PS Narrative of the Life of Frederick Douglass
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
PS Narrative of the Life of Frederick Douglass
This will be the first of several periodic threads giving you an opportunity to engage in an exchange of ideas about some of the primary sources in this course. For this thread, I’d like you to post about one or two of the sources listed in the syllabus for weeks 3 and 4, including the account of indentured servant Richard Frethorne in Virginia in 1623 (Links to an external site.). Frethorne was about the same age as most of you and this ended up being his last letter home to his parents. Can you relate to his predicament of wanting to return home to his family after experiencing so many hardships? How does this influence your understanding of indentured servitude?
You need not write on Frethorne as one of your 1-2 sources, but whichever source(s) you choose, try to ask yourself the 5 W questions (Who/What/Where/When/Why) as well as the So What question, which gets to the historical significance of the source. Are you able to think about these textual and visual sources in a way that breathes life into them, to get a better sense of what the people who produced the sources actually felt and thought at the time? Are there aspects of the source that lead you to question its veracity (as a true reflection of events) or objectivity? Do you see connections between any of the sources, or parallels to terms and concepts we’ve covered in lecture? These are all questions you should consider in your posts. I am giving you broad latitude to choose what to write on, and about. But please try to ensure your post has specific details (and ideally page references, for the benefit of the rest of us) rather than just speaking in vague generalities about the sources.
There are two answers from my peers for you to refer and you should select one post to response:
- When looking at “An Act for Suppressing Outlying Slaves”, it is clear to see the racial hatred that white people felt against those who did not share their skin color. A black person did not even have to be enslaved to receive the same amounts of hatred or fear against them. If an enslaved African, whether they be fully black or Mulatto, was caught resisting, running away, or refusing to deliver or surrender themselves to any person of lawful authority, it would be lawful for that enslaved person to be killed “by gun or any otherwise whatsoever” (Sources pg 55). It was also stated in the law that if the enslaved person was killed, the owner would be compensated 4,000 pounds of tobacco by the public.
A human being was worth barrels of tobacco? The white assembly of Virginia also feared the intermingling of races and set forth a law to prevent it. Any white person who intermarried with a person of color was to be banished from the dominion forever (56). This alone instilled a deeper racial divide and both hatred and fear of associating one’s self with a person of color. Not only were societal factors affecting the hatred and racism, but the governing bodies were also adding fuel to the fire. As discussed in previous lectures, these black codes were designed to limit the freedoms of African Americans as well as contribute to a continuing racial divide that would eventually cause the country to divide itself so far that it resulted in war.
- I chose William Byrd,Diary Entries and the validity of this source is accurate, given that it is his own personal secret diary. He isn’t obligated to share with anyone, therefore he can tell the truth because he feels he doesn’t have to address a certain audience. The injustices of both African Americans and women were subtly hinted at in the diary because the author was in no sense remorseful. In William Byrd’s entries, most days are routine based in that he has milk every day, reads the bible, takes strolls on the plantation and prays.
He said so casually on page 58 that “Tom was whipped because he did not tell me he was sick.” Byrd said this after he said his prayer and was in bed, which meant that this action was a sort of an afterthought for him. He is a claimed religious man who prays every day, yet he is whipping one of his servants for a such a benign and non-punishable action that Tom had done. As mentioned in class, the mistreatment of not only African Americans, but woman was also prevalent. European women were treated superior to African American men, but they were still second class to a white male. His wife begged for forgiveness of him for a simple mistake made. She did not eat that whole day, did not sleep and avoided her husband all day within the house and plantation.
Required Texts
Kevin B. Sheets et al., ed., Sources for America’s History, Volume I: To 1877 (9h ed., Bedford, 2018)
Frederick Douglass, Narrative of the Life of Frederick Douglass (Dover, 1995) Jonathan Fetter-Verm and Ari Kelman, Battle Lines: A Graphic History of the Civil War (Hill and Wang, 2015)
Optional Recommended Text
Gary B. Nash et al., The American People: Creating a Nation and a Society, Volume 1 (8th ed., Pearson, 2017)
Week Three – From Freedom to Slavery
#5 Tue Oct 5 – The Chesapeake Colonies
#6 Tue Oct 7 – The Atlantic Slave Trade & Colonial Slavery
Required reading (from Sources reader):
p.30 “Maryland Act of Religious Toleration” (1649)
p.33 Edmund White, “Letter to Joseph Morton” (1687)
p.67 Virginia General Assembly, “An Act for Suppressing Outlying Slaves” (1691) p.84 Olaudah Equiano, “The Interesting Narrative” (1794)
Also: Richard Frethorne, “Letter to His Mother and Father” (1623) http://historymatters.gmu.edu/d/6475
Recommended reading: Nash, Chapter 3
Week Four – Becoming British
#7 Tue Oct 12 – New Arrivals, the Colonial Economy & Anglicization
#8 Thu Oct 24 – Religious Revivals & the Battle for a Continent
Required reading (from Sources reader):
p.65 Canassatego (Onondaga), “Relating to an Act of the Province of New York” (1742) p.57 William Byrd II, “Diary Entries” (1709-1712)
p.73 Rev. John Barnard, “Autobiography” (1766)
p.85 Sarah Osborn, “Memoirs” (1814)
Recommended reading: Nash, Chapter 4
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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