...always contribute to the idea of human freedom. Frederick Douglass, born a slave, died a saving grace, is a man whose contribution to the abolition of...
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...Frederick Douglass was an advocate for the end of slavery. After escaping from slavery, Douglass subscribed to a abolitionist magazine and worked towards freeing other slaves. Frederick’s views relate significantly to those of Walt Whitman. Walt Whitman also sought freedom and equality . Whitman’s views can be seen in “I Hear America Singing” when he writes “The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing” (Whitman, “I Hear America Singing” 10-11). In this quote, Whitman discusses how women should be able to contribute to society regardless of gender. This is similar to Douglass’ views because he discusses how everyone should be able to work together in society regardless of race. In The Narrative...
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...Narrative of the Life of Frederick Douglass Narrative of the life of Frederick Douglass serves as an essential piece of literature that has, and continues, to contribute to history. Douglass’ narrative allows the reader to empathize with him on a human level, exposing the reader to his everyday circumstances and emotions, rather than simply listing off historical facts about slavery. It is commonly known that slavery existed, that millions of Africans were shipped to the United States and other countries around the world, that they were whipped and tortured and forced to provide free labor, and that millions of them died do to the harsh conditions they endured. This information is taught in elementary schools across the nation and is occasionally revisited in junior high and high school, and then again if the person makes it to college. What typically is not taught or touched on, though, is the mental and emotional struggle the slaves endured. Because slavery is no longer prominent and that generation has passed, it is very difficult to dig deeper into what actually occurred during the time period in order to reach a level of empathy that perceives slavery as something more than just a historical fact. Narrative of the Life of Frederick Douglass serves as a fundamental primary source that pulls the reader into the everyday life of a slave and allows them to go beyond history to focus on the human foreground of the narrative. Douglass’ first person point of view is what makes...
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...Battle of Antietam Single bloodiest day of the entire war Casualties: 12,000 Union, 13,000 Confederates McClellan had been ordered by Lincoln to destroy the rebel army did not pursue the Confederate troops Marked a major change in Northern war aims Emancipation Proclamation Shift in public opinion Blow against slavery would make Britain and France less likely to aid the South Weaken the confederacy Emancipate- "Free" all enslaved African Americans in the South On January 1st 1863 Lincoln signed the Emancipation Proclamation Applied only to areas that the Confederacy controlled, it did not actually free anyone. Hoped it would encourage slaves to run away and many would Had the desired effect in Europe. Britain and France decided to withhold recognition of the Confederacy. Southern Victories In the winter of 1862- 1863 the south is winning The ride of war turns Lee decided to invade the North. In June of 1863 he begins moving north with 75000 troops. The two armies meet by accident on July 1st near the town of Gettysburg. Battle of Gettysburg Three days of fighting The Union held the high ground On the third day of battle, Lee decided to launch an attack the he hoped would destroy the Union army. Battle with largest number of casualties of the war. About 50,000 Often described as a turning point. It ended Lee's invasion of the North Pickett's Charge Around 14,000 Confederates advanced across and open field about a half-mile long. Barely half of the...
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...The Men of the Abolitionist Movement: What Did They Contribute? 1. “The Liberator” Garrison, William Lloyd. "The Liberator." Http://fair-use.org/the-liberator/. June 18, 1836. Accessed October 7, 2015. • “It appears to us too clear to admit of either denial or doubt, that the scriptures do sanction slaveholding’ that under the old dispensation it was expressly permitted by divine command.” • “Perhaps the most appalling proof of the ignorant state of the apprentice is the fact, that when British and Foreign Bible Society asked for returns of the number of slaves who could read, and who would thereby be entitled to its gift of the Testaments and Psalter.” i. This is a primary resource ii. “An Appeal to The Colored Citizens of the World” Walker, David. Appeal to the Coloured Citizens of the World. Boston, Massachusetts: DocSouth Books Ed. Chapel Hill : The University of North Carolina Press, 2011. 79. • “That we, (coloured people of these United States of America) are the most wretched, degraded and abject set of beings that ever lived since the world began, and that the white Americans having reduced us to the wretched state of slavery, treat us in that condition more cruel (they being an enlighted and Christian people), than any heathen nation did any people whom it had reduced to our condition.” • “The whites have always been an unjust, jealous, unmerciful, avaricious and blood-thirsty set of beings, always seeking after power and authority.--We view them all...
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...According to SpringBoard P85 “She fights cancer with a smile and hasn’t let it slow her down.” During the 9/11 attack, many victims were trapped in Manhattan, the only way out is by boat. Many civilians decided to help out by using their boat to save others. Because of their actions, tons of people were rescued. Heroes are heroes because they are selfless. One trait that heroes have is that they are determined. Whatever goal they want to reach, they are determined in what they do. During the fight for African American Rights, Rosa Parks did not give up. Despite the fact that she was criticized and even thrown to jail numerous times, she still stood her ground. Many people look up to her and see her as a hero. Around the Civil War era, Frederick Douglass also was determined to fight for equality. Even after he was free, he continues to fight for his brothers and sisters that were bond in the chains of slavery. SpringBoard says “I remained firm…” After he escape from the South, his thought of speaking to white people were frightening and out of his comfort zone. But because his determination for equality was so strong, he faced his fears and gave speeches after...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...University of North Carolina at Pembroke English and Theatre DEPARTMENT COURSE: ENG 2100: African American Literature Fall 2014 INSTRUCTOR: Dr. Charles Tita OFFICE: West Building, Office of Distance Education OFFICE HOURS: Monday 4-6 and Tuesday/Thursday 10:30-12 OFFICE PHONE: 521 6352 FAX: 910 521 6762 EMAIL ADDRESS: charles.tita@uncp.edu LECTURE TIME: Tuesday/Thursday 2-3:15pm LOCATION: DIAL 147 REQUIRED TEXT Gates Jr., Henry Louis, and Nellie Y. McKay, eds. The Norton Anthology of African American Literature. New York: W.W. Norton and Company, 2004. OPTIONAL REFERENCES Locke, Alain, ed. The New Negro. New York: Atheneum, 1968. hooks, bell. Teaching to Trangress: Education as the Practice of Freedom. New York: Routledge, 1994. Harrold, Stanley. American Abolitionists. New York: Pearson Education, 2001. Youngs, J. William T. American Realities: Historical Episodes-From First Settlements to the Civil War. New York: Longman, 2000. Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963. COURSE DESCRIPTION: A survey of African American literature, introducing students to genres, trends, and major periods of African American literature, ranging from the 17th-, 18th- and 19th- century autobiographies and narratives to 20tth –century works. Authors include: Jupiter Hammon, Briton Hammon, Sojourner Truth, Nat Turner, Claude McKay, Zora Neale Hurston, Sterling Brown, Richard Wright, Lorraine Hansberry, Amiri Baraka, Toni Morrison...
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...viewpoints of the North and South. Many people think the main or only cause of the Civil War was slavery, however there are many different aspects that led up to the war. The North and South had very different economies and ways of life. They tried to make compromises to suit both parties, but they never fully satisfied anyone. Of the many plausible causes of the Civil War, economic differences leading to divisions of wealth, slavery, differences in population and politics all led to the Civil...
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...to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. |Week One: Contact, Settlement, Slavery | | |Details...
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...This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Contact, Settlement, Slavery | | Details | Due | Points | Objectives | 1.1 Describe the clash of cultures that took place in North America between the Native Americans, colonists, and Black slaves. 1.2 Describe the establishment of early colonies. 1.3 Describe the development of regional differences among the British colonies. 1.4 Explain the paradoxical rise of slavery and freedom in Colonial America. | | | Course Preparation | Read the course description and objectives.Read the instructor’s biography and post your own. | | | Reading | Read Ch. 1 of HIST2, Volume 1. | | | Reading | Read Ch. 2 of HIST2, Volume 1. | | | Reading | Read Ch. 3 of HIST2, Volume 1. | | | Reading...
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...Elizabeth Cady Stanton Biography: Where did Elizabeth Cady Stanton grow up? Elizabeth Cady was born in Johnstown, New York on November 12, 1815. She had 10 brothers and sisters, however, many of them died during childhood. Only Elizabeth and four of her sisters lived well into adulthood. Her last brother, Eleazar, died when he was 20 years old leaving her mother depressed and her father wishing that Elizabeth was a boy. Elizabeth (sitting) with Susan B. Anthony Not Fair for Women Growing up Elizabeth was exposed to the law through her father Daniel. He was a lawyer who also served as a judge and a U.S. Congressman. She learned that the law was not the same for men and women. She learned that only men could vote and that women had few rights under the law. She didn't think this was fair. She thought she was as good as any boy and should be given the same opportunities. Going to School When Elizabeth reached school age she wanted to go to school to learn. Not many women went to school in those days, but her father agreed to send her to school. At school Elizabeth was an excellent student. She won awards and proved that she could do as well or better than most of the boys. After high school, Elizabeth wanted to go to college. She quickly learned that girls were not allowed into the major universities. She ended up going to a college for girls where she was able to continue her studies. Abolitionist and Human Rights Elizabeth began to believe...
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...Name: |Date: | |Graded Assignment First Semester Final Exam Directions • Mark your answers to the multiple-choice questions on the answer sheet at the end of the multiple-choice section. Use a black or blue pen. • Remember to complete the submission information on every page you turn in. Multiple-Choice Questions (1 hour) Section 1 consists of selections from prose works and questions about their content, form, and style. Questions 1-10. Read the following passage, from "The Yellow Wallpaper," by Charlote Perkins Gilman (1899) carefully before you choose your answers. You may refer to the passage as often as necessary while answering the questions. It is very seldom that mere ordinary people like John and myself secure ancestral halls for the summer. A colonial mansion, a hereditary estate, I would say a haunted house and reach the height of romantic felicity—but that would be asking too much of fate! Still I will proudly declare that there is something queer about it. Else, why should it be let so cheaply? And why have stood so long untenanted? John laughs at me, of course, but one expects that in marriage. John is practical in the extreme. He has no patience with faith, an intense horror of superstition, and he scoffs openly at any talk of things not to be felt and seen and put down in figures. John is a physician, and perhaps—(I would not say it to a living soul, of course, but this is dead paper and a great relief to my mind)—perhaps...
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...Anna Munoz Dr. Jones DISC 1313 December 4, 2015 Music and The Civil Rights Movement of the 1960’s All forms of Black music, from jazz to rock and roll, played an important part in the Civil Rights Movement. The songs were sung for multiple purposes and played a critical role in inspiring, activating, and giving voice to the people involved. The evolution of music during the early 1950’s and 1960’s in the Black freedom struggle reflects the evolution of the Civil Rights Movement itself. The progressive thought of the 1950s nurtured new ideas and cultures including the Civil Rights Movement and the fast spread of rock and roll. One such cultural revival occurred after the end of World War II during a time of change, prosperity and restoration. The “Puritan dicta” outlined by Baldwin represents the American ideology before the Second World War. As the first settlers of this nation, the Puritans set the mold for many common American ideologies. In the Puritan view white represented good and black represented evil, including Africans and their culture. After the war, Baldwin states that the former puritanical views of whites will be challenged. Musicians such as Elvis Presley were the first to issue this challenge to white society. Early rockers like Elvis would pave the way for social commentary in music that would add much fire to the Civil Rights Movement. To fully understand the explosion of popularity of Black music in the years following World War II, one must understand...
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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