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Instructions (what we did in class 2/23)

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Instructions (what we did in class 2/23)

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In your groups:
1.  Pick up your discussion where you left off on Tuesday.  On Tuesday, you were working on identifying two main things in your primary text:

You were identifying the main institution/s or "ISAs" (Christian religion/churches, governmental documents, legal systems) that your primary source is engaging with

You were also thinking about applying theory: did you see examples in the text of "articulation," "bricolage," or challenges to a dominant ideology?

(Reminder: Group 1 was working with Walker, Group 2 was working with Douglass, Group 3 was working with Jacobs, Group 4 was working with Brown).
2.  While you are all discussing those two things, create two tiles on this timeline.  Click a "+" symbol on the line to open a tile.
Your first tile should include:

Your group number on the top

Identify the institution/s and theory you all saw at work in your primary source

Your second tile should include:

Your group number on the top

A historical event from Loewen's Chapter 5 that is relevant to understanding your primary source or the time period it is from -- maybe you find an example of how slavery functioned hegemonically in the U.S. or

Make sure to identify the date of the event and put it at the right spot on this timeline, date-wise.  You can move tiles by clicking and dragging them.

3.  When we come back to full discussion, be ready to talk about your tiles and point to places in the primary text that your tiles connect to.  Have a point person ready to roll who will talk us through your work.

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Instructions for Extra Credit (available through Weeks 6, 7, and 8) 

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Instructions for Extra Credit (available through Weeks 6, 7, and 8) 

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For any existing orange title with a date and an event on it, head over to the text indicated (either Loewen, Zinn and Arnove, or both) and fill in some important further details that these scholarly authors provide about what is on that tile.  Use the comment function on the tile to add your details.

Try to look for:

details about specific events that happened

explanations given by Loewen/Zinn and Arnove about why the event mattered, what its consequences were, why it happened

Make sure to provide solid specifics where you can, and identify the page number of the text you are drawing from.   Quoting the text or paraphrasing the text is fine -- they are both important skills to practice.

Feel free to contribute to two separate tiles for 1 point each -- up to 2 extra credit points!

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Walker's Appeal is published in Boston; criticizes Thomas Jefferson's language as it applies to Black Americans
(Loewen 149)

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State of Georgia offered enormous bounty on David Walker's life
(Zinn and Arnove 168)

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David Walker's Appeal

Supporting and criticizing Christianity
Religion
he challenges the legal system by using the governmental documents
Challenges to dominate ideology

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Quote:
Quote explanation:They use Christianity institution for good welfare but in the end they do the opposite like killing regardless who you are.

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Re: contextualizing Walker from Loewen -- any events from the 1820s-30s that help us understand what's going on in that period of time?

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Nat Turner's Rebellion
(Loewen 181)

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“Historians still argue about
whether or not Turner was insane.” But the author immediately goes on to qualify: “The point is that nearly every slave hated bondage. Nearly all were eager to see something done to destroy the system.” Thus even American History emphasizes the political and social meaning of Turner’s act, not its psychological genesis in an allegedly questionable mind." (Loewen 186)

Loewen demonstrates how textbooks portray Nat Turner's most important slave revolt. He points out how the characterization describe him as heroic and religious, along with his significance and the purpose behind his actions.

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Illinois Congressman Lincoln declined to condemn abolitionism
(Loewen 183)

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Texas War was fought to preserve slavery at the southern border of the U.S.
(Loewen 152)

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Mexican War was fought to preserve slavery at the southern border of the U.S.
(Loewen 152)

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Fugitive Slave Act passed
(Zinn and Arnove 168)
(Loewen 139)

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Frederick Douglass delivers "The Meaning of the Fourth of July to a Negro" as an address to the Rochester Ladies' Anti-Slavery Society

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Fredrick Douglass
-Criticizes Government for a holiday that oppresses people
-there is injustice, they are being unreasonable to their people.
- This ties to hegemonic ideas in Lowens Chapter 5 as it was an oppressed group of people who were being slaves and on Fourth of July, Slaves did not so much have liberty.

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Re: contextualizing Douglass from Loewen: any events from the 1850s that help us understand what's going on in that period of time?

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Kansas-Nebraska Act legalized slavery in new U.S. territories where, in 1820, a law had been passed that there would be no slavery in those territories
(Loewen 153, 173)

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Pro-slavery militia raided the anti-slavery free town Lawrence, Kansas; John Brown then led a retaliatory raid at Pottawatamie, Kansas
(Loewen 174)

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U.S. Supreme Court upholds Fugitive Slave Act and declares Black Americans have no rights in any U.S. state
(Loewen 140)

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Stephen Douglas/Abraham Lincoln Illinois Congress election debates in which Douglas argued that the U.S. was founded on the ideology of white supremacy and Lincoln also expressed racist attitudes
(Loewen 155)

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Harper's Ferry Raid
(Zinn and Arnove 187)

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John Brown's trial and execution
(Loewen 178)

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John Brown

Challenges yet support legal system and Christianity:
- Thankful to the court for one last word but also criticizing for how they added additional charges he didn't promote
- Following the words of God on how he comprehends them which clashes with how the Court acknowledges the "validity of the Law of God"

Articulate:
- He didn't persuade others to join the resistance against slavery and commit treason
- Others joined the resistance on their own accord and expense
- However, he also discourages acts of treason

Ideology:
- Claim that if he were aiding the rich and white, he would be rewarded instead of punished

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Lincoln won Presential Election

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South Carolina secedes from the United States and publish their "Declaration of the Immediate Causes Which Induce and Justify the Secession of South Carolina from the Federal Union"
(Loewen 139)

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Harriet Jacobs' "Incidents in the Life of a Slave Girl" is published not long after the start of the Civil War

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Harriet Jacobs' "Incidents in the Life of a Slave Girl" (1861)

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Harriet Jacobs' "Incidents in the Life of a Slave Girl" (1861)

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"Hearken, ye servants! Give strict heed unto my words. You are rebellious sinners. Your hearts are filled with all manner of evil. 'Tis the devil who tempts you. God is angry with you, and will surely punish you, if you don't forsake your wicked ways. (Zinn and Arnove 171)

Jacob recalls the church and slavery relationship she experienced, describing the threats and fear instilled by the White men to prevent slave rebellion. This shows the tension and dehumanization they suffered in these circumstances.

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Harriet Jacobs
Criticizes religion (Methodist and Baptist Church)
Songs as a form of resistance to dominance
Twisting the bible and gods word to benefit the institutions and ideology and bricolage using hegemony

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pg 137 re: the magnolia myth

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Lincoln's Emancipation Proclamation goes into effect in Confederate states (not Union states)
(Loewen 185, 190)

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Lincoln desegregated the White House and federal government, and opened diplomacy with Haiti
(Loewen 183-184)

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New York City draft riots; bread riots in the South
(Loewen 193-194)
(Zinn and Arnove 197-198)

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Lincoln delivers Gettysburg Address, declaring Black freedom to be a main aim of the Union
(Loewen 186-7)

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1864 Presidential election campaigns led with racist (Democratic Party) and anti-racist (Republican Party) platforms
(Loewen 192)

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Sherman's March -- massive Confederate military defeat; white southerners and enslaved people join Sherman's Union Army; Confederate soldiers desert by the thousands
(Loewen 195)

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Anti-racist Republican candidates sweep the presidency and houses of Congress in huge election wins
(Loewen 197)

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Anti-racist Republican candidates continue to gain seats in Congress and craft explicit anti-racist federal policies, leading to Reconstruction and the passage of the Reconstruction Amendments to the Constitution
(Loewen 197)