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Codes of Ethics in Freedom Narratives Syllabus
CE 350: Codes of Ethics in Freedom Narratives Union Theological Seminary-NYC Spring Semester 2010 Tuesday 10 to 11:50 a.m. Katie G. Cannon, Ph.D. Office Hour: by appointment Course Description: This course is an interdisciplinary inquiry into the moral issues related to enslaved Africans who worked in the economies of the North America. Most scholars who study the transatlantic slave trade talk consistently about quantitative numbers and business transactions without any mention of the ethical complexities that offer a critique of the various ways that religion both empowered and disenfranchised individuals in the struggle to actualize an embodied sacred self. Close textual reading of slave novels will spell out how four centuries of chattel slavery affected Christians in previous generations and currently. Objectives: a) to examine theological themes and contemporary ethical issues in the freedom narratives of enslaved African Americans; b) to understand how novels functions as continuing symbolic expression and transformer of Christian discipleship; and c) to develop familiarity with literature in the field of study. Requirements and Procedures: - Regular class attendance and reading that is complete, careful and on schedule are essential for this course. - To help promote lively, meaningful exchange, everyone is required to complete the five steps in writing the Epistolary Journal Entry beginning with Tuesday, February 16, 2010, and each class session thereafter. - As facilitators, 1) each student will open with a devotional moment, 2) watch a clip from a slave documentary that jump-starts a conscientization free write, 3) circulate photocopies of their Epistolary Journal Entry, and 4) discuss findings with the class. -
A Framework for Teaching American Slavery
K–5 FRAMEWORK TEACHING HARD HISTORY A FRAMEWORK FOR TEACHING AMERICAN SLAVERY ABOUT THE SOUTHERN POVERTY LAW CENTER The Southern Poverty Law Center, based in Montgomery, Alabama, is a nonpar- tisan 501(c)(3) civil rights organization founded in 1971 and dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. ABOUT TEACHING TOLERANCE A project of the Southern Poverty Law Center founded in 1991, Teaching Tolerance is dedicated to helping teachers and schools prepare children and youth to be active participants in a diverse democracy. The program publishes Teaching Tolerance magazine three times a year and provides free educational materials, lessons and tools for educators commit- ted to implementing anti-bias practices in their classrooms and schools. To see all of the resources available from Teaching Tolerance, visit tolerance.org. © 2019 SOUTHERN POVERTY LAW CENTER Teaching Hard History A K–5 FRAMEWORK FOR TEACHING AMERICAN SLAVERY 2 TEACHING TOLERANCE // TEACHING HARD HISTORY // A FRAMEWORK FOR TEACHING AMERICAN SLAVERY CONTENTS Introduction 4 About the Teaching Hard History Elementary Framework 6 Grades K-2 10 Grades 3-5 18 Acknowledgments 28 Introduction Teaching about slavery is hard. It’s especially hard in elementary school classrooms, where talking about the worst parts of our history seems at odds with the need to motivate young learners and nurture their self-confidence. Teaching about slavery, especially to children, challenges educators. Those we’ve spoken with—especially white teachers—shrink from telling about oppression, emphasizing tales of escape and resistance instead. They worry about making black students feel ashamed, Latinx and Asian students feel excluded and white students feel guilty. -
Cloudsplitter
Reading Guide Cloudsplitter By Russell Banks ISBN: 9780060930868 Plot Summary Owen Brown, an old man wracked with guilt and living alone in the California hills, answers a query from an historian who is writing about the life and times of Owen's famous abolitionist father, John Brown. In an effort to release the demons of his past so that he can die in peace, Owen casts back his memory to his youth, and the days of the Kansas Wars which led up to the raid on Harper's Ferry. As he begins describing his childhood in Ohio, in Western Pennsylvania, and in the mountain village of North Elba, NY, Owen reveals himself to be a deeply conflicted youth, one whose personality is totally overshadowed by the dominating presence of his father. A tanner of hides and an unsuccessful wholesaler of wool, John Brown is torn between his yearnings for material success and his deeply passionate desire to rid the United States of the scourge of slavery. Having taken an oath to God to dedicate his life and the lives of his children to ending slavery, he finds himself constantly thwarted by his ever-increasing debts due to a series of disastrous business ventures. As he drags his family from farmstead to farmstead in evasion of the debt collectors, he continues his vital work on the Underground Railroad, escorting escaped slaves into Canada. As his work brings him into contact with great abolitionists like Frederick Douglass, Harriet Tubman, and other figures from that era, Brown finds his commitment to action over rhetoric growing ever more fervent. -
RIVERFRONT CIRCULATING MATERIALS (Can Be Checked Out)
SLAVERY BIBLIOGRAPHY TOPICS ABOLITION AMERICAN REVOLUTION & SLAVERY AUDIO-VISUAL BIOGRAPHIES CANADIAN SLAVERY CIVIL WAR & LINCOLN FREE AFRICAN AMERICANS GENERAL HISTORY HOME LIFE LATIN AMERICAN & CARIBBEAN SLAVERY LAW & SLAVERY LITERATURE/POETRY NORTHERN SLAVERY PSYCHOLOGICAL ASPECTS OF SLAVERY/POST-SLAVERY RELIGION RESISTANCE SLAVE NARRATIVES SLAVE SHIPS SLAVE TRADE SOUTHERN SLAVERY UNDERGROUND RAILROAD WOMEN ABOLITION Abolition and Antislavery: A historical encyclopedia of the American mosaic Hinks, Peter. Greenwood Pub Group, c2015. 447 p. R 326.8 A (YRI) Abolition! : the struggle to abolish slavery in the British Colonies Reddie, Richard S. Oxford : Lion, c2007. 254 p. 326.09 R (YRI) The abolitionist movement : ending slavery McNeese, Tim. New York : Chelsea House, c2008. 142 p. 973.71 M (YRI) 1 The abolitionist legacy: from Reconstruction to the NAACP McPherson, James M. Princeton, NJ: Princeton University Press, c1975. 438 p. 322.44 M (YRI) All on fire : William Lloyd Garrison and the abolition of slavery Mayer, Henry, 1941- New York : St. Martin's Press, c1998. 707 p. B GARRISON (YWI) Amazing Grace: William Wilberforce and the heroic campaign to end slavery Metaxas, Eric New York, NY : Harper, c2007. 281p. B WILBERFORCE (YRI, YWI) American to the backbone : the life of James W.C. Pennington, the fugitive slave who became one of the first black abolitionists Webber, Christopher. New York : Pegasus Books, c2011. 493 p. B PENNINGTON (YRI) The Amistad slave revolt and American abolition. Zeinert, Karen. North Haven, CT : Linnet Books, c1997. 101p. 326.09 Z (YRI, YWI) Angelina Grimke : voice of abolition. Todras, Ellen H., 1947- North Haven, Conn. : Linnet Books, c1999. 178p. YA B GRIMKE (YWI) The antislavery movement Rogers, James T. -
© 2019 Kaisha Esty ALL RIGHTS RESERVED
© 2019 Kaisha Esty ALL RIGHTS RESERVED “A CRUSADE AGAINST THE DESPOILER OF VIRTUE”: BLACK WOMEN, SEXUAL PURITY, AND THE GENDERED POLITICS OF THE NEGRO PROBLEM 1839-1920 by KAISHA ESTY A dissertation submitted to the School of Graduate Studies Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in History Written under the co-direction of Deborah Gray White and Mia Bay And approved by ________________________ ________________________ ________________________ ________________________ ________________________ New Brunswick, New Jersey MAY 2019 ABSTRACT OF THE DISSERTATION “A Crusade Against the Despoiler of Virtue”: Black Women, Sexual Purity, and the Gendered Politics of the Negro Problem, 1839-1920 by KAISHA ESTY Dissertation Co-Directors: Deborah Gray White and Mia Bay “A Crusade Against the Despoiler of Virtue”: Black Women, Sexual Purity, and the Gendered Politics of the Negro Problem, 1839-1920 is a study of the activism of slave, poor, working-class and largely uneducated African American women around their sexuality. Drawing on slave narratives, ex-slave interviews, Civil War court-martials, Congressional testimonies, organizational minutes and conference proceedings, A Crusade takes an intersectional and subaltern approach to the era that has received extreme scholarly attention as the early women’s rights movement to understand the concerns of marginalized women around the sexualized topic of virtue. I argue that enslaved and free black women pioneered a women’s rights framework around sexual autonomy and consent through their radical engagement with the traditionally conservative and racially-exclusionary ideals of chastity and female virtue of the Victorian-era. -
The Excessive Present of Abolition: the Afterlife of Slavery in Law, Literature, and Performance
iii The Excessive Present of Abolition: The Afterlife of Slavery in Law, Literature, and Performance A Dissertation Presented to the Faculty of the Graduate School Of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy By Jesse Aaron Goldberg May 2018 iv © 2018 Jesse Aaron Goldberg v THE EXCESSIVE PRESENT OF ABOLITION: THE AFTERLIFE OF SLAVERY IN LAW, LITERATURE, AND PERFORMANCE Jesse Aaron Goldberg, Ph.D. Cornell University The Excessive Present of Abolition reframes timescales of black radical imaginaries, arguing that Black Atlantic literary and performative texts and traditions resist periodization into past, present, and future. Their temporalities create an excessive present, in which the past persists alongside a future that emerges concurrently through forms of daily practice. I intervene in debates in black studies scholarship between a pessimistic view that points backward, arguing that blackness is marked by social death, and an optimistic view that points forward, insisting that blackness exceeds slavery’s reach. Holding both views in tension, I illuminate the “excess” that undermines this binary. The law’s violence in its rendering of black bodies as fungible exceeds its capacity for justice, and yet blackness exceeds the reach of the law, never reducible to only the state of abjection conjured by the structuring power of white supremacy. I theorize the excessive present through literature and performance in contrast to legal discourse – notably the 1783 British case Gregson v Gilbert, which is striking because it records a massacre of 131 people as an insurance case, not a murder case. The 1781 Zong Massacre recurs through each of my chapters, via J.M.W. -
Interracial Sex and Intimacy in Contemporary Neo-Slave Narratives
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2005 (Un)conventional coupling: Interracial sex and intimacy in contemporary neo-slave narratives Colleen Doyle Worrell 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 American Literature Commons Recommended Citation Worrell, Colleen Doyle, "(Un)conventional coupling: Interracial sex and intimacy in contemporary neo-slave narratives" (2005). Dissertations, Theses, and Masters Projects. Paper 1539623470. https://dx.doi.org/doi:10.21220/s2-y5ya-v603 This Dissertation 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]. (UN)CONVENTIONAL COUPLING Interracial Sex and Intimacy in Contemporary Neo-Slave Narratives A Dissertation Presented to The Faculty of the American Studies Program The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy by Colleen Doyle Worrell 2005 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPROVAL SHEET This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy CIvtuJiVjL-1 Colleen Doyle Worrell Approved by the Committee, April 2005 Leisa D. Meyer, Cd-Chalr ss, Co-Chair {Ul LI-m j y Kimberly Rae Connor University of San Francisco 11 Reproduced with permission of the copyright owner. -
The Black Holocaust and the Poetics of the Slave Sublime
5 Volknation: The Black Holocaust and the Poetics of the Slave Sublime 5.1 Neo-slave Narratives, Memory Work and Affirmation of Negative Heritage As Richard Dyer has aptly remarked, while “[h]istory is a discipline of enquiry into the past; heritage is an attitude towards the legacy of the past” (“Nice Young Men” 44). Accordingly, where historians seek to generate knowledge and understanding about the national past, writers of historical novels are freer to interpret it in line with current political and ideological needs. But even though “heritage is not history” (Hewison, The Heritage Industry 10), both historians and writers are, in some measure, driven by a “heritage impulse,” which, in the words of Higson, is thus about seizing hold of the selected aspects of the past and presenting them in a way that tallies with current sensibilities and needs – it is in Lowenthal’s term, a declaration of faith in a particular way of seeing the past. Therefore, it is important to recognize that heritage is often invented or revised as it is conserved – hence the insistence on agency on the part of those who mobilize the past as heritage. (English Heritage 50) I would like to suggest, in this chapter that like historians, BWR writers were social actors re-imagining the past with a view to creating in their heritage/historical nar- ratives what Brett has called “popular” history (The Construction of Heritage 4), or what Ditchfield has called “applied” history (“Foreword” ix). I will argue here that some BWR historical and maternal romances aimed to reconstruct through the matri- lineal line “the specific origin of the people (or their race) (Volknation)” (Yuval-Davis, Gender Nation 21), and to cull from the depths of this reinvented communal past cul- tural values that could form the core for “exclusionary/homogenous visions of the ‘nation’” (ibid.). -
December 26, 1848: Ellen and William Craft Escape Slavery Learn More
December 26, 1848: Ellen and William Craft Escape Slavery Learn More Suggested Readings R. J. M. Blackett, Beating Against the Barriers: Biographical Essays in Nineteenth-Century Afro- American History (Baton Rouge: Louisiana State University Press, 1986). Sarah Brusky, "The Travels of William and Ellen Craft: Race and Travel Literature in the Nineteenth Century," Prospects 25 (2000): 177-91. William and Ellen Craft, Running a Thousand Miles for Freedom: The Escape of William and Ellen Craft from Slavery (Athens: University of Georgia Press, 1999). Barbara McCaskill, "Ellen Craft: The Fugitive Who Fled as a Planter," in Georgia Women: Their Lives and Times, vol. 1., ed. Ann Short Chirhart and Betty Wood (Athens: University of Georgia Press, 2009). Barbara McCaskill, "'Yours Very Truly': Ellen Craft—The Fugitive as Text and Artifact," African American Review 28 (winter 1994). Ellen Samuels, "'A Complication of Complaints': Untangling Disability, Race, and Gender in William and Ellen Craft's Running a Thousand Miles for Freedom," MELUS 31 (fall 2006): 15-47. Dorothy Sterling, Black Foremothers: Three Lives (Old Westbury, N.Y.: Feminist Press, 1998). Daneen Wardrop, "Ellen Craft and the Case of Salomé Muller in Running a Thousand Miles for Freedom," Women's Studies 33 (2004): 961-84. “William and Ellen Craft (1824-1900; 1826-1891).” New Georgia Encyclopedia. http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-622&sug=y Georgia Women of Achievement: http://www.georgiawomen.org/2010/10/craft-ellen-smith/ “Voices From the Gap.” University of Minnesota. http://voices.cla.umn.edu/artistpages/craftEllen.php Documenting the American South: http://docsouth.unc.edu/neh/craft/menu.html Stories of the Fugitive Slaves. -
John Brown: Villain Or Hero? by Steven Mintz
John Brown: Villain or Hero? by Steven Mintz John Brown, ca. June 1859, four months before his raid on Harpers Ferry, Virginia. (Gilder Lehrman Collection) In 1856, three years before his celebrated raid on Harpers Ferry, John Brown, with four of his sons and three others, dragged five unarmed men and boys from their homes along Kansas’s Pottawatomie Creek and hacked and dismembered their bodies as if they were cattle being butchered in a stockyard. Two years later, Brown led a raid into Missouri, where he and his followers killed a planter and freed eleven slaves. Brown’s party also absconded with wagons, mules, harnesses, and horses—a pattern of plunder that Brown followed in other forays. During his 1859 raid on Harpers Ferry, seventeen people died. The first was a black railroad baggage handler; others shot and killed by Brown’s men included the town’s popular mayor and two townsfolk. In the wake of Timothy McVeigh’s attack on the federal office building in Oklahoma City in 1995 and al Qaeda’s strikes on the World Trade Center and Pentagon in 2001, Americans might ask how they should remember John Brown. Was he a bloodthirsty zealot, a vigilante, a terrorist, or a madman? Or was he one of the great heroes of American history, a freedom fighter and martyr to the cause of human liberty? Was his resort to violence any different from, for example, those by Paul Hill and John Salvi, who, in the mid-1990s, murdered abortion-clinic workers in God’s name? Nearly a century and a half after his execution, John Brown remains one of the most fiercely debated and enigmatic figures in American history. -
December 26, 1848: Ellen and William Craft Escape Slavery
December 26, 1848: Ellen and William Craft Escape Slavery Daily Activity Introduction: The daily activities created for each of the Today in Georgia History segments are designed to meet the Georgia Performance Standards for Reading Across the Curriculum, and Grade Eight: Georgia Studies. For each date, educators can choose from three optional activities differentiated for various levels of student ability. Each activity focuses on engaging the student in context specific vocabulary and improving the student’s ability to communicate about historical topics. One suggestion is to use the Today in Georgia History video segments and daily activities as a “bell ringer” at the beginning of each class period. Using the same activity daily provides consistency and structure for the students and may help teachers utilize the first 15-20 minutes of class more effectively. Optional Activities: Level 1: Provide the students with the vocabulary list and have them use their textbook, a dictionary, or other teacher provided materials to define each term. After watching the video, have the students write a complete sentence for each of the vocabulary terms. Student created sentences should reflect the meaning of the word based on the context of the video segment. Have students share a sampling of sentences as a way to check for understanding. Level 2: Provide the students with the vocabulary list for that day’s segment before watching the video and have them guess the meaning of each word based on their previous knowledge. The teacher may choose to let the students work alone or in groups. After watching the video, have the students revise their definitions to better reflect the meaning of the words based on the context of the video. -
146 Kansas History Kansas Literature and Race
An unidentified African American woman in Topeka in the 1860s. Kansas History: A Journal of the Central Plains 36 (Autumn 2013): 146–57 146 Kansas History Kansas Literature and Race by Thomas Fox Averill ansas writers have always had, and rightfully, an ambivalence about race. What else to expect in a place known as Free State Kansas and Bleeding Kansas, but where segregation—at school, work, facilities—was the norm by 1900? What else to expect in a place associated with fiery abolitionist John Brown, but also with rampant Ku Klux Klanism by the 1920s, a half century later? What else to expect in a state that was the chosen destination of the first African American migration from the South after Reconstruction failed—the Exoduster Kmovement—but came to be known, among blacks at least, as a border, even a southern, state? What else to expect in a state that attracted educated blacks and early on elected African Americans to office, but also lynched at least nineteen blacks between 1880 and 1930? What else to expect in a state that gave more lives and suffered more wounds than any other (per capita) in the Union Army during the Civil War, that was decidedly Republican in part because it was so heavily settled by Union Army veterans, but ended up both the home of segregated Nicodemus, the first all-black settlement in the west, with its positive associations, and Tennessee Town and the Brown v. Board desegregation lawsuit in negatively segregated Topeka?1 Thomas Fox Averill is writer-in-residence and professor of English at Washburn University in Topeka, where he teaches creative writing and courses in Kansas literature, folklore, and film.