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Phillis Wheatley letter to Reverend Samson Occom strongly expressed freedom and religious self-rule. Wheatly respected what Occom stated about the natural rights for negroes. She wanted the letter to change the major conflicts. It was a challenge between defending slavery and gaining it, that was the pin-point. On the other hand, a few years later Lamuel Haynes wrote the document, Liberty Further Extended. Haynes hoped that freedom for the Africans would take place. He wanted to expose conflicts to show just because of our color it should not decrease our right to freedom. In both of the documents I feel the authors voiced hope in things that could change, like colored people having freedom and religious self-rule. Wheatley and Haynes pointed
Similar to the previous document, Document 6, the individuals writing this urges the state of Massachusetts to grant them freedom. In the introduction to this document, a contradiction is addressed by Holton, discussing the colonists’ views on King George III’s policies. Holton states: “White colonists’ protests often charged that the policies adopted by King George III and Parliament took away their liberty and even threatened to “enslave them” (Holton 46). Based on this, one would imply that the colonists are not used to this type of oppression being placed on their lifestyle. It seems that the colonists felt as if they were going to be treated like slaves. This protest contradicts itself because the colonists are the originally the ones that are oppressing and setting strict rules and laws against African Americans. In addition, it appears that the colonists are unbothered with treating the slaves worse than the result of King George and Parliament’s policies, but suddenly it is not okay once that action is placed upon the colonists themselves. Another document that speaks on these contradictions is Document 10. This document examines Phillis Wheatley’s letter to Samson Occom. Wheatley’s letter to Occum denotes the colonists’ insistence to break free from Britain’s wrath and their persistence to keep slavery in the United States. Wheatley attempts to
Wheatley was born in West Africa around 1750, and was captured when she was 7. John Wheatley purchased Phillis for his wife, Susanna; together they taught Phillis how to read and write, and as early as 12, Phillis was writing poetry and her first poem had been published. Wheatley’s poems implicitly advocated for racial equality, while condemning slavery. Her work received some negative feedback from political figureheads, such as Thomas Jefferson. White America classified a human as having the ability to read, write, and reason; therefore, leaving no room for the uneducated Africans, seeing Africans as nonhuman. Jefferson claimed Wheatley’s work was not literature because the moment he admitted Wheatley’s work was indeed literature, he would have had to admit she was a human being. The way Phillis Wheatley handled the adversity she faced is admirable. Wheatley definitely impacted American history, and “owes her place in history to advocates of inequality” (Young 1999
In the letter, Abigail Adams, informs her daughter about how she likes the White house. But throughout it she shows her daughter how she reacts with her new surroundings. She acts spoiled and she complains.
Both Lemuel Haynes and Abigail Adams represented the voices of those who were not included in the laws of the Constitution. Though their writings were on different aspect of cultural roles, the common point that is shared by the two arguments was equality in life. In Lemuel’s text, the idea of slave-keeping was something that hurts those individuals to a life where they are kept for hard labor and not have the freedom to enjoy the privileges that God gave to each person (Haynes, pg 2). The idea of Abigail’s letter was to persuade President John Adams to change the rule of equality to a more meaningful definition where everyone has the same opportunities and be able to live a life where fears are limited. For example, when she visit a the illness,
In his speech he tries to make white people consider the behavior of black people. Specially their feelings towards a national occasion such as Independence Day. At the time of Douglass’s speech America were actually two different nations, white and black. Two separated nations one had great benefits after the independence and another still fight for basic human rights. What does the independence means for people who still suffer after it? This question is the most important. In the Declaration of Independence. He is implying that these rights are not being extended to African Americans. When this country was created it was meant to be a plac...
...f human, social, economic, political and religious relationship.” Randolph was exactly following some of the main points of the Atlantic Charter since he believed in a much higher social relation, exactly what the Atlantic Charter says. He was a great example of a man that carried out the message that the Atlantic charter was saying. Throughout his fight he worked very hard to make the rights of blacks and whites the same. He looked at the Four freedoms that the war would bring. In most paintings of the Four freedoms either for propaganda or to illustrate them it is only whites and not a single black person in each of the freedoms. He tried to convince that the freedoms are meant for not only the whites but also the blacks. A. Philip. Randolph was a well known man that followed the Atlantic charter and also made the segregation of blacks and whites the same.
Wheatley’s poem, “On Being Brought from Africa to America” is part of a set of works that Henry Louis Gates Jr. recognized as a historically significant literary contribution for black Americans and black women (Baym et al. 752). Addressed to the Christians who participated in the slave trade, the poem is meant to reveal the inconsistencies between their actions and the Christian Ideal. Whether perceived as a work of sincerity or a work of irony, the poem conveys the message that an individual’s behaviors are influenced by the examples of others and that all people are equal. Understanding Phillis Wheatley’s intent in her poem, “On Being Brought from Africa to America,” is gained by considering all of the aspects of her existence when analyzing her work and even though perception is based on individual perspective, analysis and explication will reveal the contrariety Phillis Wheatley observed between society and the Christian Ideal and evidence her desire for the dissolution of every inequality.
Before the American Revolution, significant opposition to slavery already existed. James Otis, a Massachusetts lawyer emblemized this strain of thought when he wrote about the rights of natural born citizens and men. He argued that a man, black or white, should be guaranteed, as British subjects, the same rights and liberties. These liberties should protect men from slavery and afford them the rights guaranteed by the British Crown. Many other American colonists shared this attitude of abolitionism, however their reasoning relied on religious beliefs rather than modern political theory. A letter written by Phillis Wheatley to a Reverend exemplifies this justification for abolition. The letter expressed appreciation for the Reverend’s abolitionist views, but also compared the current situation to those of the Israelites when the Egyptians enslaved them. A parallel to the Bible furthered the view for many that slavery was unjust. This combination of Enlightenment ideals of natural righ...
Phillis Wheatley was one of the most renowned poets of the eighteenth century and her poetry's was as good as the best America poetry of her age. She was born in Gambia, Africa as a slave child and sold to John Wheatley in Boston on July 11, 1761. She was the first African-American to publish a book of imaginative writing and the first to start the African-American literary tradition. She combined religion and neo-classicism in her poems and most of her poems propose an escape from slavery. She rejoices death and the rewards and liberty of life after death.
Philip A. Randolph was a was a fifty one year old union leader. He was part of the NAACP, which was also known as the National Association for the Advancement of Colored People. This was one of the nation’s oldest and largest civil rights organization. When he was growing up, he embraced his father’s appreciation for the power of speech (Jones 3). At an early ages, he was instilled with a sense of justice and a responsibility for leadership (Jones 3). Randolph would often recite sermons and copied the styles of his father and other local ministers (Jones 3). When he was a teenager, he was chosen to give a speech at his graduation in Cooksman Insitute, which was founded to train former slaves to become teachers and other professional during the rebuilding of the South right after the civil war (Jones 3). He worked for the Brotherhood of Sleeping Car Porters and Maids. Over time, he became the president of the Brotherhood of Sleeping Car Porters Union (class notes). Randolph expressed his sympathy toward the sentiments behind Black Nationalism (Jones 6). In addition, he was very vocal and politically active in pushing for economic equality, opportunities and access (class
The second letter details “an extremely dangerous rebellion among the Negroes in the Eastern shore of Virgin.” The third document was extremely rare in the state of South Carolina’s archive written by a slave who talks of plans for a rebellion including thousands of slaves. This never became a reality, but in the document, which was found in the year 1793 in the streets of Yorktown, Virginia, showed the deep longing the slaves had for freedom, in spite of the many odds against their revolt being
The famous line in the Declaration of Independence that reads, “We hold these truths to be self-evident: that all men are created equal (Revolution DBQ, pg. 3 & 5).” This war allowed people to feel differently and allowed them to rethink about slavery. The abolition of slavery 1777-1865 started to take place (Revolution DBQ, pg. 7). The North abolished slavery and African-American males were granted freedom and allowed to attend school. Historians have debated were they really free because of valedictorian speech of young African-American male in 1819 (Revolution DBQ, pg. 8). Not only did it allow people to questioned slavery, it created document to protect the interests of the Indians that helped with the war. The document that was created: “Utmost Good Faith” Clause from the Northwest Ordinance, 1787 (Revolution DBQ, pg. 9). However, there was a letter sent to the President of the United States, George Washington from the three Seneca Indian leaders (Big Tree, Cornplanter, and Half-Town) on why they fought on the British side during the Revolution (Revolution DBQ, pg. 9). Even though it took 143 years for women to be equal to their male counterparts i.e. United States Constitution, Amendment 19, it was Former First Lady Abigail Adams’s letter to her husband on not forgetting the ladies that they will not hold themselves by any law(s) in which they have no voice or representation (Revolution DBQ pg.
The letter was written during the 1960’s when people, white people in particular, believed that segregating African Americans was civil and humane. Furthermore, white people thought that African Americans were an inferior race. King includes the following in his letter: “I doubt that you would so quickly commend the policemen if you were to observe their ugly and inhumane treatment of Negroes here in the city jail; if you were to watch them push and curse old Negro women and young Negro girls…” (p.187) Martin Luther King’s purpose of writing is to address this occasion of racism and cruelty towards African Americans living in the United States of America. In the letter, King attempts to appeal to multiple audiences. His first major audience is the eight Alabama clergymen. King’s letter is a direct response to them and their belief that the non-violent protests occurring in the city create tension and are unlawful. Another audience is the white moderate who does not take a stance on the issue of African Americans having basic human rights. By
This letter powerfully persuades his points on why he was in Birmingham, why he acted in a non-violent direct action, why the timing was when it was and that segregation needs to end. He uses this letter in order to persuade the clergymen into understanding his reasons for all the above. He uses logos, pathos and ethos to show the passion behind his cause. This letter opened eyes onto people of that time. Segregation is unjust and that the laws should not bend just for color. He quotes St. Augustine, “an unjust law is no law at all.” This quote sums up the whole letter and its purpose; laws should be just for all and that when it is not it is man’s job to seek justice, peacefully. Just as peacefully he had done with the non-violent protest.
In “On Being Brought From Africa To America” Phillis Wheatley speaks directly from her experience of coming to America, and how she became very religious on her arrival, so she uses her religious beliefs to explain how lucky she was to be in America and how she made a lot of achievements. Phillis Wheatley was a young black female poet, who started discovering her love for writing when she came to America, although it was illegal to educate black people she found a way to teach herself to read and write, even though a lot of people of her race were told that they weren’t good enough to deserve to be Christians and also to enjoy the advantage of being a citizen in America, Wheatley overcame these immense obstacles and she was so grateful for the chance to be a part of the Christian word and also to hear the word of Christianity, she was also very happy that she was brought to America where she has the opportunity to read and write. “Phillis” wasn’t her real name but her master named her that because the slave ship she boarded to come to America was named Phillis.