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F20 Black Atlantic: Resources, Pedagogy, and Scholarship on the 18th Century Black AtlanticMain MenuAuthor IndexFAQWeek 01: August 28: PedagogiesWeek 02: Friday, September 4: Thinking about Projects and Digital MethodsWeek 03: Friday, September 11: Black Atlantic Classics Week 04: Reccomended: Thursday September 17: 4pm: Indigenous Studies and British LiteraturesThe Center for Literary + Comparative Studies @UMDWeek 04: Required: Friday, September 18: Reading: Indigenous Studies in the Eighteenth CenturyWeek 04: Required: Friday, September 18: Book LaunchRemaking the Republic: Black Politics and the Creation of American CitizenshipWeek 05: Friday, September 25: Digital Humanities, Caribbean Stuides, and FashionGuest: Siobhan MeiWeek 06: Friday, October 2: OBIWeek 07: October 9: Black LondonSancho's Social NetworksWeek 08: Friday, October 16:Muslim Slave Narratives, Hans Sloane, the British Museum, Colonialism as CurationWeek 09: Friday, October 23: Reflection and Tools DayWeek 10: Friday, October 30: Myths of a White Atlantic (and Project Proposal)Week 11: Friday, November 6: Black New EnglandWeek 12: Friday, November 13: Woman of Colour and Mary PrinceWeek 13: Friday, November 20: Peer Review Workshop and Draft with Action PlanKierra M. Porter6b7d2e75a0006cdf2df0ac2471be73ef9c88c9e3Brandice Walker579eedcc76564f61b1ba7f36082d05bdf4fc3435Alexis Harper52f175308474d58b269191120b6cda0582dcde71Catherine C. Saunders80964fcb3df3a95f164eca6637e796a22deb5f63Joseph Heidenescher83b7b4309ef73ce872fc35c61eb8ed716cce705fJoshua Lawson8aecdcf9d2db74d75fb55413d44f3c2dfc3828bdKymberli M Corprue7f6419242e66e656367985fbc1cfa10a933ce71dJimisha Relerford1903b0530d962a83c3a72bad80c867df4f5c027fEmily MN Kugler98290aa17be4166538e04751b7eb57a9fe5c26a2Reed Caswell Aikendbd321f67398d85b0079cc751762466dfe764f88Brenton Brock619582e4449ba6f0c631f2ebb7d7313c0890fa00
Black Women in Slave Narratives---A Lesson Plan
12020-09-17T20:03:27-07:00Kierra M. Porter6b7d2e75a0006cdf2df0ac2471be73ef9c88c9e3377914plain2020-10-01T08:57:27-07:00Emily MN Kugler98290aa17be4166538e04751b7eb57a9fe5c26a2Lesson Plan
Oroonoko: or, The Royal Slave makes me think about black women voices in black slave narratives. During the reading, I asked myself, “When is Imoinda going to speak?” The reader sees her through the lens of Orooknoko and his grandfather. This made me think of a lesson plan concerning the black woman’s roles in the black slave narrative. How do gender and race intersect in slave narratives? I will be excluding Oroonoko from this lesson plan because it is a work of prose fiction by a white woman. I want to only focus on North American black voices, and it can be fiction and non-fiction.
Objectives:
To identify black women’s roles in slave narratives;
To contextualize text(s) to specific gendered histories of black women in black slave narratives;
To identify black women voices, if any, in black slave narratives;
To identify a colonial perspective in black slave narratives;
To identify the author’s thematic concerns and observations;
To observe the objectification and/or the thingification of the black female body;
To examine the black slave narrative as a form of resistance
Texts to Observe:
Narrative of the Life of Fredrick Douglas by Fredrick Douglass
Incidents in the Life of a Slave Girl by Harriet Jacobs
Clotel; Or the President’s Daughter: A Narrative of Slave Life in the United States by William Wells Brown
The Interesting Narrative of the Life of Olaudah Equiano by Olaudah Equiano
Supplementary Articles/ Book Chapters:
“I Was Born”: Slave Narratives, Their Status as Autobiography and as Literature by James Olney
Katherine McKittrick’s “The Place They Thought of Black Women’s Geographies”
Christina Sharpe’s “The Ship”
Week I: Introduce the historical background of the slave narrative. Students will be required to read Equiano’s and Sharpes work. They will begin to consider colonialism and the black slave narrative. What themes can you see? Are black women in Equiano’s text? What are there roles?
Week II: Students will be required to begin reading Douglass’ text, and it will be paired with Olney’s article. From here, students will read one of the most famous narratives. Olney’s text will help students understand the formula for the black slave narrative. Most importantly, students will begin to question the role of black women in this text.
Week III: Students will be required to read Jacobs’ text and this will be pared with McKittrick’s article. They will do a compare and contrast to Douglass and Jacobs work. Are there specific gendered histories of these texts? Are these texts used for resistance? How?
Week IV: Students will be required to read Brown’s Clotel. Though Clotel is at the center of this work, does she truly have a voice?
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12020-09-04T09:14:46-07:00Kierra M. Porter6b7d2e75a0006cdf2df0ac2471be73ef9c88c9e3Kierra M. PorterKierra M. Porter33Author's Pageimage_header2020-12-08T18:35:33-08:00Kierra M. Porter6b7d2e75a0006cdf2df0ac2471be73ef9c88c9e3