kim

Saad Alqahtani

1. Refer to Rushforth, Colonial North America, and the Atlantic world,125-128. John Winthrop's vision of a New England can be found in his sermon, a Modell of Christian Charity. As you read this segment: How would you describe Winthrop's model for Christian Charity and his vision of a New England? How would you characterize Winthrop's conception of hierarchy, community, and Charity?

In John Winthrop's sermon christened" a Model of Christian Charity," he reflected on four main themes; American exceptionalism, Charity, Communalism and Unity. Through exceptionalism, Winthrop motivates the listeners and distinguishes their role as perceived saviors. His emphasis on charity as a positive initiative for not only the receiver but the entire community advocates for social justice. Communalism encouraged a sense of collective responsibility that was vital for a unity of vision and mission towards building a new nation. The culmination of the sermon would be the call for unity symbolized through the thought of different parts of one body represented by the various occupants of the boat. Winthrop's perception of hierarchy, community and charity are best expressed through a part of his sermon: "God Almighty in his most holy and wise providence, hath so disposed of the condition of mankind, as in all times some must be rich, some poor, some high and eminent in power and dignity." It comes out clearly that he believed in the values of Love, unity, and charity as the driving force behind the building of a new nation.

2.Refer to Rushforth, Colonial North America, and the Atlantic world,125-128. John Winthrop's vision of a New England can be found in his sermon, a Modell of Christian Charity. As you read this segment: In what ways can this be viewed as a covenant (or treaty) with God? What was expected of those who lived in the Massachusetts Bay Colony? In what ways was the individual supposed to deny himself and see himself as part of a greater community?

John's sermon can be viewed as a covenant with God since he exemplifies the value of charity stating that as long a person shares with a poor neighbor, God shall not forsake him in time of need. He expresses their duty to bring change in America as a covenant with God. He explains that God will punish them if they fail to hold their side in the said contract by failing to foster change. Those living in the Massachusetts Bay colony would be expected to be examples of the new beginning by practicing the communism, charity, love, and unity. In the sermon, Winthrop says; "every man might have need of others, and from hence they might be all knit more nearly together in the bonds of brotherly affection." As such, it reflects the tremendous sacrifice that each would be expected to endure for the sake of the community.

3.Refer to Rushforth, 129-136. Review the examination of Anne Hutchinson in November 1637. What were the disagreements concerning the ‘covenant of grace" versus "covenant of works"?

In covenant theology, it is exemplified that covenants between God and man are based on the historical relationship between the two. The covenant of works also known as the Convention of life was made between God and Adam (representing humanity): it promised life for total obedience to for disobedience, death. The covenant of grace is quite different ; it is a pledge of eternal life for all those who have faith. In 1637 Anne Hutchinson in her meetings supported the Covenant of Grace which she had learned from John Cotton while John Winthrop fought for the covenant of works. Together with John Wilson and some of Boston's other conservative representatives, Winthrop believed that Anne's covenant of Grace was a threat since it eliminated the need for clergy. The two conflicting ideologies drew a rift in the building of the new nation as it tore the puritan's following and much-needed unity of purpose.

4.Refer to document: Boyer, Nisselbaum, and Karlson, the devil in the shape of a woman. How do these historians explain the witchcraft as the consequence of gender dissent, alienation, and conflict within the Puritan community?

The devil in the shape of a woman is a depiction of the trials of witches or those suspected to be witches in New England. It delves into the intricate details of the accusations, the accused and the trials, evidence, and prosecution of the defendant. The trails were a huge controversy since there were no clear criteria for identifying the suspected witches. Mary Douglas, an anthropologist, describes the ambiguity in the selection of suspects as ideas that were considered "too true to warrant discussion." Women, particularly older ones were seen to be more vulnerable and susceptible to engaging in devilish behaviors, a fact that apparently beyond reproach. Women were perceived to be more independent and vocal and as a result a threat to the norms of society. Other writers were of the view that women had suffered oppression from the tyranny of men' leadership and were best placed to propel growth and development. This continued persecution of women by purist leaders and the resulting actions led to gender dissent, alienation, and conflict within the Puritan community.

5.Refer to the document; David Brion Davis, slavery-white, black, Muslim, Christian. In what ways does historian David Brion Davis connect global slavery with the conflict between Christians and Muslims. What meaningful conclusions does David reach concerning the cultural acceptance of slavery by both Christians and Muslims?

In the book, David Brion Davis relates the conflict between Christians and Muslims to global slavery by offering a detailed review of a history of slavery. He explains the role played by Muslim pirates dating back to 1627 when pirates from North Africa raided Iceland and enslaved a large number of residents. By 1624, English (Christian) slaves captured by Muslim pirates numbered at least 1,500. The situation worsened with an approximated million plus Christians enslaved by Muslims by the late eighteenth century. Some of the ransomed Christian slaves engaged in their raids against Muslims aimed at capturing slaves. The involvement in the slave trade by released Europeans led to a level of social tolerance for the actions. However, leaders such as Benjamin Franklin made a strong argument and took a similar stand against slavery slowly diminishing its tolerance.

6.Refer to Rushforth: Former slave Olaudah Equiano describes his capture and the middle passage, 246-252. What was the middle passage? How does Equiano describe the horrors of the middle passage?

The middle passage was a stage in the triangular trade through which millions of African slaves got shipped into the New World being part of the Atlantic slave trade. The voyage that brought African slaves to the West Indies from West Africa would take up to three weeks. Adverse weather conditions would make the trip longer and make conditions worse for the slaves being transported. Olaudah Equiano, also known in certain segments of his lifetime as Gustavus Vassa was a freed slave and prominent African who supported the end to the slave trade. He describes the horrors of the middle passage as beginning with the first sight of the mass of water, the unfriendly crew, their strange complexion and the different language they spoke. He was also frightened by the sight of fellow black slaves chained together looking sorrowful and frail. Additionally, there was the harsh punishment meted on slaves who dissented for example flogging. The conditions in the journey for him are so inhuman that he often contemplates jumping into the water or even dying if only to escape the torture.

7. Refer to Rushforth: Former slave Olaudah Equiano describes his capture and the middle passage, 246-252. What passage or section do you think BEST demonstrates that Equiano maintained his humanity amidst his capture, enslavement, and transport to America? Elaborate on Equiano's sense of his humanity in the face of these horrors.

In his narration of the hardship and horrific nature of the entire ordeal from capture to enslavement and transportation, he empathizes with the other captives. He rarely refers to conditions that horrified him but rather reflects on the plight of his fellow slaves. Later on, after the being freed and gained British citizenship, he actively advocates for the end to slavery. For example, through his autobiography The Interesting Narrative of the Life of Olaudah Equiano, he plays a pivotal role in the enactment of the 1807 Slave Trade Act. While still ongoing through the journey of enslavement, his heightened sense of communism with his fellow African slaves and his reflections on their plight clearly shows a man in touch with every sense of his humanity.

8.Refer to document: Edmund Morgan, (excerpt) American Slavery- American Freedom. According to Morgan, how did race and not social status become a key factor in making slavery a labor and cultural institution in the American colonies?

In his text, Edmund Morgan explains the role of race as opposed to Social status in pushing slavery as more of a labor a cultural issue in American colonies. In the American colonies during the slave ages, the fight for equality and freedom of slaves took on many shapes including a fight for equity of social classes and race. According to Morgan, as much as social class was the factor towards enhanced upheaval, a run was the primary source of animosity. The fact that no slaves were white made it a black problem and hence a dispute between blacks and whites. Blacks felt that they were treated inhumanly by whites who claimed racial superiority above them as their masters. He argues that social status could not have been the decisive factor since even poor whites still were masters over black slaves. It became apparent that it was not a matter of being able to afford slaves for the whites but rather a question of dominance based on the belief of white superiority. Consequently, the emergence of slavery as a labor and cultural institution was propagated by whites perceived right to dominate over black slaves. The perceived acceptance to the state of affairs initially built a foundation for the evil to take root.

9. Refer to Rushforth: (The Virginia slave code of 1705) 106-116. Look through the slave code established in Virginia in 1705. Where do you see the difference in race in determining a difference between servant and slave?

The Virginia slave codes were a series of laws that the Colony of Virginia enacted to regulate activities concerning interactions between citizens of the Crown Colony of Virginia and slaves. The Slave Act organized slavery and permitted White Christians to torture, beat and kill slaves without repercussion. The Act further puffed up being white and Christianity as an accident of birth so as to subject all other races on an inferior level. As per the law. It was more important to be white than even to be a Christian: Christian slaves were still treated and perceived as slaves regardless. The laws were a culmination of previous ones that were skewed towards negatively impacting on blacks as opposed to whites. The rules clearly stated that killing a slave was no longer a felony. The laws also prohibited any non-Whites from purchasing a slave: this included freed Africans and Indians. Also, intermarriage between any white person and an African-American or Indian would result in banishment from the colony. It is, therefore, true to state that the laws drew a clear line between black slaves and their white masters.

10. Refer to Rushforth 215-218 (William Penn promotes Pennsylvania). According to William Penn, what did Pennsylvania offer colonists? Give SPECIFIC passages to demonstrate the best of Pennsylvania.

William Penn's vision of Pennsylvania was a colony that offered diversity, religious tolerance and inclusive governance to its constituents and immigrants alike. It is on record that he aggressively fought for the liberty of conscience by inviting religious groups from England and even gave them land. Although only Christians could hold political office or even vote, it was a big difference from other colonies. Penn also extended a chance for inclusivism in the administration of the territory to the colonists. A specific example of the exemplary nature that Pennsylvania exhibited lay in Penn's quest for cultural diversity: English, German, Dutch and Welsh Quakers together with Huguenots (French Protestants), Lutherans, Amish, and Mennonites all co-existed amicably. In another example, he befriended the indigenous Indians of the Delaware tribe and ensured that they were adequately compensated through payment for their lands.

11. Refer to Rushforth 215-218 (William Penn promotes Pennsylvania). Through this document, how did William Penn reveal his hopes and vision for the future of the colony?

William Penn's profound affection for the state of Pennsylvania was evident through right from his petition to the king in 1680 until his departure to England in 1684. His earnest desire to transform the colony into a Quaker colony were well documented. These were through Laws, Charters, articles, memoranda, pamphlets, newspaper articles, petitions, letters, legislative journals, orders, deeds, maps, and business records. His intentions were practically instituted through his design of government and an invitation to settlers. On May 5th, 1681, Penn wrote that he believed God would make Pennsylvania colony "the seed of the nation." He envisioned a place where a multitude of different people with different customs and languages could co-exist peacefully: where women would enjoy the freedom of worship and men would be active participants in government. In this particular document, William Penn articulates the above vision and concludes that through actualizing it, the colony would be blessed. As a result, religious tolerance was considered the law in the territory.

12. Refer to Rushforth 240-246. (Gotlieb Mittleberger's journey to America). According to the German immigrant, Gotlieb Mittleberger, how was this passage across the Atlantic similar to the middle passage of African slaves? What does this show you about colonial America, immigration and labor needs?

The German immigrant was one of the many people that took advantage of the increased traffic on the Atlantic that led to reduced cost of travel. With an increasing number of invitations to America, movement by immigrants from all over became rampant leading to harsh travel conditions. Gotlieb likened the conditions for his travel while crossing the Atlantic to those of the middle passage. In his accounts, he describes the journey a highly dangerous. Similar to the central passage, the voyage across the Atlantic was across volatile, unpredictable waters with many ships failing to complete the stretch. The length of the journey similar to the middle passage also led to sea sickness and significant physical discomfort. Additionally, there was the threat of pirates and slave traders who were constantly on the prowl in the waters looking to pounce on an easy target. The ships used for travel were excessively loaded as was the case with the ships plying the middle passage. Captains and crews believed in stacking large numbers of passengers to maximize their economies of scale. He explains that there would be little or no difference in the conditions of the two journeys regardless of financial capability.

13. Refer to document: Benjamin Franklin, Observations Concerning Increase of Mankind. What did Franklin envision for the future of Pennsylvania? What type of Ethnic Composition did Franklin envision for the future of Pennsylvania? How did he defend his beliefs concerning ethnicity in Pennsylvania?

In 1754, Benjamin Franklin was a representative I Pennsylvania's assembly amongst many other positions he held domestically and abroad. His vision for Pennsylvania and Philadelphia, in particular, was to have a society where the less educated and privileged could create avenues to enjoy the resources equally. Through his vision, he helped found the city`s first police force, insurance firm, fire company, public library, hospital and an academy that became the University of Pennsylvania. Franklin imagined Pennsylvania as a public state with several different constituents in a race, age, religion, educational and social levels. His vision on ethnic integration was efficiently assisted by the already existing components in Pennsylvania. Franklin believed that religious without due action that promoted moral behavior was useless. He argued that based on Christianity, all manner of humans are created in the likeness of God and deserve an equal chance to success. Hence, his defense of ethnic tolerance was a cry for practical application of the Christian faith.

14. Refer to documents: H.W. Brands in The First American/ Gordon Wood, the Americanization of Benjamin Franklin and video notes: Benjamin Franklin: An extraordinary life, an electric mind. How do these sources explain the concept of the civic-minded Benjamin Franklin as he lived in a colonial Philadelphia? What compelled him to contribute to Philadelphia?

All the three sources describe Benjamin Franklin as being a charismatic leader with liberal views especially on civil rights and social justice. They also show him to be a man of many capabilities and a revolutionary in many respects. He was a self-educated and self-made prolific linguistic amongst several other skills and capacities. He was a philosopher, author, printer, philanthropist, scientist, inventor, diplomat who mingled easily with the social elite from both sides of the Atlantic. Benjamin Franklin lived in Philadelphia where he helped launch several initiatives and where his political prowess led him to be a representative in Pennsylvania. His public quest for fairness, tolerance and ethnic integration shaped his life in Philadelphia into a revolutionary leader. Having come from a poor background with no formal education or skills, he educated and trained himself and felt obliged to provide platforms for the same to others. Philadelphia had a multitude of people from a variety of backgrounds who dreamt of living a better life. It thus inspired Franklin into action as he contributed immensely in improving the social welfare of residents (Morgan & Collection., 2002).

References

Mittelberger, G. (2015). Gottlieb Mittelberger's Journey to Pennsylvania in the Year 1750 and Return to Germany in the Year 1754 (Classic Reprint). Amazon.

Morgan, E. S. (2003). American slavery, American freedom: the ordeal of colonial Virginia. New York: NY [u.a.] Norton.

Morgan, E. S., & Collection., R. D. (2002). Benjamin Franklin. New Haven: Yale University Press.