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Frederick Douglass and Martin Delaney Preface I began the research for this paper looking to write about Frederick Douglass’ drive to start his abolitionist paper The North Star. What I then found in my research was the writings of a man I had never before heard of, Martin R. Delaney. Delaney and Douglass were co-editors of the paper for its first four years, therefore partners in the abolitionist battle. Yet I found that despite this partnership these men actually held many differing opinions that ultimately drove them apart. My research led me to examine the lives of both of these men to find possibly sources for these differences, and many did I find. While Douglass rose from slavery, with the help of white benefactors, to achieve self-sufficiency and success Delaney was born a non-slave, yet not-quite-citizen, that achieved through his immersion in closely knit black societies. What did this necessarily mean for both of these men? What differences in the personal growth of Douglass and Delaney led to differences in their ideologies later in life? This is the question I propose to answer within my text. For such a purpose I have planned this paper as both a biographical work and one of intellectual history. For the biography of Delaney I owe credit to the work of Victor Ullman and his work, . Otherwise my research is based primarily on documents, written by both Douglass and Delaney, found in collections made by people such as Philip. S. Foner and Robert S. Levine. One Nation, Two People America has forever long been looked upon as the land of opportunity, yet for just as long struggled with the actual attainment of equal opportunity by all of its citizens. The lines of this inequality have b... ... middle of paper ... ...ts that, and for that Delaney should be remembered in equal esteem. For this nation has never been shaped through the actions of one man, and its story should never be told as if that were so. Works Cited Douglass, Frederick. Life and Times of Frederick Douglass. New York: Collier Books, 1962. Foner, Philip S., ed. The Life and Writings of Frederick Douglass: Pre-Civil War Decade 1850-1860. Vol. 2. New York: International Publishers, 1950. The Life and Writings of Frederick Douglass: 1844-1860. Vol. 5. New York: International Publishers, 1975. Levine, Robert S., ed. Martin R. Delaney: A Documentary Reader. Chapel Hill: University of North Carolina Press, 2003. Ullman, Victor. Martin R. Delaney: The Beginnings of Black Nationalism. Boston: Beacon Press, 1971. White, Barbara A. The Beecher Sisters. New Haven: Yale University Press, 2003.
middle of paper ... ... Douglass, Frederick. A. A. Narrative of the Life of Frederick Douglass. Atlanta: Kessinger Publishing, 2008. 8.
Boston: G.K. Hall, 1999. Foner, Philip S. The Life and Writings of Frederick Douglass, Volume II Pre-Civil War Decade. 1850 - 1860 -. NY: International Publishers Co., Inc., 1950.
Douglas, Frederick. Narrative of the life of Frederick Douglass, an American Slave (The Harper Single Volume American Literature 3rd edition) 1845:p.1017-1081
Literature: Penguin Edition. The American Experience. Upper Saddle River, NJ: Pearson Prentice Hall, 2007. 561-562. Print.
Both readings are about African American Men who are being discriminated against. Frederick Douglass was born 1817 and died 1895. His story is about his journey as a slave in Maryland. When Douglass was put into slavery, he was with a mistress who had never owned a slave before, so it was all very new to her. Mrs. Hugh Auld helped teach Douglass how to read and write, but her husband found out and told her that she should not, for it was dangerous and unlawful (125). Although Mrs. Hugh Auld stopped teaching Douglass, he knew enough to start his own education and eventually that lead him to freedom. Through all of Douglass?s teachings, he realized that slavery had a negative effect on him. Although his education was obviously good for him, he had his doubts. Before he was naive to all that was going on around him and what he was involved in. He obviously knew that he did not want to be a slave, but he did not know all of the information around and involving it. As his education grew, so did his anger and resentment for this world that...
Douglass, Frederick. Narrative of the Life of Frederick Douglass. The Classic Slave Narratives. Ed. Henry Louis Gates, Jr. New York: New American Library, 1987. 243-331.
James Oakes’ The Radical and the Republican narrated the relationship between two of America’s greatest leaders: Frederick Douglass, the “radical” abolitionist, and Abraham Lincoln, the “Republican” politician. He did an astonishing job of demonstrating the commonalities between the views of Douglass and Lincoln, but also their differences on their stance of anti-slavery politics and abolitionism. Despite being on the same side of the argument of slavery, Douglass and Lincoln went about their opinions separately. Lincoln held a more patient and orthodox stance on anti-slavery, while Douglass was proven to be obstinate and direct with
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.
Frederick Douglass. As authors, their books, “Uncle Tom’s Cabin” and “Narrative of the Life of
Frederick Douglass once said, "there can be no freedom without education." I believe this statement is true. During slavery, slaves were kept illiterate so they would not rebel and become free. Many slaves were stripped from their families at an early age so they would have no sense of compassion towards family members. Some slaves escaped the brutal and harsh life of slavery, most who were uneducated. But can there be any real freedom without education?
The student assessment that I choose for my students to complete in my geometry class was to write in their personal journals. By writing in a personal journal and reflecting on the lesson they learned, I will be “Activating students as the owners of their learning.” (William, 2007) After each lesson, usually at the last 5 to 10 minutes of each class period, I had my students write in their personal journal of what they learned and what information they were not completely sure of. At the end of the class as my students leave, I will hold on to their journal and look through a few of them to see what they understood and what they still need help with in understanding. The students will have three questions they can answer on their journal entries, they are:
Print. The. Douglass, Frederick. A. A. Narrative of the Life of Frederick Douglass, an American Slave. New York: Dover Publications, Inc., 1995. Print.
Mediation is effective because it gives both parties a chance to engage in open communication about the dispute. The victim can achieve a sense of empowerment if they have a chance to communicate their frustration and explain how the incident has impacted them. Additionally, if the incident was a misunderstanding, the harasser can tell the victim about their personal habits or particular outlook at the time of the incident. However, open discussion is only effective if both parties are willing to listen to each other’s perspective. Mediation is also beneficial because it promotes confidentiality. In sexual harassment disputes, both parties value their professional credibility and do not want the public to know about the incident. If fact, Sandy Welsh’s article stated that 16% to 90% of working women experience sexual harassment in their lifetime, but majority of women do not report. Therefore, mediation gives parties the chance to solve their dispute without tarnishing their reputation. Finally, trained and experience mediators can help diminish power imbalances by using a caucus. A caucus is the act of meeting with the disputing parties individually, away from the mediation table. A caucus can balance power differences, because it gives both parties a chance to tell the mediator about their interests, concerns and ideal
Considering the fact that the average rate of a legal counsel is $350 per hour, very few clients can afford an extensive litigation despite their notions of righteousness and a desire for a justice to triumph. Mediating civil and family disputes offers a great alternative to the litigation and relieves the pressure off the Canadian justice system that is already over-burdened and backlogged. Whether parties enter mediation as a mandatory court ordered process as in civil cases, or whether parties enter mediation freely as in family law cases, the expectations of parties remain the same. Parties expect mediators to be neutral, impartial and objective when conducting mediation sessions, however, and to the dismay of many, even mediators are vulnerable and susceptible to implicit cognitive biases that guide their thinking processes and behaviour.
In the text of The Contemporary Conflict Resolution Reader, mediators are described as having the skills to efficiently “exercise considerable ability in managing the face to face discussions, which can often call for subtle skill in influencing the way in which discussions are directed paced and timed” (Mitchell 80). This can be helpful when dealing with two individuals that are going through a highly emotional situation like a divorce. Spouses meet with mediators not so they can “make decisions for [them], but serves as a facilitator to help [them] figure out what's best” (Doskow). Mediation can be used in place of the judicial system when going through divorce proceedings.