Research topic: Africans and the Challenges Faced after the Abolition of Slavery and The Atlantic Slave Trade

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Question Description

attached is a detailed guide for this research paper. Please go through it and adhere to the guidelines. during the research and writing process, I will need you to supply me with your notes, information about the sources intended to be used, and the specific subject of the paper for us to discuss them, and also, as I need to turn them in as part of the assignment delivery.

I suggest the topic be a specific case study of a specific African american community after abolishing slavery.

I'll need a rough draft completed by the evening of of the 29th of October comprising of general idea and outline, sample of possible sources, and some notes. I'll provide you with feedback within 24 hours to proceed.

I'll need a semi final draft completed by the evening of the 2nd of November after, and I'll get back to you by the 4th if any last minute adjustments may be needed. also, provide me with any additional notes by that point (typed notes will be preferred)

I'll need the final paper by the evening of the 6th of November.

don't worry about the cover page

please avoid excessive redundancy in ideas and vocabulary


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TOPIC/THEME: Africans & the Challenges Faced after the Abolition of Slavery & The Atlantic Slave Trade An important area of research in the study of the African Diaspora is the period immediately following the Abolition of the Slave Trade and the Abolition of Slavery! Abolition freed tens of thousands of enslaved Africans in many slave-holding societies in which the British, French, Dutch, Spanish and American slave holders had subjected millions of African peoples to a life of slavery, dehumanization and marginalization – a majority working against their will and having little to look forward to in an uncertain and uncomfortable future. Despite varying attempts to free themselves, enslaved Africans almost always failed to fully achieve this goal, leaving them frustrated and brutalized. The one exception of a successful rebellion occurred in early 19th century in San Domingue/Haiti. After over three hundred years of enslavement and routine inhumane treatment, enslaved Africans, began experiencing true emancipation in the 19th century; they were finally freed from bondage! What were the possibilities that lay ahead for these newly freed men, women and families? What were some of the obstacles and hindrances they encountered? What were the results? How were they able to overcome their problems? This semester’s research assignment focuses on the aftermath of the Abolition of Slavery and the Slave Trade in any of the New World areas and societies! Students are expected to write an essay of, at least, five full pages in length, relating to the aftermath of the abolition of the slave system. Students can focus their research on how and why abolition came about and the effects and reaction and/or impact on the lives of freed individuals and/or their families. Students can also focus their efforts/attention on how some African peoples and their communities have fared following abolition. Students can discuss the motivations/factors that led to abolition and whether abolition was truly devised to protect the former slave holders as opposed to the former enslaved workers. NOTE: The following terms - Diaspora, Abolition, Emancipation and Resilience must be defined, included or incorporated within the text of the essay, preferably in the introduction. Final submissions must be presented in a folder and must include all notes / rough drafts, etc. taken and made during the writing of the assignment. Failure to submit the research essay assignment on time and without the accompanying notes can, and will, substantially reduce your total points and will hurt your chances of successfully completing the course. Some Pointers/Reminders for the Term Paper: Points will be awarded for: • Originality and coherent expression of thought, ideas and arguments. • Organization and expression. • Adherence to the research methods adhered to by historians. (Use of footnotes and a Bibliographical listing of Sources) • Adherence to the stated guidelines for this essay presentation. ESSAY GUIDELINES: The text of the essay must be, in double-spacing format, at least, 5 (five) full pages in length. The text of the essay cannot exceed 7 (seven) pages. • The Essay must contain Footnotes or Endnotes and a BIBLIOGRAPHICAL listing of articles and books used in the compilation of the essay. At least 5 (five) Bibliographical sources must be consulted and cited. Limit your use of Internet and Encyclopedia sources. On-line Journal articles can be used in this research. Students are encouraged to develop an outline of the essay and to consult with the instructor to ensure that the research is on the right track. Your outline must include potential topics of discussion within the essay, as well as sources to be consulted in your research. • The Essay must have 1. An introductory paragraph. 2. Additional paragraphs comprising the body of the essay, and 3. A concluding paragraph/section • Once again, Students are encouraged to make an outline of their research essay and, in a timely manner, present it to the instructor for critique and adjustments. Students are also encouraged from time to time, during the research and writing process, to consult with the Instructor. This will ensure that your research is acceptable and is on the right track. Do remember, to include the outline in the final presentation. • Through the use of Footnotes or Endnotes, students must cite the source(s) of information, including quotations, found in the text of the essay. Information to be included in such citations are as follows: 1. The writer’s name. 2. The title of the work (Underlined or Italicized). 3. City of Publication. 4. Publisher 5. Year of Publication 6. The page number (s) from where the information is gathered. Example: John Hope Franklin, From Slavery to Freedom: A History of African Americans. Seventh Edition (New York: Alfred A. Knopf, 1980), 22-23. Note: each individual Footnote or Endnote must have a individual and different number and must be listed in numerical order of 1, 2, 3 etc. A corresponding number must be listed in the text to indicate and correspond with the reference cited in the footnote or endnote. • Except for the first page, all pages of the text of the essay must be numbered. Numbering begins on page 2, the second page of the text, and proceeds accordingly. • • 2 THE GRADING RUBRIC Historical Essay Grading Requirements & Guidelines 1. 2. 3. 4. Understanding: General understanding/comprehension of the question - The response must reflect a full and thorough understanding of the question(s) …………………….…………………………Maximum 5 points. Organization: Points will be awarded for paragraph organization. Each Essay must contain an introductory paragraph, a body (one or more paragraphs as needed to explain your points, arguments or contention), and a concluding paragraph ……………………………….. …Maximum 5 points Content: The information presented in the response discussion must accurately reflect the subject area of discussion…………..…………Maximum 10 points Proper Use of English: This pertains to - the proper spelling of words, correct punctuation and grammar, numbering of the pages and the inclusion of Source(s) information (Footnoting & Bibliographical indicators) …....Maximum 5 points Total……………………………………………...…………………Maximum. 25 points A CHECKLIST OF REMINDERS TO STUDENTS Students will lose valuable points if they do not adhere to the stated Guidelines • • • • • • • • number the pages, except the very first page. Begin the numbering from page two with the lettering “2." Then proceed accordingly. Students must include Footnotes or endnotes and a Bibliographical listing of the source(s). Avoid starting sentences with transition words such as “Because,” “And,” and “But.” Avoid use of the words “thing” or “things” in writing and in verbal expressions. These are vague and lazy words. There always is a substitute for such words. Avoid all abbreviations. Example: USA, UN, couldn’t, wasn’t, isn’t, didn’t etc. Always write/spell out the words. This applies in all cases including quizzes and examinations. limit the use of direct quotations. Paraphrase if necessary. If quotations are used, remember to introduce your quotes. Ex., According to the writer, “....” Mary Jones Brown argues, “.....” etc. The Paper must be accompanied by notes used and made (rough drafts included) during the writing process. Points will be deducted for non-compliance. Did you number the pages of the assignment? Students are forewarned that one (1) point will be deducted (except the first page) for each page that is not numbered. 3 SELECTED BIBLIOGRAPHY, you may use any of these, or any other academic source related to your topic and in accordance with criteria mentioned above. Abernathy, David R. The Dynamics of Global Dominance: European Overseas Empires, 14151980. New Haven, 2000. Bailyn, Bernard. The Ideological Origins of the American Revolution. 2nd. ed. Cambridge, Mass., 1992 Bell, David A. The Cult of the Nation in France: Inventing Nationalism, 1680-1800. Cambridge, Mass., 2001 Berkey, Jonathan P. The Formation of Islam: Religion and Society in the Near East, 600-1800. New York, 2002. Burk Holder, Mark A. & Lyman L. Johnson. Colonial Latin America. Oxford 2003. Carrington, Selwyn H. H. The Sugar Industry and the Abolition of the Slave Trade, 1775-1810. Gainesville, 2002 Carter, Vaughn Findley. The Turks in World History. New York, 2005 Conniff, Michael L. and Thomas J. Davis. Africans in the Americas: A History of the Black Diaspora. New York, 1994 Crosby, Alfred W. The Columbian Exchange: Biological and Cultural Consequences of 1492. Westport Conn., 1972. Curtain, Philip D. Cross Cultural Trade in World History. New York, 1984 _________. The Rise and Fall of the Plantation Complex: Essays in Atlantic History. Cambridge, 1998 Davidson, Basil. The African Slave Trade. Boston, 1980. Diaz del Castillo, Bernal. The Conquest of New Spain. Harmondsworth, 1963 Elliot John H. Empires of the Atlantic World: Britain and Spain in America 1492-1830. New Haven, 2006 Ellis, Geoffrey. Napoleon. New York, 1997 Eltis, David. The Rise of African Slavery in the Americas. Cambridge, 1999 Elton, G. R. Reformation Europe, 1517 - 1559. New York, 1963 Elvin, Mark. The Pattern of the Chinese Past: A Social and Economic Interpretation. Stanford, 1973 Equiano, Olaudah. Equiano’s Travels. Oxford, 1967. Fick, Carolyn. The Making of Haiti: The Saint Domingue Revolution from Below. Knoxville, 1990. Gay, Peter. The Enlightenment: An Interpretation. 2 vols. New York, 1966-’69 Gaspard, David Barry and Darlene Clark Hine, eds. Beyond Bondage: Free Women of Color in the Americas. Chicago, 2004 Gordon, Andrew. A Modern History of Japan: From Tokuwaga Times to the Present. New York, 2002. Harris, Joseph E., ed. Global Dimensions of the African Diaspora. Washington D.C., 1993 Hobsbawm. Eric. Nations and Nationalism Since 1780: Programme, Myth, and Reality. 2nd ed. Cambridge, 1992. ___________ & Terence Ranger, eds. The Invention of Tradition. Cambridge, 1983 Itzkowitz, Norman. Ottoman Empire and Islamic Tradition. Chicago, 1972 Langley, Lester D. The Americas in the Age of Revolution, 1780-1850. New Haven, 1997 León- Portillo, Miguel. The Broken Spears: The Aztec Account of the Conquest of Mexico. Boston, 1992 Litwack, Leon F. Been in the Storm So Long: The Aftermath of Slavery. New York, 1979 Marx, Karl & Frederich Engels. The Communist Manifesto. Hamondsworth, 1967. 4 McNeill, William H. The Pursuit of Power: Technology, Armed Force and Society since A.D. 1000. Chicago, 1982. Nash, Gary B. Red, White and Black: The Peoples of Early America. Englewood Cliffs, N. J., 1992 Oberman, Heiko A. Luther: Man between God and the Devil. New Haven, 1989. Ormrod, David. The Rise of Commercial Empires: England and the Netherlands in the Age of Mercantilism, 1650-1770. New York, 2003 Pagden, Anthony. European Encounters with the World: From Renaissance to Romanticism.. New Haven, 1993Princeton, 1998: Palmer, Robert. The Age of the Democratic Revloution: A Political History of Europe and the Americas, 1760-1800. 2 vols. Princeton, 1959-‘64 Pomeranz, Kenneth. The Great Divergence: China, Europe and the Making of the Modern World Economy. Princeton, 2000 Savory, Roger. Iran under the Safavids. Cambridge, 1980. Schama, Simon. The Embarrassment of Riches: An Interpretation of Dutch Culture in the Seventeenth Century. New York, 1987 Scheina, Robert L. Latin American Wars. Vol. I: The Age of the Caudillos, 1791-1899. Washington D.C. , 2003 ___________. Citizens: A Chronicle of the French Revolution. New York, 1989. Schwartz, Stuart B. Sugar Plantations and the Formation of Brazilian Society. Cambridge, 1985 Sterns, Peter N. The Industrial Revolution in World History. Boulder, 1993 Thompson, E. P. The Making of the English Working Class. New York, 1966 Van Young, Eric. The Other Rebellion: Popular Violence, Ideology and the Mexican Struggle for Independence, 1810-1821. Stanford, 2001 5 ...
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