...HIST 123 Name Garrett Kilduff Pritchard Douglass, Narrative of the Life of Frederick Douglass Study Guide What kind of book is this? This book is a narrative and an autobiography What kind of historical source? This is a primary historical source in the fact that this was told through the eyes of someone who lived and witnessed this time in history. Who wrote this book? When was it published? What is the book’s purpose? Who was supposed to read this book? This book was written by Frederick Douglass himself and it was published in 1845. The purpose of this book was to inform the readers about the horrors of slavery and the effects it had on the people. I also believe that since this book was written during the time of slavery, he wanted to persuade people against it. I believe he wished everyone, especially children during the time to read it to realize the horrors of such an institution. Who were William Lloyd Garrison and Wendell Phillips? What were their roles in book? William Lloyd Garrison is the Founder of the American Anti-Slavery Society, while Wendell Phillips s the president of the society. These men played roles in getting Frederick Douglass to publish his work and story about slavery. Mr. Garrison also hired Frederick for the cause of abolishing slavery. Briefly describe the author of this book – i.e., birth date and location, geographical movements, life when book was published. Based on the course/textbook...
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...expected for those in bondage to strive to attain their desired freedom. As seen in Douglass’s slave narrative and Rowlandson’s captivity narrative, the deprivation of their freedom lead them to exceed racial and gender boundaries in order to struggle for power that was denied to them by their environment and cultural expectations. Wherever an individual may be, their surrounding environment serves as a constant reminder of their status or role in society. Frederick Douglass was born a slave in the state of Maryland. Being a slave state, Maryland served as a constant reminder to Douglass of his status in the “peculiar institution.” His environment also depicted the suggested racial inferiority of African-Americans to their white slaveholders. This would cause Douglass from an early age to exercise his agency and question why this was so; “The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege” (Cain 1022). His location in Maryland, however, did reduce the obstacles involved with escaping from slavery. Maryland shared a border line with the northern free-states and it also had a harbor that would provide ships as a means of escape. The knowledge of the close proximity of free-states would help keep the notion of running away alive in Douglass’s mind. An environment can also serve to test an individual’s religious faith and role in society, as was the case with Mary Rowlandson. Her faith was deeply rooted within the Puritan...
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...Narrative of the Life of Frederick Douglass The horrible things that slaves went from their masters and from all slavery caused slaves to be denied their rights. In the "Narrative of the Life of Frederick Douglass," Douglass has the ability to show the psychological battle between the white slave holders and their black slaves, which is shown by Douglass' own intellectual struggles against his white slave holders. I will focus on how education allowed Douglass to understand how slavery was wrong, and how the Americans saw the blacks as not equal, and only suitable for slave work. I will also say what is different on how Douglass' view was very similar the women’s in America, and the role that Christianity played in his life as a slave and then as a free man. The novel clearly shows the children's bad behavior when they were not regularly allowanced. Douglass says, "Our food was coarse corn meal boiled, which was called mush. It was put into a large wooden tray or trough, and set down upon the ground. The children were then called, like so many pigs, and like so many pigs they would come and devour the mush; some with oyster-shells, others with pieces of shingle, some with naked hands, and none with spoons. He that ate fastest got most; he that was strongest secured the best place; and few left the trough satisfied" (Douglass 41-42). This clearly shows how children where treated like animals and their inability to act in the manner of a normal educated child. Slave children...
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...Northup was able to explore the fundamental issue of the role of female slaves during the post-colonial period in America, specifically the sexual exploitation of female slaves. Northup’s persona towards the dire treatment of black female slaves is that of extreme animosity and disgust. His stance against female marginalisation was presented through the use of stylistic features; namely, the inherent employment of figurative language when discussing...
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...not receive an education. Other countries of this world also do not offer the rights to their citizens in which American citizen possess. In this country, the United States of America, having an education is a part of a person being free. In a free society, education should be of equal quality for every person while showing no discrimination, and educational institutions should provide the foundation of moral, and ethical knowledge for the students to learn how to become good citizens. Connections between education and freedom are not obscure. Frederick Douglass, of the eighteenth century, published his autobiography in which he writes the story of his life being born as an American slave. In the Narrative of the Life of Frederick Douglass, an American Slave, Douglass makes it clear “that education and slavery were incompatible with each other” (47). He also states, it was “almost an unpardonable offense to teach slaves to read” (Douglass 48). Basically coming to the conclusion, that only people whom were free were entitled to an education; since being educated made a person understand the irrationality of slavery, and understand freedom itself. Now that America is considered to be the land of the free, with everyone having equal rights; education shall prevail, and will contribute to one’s freedom. Though present education does not necessarily make a person free, it can provide the basic knowledge of what one needs to know in order to form their own ethics. If people are educated...
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...Hispanic and Latino Spiritual Paper ENG/301 December 14, 2015 Hispanic and Latino Spiritual Paper I have a better comprehension and appreciation of the Hispanic and Latino culture, after reading the material this week. This culture has their way of communicating with one another. Within the Hispanic and Latino cultures we repeatedly see magic, religion, faith and tradition play big parts in their lives. In this essay, I will discuss four of the stories that I feel show how these elements play a part in their day to day lives. I have chosen four pieces, “Curving Woman,” by Alejandro Morales, “Seven Long Times,” by Piri Thomas, “Tales Told under the Mango Tree, “ by Judith Ortiz Cofer and last but not least, “The Kite,” by Ed Vega. Religion, Faith, Tradition, and Magic As I stated the Hispanic and Latino cultures rely on religion, faith, traditions and magic. I saw this in the writing, “The Curing Woman” by Alejandro Morales. This story is about Mr.Benidorm, the man of the house, impregnated a servant, and had a daughter. Once the servant's time had been served, she requested to take her daughter, Marcelina, with her. Mrs.Benidorm refused the Marcelina to go with her mother. “She had grown to love Marcelina and besides, the child was a reminder to her husband of his sins of infidelity.” (Morales, 1986). This nine-year-old girl spent the next four years with Mr. and Mrs. Benidorm and never seeing her mother during this time. Then at thirteen years...
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...The essence of this paper requires a contrast and comparison view on two important historical articles; Fredrick Douglass “What to the slave is the fourth of July” and David Walker’s “Appeal to the Colored Citizens of the World”. The essay will attempt to discuss the very famous speech Fredrick Douglas made in 1952 as well as David’s Walker’s appeal while comparing and contrasting both the appeal and the speech. Afterward, a summary will be given and a conclusion will be drawn. As we look throughout history, one would argue that we couldn’t find a more appalling and unjust act as that of slavery. Slavery played a major role of not only history but of an innumerable amount of American people. In David Walker’s appeal and Fredrick Douglass what to the slave is the fourth of July, men and women of African American descent struggle with the reality of slavery and the cruel results and affect it had on people like themselves. Fredrick Douglas was one of the most influential African Americans of his day, in spite of his inauspicious beginning, he was born into slavery on a plantation in Maryland where he was called Fredrick Augustus Washington Bailey. Douglas always suspected that his father was his mother’s white owner, Captain Aaron Anthony. He spent his early childhood in privation on the plantation then he was sent to work as a house slave for the auld family in Baltimore. There, he came in contact with printed literature and quickly realized the relationship between literacy...
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...leader, became known as one of the most inspiring figures of the movement. He advocated for nonviolent civil disobedience and delivered his famous “I Have a Dream” speech during the March on Washington for Jobs and Freedom in August 1963. The march drew over 250,000 people and is considered a defining moment in the Civil Rights Movement. Malcolm X, another prominent figure during this time, advocated for Black empowerment and initially promoted violent self-defense as a means to achieve civil rights. However, he later renounced violence and emphasized the importance of education, self-discipline, and self-respect before his assassination in 1965. Rosa Parks, often referred to as the “Mother of the Civil Rights Movement,” played a crucial role in initiating the Montgomery Bus Boycott and became an international symbol of resistance to racial segregation. She...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...father" (Brown 13). George Higgins was a physician who owned a large farming plantation. His plantation primarily focused on the milling, selling, and farming of hemp and tobacco. Of the forty slaves Higgins owned, twenty-five were field-hands and were overseen by a man named Grove Cook (Farrison 298-314). Brown served his master as a house slave essentially from the time he was born until the day he escaped. As a house slave, he was treated marginally better than the field workers in ways such as being better fed and clothed, not to mention that a house slave did not endure nearly as much grueling physical labor as a field worker (Osofsky 175- 197). William continued his childhood as a house slave but was never fully comfortable with his role on the plantation. He was continuously distressed about the punishments of the field workers. He often spent time standing at the plantation house door listening to the cries of the field-hands. “I could hear every crack of the whip, and every groan and cry of my poor mother… The cold chills...
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...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 by remaining cautious in his charges and demands. Privately he worked tirelessly to undo the effects of institutional and cultural racism. Although he seemed to have made a grand compromise, first with the white south and then with white America, he worked in deepest secret to undermine the compromise and advance the social and economic position of blacks. No doubt exists as to his greatness....
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...Women and their forgotten role in Slavery Nigel Sadler Sands of Time Consultancy Often when the history of slavery is studied the argument is over whose history is being told. This debate rarely goes beyond whether it is the history as written by or about the white or black involvement. There is often an assumed male history. History books mainly reflect the involvement of men. The abolitionists (Clarkson and Wilberforce), the Slave traders (Canot) and the enslaved (Equaino). In portrayal of enslaved people, men appear more frequently. In the movie Amistad it is told from the point of view of Cinque; in the TV series Roots it follows Kunta Kinte. This male dominated history fails to acknowledge, belittles and devalues the role of women at all levels of slavery. What about the female slave traders, slave owners, enslaved females, female rebels and abolitionists? Are they really invisible? Verene Shepherd, in Women in Caribbean History states that up until the 1970s Caribbean books neglected women because early historians looked at colonisation, government, religion, trade and war fare, activities men were more involved in. Also some historians felt that women’s issues did not merit inclusion and where women could have been included, such as slave uprisings, their contributions were ignored. Shepherd believes changes occurred with the influence of women’s groups who tried to correct the gender neutral or male biased history. There was also a shift into social history...
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...Chapter 7: The Rise of Manufacturing and the Age of Jackson (1820–1845) THE GROWTH OF THE FACTORY Economic growth was a key component of Henry Clay’s American System, and in the aftermath of the War of 1812, measures were taken to expand American industry. American industries were protected by the Tariff of 1816, which raised import tariffs by 25 percent. At the same time state governments began improving road, river, and canal transportation systems. Before 1820 almost all products made in America were completed using a system borrowed from Europe called the putting-out system. Under this system merchants would buy the raw materials, recruit dozens, or in some case hundreds, of farm families to do the work, and then sell the finished product. Many shoes in New England were made in this manner; women and children would make part of the shoe, which would be finished by experienced shoemakers. Beginning in the late 1780s the textile industry started to use power-driven machines and interchangeable parts. All power in these early factories came from water, so the early factories all were located along rivers. Most were located in New England or the Middle states. In the 1790s factories like those in Lowell, Massachusetts, began to weave cotton imported from the south. With the introduction of the cotton gin in the same decade, more cotton became available, and production boomed. By 1840 the textile industry employed nearly 75,000 workers, with almost half of...
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...African American Studies Final Question Answers M5Q1 NOTES: 1. Which of the following best describes Henry David Thoreau's response to Brown's raid? |1.|Thoreau praises Brown and seeks to defend his memory against those who viewed him as a murderer or insane man| |2.|Thoreau is horrified by the violent methods Brown used, arguing that violence will turn many Americans who oppose the extension of slavery against the abolitionists| |3.|Thoreau argues that Brown should not be put to death as this would cause sectional strife and lead to a civil war| |4.|Thoreau is one of many abolitionists who plea for Brown's life to be saved| 3 points Question 2 1. Which of the following best summarizes the letters John Brown wrote to his family while in prison? |1.|Brown is very hopeful that his wife and remaining children will come visit him| |2.|Brown calls upon his sons to continue his work. Although he speaks in very vague terms, it is clear that he hopes they will launch another slave uprising so that his death will not be in vain| |3.|Brown is upset at the fact that some of his children are ashamed to be sons and daughters of the man who planed the raid at Harper's Ferry| |4.|Brown does not write any letters to his family members while in prison, a fact John Earle makes plain in his introduction| |5.|Brown is upbeat and speaks in mostly religious terms about how there is no need to grieve for their father| Question 3 1. Which of the following is TRUE regarding John...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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