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Annotated Bibliography: The Man Who Cried I Am

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Bibliography
(n.d.). Retrieved 22 July 2015, from http://www.unchainingcivilrights.org/index.html
Full text of ‘willie lynch letter 1712’. (n.d.). Retrieved 22 July 2015, from https://archive.org/stream/WillieLynchLetter1712/the_willie_lynch_letter_the_making_of_a_slave_1712_djvu.txt
‘Novel: The Man Who Cried I Am’ by John A. Williams, Ramparts Magazine, November 1967. (n.d.). Retrieved 22 July 2015, from http://www.unz.org/Pub/Ramparts-1967nov-00034
Slavery and the Making of America . The Slave Experience: Education, Arts, & Culture. (n.d.). Retrieved 22 July 2015, from http://www.pbs.org/wnet/slavery/experience/education/docs1.html
The American slave code in theory and practice: its distinctive features shown by its statutes, judicial decisions, …show more content…

The Slave Experience: Education, Arts, & Culture’, n.d.)
The American slave code in theory and practice: its distinctive features shown by its statutes, judicial decisions, and illustrative facts./ By William Goodell. (n.d.). Retrieved 22 July 2015, from http://quod.lib.umich.edu/m/moa/abj5059.0001.001/251?rgn=full+text;view=image;q1=251
(‘The American slave code in theory and practice: its distinctive features shown by its statutes, judicial decisions, and illustrative facts./ By William Goodell.’, n.d.)
The American slave code in theory and practice: its distinctive features shown by its statutes, judicial decisions, and illustrative facts./ By William Goodell. (n.d.). Retrieved 22 July 2015, from http://quod.lib.umich.edu/m/moa/abj5059.0001.001/3?rgn=full+text;view=image
(‘The American slave code in theory and practice: its distinctive features shown by its statutes, judicial decisions, and illustrative facts./ By William Goodell.’, n.d.)
The Journal of Negro History – Books on Google Play. (1920, January 1). Retrieved 22 July 2015, from https://play.google.com/books/reader?printsec=frontcover&output=reader&id=QBaTtGgyWakC&pg=GBS.PA2
(‘The Journal of Negro History – Books on Google Play’,

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In the early years of Reconstruction, whites found ways to control black labor using Black codes sanctioned in Mississippi. The Black codes did not give complete freedom to African Americans, instead it made them work extensive hours in labor economy. This document, “Black Codes Enacted in the South”, is written by A.H. Clark in 1865. The author explains the obstacles the African Americans faced to achieve their freedom.

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The era is 1785-1799, and the people of the states are hard at work. The Articles of Confederation were a slow and admittedly rocky start to the country, and many want this next document to cement their identity as a successful force. In desperate need of reform, delegates from 12 of the 13 states gather together in Philadelphia, Pennsylvania. The full extent of the country is finally dawning on people, who realize that such a large body of citizens will have clashes and issues. Many also realize that a central government is crucial to the success of a nation, but are worried that the new government will overpower the states.

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The detailed descriptions included in primary sources, along with the descriptive and emotional illustrations included in graphic history are crucial elements in studying and understanding the process and history of the transatlantic slave trade. Rafe Blaufarb and Liz Clarke tie both of these together to help readers truly understand this historic tragedy in the book, Inhuman Traffick: The International Struggle Against the Transatlantic Slave Trade. Although different than the standard book that may be used, that simply spews information out in an uncreative and somewhat boring way, this book is a tool that can be chosen in classrooms to teach different aspects of the slave trade. Working together, the primary sources and graphic history

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I claim that the institution of slavery taints slave owners from being good to inhumane from the moment that they didn’t own slaves to the moment that they entered the slave business. Secondly, the male slave masters caused turmoil within their families by having children with slaves. Lastly, when slaves obtained the power of literacy, they gradually began to understand their oppression from slave masters and were able to forge a path to freedom

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There is still such a false concept floating around about slavery, even in the twenty-first century. I enjoy reading articles and documents, like the ones provided for this essay, to properly give me an idea of what slavery was like when our ancestors were around. Slavery, even today in schools, is not taught how it should be. Many people, especially in the South, try to ignore slavery as if it never existed, when it is definitely a part of our history. I think there is a falseness, on both ends of slavery, that many people do not talk about; these documents showed me just that.

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This will get the listeners thinking about what sincerely is happening with the issue of slavery and stimulate interest in the abolitionist mindset. Additionally, the author laconically questions, “What to the American Slave is your Fourth

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Semester II Anchor – Historical Narrative Back in 1936, I was unsuccessful in my attempts to find a suitable job in journalism, even though I graduated from Harvard University with a major in English. Coincidentally, I was contacted by Jacob Baker, representing the Federal Writers Project, with the offer to interview former slaves in order to give insight to future generations about the system of slavery from those who actually experienced its cruelty. Of course, I accepted immediately and began conversing with several slaves within the month. The Federal Writers Project has definitely been the most eye-opening experience of my entire life, and it has already been fifteen years since I first interviewed these fascinating people.

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One of the strategies Douglass uses to convince his audience slavery should be abolished is by “calling out American hypocrisy in his Fourth of July oration” (Mercieca 1). He shames them with no remorse. He speaks on the opposite treatments that enable whites to live in a state of freedom and liberty, while the blacks are living in a state of bondage. As the audience listens, he reminds them, there are men, women and children still held hostages to the chains of

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Walters, Ronald G. “Abolition and Antebellum Reform.” History Now The Journal of the Gilder Lehrman Institute. Accessed October 28, 2015. https://www.gilderlehrman.org/

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From this, derives a bond with the reader that pushes their understanding of the evil nature of slavery that society deemed appropriate therefore enhancing their understanding of history. While only glossed over in most classroom settings of the twenty-first century, students often neglect the sad but true reality that the backbone of slavery, was the dehumanization of an entire race of people. To create a group of individuals known for their extreme oppression derived from slavery, required plantation owner’s of the South to constantly embedded certain values into the lives of their slaves. To talk back means to be whipped.

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From Plantation to Prison: The Cyclical Practices of Racialized Punishment Slavery resembled the parent figure in American history. Its’ foundation and ideologies stem from the previous failures and successes of its parent colonialism. Like colonialism, slavery held deep-rooted feelings favoring dominance through superiority but still saw the significance of keeping its’ possessions in good, working condition. On the other hand you have the prison industrial complex. The offspring of slavery, the prison industrial complex is nothing more than a damaged, avaricious, emotionless child who has been privileged and prejudiced since its reproductions.

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As historical documents, the slave narrative serves as a lens to the evolution of white supremacy in the South in the eighteenth century through the twentieth century Jim Crow South to the disfranchisement of Blacks today. These narratives give voice to the generations of Blacks who may not have had their stories told because any evidence of what occurred was destroyed or was told from the oppressor’s perspective. In William Wells Brown’s Clotel; or, The President’s Daughter: Narrative of a Slave Life (1853), the author shows the dilemma of the African American through the mulatto character. Brown’s narrative acts like an instrument to project the propaganda of the abolitionist by disclosing the brutal institution of slavery. The narrative develops around explicitly, powerful scenes that show the many experiences of the mulatto in the antebellum era through the social constraints that bind her.

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This book also allows the reader some insight on the relationship between a slave and a slave master and the mentality which slave masters held to justify the need to hold another human being as property. Lastly, this book allowed the reader to gain a better understanding and appreciation on just how valuable liberty and freedom are to a person. This is evidenced by the quote,” So we passed, handcuffed and in silence, through the streets of Washington — through the Capital of a nation, whose theory of government, we were told, rests on the foundation of man’s inalienable right to life, LIBERTY, and the pursuit of happiness” (Northup

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By using this reference, it illustrated the severity of the alienation of blacks in the Southern United States. In 1619, a Dutch ship “introduced the first captured Africans to America, planting the seeds of a slavery system that evolved into a nightmare of abuse and cruelty that would ultimately divide the nation”. The Africans were not treated humanely, but were treated as workers with no rights. Originally, they were to work for poor white families for seven years and receive land and freedom in return. As the colonies prospered, the colonists did not want to give up their workers and in 1641, slavery was legalized.

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Introduction: During the 1800’s, Slavery was an immense problem in the United States. Slaves were people who were harshly forced to work against their will and were often deprived of their basic human rights. Forced marriages, child soldiers, and servants were all considered part of enslaved workers. As a consequence to the abolition people found guilty were severely punished by the law.

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