School Board

Entry 8

Dear school board of Rockwall-Heath High School,

I believe the incorporation of slave narratives should be implemented into your schools curriculum due to the abundance of information there is to be gained. The history of America ties in very closely with slavery, and since they go hand-in-hand it would he beneficial for the students to understand its origin and history. These narratives entail the use for studetns to improve their critical thinking by interpreting the life stories of slaves that were published. This skill is often times lacked in the basic high school sudents learning career. The jump into college study demands this skill to be present in their journey towards success. In particular Jacob D. Green's narrative gives a summary of his life in slavery and his many attempts of trying to escape its everlasting grasp. He also documents the thoughts of the ministers after his lectures in which they all unanimously plead great satisfaction and deem him worthy of public sympathy and support. His story decribes his life as a child coming to the realizaiton rather quickly that black people were treated in a different manner than whites during that era. After losing his family he made a promise to himself to escape slavery and make a life for himself. Along the way he accounts for the many people whom he encountered along the way, critical events that happened, and his determination to become a free man.

Rhetorical

Entry 7

Jacob's rhetorical strategy allows him to portray to the reader of the struggles of slavery. His numerous accounts of telling "white lies" to keep himself out of trouble or him being falsely accused of a deed he didnt committ sent an underlying message that there was no way possible to be a slave and live normal fair lifestyle. If he didn't tell lies to keep himself out of trouble he would have been flogged until he had little energy left to live, therefore as a result of blaming someone else for his wrong doings they were in turn flogged and he had to live with that amongst his conscious. The brief accounts of his family being soldway while he was at work spill a thick layer of guilt amongst abolishonists. Frederick Douglass ties into this same strategies as they share the same insight towards the highly visible inconsistencies of slavery. Mary Prince states "slavery is terrible for men, but way more terrible for women" as a way to show neither gender had a chance for fair treatment.

Historical Moment

Entry 6

Around the time this narrarive was written, 1865, the 13th Amendment was ratified abolishing slavery in America. This event is significant because this is what slaves were fighting for during this whole unjust era. National freedom day was a result of this nation reknown occurance. Having this law passed through congress was a stepping stone toward the life we live today as free civilians. Although it took many more years to assimilate blacks into the modern life as whites, the proper move was made to ensure the benefits for our future. Slaves lived treacherous lifestyles of unappreciated work and mistreatment as a means for someones else own economic benefits. This Amendment being passed paved the way for the work that was diligently doen to mean something and have worth.

http://www.historyorb.com/events/date/1865

http://www.hisdates.com/years/1865-historical-events.html

http://www.daahp.wayne.edu/1850_1899.html

Genre

Entry 5

Jacob D. Green narrative is compiled of an accumulation of tragic events in which took place in a majority of every slave story of that time. He emphasizes his struggles of trying to keep his family together, as well as the brutal floggings that overflows a feeling of sympathy and sorrow over the reader. Typically slave narratives follow the same literary stucture and purpose of exuding the injustices, inhumanities, and corruptness of slavery. In relation to Sewell and Saffin, these stories share the same underlying meaning that there is no biblical way to promote slavery. Sewell claims that under the religion of Christianity everyone is equal and entitled to fair treament, whereas Saffin believes that there is a God ordained heirachy to where white people are more privelaged. In Jacob's instance he finally comes to the conclusion to make an attempt to escape slavery, as it was apparent that there was no fair path in slavery. He grew up being told to never hit a white person, but if struck by a black person then fight to the death. Jacob has always been aware of this mistreatment since his childhood days, the time after which his mother was sold. Jacob's story also shows a common comparison with Frederick Douglass's narrative in that regard, cause he too had the ability to "think" and reflect on his situation under the unjust hands of slavery. He states "In order to make a well contented slave, it is neccessary to make a thoughtless one" which is the same principles Jacob lives by.

Citations

Entry 3

Lee, Julia. "Green, Jacob D.." African American National Biography, edited by Henry LouisGates Jr.. , edited by Evelyn BrooksHigginbotham. Oxford African American Studies Center,

Julia Lee uses her studies to emphasize the significant events that took place throughout the course of his life. Highlighting vital occurances such as the selling of his mother, his accounts of running away, and his admirable life as a antislavery lecturer

William L. Andrews, To Tell a Free Story: The First Century of Sfro-American Autobiography, 1760-1865, 1986

Eight thousand copies of Grren's Narrative was printed. This source explains how "the narrative is notable for its depiction of Green as a wily and inapologetic slave trickster who exploits whites and blacks alike to achieve his ends." As a means to escape punishment slaves often opted to use someone else as a scapegoat.