Author: James Wu

Please remember, though, at the end of the semester, you must have a portfolio of 6000 words with some audio or video or graphic display, all on an electronic file, separate and independent from this blog.  So make a copy of all your writings and keep a file from which you can build your portfolio.  We will be discussing the next larger project soon.  Remember, the portfolio is your work, writing and images and audio, and you will have quite a bit of freedom to build it as you see fit.

What do you think about Wilentz’s concept of “relentless unforeseen,”  that we do not know what our actions will lead to, and that throughout the 1776 period and the 1865 period, people white and black did not know that slavery would be abolished.  Yet it was.

Question:  do we have the power as human beings to make history, or does it just happen to us enforced by fate?

 

Cheyenne writes:

“After reading Hannah-Jone’s views on slavery in “The 1619 Project”, and expanding my knowledge of other writers’ views by reading Wilentz’, ” American Slavery and the Relentless Unforeseen” I was able to see both sides main points. Wilentz makes a point that it was not Inevitable that slavery would be abolished. He made it clear that it was a great fight between abolitionists and antiabolitionists due to their differing views to reach an end of slavery.”

I commented in reply to her:

”

Excellent overview. It’s possible to build a historical context of the world around us and though both Hannah-Jones and Wilentz have an important point of view, it is slightly different to look at history from the point of view of “relentless unforeseen.”

Today as well we are making history, and we do not know how it will turn out.

This is a valuable perspective in academia and in life. It does however require some “book learning.” Otherwise, how will we know what happened in the past? How will we evaluate differing versions of history?

History is a narrative too. And yes Hannah-Jones is 100% right to bring front and center the action and agency of African Americans in the ongoing history of the United States of A.”

I read most of your reflections.  You have a view of Hannah-Jones’ main point.

Before you write your next post, by Wednesday, around class time–it’s ok if it’s later that day– please take the time to read some of your classmates’ reflections.

Of course, you may agree or disagree and you can discuss that, politely, please.  But more importantly, as you’re reading the other students’ blog posts, ask yourself, what makes a more effective post?

This “genre” of writing is now very common, electronic web display, and I think we can focus on how to improve our writing on a website, blog, email, etc.

The first thing we notice, is that if you break up your post by skipping a line, the reader can follow your sequence and flow of thoughts better.  Look closely at how other writers do this, and try it yourself.

Perhaps it’s best to think about the visual display of the written text.  Spacing.  Graphics.  Use your visual sense to get your point across.

Next, how can you bring to the front, shine light on, or simply state your point as affirmatively as possible?

Yes, you may want to qualify it, limit what you want to say, and bring up exceptions, but nevertheless, an effective communication needs to make clear your message.  This can be fun and it is always intellectually stimulating.

It’s not necessary to be offensive, or use vulgar language.

Sometimes however it is necessary to say what you are for, and also say what you are against.  Even if you may change your mind later.

This week we are getting oriented online and will have to make some adjustments.

If you don’t have your Wilentz reflection post, that’s ok.  Try to post it by next Monday.

Because of scheduling conflicts, I will hold the next live blog on next Monday at 8:45 to 9:45am, approximately our class time.  It’s early, at least you have no other classes during that period, as it was our period.

You aren’t required to be on the live blog.  It’s just a time to reach me live if you need to.

You can post anytime to the blog or email me.

I do expect two posts per week, Monday and Wednesday, around class time.  If you get it in later, that’s ok

 

Please post or comment or email me at jwu@citytech.cuny.edu and I will respond.  Please be patient and write your comments efficiently for this type and genre of writing.  Also be respectful of other students.

1.  Was abolition of slavery inevitable according to Wilentz?  “Inevitable”–means it had to happen and could not have not happened.   What does he mean by “relentless unforeseen?”  Does this agree or disagree with Hannah-Jones?   When we look back at history, how do we see the events vs. how did the people at the time experience them?
2. One main difference between Wilentz and Hannah-Jones is that Wilentz does not tell the story of the role of the African-American in liberation from enlsavement.  On the other hand. Hannah-Jones’ thesis is that the African-American contribution to abolition of slavery and the continued struggle for equality for all is of the utmost importance in American history.
3. Wilentz’s main point is that is was not known at the time that slavery would be abolished.  There was a great struggle between proslavery and antislavery world views among the white population.
4. In paragraph 3, Wilentz references the 1740-1750s “explosive consciousness of man’s freedom to shape the world in accordance with his own will and reason.”  In general, this refers to the “enlightenment.”  Hannah-Jones will be quick to point out that this “universal freedom” was not extended to the enslaved, and slavery did exist at that time.  Wilentz is arguing that the moral rejection of slavery was advanced by “scrutinizing inequality, personal sovereignty, national sovereignty and servititue of every kind” (paragraph 4).
5. In paragraph 5, he says that though slavery had always existed, “the struggle to abolish it came abruptly.”  He sees the American Revolution as part of this process, that there was an anti-slavery movement in the Declaration of Independence, but it was violently opposed by the proslavery forces that existed based on feudal and ancient world view of conquest of peoples and social hierarchy.
6. Write your own reflection on the first 19 paragraphs of Wilentz.  Compare it to Hannah-Jones.
7. Write your own reflection (400-600words) on the first 19 paragraphs of Wilentz.  Compare it to Hannah-Jones.  Post it by Monday 1pm.
8. Note: I will make comments on your previous Hannah-Jones posts by Monday 1pm.

The next reading is the Wilentz, “American Slavery and the Relentless Unforeseen.”

https://www.nybooks.com/daily/2019/11/19/american-slavery-and-the-relentless-unforeseen/

This is a long piece and will take you some time to read it.  I would have a notebook at my side and as I read take a few notes to set up for my comment. Even if you don’t understand every word of the article, read through it and capture the main sequence of ideas, argument, narration etc.

I will have some comments on Wilentz by Friday 1pm.

Post your reflection on Wilentz by Monday, class time.

What is his concept of “Relentless Unforeseen?”  How is that a critique of Hannah Jones or modification of her thesis?

Research the latest New York Times statement on 1619 Project.

https://www.nytimes.com/2020/03/11/magazine/an-update-to-the-1619-project.html

How would you state Hannah-Jones’s thesis?  Write a one or 2 paragraph comment.  Save it on a separate file so you can use it in your next paper, which we will discuss soon.  To put it briefly, you will be writing a full review of Hannah-Jones and Wilentz and one or two other articles that you select.

Remember you must create a 6000 word portfolio by the end of the semester, so begin to organize your writings into a file.  Reflect on how you are expanding your knowledge and understanding of the topics we have covered and the process of thinking about new ideas and how you have changed some of your old ideas.  You can always insert a short reflection into your portfolio, commenting on what you’ve done.

Reflection on Hannah-Jones, “The Idea of America. Intro to 1619 Project.” Additional readings to consider in your reflection, Magness, “Fact-Checking the 1619 Project and its Critics.” And Lindsay, “After All, Didn’t America Invent Slavery?”

Possible topics to reflect on:

1. Hannah-Jones thought on the leading role of African-Americans in the U.S. in the pursuit of goal of freedom and equality.
2. How this relates to more recent immigrants.
3. How the author shifts in the use of “we” and “us.” Is it possible or not for the “we” or “us” to include everyone with equality?
4. Is the USA “in its DNA” an evil, unjust, racist society? What is your role and position in it? What do you do and what should you do in response?
5. Do you consider yourself an American? What is the “idea of America” that Hannah-Jones agrees with and supports? What is the “idea of America” she condemns and disagrees with?
6. Compare the situation of slavery, based on reading Hannah-Jones, to how we care or don’t care about the homeless person on the street, in the subway, etc.
7. What have you learned that you didn’t know before from reading Hannah-Jones, Magness, and Lindsay? Are they addressing the same audience? Is there a discourse community they all belong to?
8. Generate your own topic.  Reflect on another topic that strikes you in relation to the readings, and in your personal experience. What type of language do you choose to use? Who is your audience?

Please read this article.

 

https://www.aier.org/article/fact-checking-the-1619-project-and-its-critics/

Reflection on Hannah-Jones article in 1619 Project; also read the following articles.

 

https://www.forbes.com/sites/tomlindsay/2019/08/30/after-all-didnt-america-invent-slavery/#30e53c6e7ef6