...Benjamin Banneker is the son of former slaves and a very well accomplished man. With many different occupations, he is well spoken and articulate in his letter to Thomas Jefferson in which he argues against slavery. As a son of former slaves Benjamin Banneker explains why the social crimes that the colonies faced should apply to slaves as well. In the history of the United States, slavery is a part that the nation would like to overlook but we cannot. Benjamin Banneker wrote to Thomas Jefferson about his feeling against slavery where he implements several cases of repetition and takes the point of view of Thomas Jefferson himself. Banneker uses repetition by starting every paragraph with Sir, this sir, or here sir. By starting with a phrase with sir, he shows respect to Thomas Jefferson. This also hints that Benjamin Banneker feels that Thomas Jefferson is a well enough respected man to make the decision of opposing slavery. Benjamin Banneker not only shows the utmost respect to Thomas Jefferson, but also takes the point of view of Jefferson’s struggle. This letter was written in 1791, 15 years after the declaration of independence was written. The Declaration of Independence was written because the colonies did not feel free and equal to the British and in the Declaration of Independence states “We hold these truths to be self-evident that all men are created equal.” Benjamin Banneker puts himself in Thomas Jefferson’s shoes and explains to Thomas Jefferson that he...
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...Benjamin Banneker In the time of 1791, America was on the brink of war. Though the cause of this war was rooted on many incidents adding up and festering, they all revolved around one particular topic- slavery. Slavery is ingrained as a rather large portion of American history and eliminating it from practice was a battle all on its own. As a plea to Thomas Jefferson, Benjamin Banneker wrote an emotionally charged letter as an attempt to sway him against this practice. In this letter, Banneker utilizes many important rhetorical devices that are crucial to his message. Through parallelism, repetition, and emotional appeal, Banneker effectively displays his beliefs towards the topic. Banneker begins his letter by discussing the “tyranny of...
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...¨...because I considered it as a document, to which your whole color had a right for their justification, against the doubts which have been entertained of them.¨ (Jefferson, 1791) These words were spoken by our Secretary of State, in the year of 1791, Thomas Jefferson. Jefferson wrote these words to one man, Benjamin Banneker, who challenged the Secretary about the freeing of slaves and for equality to people of color. Though this was not Banneker´s only achievement, for 1791 was the year of Banneker. Benjamin Banneker was born on November 9th, 1731 to a freed African slave and a biracial mother. With his parents’ status of freedom, Banneker escaped slavery. The area where Banneker lived, Baltimore County, was a ¨color-blind area¨. This meant that color was not an issue in this area of Maryland and people were not judged upon their race. This was not uncommon in the state seeing as it was the first...
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...Benjamin Banneker writes to Thomas Jefferson in 1791 to ask for exactly what was supposed to be promised to all Americans in the Declaration of Independence. Banneker writes on behalf of his brothers and sisters in slavery, who have not been fortunate enough to receive the education and experience that Banneker himself has been granted. Benjamin Banneker was the son of former slaves, who became a farmer, astronomer, mathematician, surveyor, and author. Benjamin Banneker uses pathos, tone, and logic to drive home his opposition to slavery. Jefferson is a very well-known figure in American history, who obviously had very strong emotions about the freedoms those within America should be granted. Banneker, knowing this hit on those exact points....
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...As we look through history there are countless accounts of black people pleading for their freedom or pleading with government officials for a better life. One such account is the letter to Thomas Jefferson written by Benjamin Banneker. Banneker was the son of a former slave, a farmer, an astronomer, a mathematician, a surveyor and an author. Within his letter banneker utilizes logos in order to argue against slavery. Towards the end of the letter banneker uses an analogy. Through lines 31- 48 the tone of the passage shifts from respectful to accusatory. This shift took place in order to highlight the rights from The Declaration of Independence that black people are clearly being denied. As such, in his following paragraph, he expounds on...
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...This letter, written from Benjamin Banneker to Thomas Jefferson, is framed in a logic that reveals Banneker’s opinion that Slavery is wrong. Banneker believes that Thomas Jefferson knows this but is failing to correct it. Even though he is too affable to come right out and say it, it is found by Banneker to be hypocritical of Jefferson to have been the face for the US’s fight for freedom against Britain, yet to keep a slave under his control. Jefferson is not acknowledging the situation for what it is and Banneker has realized this and wanted to politely attempt to make his opinion known. Benjamin Banneker uses Thomas Jefferson’s words written in the Declaration of Independence to turn the tables back on him. Mentioned in Banneker’s letter...
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...were dominant in America. The most afflicted people were the Africans and the African Americans. However, not everyone supported the idea of slavery in such a first-class nation. Some were against it, and they struggled to ensure that the inhuman act was stopped. Thomas Jefferson was against the institution of slavery in America. His personal views can be well traced from notes and letters he sent to various leaders. For one, Jefferson was against slavery because he believed that all men were created equal. No man is superior than the other, and hence slavery was an inhuman act that set the victims to pain and torture. He thought that white man was just as equal to black man and there should be no difference in the manner that the two are treated. In his reply letter to Mr. Benjamin Banneker on August 30, 1791, he expressed how a black man has equal talent as a white man (Letter to Benjamin Banneker). None of these individuals should live in degraded conditions. Color does not justify slavery of the Africans and African Americans. To Jefferson, the institutions of slavery were a source of division. The white men intended to retain and enslave black men in American so that they would save the...
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...colonists’ cause against Britain. He understood that slavery could be used as a platform to preach a higher morality. Jefferson assumed the newly established country would at least rhetorically be founded on ideas of justice and equality. He wanted to create a enlightened nation with “freedom,” and “liberty” as the foundation of its establishment. The Revolutionaries, rather then incriminate themselves, chose to omit Jefferson’s point on slavery from the final draft. Nevertheless, it appears that Jefferson understood the inconsistences involved with the peculiar institution and the colonists fight for “liberty.” This public...
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...had the opportunity to have an interesting political career that would allow him to have great authority over the newly made country. From becoming a lawyer, to eventually become the third United States president, Thomas Jefferson would be one of the most important United States historical figures. Benjamin Bannekar who was a freed African American was a scientist and surveyor who wrote many works about his enslaved people. Bannekar’s viewpoints about slavery contradict those of Jefferson’s making a clash between two great minds. Analyzing these two men’s viewpoints about the controversial issue of slavery, examining the beliefs about these individuals, and determining what side has a more balance approach to these issues are discussed in this paper. Determining Jefferson view on slavery is a complex issue to many historians. He did not engage in the activity of buying slaves but did own some of his own in his plantation. Although, he owned 200 slaves on his Virginia plantation, he treated the slaves with dignity and respect. He considered them to be economic property in which they deserved the same kind of treatment any other individual would receive. Jefferson called slavery a “abominable crime” which, he personally believed would be the greatest threat to the new country. Jefferson belief that “all men are created equal”, contradict what some believe to be his real intentions were. In 1769 Jefferson help a member in the Virginia house draft a bill that prevented a manumission...
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...and he used the initial money he earned from it to purchase freedom from slavery for his family. In 1831, Thomas Jennings became assistant secretary for the First Annual Convention of the People of Color in Philadelphia, PA. Thomas Jennings was a free man when he took out his patent, otherwise he might have had trouble obtaining the patent in his name. For instance, in 1857, a slave-owner named Oscar Stuart patented a "double cotton scraper" invented by his slave, Ned, arguing, "the master is the owner of the fruits of the labor of the slave both manual and intellectual". Initially, he U.S. patent office changed the patent laws in favor of Oscar Stuart, but in 1870, the U.S. government passed a patent law giving all American men, including African Americans, the rights to their inventions. Most slaves in the Southern states of the USA were denied education. The slave owners were afraid of slave rebellions occurring if slaves had access to texts based on enlightenment thinking, like Thomas Paine's "the Rights of Man". Even if African American inventors were free, like Jennings, they had severe prejudices to overcome. Most African Americans, slaves or free men, were condemned to domestic service, manual trades, and agriculture by the institutional racism of American society in the 19th century (and beyond.) Nevertheless, during this period, several African Americans managed to obtain an education, against all the odds, and made significant...
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...Some of the successes of African Americans in the period 1800-1860 include: • Mathematician and surveyor Benjamin Banneker published an almanac and helped lay out the new capital in the District of Columbia. • Joshua Johnston won praise for his portraiture • Merchant Paul Cuffee acquired a small fortune from his business enterprises. • Throughout the North, largely unknown men and women founded schools, mutual-benefit organizations and fellowship groups, often called Free African Societies. Discriminated against white Protestants, they formed their own congregations and new religious denomination – the African Methodist Church, headed by Bishop Richard Allen. • The Ohio Constitution outlawed slavery. It also prohibited free blacks from voting. The Ohio Legislature passed the first “Black Laws” which placed other restrictions on free African Americans living in the state. • The Lewis and Clark Expedition explored newly purchased Louisiana and the Pacific Northwest. An African American, York, is prominent in the expedition. • Great Britain abolishes the importation of enslaved Africans into its colonial possessions. • The United States government abolished the importation of enslaved Africans, however, the ban is widely ignored. Between 1808 and 1860, approximately 250,000 blacks are illegally imported into the United States. Slave trading within the states (the domestic trade) continues until the end of the Civil War. • Previously independent African American schools...
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...Was the highest ranking military officer in the Northwest area. Considered the “Conqueror of the Old Northwest.” #10: Joseph Bryant Minister of the Churches of Christ. Created the Emphasized Bible. Also marked up the original Bible to prove certain meanings. #11: Yorktown The site of the Siege of Yorktown. It consisted of the American and French combined force against the British. Was the final land battle of the war. #12: Saratoga Two small battles that ended with the Americans capturing Gen. John Burgoyne. Burgoyne had tried to separate New York from Massachusetts. Led to Spain joining the war against Britain. #13: Abigail Adams 1st 2nd lady and 2nd 1st Lady. (Confusing, huh?) Her husband John always wanted her advice on matters. The letters she wrote showcase women’s role in the war. #14: The Treaty of Paris, 1783 The treaty that ended the Revolutionary War! Gave America the one thing they had always wanted, Independence. Nearly gave America the Province of Quebec as well! #15: “Natural Aristocracy” Aristocracy built on work, rather than being born into wealth. Focused on those that had worked hard to earn their wealth. Wanted their political system to be more...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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