This paper will examine the interview of General Washington Dukes, or his nickname Wash Dukes. This interview took place in Pine Bluff, Arkansas. This paper will also describe his as a slave and the difficulties he faced. His story will explain the hardships slaves endured before and after the Civil war. This paper argues that slaves were not free before and after the civil war as a result they could not make their own decisions and vote during the early 1900’s. First, during the years 1936-1938, 2,300 people, who were former slaves in the United States, had been interviewed about their own experience of slavery by the Federal Writer’s Project of the Works Progress Administration (WPA). The WPA was able to interview people in over seventeen states to preserve the ex-slaves life for people who did not live in those times of slavery. These sources are responses of the ex-slaves feelings about this “peculiar institution”. These interviews were documented to ensure an accurate history of the ex-slaves experiences before they died of old age or disease. Since these interviews were performed during 1936-1938, they were able to interview the ex-slaves lives before and after the Civil War. A perspective not seen is the ex-master’s point of view. Each interview is a …show more content…
He was the oldest of eight children. He was a poor man when he was born and in his adult years he did not make much money. When Dukes spoke of his ex-master, he said “Old master and mistis was good to us."2 Dukes was very fortunate to have polite owners, but not every slave had masters that were good to them. As a result of being born a slave, his perspective of being an African American during 1855 and onward is different than being a free African American. A free African American man in the northern states did not need permission to leave their home, but if the person was a slave, they would need a
Although slavery was declared over after the passing of the thirteenth amendment, African Americans were not being treated with the respect or equality they deserved. Socially, politically and economically, African American people were not being given equal opportunities as white people. They had certain laws directed at them, which held them back from being equal to their white peers. They also had certain requirements, making it difficult for many African Americans to participate in the opportunity to vote for government leaders. Although they were freed from slavery, there was still a long way to go for equality through America’s reconstruction plan.
In the book of His Excellency: George Washington by Joseph J. Ellis, the author introduces Washington, the Father of the United States, in a fresh portrait focused on the characters of Washington. This book is an impressive biography of Washington's remarkable dedication to the United States history. According to the author, George Washington is an omnipresent figure as he was growing up, described as the man in the moon who was aloof and silent. This book focuses on Washington's wartime service which became some of his major contributions to the United States, rather than merely telling the true story of Washington, its main thesis is focusing on analyzing his contributions and how his governorship had affected the American history. Washington's life is divided into three areas in this book.
In the letter “Jourdon Anderson writes his former master, 1865,” Anderson states that he refused to go back unless his former master paid him with good price, treated his family justly, and provided his children a better growing up environment. This primary resource (the letter from Jourdon Anderson to his former master) was significant by contributing freedmen’s point of view in response to white southerners’ antebellum treatments. It also insinuated how freedmen
In An Imperfect God, Henry Wiencek presents George Washington as a specific case through which to study what he calls the great “paradox” of American history: how a nation founded on the philosophies of liberty and equality also kept human beings in chains. Washington was a slave-owner his entire life and he took the role of managing the slaves who lived and worked at Mount Vernon including their purchase and sale. Prior to the Revolution, Washington “was just another striving young planter, blithely ordering breeding wenches for his slave trade, blithely exiling a man to a likely death at hard labor” (Wiencek 133) The fortune produced by Washington’s slaves kept him in the ranks of Virginia’s planter elite, securing the social and political prestige that helped lead the Second Continental Congress to appoint him commander-in-chief of the Continental Army in 1775.
In the provided passage by Alfred M. Green, initiates in his Civil War speech by stating even though America may have many negative aspects, the speaker acknowledges the positive American ideology. Though, the purpose of this speech was to encourage his intended audience, being African Americans, to fight for their rights that was unacknowledged through the many years of being oppressed through slavery. The speaker acknowledges this main claim by saying the founding fathers have forgotten about their rights since there were many unfair restrictions through laws. However, Alfred provides an empathetic and angry tone since he gives the audience hope as he urges African Americans to fight for the Union army and someday have equality. The speaker
In Chapter 1 and 2 of “Creating Black Americans,” author Nell Irvin Painter addresses an imperative issue in which African history and the lives of Africans are often dismissed (2) and continue to be perceived in a negative light (1). This book gives the author the chance to revive the history of Africa, being this a sacred place to provide readers with a “history of their own.” (Painter 4) The issue that Africans were depicted in a negative light impacted various artworks and educational settings in the 19th and early 20th century. For instance, in educational settings, many students were exposed to the Eurocentric Western learning which its depiction of Africa were not only biased, but racist as well.
American Slave Narrators: Frederick Douglass and Harriet Jacobs As former slaves living in the same generation, both Harriet Jacobs (1813-1897) and Frederick Douglass (1818-1895) devoted their professional lives to telling their respective stories. As a matter of fact, Jacobs’s Incidents in the Life of a Slave Girl (1861) and Douglass’s Narrative of the Life of Frederick Douglass, an American Slave (1845) are considered the most important works in the slave narrative genre. Thus, their essays provide a ground for a meaningful comparison of their respective experiences of slavery in the nineteenth-century. While both writers present a significant contribution to the genre of the slave narrative, however, they differ in the way they highlight
Worse than Slavery, by David Oshinsky, is a novel about post-Civil War America, and the life it gave free African Americans in Mississippi and other parts of the South. Oshinsky writes about the strict laws and corrupt criminal justice system blacks faced after they were freed, and while the contents of the book are not typically read about in history textbooks, it is important to understand what life was like for the freedman. Anyone interested in reading his book would profit from it. With the end of the Civil War came the destruction of the old system of slavery. Many white Southerner’s were outraged, but were forced to accept the newly freed blacks.
Sources Analysis Freedom During the Reconstruction era, the idea of freedom could have many different meanings. Everyday factors that we don't often think about today such as the color of our skin, where we were born, and whether or not we own land determined what limitations were placed on the ability to live our life to the fullest. To dig deeper into what freedom meant for different individuals during this time period, I analyzed three primary sources written by those who experienced this first hand. These included “Excerpts from The Black Codes of Mississippi” (1865), “Jourdan Anderson to his old master” (1865), and “Testimony on the Ku Klux Klan in Congressional Hearing” (1872).
Slavery in America is one of the most controversial and misunderstood topics. The documentary Unchained Memories is a valuable film that depicts the reality of slavery. This documentary is a collection of interviews of ex-slaves, the documentary tells personal stories of life on the plantation. These personal narratives tell the uncensored truth of a time which is only briefly mentioned in most history books and gives first-hand examples of the hardships endured by the slaves. The documentary had a small but important impact on my knowledge of American Slavery.
While Reconstruction after the Civil War seemed to have promise for former slaves, there were still many hardships. President Andrew Johnson’s leniency with the south during this decisive period allowed for there to be debate over what the fate of freed slaves should be. Some believed that continuing to work in the fields they were once slaves in was the best option for blacks because of their past as field workers, while others believed that there were more options for blacks than just farm work as seen in the schools built in the south for the black population by the Freedman’s Bureau. However, the question still remained as to what freedom for blacks truly meant. People’s opinions on what freedom for ex-slaves needed to be depended exclusively on their race and their socioeconomic status.
Douglass tells about his own childhood and how his father might have been a slaveholder. He explains
This will get the listeners thinking about what sincerely is happening with the issue of slavery and stimulate interest in the abolitionist mindset. Additionally, the author laconically questions, “What to the American Slave is your Fourth
The author, Douglas R. Egerton, has his M.A. and Ph.D. from Georgetown University. His grandparents were slaveholders and believed that slaves were property. He became interested in race relations because of grandparents and the television series “Roots”. He specifically concentrates on race relations in the American South. He is now a history professor at Le Moyne College in Syracuse, New York.
Introduction: During the 1800’s, Slavery was an immense problem in the United States. Slaves were people who were harshly forced to work against their will and were often deprived of their basic human rights. Forced marriages, child soldiers, and servants were all considered part of enslaved workers. As a consequence to the abolition people found guilty were severely punished by the law.