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Essays on the atlantic slave trade
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Compare and contrast the careers of the pirate captains in the first phase of piracy with that of Bartholomew Roberts. What similarities can we detect? Differences? Why did the careers of the early pirates differ so much from that of Roberts?
It is said that Bartholomew Roberts didn’t even want to be a pirate. Bartholomew was stationed onboard a slave ship named the Princessen when it was captured by pirates. This pirate ship was captained by Howell Davis, who was a Welshman. Roberts, also being Welsh, was forced to join the pirates even though he didn’t want to. While being onboard the pirate ship, he quickly gained the respect of the crew. After Howell Davis was killed, the crew elected Roberts to be the captain. He embraced the role,
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He was successful in part because he was very smart, and he thought big, usually commanding a fleet of anywhere from two to four pirate ships which could surround and catch victims. Defoe tells us of many ships that were captured by Roberts throughout the Atlantic. Bartholomew Roberts differed from most pirates as he covered a wide surface area instead of being restricted to one geographic location which resulted in him being able to capture more ships than any other pirate. Most pirates only stuck with regions of water that they were familiar with, such as the Caribbean. Roberts sailed all throughout the Atlantic from Newfoundland, to South America, to the Caribbean and to the west coast of Africa. Black Bart was also very cunning, in Brazil he managed to sneak up on a fleet of ships and capture one without anyone noticing. Defoe says “they found this ship exceeding rich, being loaden chiefly with sugar, skins, and tobacco, and in gold 90,000 moidores.” The jewelry held on board also included a cross with diamonds that was designed for the King of Portugal. This made Roberts a good leader and someone that his men looked up to. Being a leader also meant he had to …show more content…
But when we take into account the historical reality of pirates’ ships, we can see that this is not really the case. There were ships that were used to transport slaves from Africa. These ships would be captured by pirates and the crew would either be set free, forced into piracy, or killed. Either way I believe that African Americans were considered equal on pirate ships. Pennell says “concepts such as nationality, race, ethnicity, and creed were not as static, immutable, and/or insurmountable in the early modern period as they would become later. On the eighteenth-century maritime frontier, merit at least occasionally became a more important marker.” Race at the time wasn’t an issue. Pennell continues and says “Blacks are accordingly found as leaders of predominantly white crews.” African Americans were able to carry firearms and were frequently active combatants. In this respect, piracy was ahead of the times as far as tolerance. As long as a person was able-bodied and could perform the grueling tasks required by the seafaring life, the color of their skin was not an
Though African slaves who were labeled as indentured had a chance at freedom and to eventually have their own land, they were not treated nearly as well as the white slaves. It is confirmed just by the records that have been seen from early Jamestown. In the records the white indentured slaves are not only listed by full name but they have ages, arrival dates, and the ship that they arrived on. Whereas the African slaves are only listed by “negro man” or “negro woman.” Very few of the africans had arrival dates or their ship listed because they were not considered
Setting someone apart for the color of his or her skin is bigotry. The slave owners did not take an attempt to consider the damage they were doing to the African Americans of this time, with the physical,
The Dread Pirate Roberts believed in Westley by his use of pleasure, and his deep belief in true love. Westley, through his friendship with this Dread Pirate, Roberts then took his place as the pirate to gain his fortune to return to Buttercup. Another example of this ethos would be when Westley is trying to climb the cliff after the rope has been cut. Westley is Jones 1 having a difficult time with it and the Spaniard Inigo is impatient, wants Westley to climb faster so they can begin the duel. Inigo offers a rope to speed the climb, but is not trusted to do so by Westley.
Jesse Moncell Bethel was born in New York City, New York on July 8, 1922. He was born to Jesse M. Bethel and Ethel Williams. His father left the home when he was only six months old and his mother died when he was only three and a half years old. Being an orphan now, he was raised by his grandmother in Arkansas. He then moved to Oklahoma where his family sharecropped cotton and cornfields. Bethel attended elementary school while in Oklahoma and later graduated from Booker Washington High School there too. Bethel attended Tillotson College in Austin, Texas. He graduated there with a Bachelors of Science degree in chemistry. He later attended graduate school in 1944 at the University of California Berkley.
Elements such as mermaids, the “Fountain of Youth”, and everlasting life are not realistic and are clearly added to the film for entertainment value. However, this film could be helpful in sparking an interest in the general public on the subject of pirates. The film includes actual pirates, like Edward Teach, that may spark an interest in a viewer enough to look into the character. This interest may not have been sparked through a historical documentary because it does not have the same entertainment value as Pirates of the Caribbean: On Stranger Tides. The use of Hollywood films in understanding the history of pirates can be important in the visual representation of pirates. While reading about the history of pirates is the clear and scholarly way to gain information, it may be difficult for some students to create a visual of the people that were involved in piracy. Films allow for an instant visual to the people involved in the history that inspired the story. Reading can also be a useful way to teach the public factual history, empathy and emotion are much easier to obtain through film because the viewer is able to connect to the characters and find similarities between the content and their own lives. Through this ability for viewers to connect to the characters and themes in the film, it makes this film useful in understanding the history of
Richmond Barthé was born in Bay St. Louis, Mississippi on January 28, 1901. Richmond was born in a hard time for African Americans. He demonstrated incredible guarantee as a craftsman at a youthful age, however as a Colored American in the South, he was banished from selecting in any of the craft schools in New Orleans, Louisiana, close to his home. At eighteen his area minister in New Orleans and an author for the New Orleans Times Picayune distinguished his capability. Richmond was eventually admitted to the Art Institute of Chicago, after struggling to get admitted to an art school. He began to study sculpture, which denoted a defining moment in his profession. After Barthe graduated in 1928, he opened up a studio in Harlem, where he stayed permanently in 1930. Nonetheless, ending up progressively disregarded by a symbolized world that had come to esteem deliberation an imaginative style which held no enthusiasm for him; Barthé moved to Jamaica in the late 1940s, and later existed in Switzerland and Italy before coming back to the United States in 1969. His career in Jamaica flourished, till he later decided to come back home to the states. Overall Richmond Barthe received many honors and awards including: Rosenwald Fellowship, Guggenheim Fellowship, Audubon Artists Gold Medal in 1950, and awards for interracial justice and honorary degrees from Xavier and St. Francis Universities. Overall this artist intrigues me as I’m sure it was extremely hard to start off. He was born during the worst times in America, racism throughout his life and then leading into the great depression. I’m glad he was able to express himself through the art that he published.
Blackbeard began his pirating career sometime after 1713, as an ordinary crewmember aboard a Jamaican sloop commanded by the pirate Benjamin Hornigold. In 1716, Hornigold supplied Teach with a small crew, and a small captured vessel to command. By 1717 Hornigold and Teach were sailing in alliance, and together were feared throughout the seas. In November 1717, Hornigold and Teach were able to capture a 26 gun French vessel called the Concorde (recent research has shown that the vessel had originally been built in Great Britain). Blackbeard’s pirate partner, Hornigold, decided to take advantage of a recent offer of general amnesty from the British Crown- and retire in comfort. Teach rejected t...
...sing the Atlantic in a Slave Ship in 1789” 2011. MyHistoryLab. Pearson Education, Inc. 1995-2011. 8 February, 2011. http://media.pearsoncmg.com/ph/hss/hss_hine_aaodyssey_4/instructor_resources/primary_source_documents/chapter02/2_4.pdf
Robert Johnson I went down to the crossroads fell down on my knees. Robert Johnson went to the crossroads and his life was never the same again. The purpose of this essay is to tell you about the life of Robert Johnson. He is the root of much of the music of today. If he didn't influence the musicians of today directly, he influenced the bands that influenced today's music.
Blackbeard was a pirate during his adult years, but when he was younger he worked on a British ship as a privateer; whose mission was to take over or attack enemy ships (“Blackbeard: Pirate Terror at Sea”). His Father, whose name is unknown, was believed to also be a senior privateer on a Jamaican ship (“Blackbeard: Pirate Terror at Sea”). Later he joined a group of fierce Caribbean pirates (“Blackbeard: Pirate Terror at Sea”). The group of about two hundred fifty men became his crew after they stole a ship to be their own (“Blackbeard: Pirate Terror at Sea”). His ship that is most commonly known was called Queen Anne’s Revenge (“Blackbeard: Pirate Terror at Sea”). They captured this ship in 1716 and sailed it for two years (“Pirate Shipwrecks”). For the two years they ...
Throughout American history, African Americans have had to decide whether they belonged in the United States or if they should go elsewhere. Slavery no doubtfully had a great impact upon their decisions. However, despite their troubles African Americans made a grand contribution and a great impact on both armed forces of the Colonies and British. "The American Negro was a participant as well as a symbol."; (Quarles 7) African Americans were active on and off the battlefield, they personified the goal freedom, the reason for the war being fought by the Colonies and British. The African Americans were stuck in the middle of a war between white people. Their loyalty was not to one side or another, but to a principle, the principle of liberty. Benjamin Quarles' book, The Negro in the American Revolution, is very detailed in explaining the importance of the African American in the pre America days, he shows the steps African Americans took in order to insure better lives for generations to come.
Ancient civilizations, although they practiced slavery, did not classify people based on race, but on other characteristics, such as religion and status. The concept of race first developed in the 18th century, as a way for slaveholders to justify slavery and secure their economic security. They called upon science to classify what it was that made the races different from one another, both physically and mentally, so that a clear distinction could be made. Thomas Jefferson included racial commentary in his writings, On the State of Virginia in 1784. He said that blacks were inferior to whites in “endowments of body and mind” (My Mix Reel handout). His view was similar to many whites’ at the time. If such a claim was true, it would be only natural that blacks should serve their white owners. Slaveholders were also concerned about the danger of slaves becoming familiar with freed whites. They drafted slave codes that were intended to “dishonor the blacks and thereby elevate the poor white without actually having to give them anything,” (Harris). The poor whites did not have power or influence, but because they were white they at least had a natural superiority over blacks. This helped to segregate them from the slaves, who they also viewed as posse...
... The Economic History Review, by Behrendt, Stephen D. David Eltis, David Richardson that stated, “…second impact of Africans that goes beyond violence on slave ships followed from the natural Africans assumption of equal status in the trading relationship…came in the wake of holding Europeans…”(Source 9). The result of considering the equal status between the Africans and the Europeans from Africa’s point of view was the Atlantic slave trade which millions of African people’s live had been jeopardized and their fate had been seal to work in the fields for the rest of their lives.
Many colonists saw the Africans as savages that were only meant to serve because the African empire was falling apart, so they seemed to be weak and narrow minded. The slave traders that went to Africa thought they were some kind of devil worshipers because of their rituals, religion and skin color. It was thought that Africans were biblically cursed, because of their darker skin color. As a result of the fear that the Africans instilled in the colonists, laws were made to take away any slave rights. The laws were eventually given the name of the Slave Codes which removed any of the rights Africans had, and further restricted Africans from any rights.
This reinforces a traditionally biased historical narrative, where white, middle-class women are the “norm”. It can be said that African American history has been shaped by systematic inequality and oppression, encouraged by a racially prejudiced system.