Part I: Slavery in Eighteenth Century New York (30 points): By 1741, slavery was having a profound impact on every aspect of New York (its economy, society, and culture, for examples). With a large population of slaves and with rumors of slave revolts filling newspapers, many residents lived in constant fear of the institution that provided much of the city’s labor. This was the background of the “conspiracy” that dominated much of 1741.
In such a world, a series of thefts, a number of fires, and some unusual happenings at a tavern on the outskirts of the city became elements of a “conspiracy” and a series of trials. The Trial of Caesar and Prince, The Trial of Cuffee and Quack, The Trial of the Hughsons and Peggy Kerry have two things in common: Mary Burton and Arthur Price. Indeed, Burton and Price provided crucial testimony in each of the trials, and that testimony led to the conviction and execution of many.
In a college-level essay, analyze the evidence provided by Mary Burton and Arthur Price in The Trial of Caesar and Prince, The Trial of Cuffee and Quack, and The Trial of the Hughsons and Peggy Kerry. As you analyze their statements consider the following:
What sort of evidence of a conspiracy did they provide? What was unique about their testimony? What made their testimony significant?
How did the evidence each provided contribute to the “uncovering” of a conspiracy? Was the evidence they provided the court “reliable”?
Note: This question does not ask learners to explore the culture of slavery or argue if a conspiracy existed, rather it challenges them to analyze the evidence that Burton and Price provided the court in each of the 1741 trials.
Part II: Education and Conflict in New York (30 points): Americans believe that education is society’s “silver bullet.” It offers us all an opportunity to improve who we are; and move from where we are to where we want to be. Social mobility is education’s promise. However, looking across New York State’s history, it is clear education is also a site of social, political and religious conflict.
Consider: the documentary film God in America (Part Two: “A New Eden,” minute 31:00 to minute 53:30, that may be found at https://www.pbs.org/godinamerica), Rieder’s “Canarsie Schools for Canarsie Children,” Taylor, “Conservative and Liberal Opposition to the New York City Integration Campaign,” and The Rise of the Suburbs (Documentary Film in Unit XI).
Discuss how each (both documentaries and the essays) demonstrate how and why education in New York represents both an opportunity for social advancement and a site of conflict.
Part III: New York and the American Civil War (15 points, 5 points each): Even in the early 1860s, much of western New York State remained a sparsely settled frontier, and many of its people impoverished. However, the American Civil War drastically changed the lives and fortunes of many New York residents. Sarah Rosetta Wakeman’s life was changed by the war. Her letters to her family in Afton, NY detail both everyday life in upstate NY and the experience of one soldier in the US Army. Considering and drawing evidence from LC. Burgess, ed., An Uncommon Soldier, respond to the following:
Review Wakeman’s letters of November 24, 1862 (Burgess, 18-19) and December 23, 1862 (Burgess, 21). In a paragraph, discuss her enlistment bonus, what she does with it, and why do you think she did so?
Review Wakeman’s letters of March 29, 1863 (Burgess, 25), April 30, 1863 (Burgess, 28-29), July 27, 1863 (Burgess, 38-40) and June 5, 1863 (Burgess 31-32). In a paragraph, discuss what these letters tell you about her family (background) and rural poverty in upstate NY.
Review Wakeman’s letters of August 5, 1863 (Burgess, 41-42) and the undated letter to her father (Burgess, 26-37). In a paragraph, discuss what these letters tell you about the changes the government is making to help the US Army win the war? How does Wakeman respond to the riots these changes caused?
Part IV: Race and Sexuality in New York (25 points): In the middle of the twentieth century, James Baldwin used his life to write novels that challenged residents of New York to confront the myths, the stories, they told about themselves. He did so by creating characters and situations that demonstrated his understanding of “who we are” rather that “who we hope to be” (or in the language of recent events “this is not who we are”).
In Another Country, James Baldwin uses Rufus, Vivaldo, Leona and Jane to demonstrate how even in 1962, New York was divided by race, ethnicity and gender. In an analytical essay, and using specific examples from Another Country (this could be scenes, language, location, situations, etc from the novel), examine how Baldwin uses these four characters (Rufus, Vivaldo, Leona, and Jane) as a means to illustrate how the most liberal, diverse and open minded city in the United States of America is divided by race, ethnicity and gender.
Note: In your response, use specific examples from the novel to illustrate your point. And be sure to cite the page/pages you took the evidence from.
