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Chabot College Frederick Douglass
Narratives of a Slave
Directions: Read the autobiography and answer the questions. Select any fifteen and respond to them in paragraph format. The 4th of July Speech-number 22- must be answered as one of the fifteen. I am not interested in copy work. Your responses are to be typed and double-spaced. This is a 50 point effort and due per syllabus calendar.
Slaves didn’t know their mothers or birthdays. Assess the impact on their mental well being? Most slaves didn’t know their mother since they are 12 months. The reason for this is because they are separated from their mother because their mother had to work far away as a slave. Thus, they had to live with someone that they didn’t even know about. These people are their caretaker. Also, they know nothing about the information of their birthday or childhood lives. As they are slaves, they thought that they didn’t have any reason to live because slavery was like a jail that would restrain slaves forever, so it affected a lot their mental. Moreover, their generation also had to become slaves. For these reasons, the lack of the information of their mother and birthday made them lose their emotion and not believe in real life.
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What was that reputation and how did he earn it? A snake? Edward Covey had a reputation based on his job. He was a person who managed and have responsibility on punishing them. He was obsessed by keeping the work due on time so he tried to speed up them by using many different types of punishment. Since that day, he was seen like a snake because he tricked his slaves. He tricked them by telling them all the work that they needed to do for everyday, after that he would go somewhere, and so the slaves though that he went too far. Thus, they would not pay attention on the work. However, in fact, he watched them from a far distance. Finally, he punished them from his tricks. That’s why he was called a
Ambrose is a very esteemed and honorable historian who showed at no end that he would stop doing what he loved, writing about America and enriching the minds of his readers and students. Ambrose has shown his great admiration for his country, reflecting upon his views for America and writing about what he has done to help benefit this country, such as his D-day Museum. He visibly shows his patriotism and his fascination for military history as he recounts stories of World War 2 and the War of 1812 and speaks highly of countries achievements of helping rebuild Europe after the war and gaining independence for colonies held by Japan during the war. He uses imagery, contrasting ideas, and quotes from other historians or Americans to back up the messages he tries to convey to his readers.
America was born and survived, its rough road into a nation, through a series of events, or moments in history. The founding brother’s book is about a few important figures during and after the American Revolution. These important figures consisted of Alexander Hamilton, Aaron Burr, John Adams, George Washington, James Madison, and Thomas Jefferson. Each of these men, contributed to the building of America in one way or another. The book breaks these contributions into a few short stories, to help understand what these important figures did.
...tive on the psychological damages of slavery. White believes “pairing the psychological with the enslaved woman’s means of survival has helped us analyze many patterns that emerged after slavery (10).”
“The law on the side of freedom is of great advantage only when there is power to make that law respected”. This quote comes from Fredrick Douglas’ book, Narrative of the Life of Frederick Douglass, an American Slave, written in 1845. Fredrick Douglas who was born into slavery in 1818 had no understanding of freedom. However, his words shed light on the state of our country from the time he made this statement, but can be traced back fifty-eight years earlier to when the Constitution was drafted and debated over by fifty-five delegates in an attempt to create a document to found the laws of a new country upon. However, to eradicate the antiquated and barbaric system of slaver would be a bold step to set the nation apart, but it would take a strong argument and a courageous move by someone or a group to abolish what had enslaved thousands of innocent people within the borders of America for centuries. There was an opportunity for the law to be written within the Constitution, which would support this freedom Fredrick Douglas alluded to. However, the power, which controlled this law, would as Douglas stated, “make that law respected”.
In The Narrative of Frederick Douglass by Frederick Douglass, an African American male describes his day as a slave and what he has become from the experience. Douglass writes this story to make readers understand that slavery is brutalizing and dehumanizing, that a slave is able to become a man, and that he still has intellectual ability even though he is a slave. In the story, these messages are shown frequently through the diction of Frederick Douglass.
American success history recognizes the contributions made by two of its renowned leaders. The two are regarded as heroes despite the obvious differences between them abound. The two figures are regarded with comparable amounts of reverence even though they lived their lives in different ways. Nevertheless, both Benjamin Franklin and Fredrick Douglas gained their status through treading pathway of hard work. This paper, therefore, seeks to discuss the experiences that shaped the lives of both Franklin and Douglas. It also seeks to analyze the life of Fredrick Douglas as presented by John Stauffer. In comparing the two personalities, I will lay much emphasis on the role education played in making better the lives of Franklin and Douglas. In this regard, it is worth noting that although their education was not that formal, it shaped their lives immensely. Franklin education, for instance, came while working under his brother James as an apprentice printer during his teen years. On the other hand, Douglas’s tale is much bleaker, but it depicts the use of wits coupled with natural talent to pull oneself to a respectable stature (Zafar 43). It is clear that Franklin persuasive rhetorical skills, which came in handy, in writing and oratory skills were natured by induction to printing apprenticeship as well as a great access to a variety of books. Critiques in later years would argue his love for books and learning made Franklin become an accomplished speaker, thinker, author, and a statement. In a nutshell, access to books and love for learning shaped Franklin’s Character to a great extent.
Literacy plays an important part in helping Douglass achieve his freedom. Learning to read and write enlightened his mind to the injustice of slavery; it kindled in his heart longings for liberty. Douglass’s skills proved instrumental in his attempts of escape and afterwards in his mission as a spokesman against slavery.
Deviating from his typically autobiographical and abolitionist literatures, Frederick Douglass pens his first work of fiction, “The Heroic Slave,” the imagined backstory of famed ex-slave Madison Washington, best known for his leadership in a slave rebellion aboard about the slave ship Creole. An interesting plot and Douglass’ word choice provide a powerful portrait of slavery and the people affected by it.
Slave narratives were one of the first forms of African- American literature. The narratives were written with the intent to inform those who weren’t aware of the hardships of slavery about how badly slaves were being treated. The people who wrote these narratives experienced slavery first hand, and wanted to elicit the help of abolitionists to bring an end to it. Most slave narratives were not widely publicized and often got overlooked as the years went by; however, some were highly regarded and paved the way for many writers of African descent today.
After reading Frederick Douglass’s narrative of slavery, I couldn’t help but stop and try to gather my thoughts in any way possible. It was not the first time I had read the narrative, but this time around Douglass’s words hit me much harder. Perhaps, it was that I read the narrative in a more critical lens, or possibly it was just that I am older and more mature now from the last time I read it, but whatever the reason, I can confidently say reading the narrative has changed my heart and opened my eyes in many ways. I have always been aware of the injustices that slavery encompassed and of course like many other people, I have been taught about slavery in a historical narrative my entire life. But, Frederick Douglass’s narrative does more than just provide a historical perspective in seeing the injustices in slavery. His narrative asks the reader to look directly into the eyes of actual slaves and realize their very heart beat and existence as humans. Douglass humanizes the people of whom the terrible acts we acted upon that we learn about as early as elementary school. It is because of this that I decided to write this poem. Reading the narrative made me really think about Douglass’s journey and the story he tells on his road to freedom. I felt as if he was really speaking to me and, and in turn I wanted to give Douglass a voice in my own writing.
The tone established in the Narrative of the Life of Frederick Douglass is unusual in that from the beginning to the end the focus has been shifted. In the beginning of the narrative Douglass seems to fulfill every stereotypical slavery theme. He is a young black slave who at first cannot read and is very naïve in understanding his situation. As a child put into slavery Douglass does not have the knowledge to know about his surroundings and the world outside of slavery. In Douglass’ narrative the tone is first set as that of an observer, however finishing with his own personal accounts.
23.) Foner, Eric. Give Me Liberty! An American History. 4th ed. (W.W. Norton, 2012), 874.
Parents had to raise their children knowing there children would suffer the same fate as they did when they become of age. “Grandma was soon to lose another object of affection, she had lost many before.” (pg. 39) When the kids were young they were allowed to develop friendships with the slave owner’s children. “Color makes no difference with a child.” (pg.50) Kids are oblivious. However, slave children began to realize what the rest of their life would be like when they did become of age. Sopia the slave o...
The narrative begins by informing the readers that slaves were kept in the dark about crucial issues in their lives such as their dates of births. The slaves, particularly those born in slavery, were not allowed to know such important aspects of their lives as birthdays. For instance, Douglass was not sure of his exact birth date. They were even kept in the dark on the identity of their parents, “I do not recollect ever seeing my mother by the light of day” (Douglass, 10). This implies that the slaves were separated from their biological parents at a tender age, and subjected to harsh living conditions. One of the slaves, Fredrick Douglass, was separated from his mother, Harriet Bailey, when he was seven years old. The slaves are not emotionally affected by the separation since they are separated from their parents at a tender age and they become used to living without their parents. Slaves are subjected to harsh co...