from PBS Home Web Site: http://www.pbs.org/wnet/slavery/experience/legal/history.html Norman Coombs, The Immigrant Heritage of America, Twayne Press, 1972. CHAPTER 3,The Shape of American Slavery O'Connor,C. HIST 379 Instuctor Guidance. Retrieved from: http://classroom.ashford.edu Paul Finkelman (2010). Slavery in the United States.
In 1893, a portion of the island was donated to Preservation Virginia(formerly known as The Association for the Preservation of Virginia Antiquities) for that purpose. The actual location of the 1607 fort was thought to be underwater, lost due to erosion. A sea wall was constructed, which preserved the site where the remains of the original "James Fort" were to be discovered by archaeologists of the Jamestown Rediscovery project beginning in 1994, a century later. In 1907, the Jamestown Exposition was held to mark the 300th anniversary of the founding of the Jamestown in 1607. Due to transportation and other considerations which made the site of Jamestown impractical, the celebration was held at Sewell's Point in Norfolk,
Historical context pertains to logos, which appeal to the reader’s common sense and beliefs. This tool is important because it brings the reader to feel confident that English has been, and will continue to be, spread across the world. The author states specific examples in history that have promoted language growth and links them to the same factors pertaining to English. Crystal makes his point that "A language has traditionally become an international language for one chief reason: the power of its people- especially their political and military power." (355).
Many linguists trace the development of Black English back to the time of slavery and the slave trade. Thus, the history of Black English must date back to about 1619 when a Dutch vessel landed in Jamestown with a cargo of twenty Africans. (Smitherman, 5) During the slave trade, ships collected slavesfrom several different nations rather than just trading with one nation. The rationale that justified this action was simple; Africans from different nations spoke different languages and could not communicate with each other, and thus were incapable of uniting to overthrow the ship’s crew. In 1744 slave ship Captain William Smith wrote: "...the safest way to trade is to trade with the different Nations, on either Side the River, and having some of every sort on board, there will be no more Likelihood of their succeeding in a Plot, than of finishing the Tower of Babel," (Stoller, 19).
1. Sarah and Angelina Grimke grew up in South Carolina on a slave plantation, and as they got older rejected the southern lifestyle and moved up north to advocate for the abolitionist movement and women’s rights. 2. The Nullification Crisis occurred in 1828 after The Tariff of Abominations put a tariff on imported goods; South Carolina threatened to secede from the Union. The tariff benefited the north but hurt the south.
Chapter 20 Study Guide Vocabulary: 1. Factories - Portuguese trading fortresses and compounds with resident merchants; utilized throughout Portuguese trading empire to assure secure landing places and commerce 2. El Mina - most important of early Portuguese trading factories in the forest zone of Africa. 3. Royal African Company - chartered in 1660s to establish a monopoly over the slave trade among British merchants; supplied African slaves to colonies Barbados, Jamaica, and Virginia 4. triangular trade - commerce linking Africa, the new world colonies, and Europe; slaves carried to America for sugar, and tobacco transported to Europe 5.
The New Imperialism: 1880-1914 IMPERIALISM: the control of one people by another (can be political, economic or cultural) I. "Old Imperialism": occurred between the 16th and 18th centuries A. European powers did not usually acquire territory in Africa and Asia but rather built a series of trading stations 1. Portugal established a series of trading posts along the west coast of Africa, India and Indonesia a. Spice trade b. First to establish the African slave trade in the New World 2. The Netherlands likewise established trading posts in Indonesia and Ceylon (Sri Lanka) 3.
And if you’re not well-versed in Caribbean history, you will be soon. And you’ll thank Diaz for opening your eyes. Copyright © 2008 Massachusetts Center for the Book From the Massachusetts Book Awards – A Program of the Massachusetts Center for the Book A WAY TO START Diaz divides his book into geographical and chronological parts. Only the parts don’t move in a predictable orderly way. Instead you shuttle back and forth from the Dominican Republic to New Jersey, and from Washington Heights in the northern reaches of Manhattan—enclave of Dominican-Americans--back to the island.
1760—more than 300,000 people were enslaved...they (or their ancestors) had been taken as captives from Africa to North America B. How the Founders Learned About Government 1. Reading history, philosophy, from own experience of self-government as colonists within the British Empire—ways founder learned about government a. familiarity with ancient Greece and Rome as with later European history b. read classical texts about government and politics by Aristotle (384-322 B. C.)...Marcus Tullius Cicero (106-43B.C.) and others c. read newer theories of government by 16th century philosophers such as Thomas Hobbes (1588-1679) and John Locke (1632-1704) 2. By 1770s—founders familiar with the English jurist William Blackstone's explanations of English law (published between 1765 and 1769)... almost all-well read in Protestant theology 3.
Phonics is Ebonics When Africans were brought to the United States of America they were striped of their native language. They were whipped and told that they were not to speak in their native tongue. As a result English was learned by methods of listening as a young child does from infantry until they learn to speak. Because English was a second language to slaves their brains had to be trained to speak in a new pattern. West Africans do not use consonants to pronounce words in their native language that they speak.