Wednesday, March 30, 2016

Atlantic Slave Trade Assignment

History 2501
The Trans-Atlantic Slave Trade Project 
Assignment #1 Due: Friday, April 8
Assignment #2 Due: Friday, May 6


Overview
In this two-part project,   The first assignment will be an elementary exploration of voyages.  The second assignment will require you to present your findings to the class.  

Assignment #1- April 8

1. Identify ONE of the historical arguments from the weekly readings that you thought was particularly strong or weak.
 2. Explore the search tools in the Voyages database - like the flag, place of embarkation and/or debarkation, sex ratios, and other variables - to pin-point specific evidence that will either bolster or undermine the argument you picked, or create your own argument based on the readings and the sources.
Write a 500 word analysis AND bring a hard copy with you to Friday discussion

Assignment #2 May 6

Based on  your essay, prepare a five-minute  presentation that highlights the argument you are engaging with, identifies exactly where you found your evidence, and visually explains how you came to your conclusions.  You can use images, maps, Art, music, or digital media to help you set the stage. This is your project, so you can do what you want; however, you need to have specific information either written or displayed that represents your scholarly interpretation of the Trans-Atlantic Slave Trade.  Please include a bibliography with all of the sources that you have used at the end of the presentation.  


Grade Breakdown = 20%
2% - Assignment #1
5%- Strength of evidence through effective use of the database
5%- Engagement with and understanding of the existing historical arguments
5% - Creativity of Presentation

3% - Presentation (Note: If you go over 5 minutes, I will ask you to stop and lower your grade by 1 point, so you need to practice prior to class!)

Tuesday, March 22, 2016

Women and Slavery (183-212)

Hello All:  Please read pgs 183-212 in Collins for this week. You will read the rest next week.

1- Explain the different demographic arguments that are being presented by Thornton, Meillassoux, and Kline. Is there one that you agree with more than the others? Why?

2- According to Thornton, what does polygyny have to do with population growth? What historian is he arguing with and do you think he has enough evidence to support his hypothesis? How does he come up with his sources?

3- According to Meillassoux, what does fertility have to do with price of enslaved women? From what sources is he able to make his analysis?

4- According to Kline, what is the difference between the 'household mode of production' and the 'slave mode of production'? How do these modes of production affect the costs of enslaved workers? What sources does he use to make his claims?

5- Do enslaved people have any rights, and if so, what are they?

Wednesday, March 16, 2016

Memory and Luba Art

1. What is the main argument of this article and what sources do they utilize to support their points?

2. How is memory defined and then used as a methodological device? Does the concept of "Uchronia" fit into this model? Why or why not?

3. How did the term "empire" become associated with the Luba Kingdom and why is it problematic for the authors? Is there another term that might be more indicative for the role the Luba?

4. What is a lukasa, how does it work, and do you think that there is a text/object relationship in them? A(hint: you will need to look at the pictures and read the captions.)

5. Is there evident to support the concept of the  Lieux de memorie  as valid way to describe how the Luba understand their histories? How does the body fit into the concept of place and memory?

Wednesday, March 2, 2016

ROUGH DRAFT

For Peer Review on Friday, you must bring at least a 5 page draft of your paper to class. This is just a draft and does not need to be perfect, but it must be clean enough for your reviewer to read and comment on. The better your draft is, the more feedback  you can get. 10 points will be taken off of your final draft if you fail to come to class or participate in the peer review.

For your footnotes, use this link to clarify:
http://www.chicagomanualofstyle.org/tools_citationguide.html


My Paper, to be used as a reference only (the margins are off, but you should have 1in on all sides) :


During the colonial era, enslaved Africans and their British captors transformed old-world marketing
 practices into a system of local commerce that was unique to the American   South. Both European 
and African women were expected to participate in small-scale food trade in order to maintain 
their households, and the sight of women selling homegrown vegetables, cooked foods, and 
other perishables throughout the Atlantic World was common.  Prior to industrialization, 
British women were responsible for the buying and selling of the majority of food in the
 urban and rural areas of England but they rarely engaged in the importing and exporting 
of sugar, tobacco, or cotton.[1]  In large West African cities like Eko, Ouidah, and Kano 
women also controlled vending in the local markets but unlike England, elite African 
women also dealt with large-scale trade in commodities like slaves, cloth, and salt.  
In the American South, social mores kept the unmarried sisters and widows of slave-owning 
men in a type of urban purdah and they rarely engaged in market activities, but their 
relationships with certain enslaved domestics allowed both groups of women to profit 
off of the gendered nature of the urban food trade. African and African American 
women utilized their strangely privileged positions in the market place to reinforce a 
type of internal economy and to create a version of southern commerce that reflected 
African customs.

        Like both their enslaved and free West African counterparts, bondwomen in the Low
       Country established economic relationships between themselves and their mistresses, but  
        also among groups of people on multiple plantations.  The task system encouraged
enslaved laborers to grow corn, yams, and gourds in addition to keeping hogs, 
chickens, and cows.  A property map of the plantation locations on a modern map 
creates visual depiction of the movements of enslaved people from rural areas to the 
Charleston marketplace. The WPA map identifies “negro grounds” where certain plantation 
owners, like the Maybank, Phillips, and Manigault families, allowed their enslaved workers 
to maintain independent fields for the cultivation of their own crops. Gabriel Manigault’s 
trusted laborer Cudjo travelled up to 24 miles on Sundays, an accustomed free day, to sell 
surplus produce in urban marketplaces.[2] Enslaved men were frequently seen by 
foreign travelers moving throughout the lowcountry with permission from their masters 
to sell surplus food crops in local marketplaces. These men were provided with the 
opportunity to move about the countryside unmolested and were the people who linked the 
plantation to the urban market. 

Borrowing from West African traditions, female vendors would meet these suppliers 
along specific routes in or around urban centers and purchase surplus goods. Bondwomen
used this strategy to control the rates of particular items, like corn or yams, and influenced
 their prices.  In 1772, a concerned citizen wrote to the South Carolina Gazette describing this 
practice, noting that “I have seen the country negroes take great pains, after having been first 
spoke to by those women to reserve whatever they chose to sell to them only, either by 
keeping the particular article in their canows, or by sending them away and pretending they
 were not for sale.”[3] Market women were so adept at these transactions the citizen 
proclaimed that “the wenches so briskly hustle them about from one to another that in 
two minutes they could no longer be traced.”[4] Trade networks allowed bonded laborers 
and market women to profit without having to include the dominant class in any monetary 
transactions. Through these processes, urban women and rural plantation workers organized
 a distinctive informal economy in southern slave society.


[1] E.P. Thompson, “The Moral Economy of the English Crowd in the Eighteenth Century,” Past and Present, 50 (1971); 
Alice Clark, Working Life of Women in the Seventeenth Century, (New York: Harcourt, Brace & Howe, 1920).
[2] Philip Morgan, “Work and Culture: The Task System and the World of Lowcountry Blacks, 1700 to 1880,” 
The William and Mary Quarterly 39, no. 4 (1982): 565; Genovese, Roll, Jordan, Roll, 1-7, 535-540; Douglas R. Egerton, 
“Markets Without a Market Revolution: Southern Planters and Capitalism,” Journal of the Early Republic 24 (2004): 212.
[3] South Carolina Gazette, September 24, 1772.
[4] South Carolina Gazette, September 24, 1772.

Tuesday, February 23, 2016

Muslim Africa

1. What factors does Mervyn Hiskett attribute to the rapid rise of Shehu  Usman dan Fodio?

2. Would M.G. Smith agree with Hiskett's analysis? Why or why not?

3. Describe three theories M.O. Junaid outlined in his essay. Which one do you find the most convincing and why?

4. Explain some of the theoretical framework (methodologies) Peter Waterman outlines. What conclusions does he draw?

5. In what ways did the Qu'ran dictate how women should be treated in Islamic society? Did social interactions actually align with what was written in the Qu'ran? Provide examples for your analysis.

6. Who was Nana Asma'u and why is she important to our understanding of Muslims in Africa? How did the scholarly community find out about her?

7. Were economics an important element in the life Nana Asma'u? Why or why not?




Tuesday, February 16, 2016

Bantu and Yoruba Religions

1. What argument is Jacbo K. Olupona making about the History of Yoruba Religious Tradition? What methodologies and/or scholars does he utilize to make this analysis? Which one did you find the most interesting?

2. Provide a timeline for how Europeans came to understand the Yoruba religion. How did the indigenous groups respond? Do they agree with each other?

3. Detail a few of the Yoruba deities and/or religious ceremonies. Describe their significance.

4. Were you surprised to learn that the Brer Rabbit stories, written in Georgia in the late 19th century, are actually African folktales? Pick one of the short stories and explain why you like it.

5. What were the purpose of these tales in Africa and do you think that their meanings changed when they came to America? Why or why not?

6. How did environments affect the development of these two African religions? Can you find any evidence from the reading that would support this type of  analysis?

Essay 1 Prompt

 History 2501
ESSAY 1- Religion in Africa
1st Draft Due- Peer Review, March 4
Final Due Date  March 14 at 10:10 am

 In a 7 page essay, describe how Yoruba, Bantu, Christian, and/or  Islamic religions influenced African development.  You should briefly discuss how the faiths emerged and then analyze how these beliefs helped to shape African culture by paying special attention to the environments, dates, and spread of each religion.  Organize your essay thematically and/or chronologically.  You can focus independently on topics like politics, economics, environment and gender, or combine them together.  You must use at least one reading from each week of section II Religions in Africa.



All essays must be turned in on 8 ½ x 11” paper and use 12 point font. All titles need to be centered. All drafts must be double-spaced and have 1” margins. Pages should be numbered and stapled together. First/second drafts must be included and may contain corrections and comments in pencil or ink, but final drafts should be as free from error as possible.  Any papers that do not conform to these standards will not be accepted.