Walker AmStud 2nd Quarter All-Stars
|
Initials |
Source |
Item |
Date / Decade |
IDENTIFICATION |
HISTORICAL
SIGNIFICANCE |
|
MT |
Burnham Handout |
Andrew Dunford |
|
A free black sugar
planter who owned seventy-seven slaves at his death. To give him some credit,
Dunford, along with most other black slave owners,
felt a conflict of interest in his support of slavery. |
Free blacks, just
like whites, were self-motivated and acted on his own self-interest and
disregarded the fact that those he forced into hard labor on his plantation
were of the same color as he. |
|
AW |
EV 12 |
British textile industry |
|
Grew rapidly with the industrial revolution. |
Created a demand for cotton from the American south, encouraging larger-scale production and therefore slavery. |
|
MT |
Burnham Handout |
Dilsey Pope |
|
A free slave who
bought her husband and after having a fight with him, preceded to sell him to
a white slave owner who refused to sell her husband back when they overcame
their differences. |
Goes to show that
sometimes free blacks’ plans for slave ownership backfired, as in the case of
Dilsey Pope and her husband. |
|
MT |
Burnham Handout |
Mosby Shepherd |
|
A free black who
bought his own slave son in order to later free him. |
Black ownership
of slaves was not always for the sole reason of increasing the wealth of the owner.
Shepherd demonstrates a key tactic that only few blacks could use to free
slaves because of the expense of slaves. |
|
KH |
Burnham |
Anthony Johnson |
1640 |
A black man that
came over to |
Anthony Johnson is a rare example of a free black man who was able to accumulate wealth and eventually own slaves of his own. |
|
|
Burnham Handout |
John Casor |
1640-1649 |
Brought from Africa to America, where he was a servant for a Virginia landowner, who filed a complaint because his master, Anthony Johnson, tried to make him a slave for life. |
Shows that some masters treated servants like slaves and even would try to make them slaves after the servitude was complete. |
|
AC |
HOWIA 5 |
Mrs. A. J. Graves |
1700-1799 |
A writer that saw women’s responsibilities to adhere to their sphere was often seen as moral issues. |
This proved that even women believer that they should follow the unwritten rules and responsibilities of women. |
|
AW |
EV 12 |
Broad kinship patterns |
1700-1860 |
Close ties between children
and grandparents, aunts, and uncles as well as parents; found in many West
African cultures, and applied to slave relationships in |
A reaction to the fact that slave children were very much often separated from their parents. The idea did not only apply to blood relatives, and served as a way to create a strong uniting sense of obligation to, and kinship between, slaves. |
|
KB |
EV12 |
Plantation |
1700-1860 |
A large farm used by the planters of the Old South for the growing of crops. Slaves were the most abundant in the plantation, there was usually a large mansion with elegant furnishings, and the plantation system usually had an average income of $20,000 or more a year, but there were also high maintenance costs (slaves, land) that offset this profit. |
Stood as the center of the popular image of the Old South, but it also stood for the cruel treatment of slaves and it often had indecent living conditions for the slaves and their families. Also, though not the majority, the plantation usually generated the most income for the South, and that’s why some of the wealthiest counties in America are located in the South. |
|
MC |
EV12 |
patting juba |
1750-1860 |
Slaves made rhythmic clapping music alongside dances. Also, made use of the banjo, tin buckets, and extensive footwork. Slaves also sang spirituals. |
Though slaves were not allowed to own musical instruments, they still found methods of enjoying dance and song. Innocent- seeming songs often contained hidden messages or underlying meanings. |
|
MC |
EV12 |
pidgin |
1750-1860 |
Used for communication between slaves, was a very basic form of spoken English. |
Stresses the need for slaves to communicate, and the difficulties
of doing so due to different places of origin. Pidgin was a common tool with which slaves
could eventually unite. See “English Pidgin” |
|
IA |
EV12 |
Innate Southern Violence |
1760’s-(maybe even present?) |
Low-brow violence and unnecessary brutality define the white Southerners of the time period. |
Gives the North more metaphoric firepower in their argument of Southerners being roughians as well as somewhat establishing the feral tendencies of white slave owners in general. |
|
MT |
EV12 |
Dueling |
1760-1850 |
Became a huge
deal in the “Old South” as a means to preserve one another’s honor. |
Dueling became a
substitute for law enforcement and demonstrated the violence that broke out even
among the whites of the South. Not surprisingly, the murder rate of the South
was about ten times higher than that of the North. And
is still higher as a percentage of population!! |
|
MC |
EV9 |
John Jacob Astor |
1763-1848 |
Astor served as an example of the popular “rags-to-riches” myth. He established a fur-trading business which grew to the reaches of an empire, raising him to high status and wealth. |
Astor was one of a few whom the phrase “rags-to-riches” accurately described. Most of the wealthy were either born into a wealthy family, married wisely, or invested well. |
|
LM&MT |
ATF6 |
Ecological Systems |
1780-1820 |
Plants, animals,
diseases. Many different eco-systems were in |
These different
Eco-systems had to be dealt with just like the cultural differences within |
|
LM&MT |
ATF6 |
European domestic animals |
1780-1840 |
Cattle, sheep,
oxen, and pigs began replacing Indians’ bison, deer, moose, antelope. |
Because European
domestic animals began replacing the animals Indians depended on for
survival, Indian population levels began suffering greatly as more and more
whites moved West and into the |
|
LM |
ATF7 |
Historiography: Andrew Jackson |
1780-1840 |
An example of
Freud’s ideas put into action. A historian, Rogin,
hypothesized the relationships between Indians and Americans as well as
Andrew Jackson’s personal demeanor could be explained implementing Freudian
ideas. |
Rogin believed that the relationship between
white Americans and American Indians mimicked that of a parent-child
relationship. The president was commonly referred to as “the white father” to
the Indians. Rogin also believed that |
|
LM&MT |
ATF6 |
Plants |
1780-1840 |
|
Humans and
disease were not the only things spreading throughout |
|
PS |
EV9 |
Land Ordinance of 1785 |
1785 |
Provided for the survey and sale of states which had ceded western lands to the national government, creating a public domain. |
The ordinance spurred westward expansion. |
|
PS |
EV9 |
Northwest Ordinance of 1787 |
1787 |
Established a mechanism for transforming the several states that had ceded western lands to the national government into states. |
The ordinance spurred westward expansion. |
|
KB |
HOWIA 5 |
Sarah Hale |
1788-1879 |
Famous woman writer that described in her magazine Godey’s Lady’s Book how a woman should act, including being delicate and timid and requiring protection. |
The evolution of a middle-class lade became evident through her writings, as women were now seen as dependents rather than partners with their husbands. |
|
MC |
EV9 |
Samuel Slater |
1789 |
British mechanic who reached |
Mills provided more jobs, and a greater production of cotton and textiles. Sped up the process of American industrialization. |
|
LM&MT |
HOWIA6 |
A
Vindication of the Rights of Man |
1790 |
An essay written
by Mary Wollstonecraft in opposition to Edmund Burke’s Reflections on the Revolution in France. |
Wollstonecraft
won a lot of support and approval for this essay, and it encouraged her to
continue writing and expressing her beliefs and set her up for her powerful
essay A Vindication of the Rights of
Women. |
|
MT |
EV16 |
African Methodist Episcopal Church |
1790 |
Drew thousands of
freed African-American members in the midst of the growth of African-American
churches. |
Demonstrated the freedmen’s
need for a community just for them because the whites simply would not offer
any help or guidance in areas such as schooling. The church furthered the
segregation between blacks and whites, however, and made the gap between them
seem much larger. |
|
PS |
EV12 |
African-American Religion |
1790’s onward |
Originally comprised of African religions which did not unify American slaves due to the diversity of African cultures. However, Methodist and Baptist denominations were very popular, and many African Americans began going to Church. |