Appendices for Chapter 6 Appendix A: Public Memory and Memorialization of Blackbirding Appendix B: Narrative Therapy Appendix C: Analysis Prompts for Text-Based and Visual Sources Appendix D: The History of Blackbirding Appendix E: Modern Wage Slavery Appendix A: Public Memory and Memorialization of Blackbirding Sources 1-4 Appendix A: Source 1 Prereading Prompt: This art, which Helen Stacey Bunton (third author of this chapter) created using digitally layered historic images and text, is entitled Recruiting South Seas Labourers. The captain of a slaving ship, W.T. Wawm, painted the original watercolor. Meaning is conveyed through the intertwined imagery and primary source extracts, which bond Sources 6, 7, and 8. Helen Stacey Bunton’s selection of a club’s handle as an artistic border illustrates the violence associated with recruitment. Pay close attention to how the text connects with the image. Embedded Sources: Image: Wawm, W. T. (1892). Recruiting labourers in the south sea islands, watercolour, V*/col L R/1, Mitchell Library, State Library of NSW. Texts: Towns, E. R. (1863). Letter, 29th May, Sydney: ‘To any missionary into whose hand this may come.’ In F. H. L. Paton (1885). The kingdom in the Pacific (pp. 22-25). United Council of Missionary Education. Wawm, W. (1885). The Royal Commission report (as cited in F. H. L. Paton’s (1885, p. 24.) The kingdom in the Pacific. United Council of Missionary Education.). N.A. (n.d.). The Kanaka labour traffic, in James Paton (Ed.). (1891). John G. Paton: Missionary to the New Hebrides (n.p.n.). Note: A cartographer and mariner, commanded labour trafficking vessels between Australia and the Pacific Islands from 1875-1894. Border: Carved staff (detail), New Hebrides, c.1870s. Bunton F.H.L. Paton Collection. Thinking Prompt: What is the artist trying to convey? What meaning can be extracted from each of the three primary source extracts? In the image? In the borders? How are the messages expressed in the art in its entirety greater than the sum of its elements (i.e., primary source extracts, image, and borders)? Appendix A: Source 2 Prereading Prompt: This song, which was created by David Bunton (second author of this chapter), memorializes Blackbirding. Artists encode messages through instruments, lyrics, and, in this case, imagery. David articulated the personal and historical significance in the accompanying Composer’s Statement. Bunton, D. (n.d.) Australian islander tribute (Pacific version). https://www.youtube.com/watch?v=a-NTtH1p-a0&feature=youtu.be Thinking Prompts: How do the descendants contextualize and express the historical significance and modern meaning of Blackbirding? What is the artist trying to convey? How did he encode messages visually, textually, and musically? Appendix A: Source 3 Prereading Prompt: These are three journalistic attempts to document one little-known aftermath of Blackbirding. The first two are newspaper articles and the final is an accompanying video reporting how descendants of orphaned Australian Aboriginal children taken back to Pacific islands with the Blackbirded laborers in the early 1900s search for long-separated family in Australia. Graue, C. (2018, May 4). ‘They call us Australians’: Vanuatu descendants of Indigenous Australians search for long lost family. ABC News: Pacific Beat. https://www.abc.net.au/news/2018-05-05/descendants-of-indigenous-australians-in- vanuatu-seek-reunions/9726102 Elston, R. (2018, October 5). ‘Tears of joy’: Indigenous descendants from Vanuatu begin family search. SBS News. https://www.sbs.com.au/news/tears-of-joy-indigenous- descendants-from-vanuatu-begin-family-search Elston, R. (2018, May 14). ‘Tears of joy’: Indigenous descendants from Vanuatu begin family search.” SBS News. https://www.youtube.com/watch?v=Zn8Tbp2pNRE Thinking Prompt: How do the descendants contextualize and express the historical significance and modern meaning of Blackbirding? Appendix A: Source 4 Prereading Prompt: The final source, from State Library of Queensland’s CitizenJ project, contains archived oral histories from descendants of nine Blackbirding victims. The CitizenJ Project (n.d.). Australian South Sea Islanders 150 years: What does it mean? Exploring the Future in Journalism. http://citizenj.edgeqld.org.au/megastories/australian- south-sea-islanders-150-years-what-does-it-mean/ Sinnamon, M. (2019, March 24). Australian South Sea Islanders having a voice. State Library of Queensland. http://blogs.slq.qld.gov.au/assi/2019/03/24/australian-south-sea- islanders-having-a-voice/ Thinking Prompt: How do the descendants contextualize and express the historical significance and modern meaning of Blackbirding? Appendix B: Narrative Therapy Note: David Bunton’s (second author of this chapter) narrative therapy to the aforementioned Reverend Dr. John G. Paton. Appendix C: Analysis Prompts for Text-Based and Visual Sources Source # Text-Based Sources Who wrote this? Why was it written? Who is the audience? What did the author want to convey to the audience? What is are most important aspects of this? Why was this assigned? Where do you see connections between this and other sources? Source # Visual Sources Why was it created? What is the creator trying to convey? How did the creator encode messages? What is are most important aspects of this? Why was this assigned for you to examine? Where do you see connections between this and other sources? Appendix D: The History of Blackbirding Sources 5-16 Appendix D: Source 5 Prereading Prompt: Secondary sources are written long after the event or era. This secondary source, which was created for this inquiry by the authors, contextualizes Blackbirding on a timeline of chattel slavery and quasi-slavery. Chattel slavery’s beginning is often traced to 1619 when the Dutch brought captive Africans to Jamestown, Virginia. Over three centuries, between 10 and 20 million enslaved humans were taken from Africa. Britain abolished the Atlantic slave trade, but not chattel slavery, in 1807. Chattel slavery continued unabated for decades in British colonies until 1833. Abraham Lincoln’s Emancipation Proclamation (1863) and Blackbirding—enslavement via deceit or seizure—in the Pacific emerged around the same time: Blackbirding on a small scale in 1847 and large-scale from 1863. In 1865 in the United States, slavery officially ended, though white Americans’ reactionary resistance intimidated, marginalized, and regulated formerly enslaved citizens. In the Pacific over the next 40 years, more than 50,000 islanders—mostly male youths and adults—were captured or deceptively hired as workers whose hard labors resulted in death rates of nearly one-third. Blackbirding, though ostensibly contractual, resulted in quasi-slavery to the victims and in untethered communities to those women and children left behind. History has obscured the impact of Blackbirding on Vanuatu, the Solomon Islands and New Caledonia and other locales that many readers, particularly American students, might fail to locate on a map. Blackbirding did not formally end for decades. In the early 20th century, most formerly enslaved—or Blackbirded—Melanesians were deported under a white Australia policy. As readers will see, the remnants of Blackbirding remain both inside and far beyond Australia. Interested classes can watch the video of prominent scholars speaking on Blackbirding (linked below). Clive Moore, a history professor, spoke about the history of Blackbirding. Reid Mortensen, a law professor, spoke about Blackbirding in 1860s-era Australian courts. Paul Malai Mae, who is from the Solomon Islands, spoke about the community experiences relating to Blackbirding. Source: Davis, E. M. (2014, September 19). Courting Blackness symposium: The University of Queensland, St Lucia. https://www.youtube.com/watch?time_continue=9&v=9GuXApw-7cw Thinking Prompt: What new information did you learn? What questions do you have? Appendix D: Source 6 Prereading Prompt: This primary source is an artistic representation of a Blackbirding vessel. Pay attention to the date and details within the artistic rendering. Source: Seizure of the Blackbirding schooner “Daphne” and its cargo by the Her Majesty’s Ship (HMS) “Rosario” in 1869. https://commons.wikimedia.org/w/index.php?curid=3503946 Thinking Prompt: What must it have taken to keep so many people captive? Appendix D: Source 7 Prereading Prompt: This primary source is a photograph of Blackbirded field workers. Pay attention to the title and date. Source: South Sea Islanders working in a field, c 1870-1900. Queensland State Archives, Digital Image ID 22994. https://www.sea.museum/2017/08/25/australias-slave-trade Thinking Prompt: What must it have taken to force so many people to work for meager or no pay? Appendix D: Source 8 Prereading Prompt: This oral history shares the boat working experiences of a victim of Blackbirding. Pay attention to who experienced and who shared the story along with how this oral history connects to the previously-analyzed documents. “He was only a boy at the time, just a teenager. He and his friends were all playing on the beach. And these white men came and said, ‘Come in and have a look at the boats.’ So, they went onto the boat, and they took them down below the deck, and the next thing they were gone, out to sea! A lot of them still got away even when they were way out to sea. A lot of them got out and dived over the side. But with no land in sight, the poor fellows must have drowned. That is how my father told me.” Source: Moore, C. (1979, p. 15) The forgotten people. Thinking Prompt: How are the claims in this oral history corroborated by other sources? Considering how this oral history aligns with and is connected to other texts, is this second-hand oral history credible? Appendix D: Source 9 Prereading Prompt: This oral history shares the boat and subsequent working experiences of Kanakas, a pejorative for Blackbirded Islanders. Pay attention to who experienced and who shared the story along with how this oral history connects to the previously-analyzed documents.