THE CONCEPT OF ABOLITIONISM IN AMERICAN LITERATURE
CONTENT
INTRODUCTION………………………………………………………………...3
CHAPTER 1 AN OVERVIEW OF THE CONCEPT OF ABOLITIONISM
1.1. Abolitionism in the United States………………………………………..5
1.2. Abolitionism in Colonial America……………………………..……..….9
1.3. Abolitionism during and after the Revolutionary War…………………12
CHAPTER 2 SIGNIFICANCE OF THE TERM ABOLICTIONISM IN
AMERICAN LITERATURE……………………………………………...……15
2.1. American Abolitionism and Religion………………………….……….15
2.2. American antislavery literature 1688 to 1865……………………...…..20
2.3. Origin of the abolition movement………………………………………23
CHAPTER 3 THE ABOLITIONIST MOVEMENT IN THE NINETEENTH-
CENTURY UNITED STATES OF AMERICA……………………………….25
3.1. The abolitionist movement in the nineteenth-century…………………..25
3.2. To denounce the odious traffic: the emergence of an abolitionist
discourse…………………………………………………………………………..26
3.3. American abolitionist constitutionalism………………………...………28
CONCLUSION……………………………………………………………..……31
REFERENCES………………………………………………………………..…34
1
, INTRODUCTION
Relevance of the topic of the course work: The early 21st century witnessed
significant cultural and social changes, including increased awareness and
advocacy for diverse voices, representation, and social justice. Exploring how
these transformations influenced English literature provides valuable insights into
the evolving cultural landscape and the role of literature in reflecting and shaping
social attitudes. The push for representation and inclusivity in literature has gained
prominence in recent years. Understanding the development of diverse voices and
the reimagining of the literary canon in the early 21st century allows us to critically
examine the progress made, the challenges faced, and the impact on the literary
world and society as a whole.
The purpose of the course work: The course work aims to highlight the
significance of diverse voices and representation in English literature. By studying
the rise of marginalized voices and the reimagining of the literary canon, students
can critically analyze the impact of these developments on the literary discourse
and the broader cultural landscape. By examining the literary landscape of the
early 21st century, the course work aims to identify and analyze the shifts in
literary themes, styles, and trends.1 This exploration allows students to gain a
deeper appreciation of the diverse range of narratives and writing techniques that
emerged during this period.
The task of the course work: Students will conduct a literature review on the
development of English literature at the beginning of the 21st century. This
involves researching and critically analyzing scholarly articles, books, and other
relevant sources to gain a comprehensive understanding of the key themes, trends,
and shifts in literature during this period. Students will select and study specific
literary works or authors that exemplify the shifts and developments in English
literature at the beginning of the 21st century. Through detailed case studies,
students will examine the narrative techniques, thematic explorations, and social
1
Dickens, Charles. "The Complete Works of Charles Dickens: The Pickwick Papers." Project Gutenberg, 2008.
2
,and cultural implications of these works. They will critically analyze the chosen
texts and provide insightful interpretations. Students will engage in comparative
analysis by examining the similarities and differences between literary works from
different authors or periods within the early 21st century. This analysis will enable
students to identify common themes, stylistic approaches, or innovative techniques
and explore how these contribute to the overall development of English literature
during this time. Students will be required to reflect critically on the implications
and significance of the developments in English literature at the beginning of the
21st century. They will consider the social, cultural, and technological contexts in
which these changes occurred and evaluate their impact on the literary world and
society at large. This task encourages students to develop their own perspectives
and engage in thoughtful analysis. Students may be assigned research projects or
presentations related to specific aspects of the course work. This may involve
conducting independent research, collecting data, and presenting their findings to
the class. Presentations provide an opportunity for students to share their insights
and engage in discussions with their peers, fostering a collaborative learning
environment. Written Assignments: Throughout the course work, students will be
expected to complete written assignments such as essays, critical analyses, and
reflections. These assignments will allow students to demonstrate their
understanding of the course material, their ability to engage with relevant theories
and concepts, and their skills in presenting coherent arguments and interpretations.
The specific tasks and assignments may vary depending on the course
requirements and instructor's preferences. However, the overall aim is to engage
students in active learning, critical thinking, and analysis of the development of
English literature at the beginning of the 21st century.
3
, CHAPTER 1 AN OVERVIEW OF THE CONCEPT OF ABOLITIONISM
1.1. Abolitionism in the United States
In the United States, abolitionism, the movement that sought to end slavery in
the country, was active from the late colonial era until the American Civil War, the
end of which brought about the abolition of American slavery, except as
punishment for a crime, through the Thirteenth Amendment to the United States
Constitution (ratified 1865).
The anti-slavery movement originated during the Age of Enlightenment,
focused on ending the trans-Atlantic slave trade. In Colonial America, a few
German Quakers issued the 1688 Germantown Quaker Petition Against Slavery,
which marked the beginning of the American abolitionist movement. Before
the Revolutionary War, evangelical colonists were the primary advocates for the
opposition to slavery and the slave trade, doing so on the basis of humanitarian
ethics. Still, others such as James Oglethorpe, the founder of the colony of
Georgia, also retained political motivations for the removal of slavery.2 Prohibiting
slavery through the 1735 Georgia Experiment in part to prevent Spanish
partnership with Georgia's runaway slaves, Oglethorpe eventually revoked the act
in 1750 after the Spanish's defeat in the Battle of Bloody Marsh eight years prior.[2]
During the Revolutionary era, all states abolished the international slave trade,
but South Carolina reversed its decision. Between the Revolutionary War and
1804, laws, constitutions, or court decisions in each of the Northern states provided
for the gradual or immediate abolition of slavery. [a] No Southern state adopted
similar policies. In 1807, Congress made the importation of slaves a crime,
effective January 1, 1808, which was as soon as Article I, section 9 of the
Constitution allowed. A small but dedicated group, under leaders such as William
Lloyd Garrison and Frederick Douglass, agitated for abolition in the mid-19th
century. John Brown became an advocate and militia leader in attempting to end
slavery by force of arms. In the Civil War, immediate emancipation became a war
goal for the Union in 1862 and was fully achieved in 1865.
2
Dickens, Charles. "The Complete Works of Charles Dickens: The Pickwick Papers." Project Gutenberg, 2008.
4
CONTENT
INTRODUCTION………………………………………………………………...3
CHAPTER 1 AN OVERVIEW OF THE CONCEPT OF ABOLITIONISM
1.1. Abolitionism in the United States………………………………………..5
1.2. Abolitionism in Colonial America……………………………..……..….9
1.3. Abolitionism during and after the Revolutionary War…………………12
CHAPTER 2 SIGNIFICANCE OF THE TERM ABOLICTIONISM IN
AMERICAN LITERATURE……………………………………………...……15
2.1. American Abolitionism and Religion………………………….……….15
2.2. American antislavery literature 1688 to 1865……………………...…..20
2.3. Origin of the abolition movement………………………………………23
CHAPTER 3 THE ABOLITIONIST MOVEMENT IN THE NINETEENTH-
CENTURY UNITED STATES OF AMERICA……………………………….25
3.1. The abolitionist movement in the nineteenth-century…………………..25
3.2. To denounce the odious traffic: the emergence of an abolitionist
discourse…………………………………………………………………………..26
3.3. American abolitionist constitutionalism………………………...………28
CONCLUSION……………………………………………………………..……31
REFERENCES………………………………………………………………..…34
1
, INTRODUCTION
Relevance of the topic of the course work: The early 21st century witnessed
significant cultural and social changes, including increased awareness and
advocacy for diverse voices, representation, and social justice. Exploring how
these transformations influenced English literature provides valuable insights into
the evolving cultural landscape and the role of literature in reflecting and shaping
social attitudes. The push for representation and inclusivity in literature has gained
prominence in recent years. Understanding the development of diverse voices and
the reimagining of the literary canon in the early 21st century allows us to critically
examine the progress made, the challenges faced, and the impact on the literary
world and society as a whole.
The purpose of the course work: The course work aims to highlight the
significance of diverse voices and representation in English literature. By studying
the rise of marginalized voices and the reimagining of the literary canon, students
can critically analyze the impact of these developments on the literary discourse
and the broader cultural landscape. By examining the literary landscape of the
early 21st century, the course work aims to identify and analyze the shifts in
literary themes, styles, and trends.1 This exploration allows students to gain a
deeper appreciation of the diverse range of narratives and writing techniques that
emerged during this period.
The task of the course work: Students will conduct a literature review on the
development of English literature at the beginning of the 21st century. This
involves researching and critically analyzing scholarly articles, books, and other
relevant sources to gain a comprehensive understanding of the key themes, trends,
and shifts in literature during this period. Students will select and study specific
literary works or authors that exemplify the shifts and developments in English
literature at the beginning of the 21st century. Through detailed case studies,
students will examine the narrative techniques, thematic explorations, and social
1
Dickens, Charles. "The Complete Works of Charles Dickens: The Pickwick Papers." Project Gutenberg, 2008.
2
,and cultural implications of these works. They will critically analyze the chosen
texts and provide insightful interpretations. Students will engage in comparative
analysis by examining the similarities and differences between literary works from
different authors or periods within the early 21st century. This analysis will enable
students to identify common themes, stylistic approaches, or innovative techniques
and explore how these contribute to the overall development of English literature
during this time. Students will be required to reflect critically on the implications
and significance of the developments in English literature at the beginning of the
21st century. They will consider the social, cultural, and technological contexts in
which these changes occurred and evaluate their impact on the literary world and
society at large. This task encourages students to develop their own perspectives
and engage in thoughtful analysis. Students may be assigned research projects or
presentations related to specific aspects of the course work. This may involve
conducting independent research, collecting data, and presenting their findings to
the class. Presentations provide an opportunity for students to share their insights
and engage in discussions with their peers, fostering a collaborative learning
environment. Written Assignments: Throughout the course work, students will be
expected to complete written assignments such as essays, critical analyses, and
reflections. These assignments will allow students to demonstrate their
understanding of the course material, their ability to engage with relevant theories
and concepts, and their skills in presenting coherent arguments and interpretations.
The specific tasks and assignments may vary depending on the course
requirements and instructor's preferences. However, the overall aim is to engage
students in active learning, critical thinking, and analysis of the development of
English literature at the beginning of the 21st century.
3
, CHAPTER 1 AN OVERVIEW OF THE CONCEPT OF ABOLITIONISM
1.1. Abolitionism in the United States
In the United States, abolitionism, the movement that sought to end slavery in
the country, was active from the late colonial era until the American Civil War, the
end of which brought about the abolition of American slavery, except as
punishment for a crime, through the Thirteenth Amendment to the United States
Constitution (ratified 1865).
The anti-slavery movement originated during the Age of Enlightenment,
focused on ending the trans-Atlantic slave trade. In Colonial America, a few
German Quakers issued the 1688 Germantown Quaker Petition Against Slavery,
which marked the beginning of the American abolitionist movement. Before
the Revolutionary War, evangelical colonists were the primary advocates for the
opposition to slavery and the slave trade, doing so on the basis of humanitarian
ethics. Still, others such as James Oglethorpe, the founder of the colony of
Georgia, also retained political motivations for the removal of slavery.2 Prohibiting
slavery through the 1735 Georgia Experiment in part to prevent Spanish
partnership with Georgia's runaway slaves, Oglethorpe eventually revoked the act
in 1750 after the Spanish's defeat in the Battle of Bloody Marsh eight years prior.[2]
During the Revolutionary era, all states abolished the international slave trade,
but South Carolina reversed its decision. Between the Revolutionary War and
1804, laws, constitutions, or court decisions in each of the Northern states provided
for the gradual or immediate abolition of slavery. [a] No Southern state adopted
similar policies. In 1807, Congress made the importation of slaves a crime,
effective January 1, 1808, which was as soon as Article I, section 9 of the
Constitution allowed. A small but dedicated group, under leaders such as William
Lloyd Garrison and Frederick Douglass, agitated for abolition in the mid-19th
century. John Brown became an advocate and militia leader in attempting to end
slavery by force of arms. In the Civil War, immediate emancipation became a war
goal for the Union in 1862 and was fully achieved in 1865.
2
Dickens, Charles. "The Complete Works of Charles Dickens: The Pickwick Papers." Project Gutenberg, 2008.
4
