago) and U.S.A. by Clare Johnson Washington A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Interdisciplinary Studies Thesis Committee: E. Kofi Agorsah, Chair Primus St. John Rita Pemberton Portland State University ©2010 ABSTRACT American history has celebrated the involvement of black women in the “underground railroad,” but little is said about women’s everyday resistance to the institutional constraints and abuses of slavery. Many Americans have probably heard of and know about Harriet Tubman and Sojourner Truth – two very prominent black female resistance leaders and abolitionists-- but this thesis addresses the lives of some of the less-celebrated and lesser-known (more obscure) women; part of the focus is on the common tasks, relationships, burdens, and leadership roles of these very brave enslaved women. -
The Unit Was Are the Bet That Can Be Made
DOCUMENT RESUME ED 189 007 SO 012 702 AUTHOR Campbell, Margaret H. TITLE Africa, Roots and Pridefor Afro-Americans.An Instructional Uni4_ for HimhSchool Anthropology. INSTITUTION Illinois Univ., Urbana.African Studie- Program. SPONS AGENCY National rndowment forthe Humanities (NFAH), Washington, D.C. PUB DATE Jul 77 NOTE 32p.: For relateddocuments, see SO 012 684-703. EI;RS PRICr MF01/PCO2 Plus Postage. D7SCRIPTORS *African Culture: *AfricanHistory: Anthropology: *Blacks: CulturalAwareness: *Cultural Background: Educational Objectives:Evaluation Criteria: Folk Culture: InstructionalMaterials: Learning Activities: Pesource Materials:Secondary Education: Teacher Developed Materials:Teaching Guides: Teaching Methods: Unitsof Study IDENTIFIERS Africa ABSTRACT This three to four-weekhigh school anthropologyunit examines the African heritageof black Americans.The unit was written for students in an inner city all black public highschool. Objectives are to fostera sense of pride in blackAmericans' heritage, learn how blackAmericans can discovertheir roots, examine causes ard consequences of the Africanslave trade, and learn about the Mandingo populationin Guinea. Five topicscomprise the unit. The first is an introduction in which students discussAfrican and American stereotypes .nd+he book "Roots" by AlexHaley. The second topic focuces on the slave trade. Students reada handout from "Roots" ard analyze statistics on the African slave trade tothe Americas. The third topicexamines Mandingo cultureand histcry. Students read from "Roots"and from "The Dark Child"by Camara Laye, and view slides of art,crafts, music, and dance.The fourth topic concludes the unit by correctingand discussing the Africanmyths presented in the introductionand helping interestedstudents work on their genealogy. Readinghandouts for students andstudent and teacher bibliographiesare included. (KC) *********************************************************************** Reproductions supplied by EDPsare the bet that can be made from.the oriainal document.