Liberty to African-Americans In the Different Ages
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Liberty to African-Americans In the Different Ages
Liberty to African-Americans In the Different Ages
What is the definition of Liberty to African-Americans in the different ages?
At the beginning of history of slaves in the United States, “the North American continent was first colonized by
Europeans, the land was vast, the work was harsh, and there was a severe shortage of labor. Men and women were
needed to work the land” (civilwar.org). So, in African-Americans’ minds, liberty meant running away from the unjust
treatment of slavery which included terrible conditions of living, punishment through physical suffering, the separation
of families, being sold as items, disallowance of education, and the enforcement that asked black women to get
pregnant in order to get more slaves.However, in the course of time, African-Americans got the rights and opportunities
of American citizens,. So, African-Americans changed their minds of definition of liberty in three main different ages
from the beginning of slavery to the ending of slavery in the United States.
In 1775, a proclamation was made that changed the way African-Americans thought about liberty. For years when
America was a part of the British colonies, slavery was the most popular trend that allowed colonists to increased their
production of tobacco. Colonies bought slaves from the slave market, and the slaves were just considered as working
machines. There was a group of slaves that tried to dig tunnels to run away from being slaves. However, they were either
caught by their owners, or caught by other whites. By 1775, hundreds of protesters and rebellions occupied the streets
of Virginia. The colony was out of the control of the royal governor John Murray.
On 7th November, 1775, dated on board the ship William, off Norfolk, John Murray made a proclamation which promised blacks their freedom in exchange for service in the British army. The proclamation was called the Lord Dunmore’s
Proclamation. The proclamation “offered the first large-scale emancipation of slave and servant labor in the history of
colonial British America”(Johnson “Lord Dunmore’s Proclamation on Slave Emancipation (1775)”). At the beginning of
the Revolutionary War, George Washington rejected black recruits, but after the Lord Dunmore’s Proclamation he
changed his mind.
The creation of this proclamation showed the nation that Americans no longer believed that “blacks were just slaves”,
and it fulfilled Americans’ core value of liberty. In 1776, the Declaration of Independence was made. According to General Colin Powell, “The Declaration of Independence, I think, is one of the most remarkable documents in the
world…’Inalienable rights’…’Life, liberty, and the pursuit of happiness’…’We hold these truths to be self-evident’…[But] it
didn’t apply to black folks. Thomas Jefferson kept slaves. But Thomas Jefferson nevertheless wrote these marvelous
words, and he understood the inconsistency…”(“Revolution”). Although Americans slightly changed their sight on blacks
start with the Lord Dunmore’ s Proclamation, blacks still didn’t get education, own property, and get the right to vote.
In 1863, a proclamation was made that changed the way African-American thought about liberty again. In 1861, the Civil
War was erupted. The Northerners tried to preserve the Union; Lincoln and other Republican leaders wanted to prevent the expansion of slavery into new states in the West. By 1863, 100,000 slaves had fled to the Union army. In response,
the Union army declared to protect their freedom. Lincoln wanted to recruit black soldiers to fight for the Union, but
under the existing laws black men were not allowed to join the army.
On January 1st, 1863, President Lincoln issued the Emancipation Proclamation which declared that all slaves within the
rebellious states were free forever. It was the first time that the U.S government officially against the “peculiar
institution”. Furthermore, the Emancipation Proclamation also announced that black men could join the Union army.
Union victory also led to the passage of the Thirteenth Amendment in1865. The success of the declaration showed the nation that slavery began to be concerned that “wherever slavery went it tended to degrade the meaning of labor. It
tended to degrade the meaning of liberty it self….”(Blight “Judgment Day”). African-Americans believed that “abolition of
slavery” fulfilled their core value of liberty.
In 1965, a new law was published that changed the definition of liberty of African-American again. Protests and marches against segregation were held by organizations like SNCC, NAACP and Black Power. On February 5th, 1960, four black
college students sat down at a lunch counter which was labeled “white-only” in Greensboro, North Carolina. Since then,
the strategy of protest, Sit Ins, started. Since the arrest of Rosa Parks on December 1st, 1955, the Montgomery bus
boycott protest lasted 13 months.
On August 28th,1963, more than 250,000 protesters gathered at the March on Washington to support for African-Americans. In 1964, the Civil Rights Act was published which ended segregation in public facilities. One year later, the
Voting Rights Act was signed into law in order to protect the Civil Rights Act. According to Martin Luther King, “…a
promise that all men, yes, all black men as well as white men, would be guaranteed the unalienable rights of life, liberty,
and the pursuit of happiness”(I Have a Dream). The success of the Voting Rights Act showed the nation that African-Americans believed the liberty meaned “do like a white man” rather than “not being a slave”.
The definition of liberty to African-Americans was formed by their experiences since being slaves, their observation of
the free society around them, and their self-esteems of being human beings.
Citation Page
Powell, Colin. “Revolution.” PBS. PBS, n.d. Web. 27 May 2013.
(primary source)
King, Martin Luther. “I Have a Dream Speech.” Teaching American History. TeachingAmericanHistory.org, n.d. Web. 27
May 2013.
(primary source)
Blight, David. “Judgment Day.” PBS. PBS, n.d. Web. 27 May 2013.
(primary source)
Yacovone, Donald. “Freedom Rising: The 150th Anniversary of the Emancipation Proclamation and African American Military Service in the Civil War – Public Symposium.” W. E. B. Du Bois Institute. W. E. B. Du Bois Institute, n.d. Web. 27 May 2013.
(secondary source)
Ushistory.org. “6d. Slave Life on the Farm and in the Town.” American History. N.p.: n.p., n.d. N. pag. Slave Life on the Farm and in the Town [ushistory.org]. Web. 27 May 2013.
(secondary source)
Danzer, Gerald A. The Americans. Evanston, IL: McDougal Littell/Houghton Mifflin, 1998. Print. p#926.
(secondary source)
Foner, Eric. “Blacks in the Revolution.” Give Me Liberty! An American History. New York: W.W. Norton, 2013. 207. Print.
(secondary source)
Great Britain. The Institute of Metropolitan Studies. By Johnson Richard. Portland State University, n.d. Web. 30 May 2013.
(primary source and secondary source)
“The Emancipation Proclamation.” Featured Document: The Emancipation Proclamation. National Achives & Records
Administration, n.d. Web. 02 June 2013.
(secondary source)
Liberty to African-Americans In the Different Ages
Liberty to African-Americans In the Different Ages
RUBRIC
Excellent Quality
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Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
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Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
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37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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