American Studies.
Monday, October 30, 2023 6:19 AM
Monday
Frederick Douglass wrote about the importance of songs to freedom. Read Songs of Freedom (below):
Songs of Freedom
The seemingly innocent spirituals, as the slave songs came to be known, were more than simple hymns of endurance and a belief in a better afterlife. As sung by slaves and their descendants, the spirituals allowed the slaves to communicate secret messages and information to each other about the Underground Railroad.
The spirituals and their lyrics were part of a sophisticated system that involved no incriminating evidence for plantation owners or overseers to find. Codes imbedded in the spirituals instructed slaves as to when, how and where to escape. They also included warning signals, such as the message of “Wade in the Water”, informing slaves to travel along the riverbank so the dogs giving chase would be thrown off their scent.
Most slaves could not read or write; in fact, it was against the law to teach slaves to read or write. The spirituals provided a means of verbal, coded communication understood only by those in the Underground Railroad. Outsiders generally interpreted the spirituals on a literal level, while slaves knew the meaning of the messages hidden within the words and phrases. Through the words, the refrains, the “call and response” method of singing, and the rhythmic sounds produced by dancing feet, slaves could decipher these hidden meanings.
Songs were a part of the slaves’ daily lives and were a survival tactic as well as a means of coded communication. Field slaves sang while they worked so the plantation overseer knew where they were, and could make sure that they were working.
As with the quilt patterns, spirituals were passed on from location to location.
The coming of the railroad train opened up a faster means of transportation for fleeing slaves, and created a whole new spiritual vocabulary. The word “chariot” was replaced by the word ”train” and other phrases relevant to rail transportation. One example is the spiritual, “The Gospel Train’s a Comin”. The Gospel Train quickly became a code name for the Underground Railroad. When slaves heard this song being sung, they knew that either a conductor was among them, or that fleeing slaves were close by, along with an opportunity to escape.
The spiritual, “This Train is Bound for Glory”, was connected to the Underground Railroad, too, with “glory” meaning freedom. Extra caution was required when singing the train songs, however, as they were easier to interpret by outsiders than the traditional spirituals with their biblical references.
Homework- Read up to Chapter 7.
Wednesday
Small Group Discussion Questions:
1. Douglass says that Mr. Gore was "cruel, artful, and obdurate." What are the examplesthat Douglass gives for each of these adjectives about Mr. Gore?
2. What did Mr. Gore do to the slave named Demby? Why did he do this? Whatpunishment did Mr. Gore receive? Why?
3. Who were Mr. Thomas Lanman, Mrs. Hick, and Mr. Beal Bondy? What did each ofthem do? What were the results of their actions?
4. How did Master Daniel Lloyd treat the young Douglass?
5. How old was Douglass when he left the Lloyd plantation? Where did he go? Withwhomdid he live there? What was his job?
6. What did Douglass think about his departure from Colonel Lloyd's plantation?
7. To what did Douglass attribute his good fortune?
8. What did Mrs. Auld teach Douglass to do? What did Mr. Auld say when he found out?
9. What did Douglass think about Mr. Auld's comments? What did Douglass decide to do in light of the comments?
10. Compare and contrast the treatment of slaves by the slave owners in the city with theslave owners on the plantations.
Cruelty of Slavery
Connect this passage to the Virginia Law below:
“His horrid crime was not even submitted to judicial investigation. It
was committed in the presence of slaves, and they of
course could neither institute a suit, nor testify
against him; and thus the guilty perpetrator of one of
the bloodiest and most foul murders goes unwhipped
of justice, and uncensured by the community in
which he lives... I speak advisedly when I say this, -- that killing
a slave, or any colored person, in Talbot county,
Maryland, is not treated as a crime, either by the
courts or the community. Mr. Thomas Lanman, of
St. Michael's, killed two slaves, one of whom he
killed with a hatchet, by knocking his brains out.” (26)
Virginia Law - October 1669
“Whereas the only law in force for the punishment of refractory servants resisting their master, mistress, or overseer cannot be inflicted upon Negroes, nor the obstinacy of many of them be suppressed by other than violent means, be it enacted and declared by this Grand Assembly if any slave resists his master (or other by his master's order correcting him) and by the extremity of the correction should chance to die, that his death shall not be accounted a felony, but the master (or that other person appointed by the master to punish him) be acquitted from molestation, since it cannot be presumed that premeditated malice (which alone makes murder a felony) should induce any man to destroy his own estate.”
“Slavery is an enemy to both slave and slaveholder.”
“But, alas! this kind heart had but a short time to
remain such. The fatal poison of irresponsible power
was already in her hands, and soon commenced its
infernal work. That cheerful eye, under the influ-
ence of slavery, soon became red with rage; that
voice, made all of sweet accord, changed to one of harsh and horrid discord; and that angelic face gave
place to that of a demon.” (31)
Hierarchy of Slaves
“I had resided but a short time in Baltimore before
I observed a marked difference, in the treatment of
slaves, from that which I had witnessed in the coun-
try. A city slave is almost a freeman, compared with
a slave on the plantation. He is much better fed and
clothed, and enjoys privileges altogether unknown
to the slave on the plantation. There is a vestige of
decency, a sense of shame, that does much to curb
and check those outbreaks of atrocious cruelty so
commonly enacted upon the plantation. He is a des-
perate slaveholder, who will shock the humanity of
his non-slaveholding neighbors with the cries of his
lacerated slave.” (33)
A Description of Social Classes Among the Slaves
Joseph Holt Ingraham was born in Maine and eventually became college professor of languages in Mississippi. In 1836 he published "The Southwest, by a Yankee." He eventfully became a clergyman and write of religion romance novels.
“There are properly three distinct classes of slaves in the South. The first and most intelligent class is composed of the domestic slaves or servants …of the planters. Some of these both read and write and possess a great degree of intelligence, and as the Negro, of the varieties of the human species, is the most imitative, they soon learn the language and readily adopt the manners of the family to which they are attached. .
…Always about the persons of their masters or mistresses, the domestic slaves obtain a better knowledge of the modes of civilized life than they could do in the field, where Negroes can rise but little above their original African state.
…The second class is composed of town slaves. …draymen, hostlers, laborers, hucksters, and washwomen, and the heterogeneous multitude of every other occupation who fill the streets of a busy city-for slaves are trained to every kind of manual labor. The blacksmith, cabinetmaker, carpenter, builder, wheelwright-all have one or more slaves laboring at their trades. The Negro is a third arm to every workingman who can possibly save money enough to purchase one. He is emphatically the “right-hand man” of every man. Even free Negroes cannot do without them; some of them own several, to whom they are the severest masters.
…. The third and lowest class consists of those slaves who are termed field hands. They are, and by necessity always will be, an inferior class to the two former. A native planter… recently informed me that if he conveyed an order to any of his field hands which contained two ideas, he was sure it would not be followed correctly.”
Joseph Holt Ingraham. The South-West by a Yankee. 2 vols. New York: 1835.
Homework- Finish reading the book!
Tuesday
Drawing a Line
Runaway Slaves
“Our reason for taking the water
route was, that we were less liable to be suspected as
runaways; we hoped to be regarded as fishermen;
whereas, if we should take the land route, we should
be subjected to interruptions of almost every kind.
Any one having a white face, and being so disposed,
could stop us, and subject us to examination.”
Small Group Discussion:
Chapter X
1. What happened to Douglass almost every week for the first six months that he livedwithCovey?
2. Douglass says that he was "somewhat unmanageable" when he first went to live withCovey. How does Douglass describe himself after he had been with Covey for a fewmonths?
3. Summarize Douglass's thoughts when he looked at the ships on the Chesapeake Bay.
4. What did Covey do to Douglass when he (Douglass) became sick while fanning thewheat?
5. What did Douglass do as a result of Covey's treatment of him? What was the result ofDouglass's actions? What did Douglass do?
6. What suggestion did another slave named Sandy Jenkins give to Douglass? What didDouglass do?
7. Describe the turning point in Douglass's life as a slave that happened when he was withCovey.
8. According to Douglass, what institution is the "mere covering for the most horridcrimes"? What type of slaveholders are the worst? Why does Douglass think this?
9. Describe Douglass's first attempt to run away. Tell who was with him, what the planwas, how far they got in the attempt, and what happened to each of the men after theywere caught.
10. What trade did Douglass learn? What was his situation at the end of a year of workingatthis trade? What was unfair about this situation
The Biblical Justification of Slavery
Bibilical Passage from Leviticus
"In almost every instance, the kind of slavery governed by Old Testament law was debt-slavery, where an individual would offer labor in exchange for an outstanding debt that he could not pay. The laws that govern such transactions are given to protect the rights of such slaves, who could only serve for a maximum of six years."
Watch closely and analyze the following clip from Quentin Tarantino’s Django Unchained. What Saturnalian reversal do we see taking place here, and how does Tarantino make a strong statement against the Biblical justification of slavery? This is brilliant stuff from Tarantino!!
Small Group Discussion:
Chapters XI, Appendix
1. Why didn't Douglass give all of the details of his escape?
2. How did Douglass feel about the underground railroad?
3. Master Hugh sometimes gave Douglass six cents of his wages after he had made sixdollars, supposedly to encourage him. What effect did this have on Douglass?
4. Why did Douglass want to hire himself out, even though Master Hugh took most of thewages?
5. When did Douglass succeed in escaping? Where did he go? How did Douglass feelwhen he arrived in the free state?
6. What motto did Douglass adopt in the free state. Why?
7. Who helped Douglass and what were some of the results of his help?
8. Describe how Frederick Bailey took the name of Douglass. Include all of the names heused, including the name his mother gave him.
9. What newspaper did Douglass begin to read? How did this newspaper affect his ideasand actions?
10. Summarize Douglass's thoughts on the type of Christianity that he calls theslaveholdingreligion.
Homework- Work on Douglass Rhetorical term paragraphs.
Wednesday
Closing Discussion on Douglass:
Small Group Discussion:
1.Is family history important in shaping a person’s identity? If so, how? If not, why not?
- In the first paragraph Douglass writes, "By far the larger part of the slaves know as little of their ages as horses know of theirs,” What does Douglass mean in this statement? Then he states, “and it is the wish of most masters to keep their slaves thus ignorant." Why would most slave masters want this?
- Toward the bottom of the second page Douglass acknowledges, “the whisper that my master was my father.” Why does he use the word “whisper” in this sentence? Then he writes, “the children of slave women shall in all cases follow the condition of their mothers”? What does he mean by the “condition of mothers” and in what way do “the children of slave women…follow the condition of their mothers”?
- “By this cunning arrangement, the slaveholder, in cases not a few, sustains to his slaves the double relation of master and father.” What is the double relation of master and father?
2. What tools do human beings use to transcend difficulties?
- Describe the living conditions and rations of most slaves on Colonyl Lloyd’s plantations. How did some slaves supplement their necessities?
- Douglass states, “The same traits of character might be seen in Colonel Lloyds slaves, as are seen in the slaves of political parties.” In this passage Douglass is referring to the slaves that work at The Great House Farm. How are they similar to “the slaves of political parties”? Why does Douglass make this comparison?
- According to Douglass, what does the singing of a slave communicate? How does Douglass feel about slave songs? In what way is slaves singing misinterpreted by some people?
3. How does dehumanization render a person powerless?
- Why is Mr. Austin Gore seen as a "first-rate overseer"? Why is this description ironic?
- What does Douglass mean when he says, “"He dealt sparingly with his words, and bountifully with his whip, never using the former where the latter would answer as well." How do Mr. Gore’s actions reflect the slaveholders’ maxim?
- Douglass states that Mr. Gore’s crime “was not even submitted to judicial investigation.” Why?
4. How does education give us power?
- Why does Douglass choose to alter his behavior around Sophia Auld? How does he act differently?
- How does Mrs. Auld change, and why?
- According to Douglass and Mr. Auld, keeping slaves illiterate allow the slave holders to keep them enslaved. What evidence do they give to support this claim?
- What does Douglass hope to gain by learning to read?
5. Why is learning to read is so important to practicing freedom?
- Why is it ironic that Douglass bribed the white boys to teach him to read? How is his life different from theirs?
- Why would Douglass avoid giving the names of the boys who taught him to read? Why does Douglass find this statement ironic: "It is almost an unpardonable offence to teach slaves to read in this Christian country."
- After reading “The Columbian Orator” Douglass states this about his writings: “They gave tongue to interesting thoughts.” What does the word tongue mean in this sentence?
- What prediction did the slave holder make about what would happen if Douglass learned to read? Did it come true? Explain.
- When Douglass states, "I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out," What is the horrible pit he speaks of?
6. Does doing harm to another harm the wrong-doer as well? ch8
- In this chapter Douglass states, "At this moment, I saw more clearly than ever the brutalizing effects of slavery upon both slave and slaveholder." What evidence does Douglass give to support his claim that slavery is brutal for slaveholders as well as slaves?
- In the second paragraph, Dougalss states, “We were all ranked together at the valuation.” Who are the “we” he is talking about?
- Douglas describes in great detail what he supposes his grandmother’s experience to be after being set out on her own. Why does he tell this story? What was the effect of this experience on him?
- Why does Douglass include the poem by John Greenleaf Whittier after he tells the story about his grandmother?
7. How do people justify wrongdoing to others? ch9
- What is different in Douglass’ life that may affect him now knowing the date?
- Thomas Auld violates one of the few rules of decency that most slave owners adhere to. What is this unspoken rule, and how does it affect Douglass?
- Douglass states of Captain Auld, “After his conversion, he found religious sanction and support for his slaveholding cruelty.” How does Captain Auld justify his actions as a slave-holder with religious reasoning? Give examples from the text to support your answer.
- What does Douglass mean when he says, "Here was a recently converted man, holding on upon the mother, and at the same time turning out her helpless child, to starve and die! Master Thomas was one of the many pious slaveholders who hold slaves for the very charitable purpose of taking care of them."
8. What is humanity? ch10
- When Douglass states that, "Mr. Covey succeeded in breaking me. I was broken in body, soul, and spirit. My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died; the dark night of slavery closed in upon me; and behold a man transformed into a brute!"
how does this passage portray the mental and emotional state of a slave who has been dehumanized? What images does the passage bring to mind?
- Re-read the passage Douglass writes after he fights with Mr. Covey. What does Douglass mean by, “however long I might remain a slave in form, the day has passed forever when I could be a slave in fact.”
- What is the purpose of including the religious imagery in this passage: "from the tomb of slavery, to the heaven of freedom"?
- Compare the passage after Douglass’ fight with Mr. Covey to his description of being "broken" by Mr. Covey? How does the language Douglass uses in each passage differ? How does the language demonstrate Douglass’ mental and emotional state during each event?
9. Can people truly rise to great expectations? ch11
- What is Douglass argument about escaped slaves recounting their methods of escape, and what reasons does he give to support his claim?
- At the end of his autobiography Douglass spoke about his initial difficulties speaking publically about slavery: "It was a severe cross, and I took it up reluctantly. The truth was, I felt myself a slave, and the idea of speaking to white people weighed me down. I spoke but a few moments, when I felt a degree of freedom and said what I desired with considerable ease." The Pygmalion effect (otherwise known as a “self-fulfilling prophecy”) refers to he situation that occurs when great expectations are placed upon people, and as a result they perform better. How does Douglass’ belief in himself, and the belief that others have in him, help him to succeed in this new forum of public speaking?
Homework- Read about Manifest Destiny.
Thursday
Manifest Destiny
Origins of the Term
The "UnTransacted Destiny"
- “The untransacted destiny of the American people is to subdue the continent --- to rush over this vast field to the Pacific Ocean --- to animate the many hundred millions of its people, and to cheer them upward...to teach old nations a new civilization---to confirm the destiny of the human race...
- "Divine task! Immortal mission! Let us tread fast and joyfully the open trail before us! Let every American heart open wide for patriotism to glow undimmed, and confide with religious faith in the sublime and prodigious destiny of his well-loved country.” - William Gilpin (journalist speaking to the U.S. Senate 1846)
A Capacity for Wonder
The Wild West
The Emblematic Hero of the West- Daniel Boone
Exodus- Movement of the People
The Course of the Empire
On a Mission from God
Friday
Intro to Webquest
Webquest - Your goal is to have well-supported answers to the following questions and potential essay questions.
Questions- Read through these questions carefully before you move on to the resources. Once you understand the questions, move on to the resources section and read through those sites carefully. As you come across information that you can use to answer one of these questions, write it down.
What were the causes of the Civil War?
How did the North and South develop economically?
Economic Differences Between the North and South
What was the Crittenden Compromise? Was it able to pass both Houses of Congress? Explain.
Which states seceded before the attack on Fort Sumter?
Which states seceded after the attack on Fort Sumter?
Describe the progression of the secession. What do you notice about the pattern and timing?
Why did the South believe it could win the war despite numerical and other disadvantages?
Why did the Confederacy’s bid for international support fail?
How did the wartime hardship in the North and South contribute to class animosity?
Class Conflict in the Union and Confederacy
What were the major battles and who were the key players? Why were the siege of Vicksburg and the Battle of Gettysburg crucial to the outcome of the war?
What was the Gettysburg Address and what was Lincoln’s message?
How did the United States reconstruct themselves after the war?
Was the Civil War inevitable? Defend your position.
The Big Question
The process of compromise that had successfully contained tensions between slave and free states since the nation’s founding collapsed with secession. Why did compromise fail? Discuss attempts to resolve the issue between 1846-61.
Brilliant military strategy alone did not determine the outcome of the Civil War. Victory also depended on generating revenue, material mobilization, diplomacy and politics. In light of these considerations, explain why the Confederacy believed it would succeed, and why it ultimately failed. Despite loathing slavery, Lincoln embraced emancipation as a war objective late and with great caution. Why? In you answer, trace the progression of Lincoln’s decision, considering how legal, political, military, and moral concerns influenced his policies.
Lincoln’s Leadership During the Civil War
Lincoln’s Leadership in Wartime
Homework- Finish Webquest.