...devided in four distinct stages. Firtly, the non-fictional slave narratives of the 18 and 19th centuries. Secondly, the emergence of longer fictional texts such as novels in the end of the 19th and beginning of the 20th century. Thridly, the cultural boom of African American art and literature around the 1920s. Finally, a more radical movement starting in the 1960s. Before dissecting these stages in more details, it is mandatory to mention Phillis Wheatley. Even though she was a slave herself, the literature she produced differered greatly from the slave narratives. She wrote poetry in the lyrical form, very influenced by John Milton’s and Alexander Pope’s poetry and the Greek and Latin classics. Nevertheless, her apparent submission to the white literary tradition, as well as religion is questionable. In the first part of her poem On Being Brought from Africa to America, Wheatley seems to be grateful for the kindness whites have shown her and for presenting her Christianity. Still, towards the end, thanking whites for having brought her to America sneaks in the question of race and the acknowledgement of racism in America. Considering...
Words: 775 - Pages: 4
...the guise of darkness and staying in safe houses during the day. The goal of the railroad was to get the slaves from the South to the Free states and to Canada where slavery was prohibited. A slave knew that once they crossed the border into any one of the Free states that they were safe from the cruelty of being a slave as long as they were not captured by slave catchers. A reason why the railroad was so successful was because they had allies who were both black and white. One such example is the Quakers, as well as the...
Words: 1384 - Pages: 6
...Brown to his actions in trying to end slavery? What was the equal or far worse reaction from his pro-slavery opponents? This first action was not taken by John Brown but by Congress and the action was not anti-slavery but pro-slavery the action was The Fugitive Slave Act of 1850, was passed by the United States Congress on September 18th 1850, as part of the Compromise of 1850 between Southern slave-holding interests and Northern free soils. This was one of the most controversial acts of the 1850 compromise and heightened Northern fears of a slave rebellion. It declared that all runaway slaves were, upon capture, to be returned to their owners/masters. Abolitionists nicknamed it the "Bloodhound Law" for the dogs that were used to track down runaway slaves. After this was passed by Congress, there was an equal reaction on part of John Brown, he founded a militant group to prevent the capture of runaway slaves, and he called it The League of Gileadites. In the Bible the Mount Gilead was the place where only the bravest of Israelites would gather together to face an invading enemy. Brown on leaving Springfield in 1850, Brown instructed the League of Gileadites to act "quickly, quietly, and efficiently" to protect slaves that escaped to Springfield. It is worth noting that from Brown's founding of the League of Gileadites onward, not one person was ever taken back into slavery from Springfield, Massachusetts. During the time that Brown was in Springfield he was not aware that...
Words: 2016 - Pages: 9
...Britain, France, or any other European power. The South was able, however, to buy considerable war matériel and several fast ships that destroyed much Federal shipping on the high seas. South = one crop economy By 1840 - 50% of US exports was cotton / was providing 50% of the world supply / providing 75% of England’s supply 1/5 of workers tied to the textile industry but cotton also drives northern economy - needs cotton for textiles (supporting abolition and making $ off slavery). Different economies of the North and South between 1815-1861 North: Industrial Abolition slavery No need for slaves They didn’t need cheap labors like slaves because of the immigrants. Machines were starting to replace jobs of humans. Less labor intensive: e.g. clothes free market, protective tariffs, Zinn said this was the main reason for divide South: Agricultural economy Slaves were an integral part of the South’s economy. King Cotton Tobacco Large plantation that held lots of...
Words: 2088 - Pages: 9
...List and be able to give examples of Bloom’s Cognitive Taxonomy of higher learning, and how it must be applied to multicultural education. Know this material well! Be able to listen to typical “teacher talk” and match up the levels appropriately. (Building MC Curriculum PPT) a. Level 1: knowledge –lists, label, recite, name, find, and memorize b. Level 2: Comprehension- paraphrase, discover, translate c. Level 3: Application- apply, transfer, generalize, relate, operate d. Level 4: Analysis- deduce, distinguish, dissect, audit, inspect e. Level 5: Synthesis- create, hypothesize, invent imagine, assemble f. Level 6: Evaluation- appraise, evaluate, interpret, predict, justify Study the 13 multicultural dispositions that Dr. T. has based his curriculum for this class on. Be able to quote them (your own words are Ok as long as they are accurate). (PPT a. Not about me, about the lives I serve b. Everyone can learn all my best effort c. Celebrate differences d. Many truths in the world e. Multi-disciplinary makes largest impression f. Analysis of power and privilege needed g. Disagree with being… h. Stay on top of things to always justify i. Show every side, let them decide j. Get thicker skin k. Good intentions are not enough l. First step begins with helping the hurt m. I must be the change Question: According to contemporary anthropologists, is race a stable category for organizing and differentiating the people of our world? (L, F-2) No its not ...
Words: 6025 - Pages: 25
...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
Words: 159106 - Pages: 637
...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 ...
Words: 113589 - Pages: 455