Essay on Narrative of the Life of Frederick Douglas

Narrative of the Life of Frederick Douglas Frederick Douglas, a slave born in Tuckahoe Maryland, was half white and half black. His mother was a black woman and his father a white man. Though he never knew his father, there was word that it was his master. Douglas wrote this narrative and I felt that it was very compelling. It really showed me the trials and tribulations that a black man went through during times of slavery. In his early years, Douglas lived on a farm where he watched many slaves receive harsh beatings and whippings. For example, one of his masters whipped his Aunt Hester because she was not there when he desired her presence. At the time she was in the company of another man, which was something that Colonel†¦show more content†¦Hopkins, and Mr. Austin Gore were all cruel overseers. An exception to this was Mr. Hopkins, who was not a typical overseer. Unlike the others, he did not curse a lot, and bent the rules every now and then. â€Å"He was called by the slaves a good overseer† (p. 7). The typical overseer would have beat a slave the second he stepped out of line. For example, Mr. Gore, who took Mr. Hopkins place was very cruel and would not take any sort of talking back. He would not communicate with any of the slaves except for giving orders and beating them. â€Å"He was, in a word, a man of the most inflexible firmness and stone-like coolness† (p. 13). There were also those white people who encouraged black people to escape, and them catch them to receive rewards. Slaves could not catch any breaks. On the other hand, there were some good whites. Douglas wanted to learn how to read, so he made friends with some little white boys on the street. Douglas spoke of running errands, and stopping in with the white children to learn to read in his spare time. As a symbol of his gratitude, Douglas would give the children bread to eat. They, in fact, had a discussion about slavery at one point. He told the children, â€Å"You’ll be free as soon as you’re twenty-one, but I’m a slave for life! Have I not as good a right to be free as you have?† (p. 22). He recalled that this troubled them, but they still showed much sympathy towards him. The presence of sympathetic white people gave himShow MoreRelatedAn Analysis of the Narrative of the Life of Frederick Douglas757 Words   |  4 PagesAn Analysis of the Narrative of the Life of Frederick Douglas In the autobiography Frederick Douglass presents a clear picture to me of a horrifying period of American history that far too few people understand. Douglass’s personal narrative as a slave lets you feel the fear of his past and allows us to experience the suffering and pain inflicted by underserved beatings and an unhealthy lifestyle with too much physical exertion. Douglass expresses very personal feelings about his history andRead MoreFrederick Douglass s Narrative Of The Life Of Frederick Douglas1674 Words   |  7 Pagespopular in the southern states, among these slaves, one slave in particular impacted the 19th century was Frederick Douglass. Although he was a slave for most of his life, Douglass eventually became a freeman, a social reform, writer, and an abolitionist for slavery. However, before he became a freeman, Douglass experienced a brutal life as a slave. He faced dehumanization in his early life, but accomplished what most slaves we not allowed to do; which is getting educated, by self-educating himselfRead MoreNarrative Of The Life Of Frederick Douglas, An American Slave1280 Words   |  6 Pagesventure as far as saying that America never owned ANY slaves. However, historical evidence proves them wrong. 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Where it first starts is Douglas realizesRead MoreThe Life Of Frederick Douglas s Narrative Of The Life Of A Slave Girl1378 Words   |  6 PagesDouglass’s narratives as they depict the human relationships between races through their description of the dehumanizing body of slavery. In the novel, Narrative of the Life of Frederick Douglas, set from early to middle 1800s in southern states, Frederick Douglas highlights the brutal aspects of slavery as he transitions into adulthood and seeks to obtain freedom, something that serves as a source of inspiration for former slaves. Similarly in the slave narrative, Incidents in the Life of a SlaveRead More The Use of Chiasmus to Highlight the Irony of Slavery in Narrative of the Life of Frederick Douglas1515 Words   |  7 PagesThe Use of Chiasmus to Highlight the Irony of Slavery in Narrative of the Life of Frederick Douglass According to Barton and Hudsons Contemporary Guide to Literary Terms, a chiasmus is a rhetorical scheme that is particularly effective in creating irony through the reversal of accepted truths or familiar ideas (189). Frederick Douglass uses the chiasmus throughout his Narrative of the Life of Frederick Douglass, an American Slave to highlight the irony of slaverys existence in a countryRead MoreAn Autobiography of What He Went Through as a Slave in The Narrative of the Life of Frederick Douglas1073 Words   |  5 PagesThe Narrative Perspective of Frederick Douglass The Narrative of the Life of Frederick Douglass is an autobiography written by Frederick Douglass himself. No one knows the hardships and difficult times that Frederick Douglass went through as a slave, better than himself. That is why Frederick Douglass is considered to be, in my opinion, is the most reliable author when it comes to telling the story of his life as a slave. Frederick Douglass was born in Talbot County, Maryland around the year 1817Read MoreA Slave’S Awakening . . . Yifan Lin. . . . History 1301.1085 Words   |  5 Pages History 1301 Nicholas Cox May 4th ,2017 Fredrick Douglas, a black slave, wrote the Narrative of the Life of Frederick Douglas, an American Slave. The autobiography not only reveals the cruel nature of slavery but also discusses the issue of how slavery was maintained for such long time. Douglas enlightened us about the idea of that: knowledge is power, knowledge changes fate, and â€Å"it is the only access to freedom†. 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No one should ever take anything for face value before they examine it first.  In reading the narrative, â€Å"The View from the Bottom Rail† by James Davidson and Mark Lytle and â€Å"Frederick Douglasss Narrative of the Life of Frederick Douglas† by Harold Bloom. I became very aware on how American history can be looked at as one sided or bias. Even in today’s society, there

Traumatic Effects And Responses Of The United States

Traumatic Effects and Responses Abstract There have been growing cases of traumatic effects and responses in the United States. While most agree that this increasing incident deserves concrete attention, consensus dissolves around how to handle the difficulties of handling traumatic effects and responses. This research paper will discuss the traumatic effects and responses with its related difficulties and treatment options with the inclusion of biblical concepts and principles. From a medical perspective, trauma has affected the lives of millions of people from across the world whereby they suffer silently without the hope of getting effective treatment. However, spirituality and religion has changed the medical landscape in regards to trauma because traumatic patients can finally experience a fulfilling life without any fear of traumatic reminders crippling the quality of their lives. 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Primary Education Post Plowden Legacy Essay Example For Students

Primary Education Post Plowden Legacy Essay The task assigned was to read all six chapters provided, select one and produce a critique on the subject matter. The chapter selected was number six which analysed pupils and work. Firstly I wish to briefly summarise the entire chapter, highlighting the areas which I considered to be the most important, these areas will then be examined in depth and their merits or shortcomings discussed. Firstly a summary of the chapter is needed to put into context the areas that will be discussed later. The whole chapter can be split into two main areas of iscourse:- relationships and work and negotiation. As there has been little research into pupils approaches to schoolwork, the authors chief concern is that of the pupils perceptions of , and approaches to, schoolwork, and the first point s/he makes is that there are differences between teachers and pupils ideas of what constitutes worthwhile work. The author sets out to define the meaning of work and in doing so draws our attention to differences between pleasurable work and labour. Workmanship, it is argued, has been replaced by unskilled labour and people now work as a eans to an end seeking enjoyment through other avenues such as hobbies and recreation. Teaching methods and school ethos in general are seen as outmoded and alien to the cultural and social influences on pupils. Therefore, there is greater responsibility on the teacher to make work seem more utilitarian and attractive. Research revealed that many pupils felt that work was pointless and invalid unless it was undertaken in preparation for forthcoming exams. However, work that may be deemed pointless or onerous by both sets of pupils (exam and non- xam) could be given validity by the teaching strategy employed. Pupils seemed to be more concerned with the status of the work and their personal relationship with the teacher, therefore the pupil reaction to any given task depended heavily on these two criteria. It is identified that pupil-teacher relationships are extremely important and they contain many concealed aspects which will be discussed in Part 1. A prevalent feature of pupil-teacher relationships is the negotiation that takes place and teachers will offer incentives to pupils in order to encourage the process of work. It is interesting to look at the way in which teachers can utilise their experience and maturity to manipulate or cajole pupils into performing a given task, and this will be examined in Part 2. PART 1 RELATIONSHIPS WORK The first key issue in this chapter that I wish to examine is that of pupil relationships with teachers, and how they affect classroom behaviour and the amount of work produced. I mentioned earlier that because of deep-rooted cultural influences many adults regard work to hold little or no satisfaction, and this notion permeates through to their children. This notion combined with pupils own perception of themselves as having to be forced to work creates an arduous environment for the teacher. However, it must be said that work that is found unpleasurable to pupils is often that of the purely academic type which does not permit any creative license. Although academic work is of far more value, teachers often find themselves having to offer incentives or punishment in order to motivate pupils whereas the work with little or no academic value is seen, generally, as enjoyable i. games and arts. The author places great emphasis on trust. S/he asserts that many children cannot foresee the long-term advantages of doing work in schools and that many simply believe or disbelieve the teacher when s/he says it will be of benefit.. The point made may be valid but perhaps only in primary schools. I propose that in todays secondary school this idea has very little bearing and children are now more acutely aware than ever before of social and econo mic factors that dictate the need to do well in school. .u0beb55ae37bf6b4b671545ee5f5589d1 , .u0beb55ae37bf6b4b671545ee5f5589d1 .postImageUrl , .u0beb55ae37bf6b4b671545ee5f5589d1 .centered-text-area { min-height: 80px; position: relative; } .u0beb55ae37bf6b4b671545ee5f5589d1 , .u0beb55ae37bf6b4b671545ee5f5589d1:hover , .u0beb55ae37bf6b4b671545ee5f5589d1:visited , .u0beb55ae37bf6b4b671545ee5f5589d1:active { border:0!important; } .u0beb55ae37bf6b4b671545ee5f5589d1 .clearfix:after { content: ""; display: table; clear: both; } .u0beb55ae37bf6b4b671545ee5f5589d1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0beb55ae37bf6b4b671545ee5f5589d1:active , .u0beb55ae37bf6b4b671545ee5f5589d1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0beb55ae37bf6b4b671545ee5f5589d1 .centered-text-area { width: 100%; position: relative ; } .u0beb55ae37bf6b4b671545ee5f5589d1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0beb55ae37bf6b4b671545ee5f5589d1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0beb55ae37bf6b4b671545ee5f5589d1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0beb55ae37bf6b4b671545ee5f5589d1:hover .ctaButton { background-color: #34495E!important; } .u0beb55ae37bf6b4b671545ee5f5589d1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0beb55ae37bf6b4b671545ee5f5589d1 .u0beb55ae37bf6b4b671545ee5f5589d1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0beb55ae37bf6b4b671545ee5f5589d1:after { content: ""; display: block; clear: both; } READ: Homelessness EssayIn some respects certain aspects of the authors argument are negated, those pupils who can foresee the need to do well ave their own motivation, and negotiation and relationships are less important. Having said that, to those pupils who do not possess such foresight the building up of relationships and the constant negotiation processes are an essential part of their schooling. Anecdotal evidence as well as secondary research support the idea that pupils work better for those teachers they actually like. Whether a teacher is liked or disliked by his pupils is dependant upon many factors. For instance the teachers personal outlook does s/he even want to be liked? , do s/he care? are they simply interested in meeting targets? If the teachers personal motivation is lacklustre then how are pupils to be motivated? Ideally, teachers would be able to identify the different levels of motivation among their pupils and build relationships accordingly. This, however, is not a realistic goal and much valuable class time can be spent chastising, persuading and offering incentives. Of course there is a danger that a teacher may become too preoccupied with the establishment of relationships and other areas such discipline may be ignored. The points above are interesting but we are chiefly concerned with those teachers who are motivated and use negotiation as a means of encouraging pupils to work, and I now wish to look at these negotiation processes in a little more depth. PART 2 WORK NEGOTIATION One of the most interesting points made in the chapter is that of the collusion often formed by teachers and pupils against a higher authority, this higher authority could be the headmaster for instance. This type of collusion could be of extreme value to teachers in forming relationships and as a way of getting upils on side, as well as relinquishing any responsibility for the type of work and the amount required. With the majority of the blame lying at the feet of a higher authority the teacher could begin to build a system of almost conspiratory negotiation based on reciprocity you scratch my back and Ill scratch yours. Let us look at the authors idea of negotiation. Firstly s/he identifies four experiences that typified the pupils in his/her study school. The four categories are thus;- hard work, open negotiation, closed negotiation and work avoidance. The two extremes of the categories are self-explanatory, hard work being total pupil commitment and work avoidance being not only a total lack of commitment, but also a conscious and resourceful effort to avoid participating in any school work Most pupils are to be found in the two middle categories of open and closed negotiation and as such teachers must become keen negotiators if they are to succeed. It should be pointed out that control must be the predominant feature within negotiation teachers must dictate the concessions that are to be made. The authors open negotiation idea consists of the teacher and pupils making certain concessions, and is dependant to a large extent on mutual goodwill and a congenial atmosphere within the classroom. It is an activity in which both pupil and teacher participate and each party bargains for what they perceive to be the better deal. The basic idea being that a teacher will permit a certain amount of digression in return for a certain amount of work, and the class hold the general consensus that this is acceptable. I have used the word general because in the next paragraph I wish to look at hose pupils who do not subscribe to the general consensus and are typified as closed negotiation pupils. Another interesting point made was that a predominant feature in those teachers who were more liked by their pupils was the fact that they often included games into the work. .ua0bf6db7c1739b6aa56dafb5015f51c8 , .ua0bf6db7c1739b6aa56dafb5015f51c8 .postImageUrl , .ua0bf6db7c1739b6aa56dafb5015f51c8 .centered-text-area { min-height: 80px; position: relative; } .ua0bf6db7c1739b6aa56dafb5015f51c8 , .ua0bf6db7c1739b6aa56dafb5015f51c8:hover , .ua0bf6db7c1739b6aa56dafb5015f51c8:visited , .ua0bf6db7c1739b6aa56dafb5015f51c8:active { border:0!important; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .clearfix:after { content: ""; display: table; clear: both; } .ua0bf6db7c1739b6aa56dafb5015f51c8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua0bf6db7c1739b6aa56dafb5015f51c8:active , .ua0bf6db7c1739b6aa56dafb5015f51c8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .centered-text-area { width: 100%; position: relative ; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua0bf6db7c1739b6aa56dafb5015f51c8:hover .ctaButton { background-color: #34495E!important; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .ua0bf6db7c1739b6aa56dafb5015f51c8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua0bf6db7c1739b6aa56dafb5015f51c8:after { content: ""; display: block; clear: both; } READ: Travelling EssayThe author concludes that games humanised the work and made it vastly more enjoyable. In a perfect world teacher and pupil would be in complete harmony and all decisions made about the type and amount of work to be done would be completely unanimous. However, in reality a teacher who uses negotiation must submit to he general consensus. What, then, of the pupils who have not concurred with the general consensus but are still forced to go along with it? The author typifies these pupils as being in the closed negotiation category. This category of pupils will flourish further if the teacher is not prepared to negotiate, and within this teacher dictated atmosphere the counter-productive and unruly element of pupils will come into being. CONCLUSION By drawing together the main points made in this critique it is apparent that pupils perceptions of the validity of the work they are undertaking is of aramount importance. Teachers must strive to make work less alien and more relevant to the pupils social perspective and this can be achieved in several ways. Collusion, as well as a system of negotiation and concessions could be used in order to overcome pupils natural recalcitrance. Teachers must care enough to become diagnosticians of their classes on the whole as well as identifying individual pupil needs. Of course the needs of the many outweigh the needs of the few, but if teachers understand the needs of the few it will empower them in the negotiation process.