Example Extended Outline

*** EXAMPLE EXTENDED OUTLINE, Book Review Part II *** John Q. Student AASP 202-0101 Book Revew, Part I Extended Outline of: Blassingame, John The Slave Community: Plantation Life in the Antebellum South (New York: Oxford University Press, 1972). Thesis of Book : An analysis of the slave community shows that slaves were able to both survive slavery and create a new culture in the antebellum South. Slave Survival (Chapter 1) 1. Native Americans were used as the original slaves, but many died due to European diseases. 2. The Europeans turned to Africa for new laborers, approximately 10 million Africans were brought to the New World from the 16th century to the mid 19th century. 3. The enslavement process in Africa was cruel and shocking to many Africans. a. Slave raiders captured many Africans, tied them together with a rope, and marched many miles to the seacoast. b. On the Mid-Passage ship, Africans were naked and shackled together. The trip took anywhere from three weeks to three months. c. The harsh conditions on the way to the ship and on the ship caused many to die, due to undernourishment and disease (16%). d. Some Africans rebelled and killed their captors, ran away, became uncooperative, and some even committed suicide. e. The African who survived the Mid-Passage had an important advantage, which was that the labor they would soon be taking part of was not unfamiliar to them. 4. Both men and women were familiar with agricultural labor in Africa and already knew of slavery; especially the West Africans where this was their way of life. 5. The most famous and revealing account we have of the process of enslavement was written by Gusavus Vassa, or Olaudah Equiano (Blassingame 15) a. He was the son of an Ibo tribal elder, whom recounts his experience of being enslaved, and how acculturation developed. i. The Ibos were known for being industrious agriculturalists; they produced corn, tobacco, cotton, etc. 1 *** EXAMPLE EXTENDED OUTLINE, Book Review Part II *** ii. iii. Within the Ibos society, the families were run by a patriarchy. As a whole, the Ibos society was cheerful people, and enjoyed music and dancing. 6. Acculturation in the United States involved the mutual interaction between two cultures, with Europeans and Africans borrowing from each other. The similarities between many European and African cultural elements enabled the slave to continue to engage in many traditional activities or to create a synthesis of European and African cultures (Blassingame 20). 7. The Christian religion was similar to African religious patterns, such as prayers, priests, and songs, etc. 8. The African culture was present in the Antebellum South. Dances, folk tales, music, magic, and language patterns are all examples of African descent. a. Music was central to African culture (Blassingame 22). b. Songs were used while performing tasks in the field or while rowing. c. Group participation, improvisation, and call-and-response were all a part of traditional African music. 9. Many traditional African folk tales were also important in keeping their culture alive. Many of the African folk tales were similar to early European folk tales, in which they both explained natural phenomena, and various animal traits. 10. The African folk tales included many stories about the ìtricksterî figure. This character could be the Nigerian tortoise, Ghanaian ananse or spider, and the rabbit. Although these animals were looked down upon, they were always wise, patient, cunning, and could out smart their opposition and win. 11. With the continuation of bringing African-born slaves to the New world, the African language, rituals, and their culture were able to be passed down from generation to generation, and survive through all these years. a. Many slaves refused to ìadoptî the Masterís language. b. Many African-born slaves sang their tribal songs and performed tribal dances for their masters and fellow slaves. These practices were seen as survival tactics to preserve their culture. 12. In the slave quarters it was usually the oldest slaves that settled disputes, just like in Africa the elders were treated with the most respect. 13. Many slaves still practiced the Africanís worship of nature, and they continued to use conjurism and voodoosim. 2 *** EXAMPLE EXTENDED OUTLINE, Book Review Part II *** Acculturation in the South (Chapter 2) 1. Acculturation can be seen through servitude, their culture, and their master’s culture. a. Historians have been confused about the manner in which the African slave in the South became an American and contributed to his masterís culture (Blassingame 49). b. Clearing up the confusion is to compare the acculturation of the Southern bondsmen with that of Africans in Latin America and Europeans and American whites enslaved in Africa (Blassingame 49). c. Throughout the 8th to the 19th century hundreds of thousands of Europeans were enslaved by Arabs, Turks, and West Africans. d. Many of the white slaves were used as domestic servants, stevedores, porters, sailors, constructed buildings, cleaned sewers, etc. e. Many Arabs used their slaves to convert them to Islam. f. The white slaves developed a liking for Arab food, adapted their customs, and even learned to speak the native Arabic language. g. The pace of acculturation of the Africans were different in various parts of The New World especially between Latin America and the United States (Blassingame 65). 2. The Southern slaves had a faster and more complete acculturation, due to the African slave trade ending earlier in the United States than in Latin America. Also the churches in the South were very adamant in converting the slaves to their religion. a. In Latin America, the Catholic Church was very weak, there was a shortage of priests, and it served the royal government only. b. This led to the lack of prestige for the Church, and the better preservation of African religious beliefs, language and culture.Many slaves in the America were able to relate to Christianity because of similar beliefs. 3. The number of blacks who received religious instruction in antebellum white churches is significant because the church was the only institution other than the plantation which played a major role in acculturating the slave (Blassingame 98). 4. In the South slaves gave influence to the evolution of language by making the whites adopt African words to communicate with them. a. The slaves introduced to the South new idiomatic expressions, which were based on African forms, Biblical lore, and archaic Anglicanisms b. Southern whites not only adapted their language and religion to that of the 3 *** EXAMPLE EXTENDED OUTLINE, Book Review Part II *** Slaves but also adapted agricultural practices, sexual attitudes, rhythm of life, architecture, food and social relations to African patterns (Blassingame 101). c. Some masters adopted the African influenced gang labor, while the slaves used music to accompany them. d. Other masters adopted the African influenced task system, which gave the slaves a part of the day to themselves. e. The traditional African crafts helped to develop the Southern economy with objects like baskets woven of African patterns, and slave houses with thatched roofs. f. Some masters adapted to African tastes in food by adding spices. Culture (Chapter 3) 1. Antebellum black slaves used several cultural techniques to lessen their oppression, promote group solidarity, ways to verbalize their aggression, instill hope, and build self-esteem. a. The slave culture that was created for their survival entailed emotional religion, folk songs and tales, dances, and superstitions. b. The slave culture, which included language, customs, beliefs, and ceremonies were kept away from their masters. 2. Within the slave quarters they were able to make their own ethical rules, cooperate with one another, and encourage black solidarity. a. The socialization process, their expectations, and ideals allowed the slaves to identify with each other, as well as create a positive self-concept. 3. The slaves culture can be seen through family patterns, religion, and recreation. By allowing slaves to have “leisure” time gave them a change of pace. a. Slaves were given limited time to carry out their own chores. b. Slaves were able to enjoy a short period of time for their religious beliefs. c. Some slaves spent their Sundayís fishing, hunting, singing, dancing, drinking, etc. d. The slaves used their quarters to escape from their harsh lives. e. Dancing was used as gaining praise, as well as expressing oneís self. f. Several African customs, such as their belief in magic, signs, conjurers etc, Allowed them to create defense mechanisms against identifying with there masters. 4 *** EXAMPLE EXTENDED OUTLINE, Book Review Part II *** g. Some slaves believed it would put an end to their harsh treatment, and protect them from their masters. h. In some cases it made the slaves feel as if they were in control. i. It is evident that slaves brought many of their signs, omens, and proverbs straight from Africa. 4. The most important cultural customs were folk songs and tales. a. Many give good insight as to what the slavesí experience was like. b. Songs allowed slaves to express themselves, and share good and bad feelings. c. Songs also allowed slaves to make fun of their masters, without them knowing. d. The rhythmic beats of the songs became a good accompaniment while they were laboring. e. Call-and-response chants were used while rowing, and later were used in religious meetings. 5. The Africans use of metaphor, indirection, insult, irony, and praise in songs of work, love, war, and celebration was replicated in the secular songs in the quarters (Blassingame 121). 6. The songs covered a range of topics, from fear, infidelity, love, hard times, work, slave coffles, conjuration, food, drinking, sex and freedom. 7. The tales were primarily used for entertainment, but were also used to teach young slaves how to survive (the trickster figure). 8. Secular music played an especially large role in the life of plantation blacks (Blassingame 126) a. These songs allowed them to express their feelings and desires, and made their problems a little bit easier to deal with. b. Slaves who had special talents at playing instruments were praised, and allowed them to have some sense of self-esteem. c. Music and the tales allowed slaves to be creative, provide hope, patience, and as therapeutic value. 9. Many slaves turned to religion to cope with the harsh circumstances they lived with. a. Slaves were converted to Christianity because of their mastersí control and power over them. b. Many slavesí religious principles were about the longing for freedom, and identifying with the enslavement of the Jews. c. The slaves created slave spirituals which were songs of sorrow, hope, agony, joy, rebellion, etc. d. They also served as a means of secret communication. 5 *** EXAMPLE EXTENDED OUTLINE, Book Review Part II *** e. Clearly, religion was more powerful than the master, engendering more love and fear in the slave than he could (Blassingame 147). f. Religious services gave slaves companionship, joy and hope. The Slave Family (Chapter 4) 1. The family while it had no legal existence in slavery, was in actuality one of the most important survival mechanisms for the slave (Blassingame 151). 2. In the family companionship, love, sexual gratification, understanding, have selfesteem were all evident. 3. The family’s main responsibility was to ensure that the slave survived on the plantation, and not dependent on the master. a. Child rearing was an important and traditional function they all performed b. Planters encouraged monogamy to secure a stable working environment. c. White overseers and planters used ìgiftsî or force to obtain sexual favors from black women. 4. Many young slaves did their courting at the plantation parties. a. Courtship in the quarters was based on a highly formalized ritual involving the propounding of a series of questions to determine oneís availability as a sexual partner (Blassingame 158). 5. Status in the quarters was obtained through sexual conquest. a. Africans saw sex as a necessity to procreate, and procreation was a religious duty to ensure the continuation of a family. b. The masters controlled all of the slave families' c. The masters usually made the final decision of whom the slaves could marry. d. The masters typically made men and women on their estate to marry each other, so that he could control all of the slavesí interests. 5. The masters made the decision of when the male went to work, and when the female cooked meals. 6. A serious problem the male faced was the inability to protect his wife when the master made sexual advances at her. 7. The separation of slave families was the most upsetting aspect of slavery. The masters often separated families in order to control his plantation. 8. Their masters or mistresses named many slaves. a. White Churches and ministers provided the most protection for slaves. b. Guilty masters of separating slave families would often be excommunicated or censured. 6 *** EXAMPLE EXTENDED OUTLINE, Book Review Part II *** c. The transformation of African familial roles led to the creation of America’s first democratic family in the quarters, where men and women shared authority and responsibility (Blassingame 178). d. Many slave children grew up being told memories of Africa, which developed their self-awareness. Runaways and Rebels (Chapter 5) 1. With slavery came the longing for freedom. 2. Many fathers would hold religious prayers for freedom to give their children some hope. 3. Discontent among the slaves was evident according to several State Supreme court cases. a. Some slaves sued for their freedom, ran away from their masters, assaulted, robbed, poisoned and murdered whites, burned down their homes, and committed suicide. 4. Some slaves chose to run away, even though the odds were very much against them. a. The consequences of being captured were extreme, such as not being allowed to see their families in a nearby plantation, being sold down South, being handcuffed, and flogged severely. b. Slaves who managed to escape were very resourceful. Some mailed themselves in boxes, hid in ships, disguised their sex, paid poor whites off, and created their own passes. c. Many runaway slaves made “free” or “maroon” communities in the swamps and mountains in the South, this posed a huge threat to the planters. 5. Some rebellious slaves took their actions to the extreme and started revolts, such as Nat Turner who led a rebellion, which killed 55 whites. Plantation & Institutional Roles, and Personality Traits (Chapter 6 & 8) 1. The planter’s expectations and their stereotypes regarding slaves were not proscriptive. 2. Slaves did not act or behave the way Whites perceived them to be like.The whites viewed slaves as being barbaric, cheerful, lazy, stupid, submissive, etc. a. In the antebellum South, slave characters emerged, such as the Sambo, Jack, and Nat. b. The character of “Jack” was rarely seen in literature. This character worked and cooperated when treated well, but could also be uncooperative at times. He identified with other slaves, and resisted to the white manís oppression. Tried to out smart master and the overseer to escape from work 7 *** EXAMPLE EXTENDED OUTLINE, Book Review Part II *** c. The character of “Nat” was the rebel, revengeful, savage, violent the incorrigible runaway, based on Nat Turner, and hated whites. d. The character of “Sambo” was viewed as having characteristics of Uncle Remus, Jim Crow and Uncle Tom, and was seen as the universal figure in the antebellum South. This character was a range of things, faithful, loyal, dishonest, humorous, superstitious, etc. He was viewed as a clown and at the same time passive. The Sambo character was generally a house servant, and loved his master, although he did not have freedom and did not think about it. e. The whites would constantly spread the ìSamboî stereotype, and use it to their advantage. 3. Southern writers created Southern literary propaganda, in which they wanted to prove that slavery was not evil by showing the slave as Sambo. a. White men did not like to think of slaves as men. Spreading the Sambo b. The stereotype did not pose a threat to them as the Nat stereotype did. 4. The more fear whites had of Nat, the more firmly they tried to believe in Sambo in order to escape paranoia (Blassingame 233). 5. The institutionally defined role of the slave required him to identify with his masterís interest, to be healthy, clean, humble, honest, sober, cheerful, industrious, eventempered, patient, respectful, trustworthy, and hard-working (Blassingame 242). 6. On the plantation some slaves did deviate from their assumed roles, which then led to the use of discipline in a forceful manner. 7. The slaves parents, relatives, conjurers, religion, and the size of the master’s plantation-all played some role in the formation of his character and affected behavior in the quarters (Blassingame 284). a. Psychological theories have been useful in analyzing slave behavior. These theories argue that ìsignificant othersî are an important part of shaping oneís behaviors. b. Childhood has been identified as a crucial time when personality develops, as well as self-esteem. c. A relationship between slaves and their masters or other whites gave them self-respect and confidence. 8. Slaves used several tactics to survive, such as not completely depending on their masters, using their quarters as an outlet, and most importantly their religion. 9. Because so few slaves were literate, slaves created other tactics to maintain their personal autonomy. This was done by not allowing any whites to really know what their true personalities were like, instead they created ìshamî characteristics when speaking to whites. 10. Group solidarity was developed within the quarters and allowed slaves to unify together against their masters. 8 *** EXAMPLE EXTENDED OUTLINE, Book Review Part II *** Plantation Life (Chapter 7) 1. The behaviors of black slaves were due to contributing factors like, the nature of the antebellum plantation, and the behavior of masters, the white manís stereotypes, and others. 2. The plantation provided the slave’s life, specifically labor tasks, and a distinct and uniform pattern to abide by. a. Depending on the labor task that was assigned to slaves influenced how difficult their routine would be. b. Many who worked in the fields rose before dawn and prepared meals, picked crops, and took care of the livestock. Anyone who showed up late would be lashed. c. Many who worked on the sugar plantations would work up to eighteen hours a day. d. The domestic servants were seen as the elite, typically they received better food and better clothes than others. 3. Overall the quantity, quality, food, clothing, shelter, and medical attention were quite inadequate. a. Many cabins on the plantations were made up of dirt floors, little to no furniture and were extremely overcrowded, which made their living situation much worse. 4. Black slave drivers faced opposition from all ends. a. They were forced to ensure slaves were completing their tasks, and if they were not then they had to punish them. b. These slaves were picked to become slave drivers because they were seen as models to follow. c. When these slave drivers were praised by their masters, they also received a lot of hatred from the slaves because they were pushed too hard. 5. There were some plantations where the masters were extremely cruel and brutal to their slaves. a. Due to this many strong black men suffered from overwork, abuse, and starvation. b. Planters would brand, stab, tar and feather, burn, shackle, torture, mutilate, and castrate their slaves. c. The Christian master differed from the harsh masters who would torture their slaves. d. They recognized the slaveís humanity, and had respect for their feelings. e. They tried to take adequate care of their slaves. They made an effort to be considerate for the elderly, not overwork them, and give them leisure time. 9