Hello,

Listed below is the essay question that needs to be answered, the link for the F & H power points and attached is the study guide with the words that need to be used with the definition, enslavement PPT and the midterm exam document. Instructions and number of pages (only 2) are listed in the midterm exam document. I really need for the instructions to be followed to the letter and use only the resource provided.

Use ALL of the following 20 words/concepts to discuss, in essay format, what each concept means within the context of our course themes thus far. How do these 20 concepts help tell of the African American story from Africa, through enslavement and emancipation and the present?

History; C.E.; Rift Valley; Africanisms in Black Culture; Niger-Congo languages -Bantu migration; Queen Njinga; Enslavement characteristics; Resistance to enslavement; Crispus Attuck; Phillis Wheatley; Ethnology; John Malvin, 1830; D. Walker, N. Turner & W. L. Garrison; Frederick Douglas; “1850 Compromise”; John P. Parker; Kansas-Nebraska Act; Dred Scott; Prudence Crandall; “Black people’s CNN”; and Jesse Jackson. 

From this link use PPT’s 5-8

F & H chapters PPT –

https://faculty.mccneb.edu/HPearson/HIST%201050.html

If you have any questions, please email for clarification.

Thanks

EXAM – DEFINITIONS Concepts HIS 1110 Dr. G. J. Giddings

Student Name: Joseph Sigmon

Directions:

Fill in the blanks with the full correct definition from answer sheet; no abbreviations!

History -record and struggle of a people in the process of humanizing the world; shaping it in their interest/image

C.E. – Common Era, replaces “AD” (Anno domini – Year of our Lord)

Rift Valley 168,000. B.C.E. -Area in Africa with archeological evidence of earliest humans

Africanisms in Black culture – oral, communal, Spiritual & matrifocal

Niger-Congo languages -75% of Africa’s 2,000 languages are in this linguistic group/family

Queen Njinga, 1624 C.E. – Ndongo monarch who adopted Christianity as a political strategy

Characteristics of enslavement – resisted, forced, legal, & contradictory

Resistance to enslavement – revolt, day-to-day, cultural, escape

Crispus Attuck, 1750, 1770 – Escaped enslavement in Massachusetts, then first martyr in U.S. Revolutionary War

Phillis Wheatley, 1761 – Great poet, named after a middle passage slave ship by Massachusetts enslavers

Ethnology, 1830s – Pseudo-science used to argue Black inferiority myth and justify enslavement

John Malvin, 1830s – Purchased his freedom in VA; skilled carpenter; move to Ohio and had to work as a cook

D. Walker, W. L. Garrison, & N. Turner, 1829-1831 – Led Militant Abolitionist activities

Frederick Douglas, 1830s – Enslaved in Maryland and hired out as a skilled ship caulker

“1850 Compromise” -Stricter “fugitive slave” law, ended “slave trade” in Washington, D.C., etc.

Underground Railroad. 1810-’50 – 100,000 escaped slavery, costing the South $30 million

Harriet Tubman, 1850s – “Underground railroad conductor,” and Civil War spy, cook, nurse

Dred Scott, 1857 -Petitioned U.S. Supreme Court for freedom, after living 4 years in Illinois

John Brown. 1859 -White radical abolitionist, who led an armed revolt against slavery in Harpers Ferry Virginia, killed 5.

“Black people’s CNN,” 1980s – Hip-hop’s function, according to Public Enemy emcee Chuck D

Jesse Jackson, 1984, 1988 – Increased Black voter registration by running twice for President, winning 11 primaries/caucuses

MIDTERMEXAM/REVIEW 100 Points HIS 1110 G. J. Giddings, Ph.D.

Answer the mandatory essay and 2 other essays, one from each section below
-2 pages per essay – approximately 6 pages total
-All essays should be in a single MS Word document, attached/uploaded to the assignment prompt.

Support every part of each essay answer with course resources; construct each essay with a
descriptive/unique title, introduction, body, and conclusion; proof read your writing for accuracy,
clarity, grammar, plagiarism, etc.
35 points per essay; 30 points mandatory essay; 10 points of extra credit for a 3rd essay

MANDATORY Essay
A sample title: “Enslavement Roots of the Sate of African America”

(Use the study guide on pages 3-4, to prepare for this mandatory essay)
MANDATORY (30 points)
Use ALL of the following 20 words/concepts to discuss, in essay format, what each concept means
within the context of our course themes thus far. How do these 20 concepts help tell of the African
American story from Africa, through enslavement and emancipation and the present?
History Rift Valley; Africanisms in Black Culture; Bantu migration; Queen Njinga; Enslavement
characteristics; Resistance to enslavement; Crispus Attuck; Phillis Wheatley; Ethnology; Thomy Lafon &
Julien Hudson (1800s); D. Walker, N. Turner & W. L. Garrison; Frederick Douglas; “1850 Compromise”;
John P. Parker; Kansas-Nebraska Act; Dred Scott; Prudence Crandall; “Black people’s CNN”; and Jesse
Jackson. Use the attached fill-in-the-blank worksheet to practice/verify your understanding of the 20
concepts.

ESSAY OPTIONS

Section #I. Present as Prologue (choose only one)
A sample title: “The Deep Roots of the Present State of Black America”

Essay #1. Describe/explain today’s state (condition) of African America in terms of the disparities
(compared to the white population) in the areas of employment, health, incarceration, wealth and
politics/power. Did the slavery experience contribute to these disparities between Blacks and whites;
how so or how not so? Despite the disparities, what do you see as specific current strengths (Hip-hop,
elected officials, Black live matters movement, etc.) of the African American community and how do
these strengths specifically work to relieve the relatively poor state/condition of African America?

Essay #2. Consider the 4 Africanisms as explored in Giddings’ “Afrocentric Jay-Z” essay: communal, oral,
spiritual, matrifocal. What is the meaning and significance of each Africanism in African American
culture and history, according to Giddings? What evidence/support is given for each of the 4 Africanism;
are you convinced or unconvinced; and why or why not? What are at least 2 connections you can draw
between Giddings’ arguments and what the other sources (i.e., F&H text, chapter 1) presents about
African culture?

Essay #3. Consider the various historically significant personalities, events, initiatives/actions and
structures that make up over 150 years of Wilberforce history. What specifically in this history has
ensured the survival (against the odds) of Wilberforce and Central State Universities today, and their
ability to serve current students, professors, alumni, community members and leaders? Do you think
Wilberforce and CSU play any unique role/s among HBCUs; is so what, and if not why?

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Essay #4. Consider the obvious importance of politicians whom we elect to represent us in the U.S.
congress (House of Representatives and Senate) by exploring their website and other related sources.
Identify (name, party, background, etc.) your U.S. Representative (from your residential congressional
district) and your 2 Senators (representing your state) and answer the following questions about these
politicians: What are the issues important to all of any one of these 3 leaders and what is your own view
on these issues? What other issues, important to African Americans, do you wish these government
representatives would address (i.e., police brutality, incarcerations, employment disparities, health
disparities, food deserts, etc.)?

II: African Background & Enslavement (choose only 1)

A sample title: “A New, Surprising and Impactful System of Slavery in America”

Essay #5. Consider the unique and varied forms of slavery/enslavement in Africa prior to encounters
with Europeans. How was slavery in Africa different from chattel slavery as practiced specifically in the
U.S.? Discuss 3 forms of enslavement as practiced in Africa, and explain how each was different from
U.S. chattel slavery.

Essay #6. Consider/review U.S. enslavement holocaust as a four part/characteristic system. What are
at least 2 examples of enslavement, characterized/described as: forced, legal, resisted and
contradictory? Concerning the many ways in which the enslaved resisted bondage, what is at least one
example of the following forms of resistance: day-to-day, cultural, escape, and revolt, and how effective,
in your opinion, were these forms of resistance?

Essay #7. Consider/review the militant abolitionist movement of the 1830s and the 1850 national
events leading up to the U.S. Civil war. Describe any 3 militant abolitionist events: “The Liberator,”
“Appeal to the Coloured …,” and Turner’s South Hampton revolt, and explain how each event was
upsetting to the enslavement system of the southern U.S.? Furthermore, explain how the following
1850s national events, eventually contributed to 11 southern states seceding from the U.S. (Union): the
1850 Compromise (fugitive slave law), the Kansas-Nebraska Act of 1854, the Dred Scott Supreme Court
decision of 1857, John Brown’s revolt of 1859, Harriett Beecher Stowe’s 1852 novel, “Uncle Tom’s
Cabin”, and Abraham Lincoln’s 1860 election to the Presidency, etc.? In your view, which one of these
events was/were most influential in causing the southern secession and thus the U.S. Civil War of 1860-
1865?

Essay #8 (Challenge). Read the attached history essay by Rhett Jones, “Why Blacks are Committed to
Blackness” and answer the following questions: What is Jones’ thesis; how do each of the three
ingredients of Blackness shape this concept and African Americans’ commitment to the concept of
Blackness; and of the reasons Jones offers for the one drop rule, which to you is most convincing and
why so? Rhett Jones’ essay: ..\..\Lectures\Enslavement\RhettJonesBlackness

../../Lectures/Enslavement/RhettJonesBlackness

Enslavement System

Dr. G. J. Giddings

Characteristics

forced,

resisted,

Codified/legal,

Contradictory …

(Evolving/evolutionary)

(indentured servitude; post-bellum …)

Key Concepts (M. Karenga, 1980)
Culture
collective, self-conscious means by which a people (re-)create, celebrate and introduce themselves to the world.
History
struggle and record of a people … humanizing the world, i.e., shaping it in their own image …

Forced … Chattel slavery

4

Forced … by the numbers
Capitalism
12.5 (10.7)million
U.S.: 388,000;
Brazil: 5 million
~90% enslaved
50% enslaved, plantations
88% enslavers, owned <20 25% of enslaved, lived on plantations of >50
~52% of free, Southern
“Slave Community”
Enslavers; overseers; head-slaves (house, field, freshwater, creoles.

Forced …by the numbers

Legal…
Mass Bay Colony, 1641 “Slave Code”
244 years enslaved; 155 years free
Virginia Code, 1670
Child followed mother’s status
U.S. Constitution, 1787
3/5 compromise clause
End of slave trade clause (1808)
“fugitive slave” clause
Fugitive Slave law of 1793
South Carolina, 1822
Black sailors imprisoned while ships were docked
After Denmark Vesey revolt conspiracy
Death penalty
73 death penalty laws: for crimes of arson, rape, revolts …

Resisted …
Day-to-day
Small daily acts of defiance
Cultural
Remaining one’s self; holding on to African traditions …
(“Sankofa” by Haile Gerima)
Escape
1810-’50: 100,000
Revolutionary War: 30, 000 in Virginia; 75% enslaved in Georgia
War of 1812(-1815) Blacks
(Alan Taylor’s The Internal Enemy: Slavery & War in VA, 1772-1832)
Revolt
1/10 mutinied (i.e., Amistad, 1839)
Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831
Creole Case, 1841: Revolt; British freed 128 in Bahamas

Contradictory …
Crispus Attucks, 1723-1770
“Boston Massacre” martyr, 1790
Phillis Wheatley, 1753-1784
poet …
“Brains & Beauty as well as Brawn”
Rice cultivation in South Carolina; metallurgists; carpenters …
Thomas Jefferson & Sally Hemings’ relationship;
“Internal enemy” (A. Taylor)
Ethnology
Polygenesis theory of human development
“One drop rule”
5,000 Black Revolutionary War veterans
Emigration
American Colonization Society, 1816
Segregation started at Puberty

Contradictory …
Crispus Attucks 1723-1770
Narragansett mother
1750 Advertisement
Boston Massacre,
1770
5 casualties

“Blackness” …
“Normative behavioral system; a way of looking at the world, deciding how one aught to behave, and then acting accordingly”
-Rhett Jones (1997)
3 ingredients
Slavery experience
Lack of ethnicity
One drop rule