Kultur Und Kommunikation Englisch ZF

Kultur und Kommunikation 1 Englisch, WS2016
Verena Simlinger
Kultur und Kommunikation: Englisch

PPT US 1
Spiegelt kulturelles Gedächtnis wider:
Hattie McDaniels: first black

CULTURAL MEMORY: actress to win the Oscar
personal Memory collective Memory

applies to a large group of
indiviuals memory
people, eg. events in the past
communicative Memory cultural Memory

transmitted orally, eg. telling
goes back very far; transmitted
stories; not wiritten down;
by school/museum/etc.; books
doesn't last very long (3-4
embody cultural memory
generations)
9/11: “a form of collective memory, in the

sense that it is shared by a number of
Personal memory even though not personally people and that it conveys to these
there but due to watching TV/reading people a collective, that is, cultural,
identity“
Extremely loud & incredible close  embodies
(J. Assmann 2008)
memories of 9/11
MEMORIALS:
Embodiment of a society’s cultural memory
lot of power  how decides how it is presented?
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MEMORIALS/HISTORIC SITES:
Plymouth Rock in Pilgrim Memorial State Park
• colonial symbol of liberty

• Pilgrims are supposed to have landed on
this rock when first arrived in America
• Pilgrims’ steppingstone to the New World
 no historical evidence
PPT: “This simple glacial boulder on the shore of Plymouth Harbor has become a world-
famous symbol of the courage and faith of the men and women who founded the
first permanent colony in New England.”
CULTURE:
the memory of a society that is not genetically transmitted  it is made!
transmitted by external objects
 Not inherited  constructed!
PPT: “As the Internet creates a framework for communication across wide distances in
space, cultural memory creates a framework for communication across the abyss of
time.” (A. Assmann 2008)
Eg. School books shape the view of children
people decide what goes into a school book  reshaping!
Cultural memory: bigger terms, changes all the time
emotions big part  subjective/personal memory, not objective!
Historical memory: facts
AFRICAN BURIAL GROUND (Negros Burial Ground):
Monument is Manhattan, York's earliest

known African-American "cemetery"
now the north graveyard of Trinity Church
About 15,000 African American people were
buried here during (approx. 1700-1794) some
free, most enslaved.
The discovery highlighted the forgotten history
Example of how cultural memory can
of African slaves in colonial and federal New
be changed by events (NY didn’t know
York City.  changed NY cultural memory!
about it)
PPT: Trinity Church, resolution of October 25, 1697:
"That after the Expiration of four weeks from the dates hereof no Negro's be buried
within the bounds & Limits of the Church Yard of Trinity Church, that is to say, in the
rear of the present burying place & that no person or Negro whatsoever, do presume
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after the terme above Limited to break up any ground for the burying of his Negro,
as they will answer it at their peril & that this order be forthwith published. “
no person or Negro  ownership!
people who own negro could no longer burry their slave at Trinity Church Yard  had to
look for sth new
"Negro's Burial ground" was located on what was then the outskirts of the developed city;
part of a land grant issued to Cornelius van Borsum on behalf of his wife Sara Roelofs (1624–
1693) for her services as an interpreter between the city and the various Native American
tribes in the area.
Negros lived for about 7 years (New world life/work to hard)
SARA ROELOFS:
PPT: Extract from her will:
Now I will before anything else to my daughter Blandina, of this city, a negro boy,
Hans. To my son Luycas Kierstede, my Indian named Ande. To my daughter Catharine
Kierstede, a negress, named Susannah. To my son-in.law, Jacbus Kip, husband of my
said daughter Catharine, my negro, Sarah, in consideration of great trouble in settling
the accounts of my late hushand, Cornelius Van Borsum, in Esopus and elsewhere. To
my son Jochem Kierstede, a little negro, called Maria, during his life, and then to
Sarah, the eldest daughter of my daughter Rachel Kierstede by her husband, Ytie
Kierstede. To my son Johanes Kierstede, a negro boy, Peter.
Negros were considered property, passed on like house/book
THE INTERESTING NARRATIVE OF THE LIFE OF OLAUDAH EQUIANO, Or Gustavus Vassa, The
African, Written By Himself (1789):
Equiano: first slave then bought himself free
two names because owner gave him one
• one of earliest “slave narratives”
• first-person account of Middle Passage1
• detailed description of African society (first-hand?)
• document of abolition2 debate in British parliament
PPT: Auszüge aus Buch

SLAVE TRADE:
1492 – 1820: 7.7 mio Africans transported to the New World
more than half between 1700 and 1800
• rise of port cities like Liverpool and Bristol
1
refers to the part of the trade where Africans, densely packed onto ships, were transported across the
Atlantic to the West Indies. The voyage took three to four months and, during this time, the enslaved people
mostly lay chained in rows on the floor
2
refers to the act of putting an end to something by law; abolitionism is a historical movement to end the
African and Indian slave trade and set slaves free
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• growth of banking, shipbuilding, insurance

• helped finance the early industrial revolution
• first mass consumer goods in international trade: sugar, coffee, tobacco, rice, cotton
european ASIENTO (1543 – 1834):
merchants
The Asiento was the permission given
by the Spanish government to other
countries to sell people as slaves to the
Spanish colonies, between the years
1543 and 1834.
american african
planters traders
• vast majority of slaves landed in Brazil or West Indies

• 5 % of slaves destined for mainland North America
• by 1700: only 20,000 Africans in Britain’s colonies in North America
• 18th century: numbers increased steadily
• overall 400,000 - 600,000 slaves to North America
• 1770: approx. 1/5 of pop. in British colonies of North America (not including Native
Americans) were Africans and their descendants
ATLANTIC TRADE ROUTES:
 1820: slave trade was prohibited (going to Africa and bring new slaves)
BUT: still slavery till independence war!
SLAVE SYSTEMS:
• tobacco-based plantation slavery in the Chesapeake region (esp. Virginia)

• rice-based plantation slavery in South Carolina and Georgia
• non-plantation slavery in new England and the Middle Colonies
task system: less brutal than other forms of slave labour
each slave is assigned a specific task to complete for the day, after finish 
free to do as he or she wishes with the remaining time
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gang system: harsh, master forced the slaves to work until the owner said they were
finished, allowed them almost no freedom
What system on which plantation?  depended on which type of crops were harvested
Tobacco/sugar: gang system (crops required considerable processing/supervision)
Coffee, rice, pimento: task system (extensive supervision unnecessary)
THE 13 COLONIES IN 18TH CENTURY:
Difference between Northern/Sothern

colonies (S less rights, more slavery due
to agriculture)
(slave population in 1770)

SLAVE SALE BROADSIDE (1769):
Announcement for the sale of slaves
INDENTURED SERVITUDE:
Hunger/starvation in native country  wanted to go to the new world via ship (better living
conditions)  signed contract to work for land owner for a certain amount of time to pay for
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voyage (ship very expensive)  sold themselves for a certain amount of years to flee from
starvation
• 18th century: shift from indentured servitude to slavery on plantations

• indenture bought from sea captains
• 17th and 18th century: about half of white immigrants to North American colonies
were indentured (Irish, English, German …)
• after abolition of international slave trade: indentured servants from India and China
worked in Caribbean colonies
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PPT US 2
AMERICAN REVOLUTION (1765 – 1783):
Long period of time
revolution of the colonies against the British crown (colonies hat to pay high taxes; got more
and more because Britain needed money (war))
Wanted taxation without representation in British parliament (high duties on goods, e.g.
sugar)
1765: Stamp Act
law to buy paper from Britain for official documents, was stamped; very expensive to
transport by ship; could produce paper in New England  had to pay a lot for
unnecessarily
1773: Boston Tea Party
throwing a large tea shipment into Boston Harbor
 Led to Intolerable Acts (American Patriots' term)/ Coercive Acts (term in GB)
punitive laws passed by the British Parliament (1774 after Boston Tea Party);
punishment for Massachusetts colonists for defiance; hoped these punitive measures
would reverse the trend of colonial resistance to parliamentary authority (begun with
1765 Stamp Act)
took away Massachusetts' self-government and historic rights, triggering outrage and
resistance in the Thirteen Colonies  key developments in outbreak of American
Revolution (1775)
REVOLUTIONARY WAR (1775–1783):
1775: actual war broke out
Patriots (wanted to break free) vs. Loyalists (loyal to crown)
Battles of Lexington and Concord 1775:
fist military engagements; marked the outbreak of open armed conflict between
the Kingdom of Great Britain and The Thirteen Colonies of British America.
Provincial Congress:
one of several extra-legal legislative bodies established in some of the Thirteen
Colonies early in the American Revolution.
were renamed or replaced with other bodies when declared themselves states.
Continental Congress:
convention of delegates called together from the Thirteen Colonies which became the
governing body of the United States (USA) during the American Revolution.
DECLARATION OF INDEPENDENCE:
1776, 4 July (todays Independence Day)
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Inhalt der Declaration:

http://www.archives.gov/exhibits/charters/declaration_transcript.html
PPT: “We hold these truths to be self-evident, that all men are created equal, that they
are endowed by their Creator with certain unalienable Rights, that among these are
Life, Liberty and the pursuit of Happiness.”
Contains…
 a list of complaints/grievances against King George
 declares liberalism, republicanism, equality of all men (“all men are created equal”) 
only refers to white people (not including slaves, Afro-Americans, natives)
 People that signed that  FOUNDING FATHERS (also slave holders, Jefferson signed
even though had a lot of slaves)
1783: TREATY OF PARIS:
Ended the Revolutionary War (1775–1783)  “peace contract”
GB acknowledged the United States to be sovereign and independent
gained a lot more territory!
RESULTS OF AMERICAN REVOLUTION:

 American Constitution (1789)
First of its kind
very short
often amended
no abolition of slavery (word never appeared in constitution)  congress could
abolish but not a must (1808)
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American Constitution 1789 Bill of Rights
first 10 amendments
7 articles
to Constitution
seperation of power: adds specific guarantees of

legeslative, executive, personal freedoms and rights
judical
adds clear limitations on
the government's power
rights and responsibilities
of state governments and
of the states in adds that all powers not
relationship to the federal specifically delegated to
government Congress by the
Constitution are reserved
for states or people
PPT: Constitution: No abolition of slavery: (word “slavery” not mentioned)

Article 1, Section 9 - Limits on Congress:
“The Migration or Importation of such Persons as any of the States now existing shall
think proper to admit, shall not be prohibited by the Congress prior to the Year one
thousand eight hundred and eight, but a tax or duty may be imposed on such
Importation, not exceeding ten dollars for each Person.”
 Could abolish slavery, if they want  no must
 Importation of slaves  you need to pay taxes like on tea
PTT: Article 4, Section 2 – Fugitive Slave Clause:
“No Person held to Service or Labour in one State, under the Laws thereof, escaping
into another, shall, in Consequence of any Law or Regulation therein, be discharged
from such Service or Labour, but shall be delivered up on Claim of the Party to whom
such Service or Labour may be due.”
 rephrase of “slavery/slave”
 If you catch a runaway slave  return to master (not giving them freedom)
PPT: Article 1, Section 2 - Three-Fifth Compromise:
“Representatives and direct Taxes shall be apportioned among the several States
which may be included within this Union, according to their respective Numbers,
which shall be determined by adding to the whole Number of free Persons, including
those bound to Service for a Term of Years, and excluding Indians not taxed, three
fifths of all other Persons.”
 Number of representatives  the more the more power!
 Seats calculated on population number (good for southern states  more slaves there,
due to this slaves counted as 3/5 of a person)
 25% of American’s presidents were slaves-holders
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SIERRA LEONE:
Slaves joined British forces to be free in
exchange after the war; Britain gave slaves who
fought liberty/freedom
Free slaves were then sent to Sierra Leone 
resettling them in Africa
1787: “Province of Freetown”, 1st attempt,
about 400 formerly enslaved blacks  colony
collapsed; people died
1792: Freetown was built were old colony has
collapsed, 2nd try  successful, very hard, no
support from British government
from 1808 > Recaptives?
Mixture of ethnic groups: Temne + Mende (locals) + ex-slaves; customs & language
created a new lingua franca  KRIO
Lingua franca: Krio
Official Language: Englisch
About 2% of population in Sierra Leone direct descendants from ex-slaves
Language of Krio: https://www.youtube.com/watch?v=BBJuvvieyHM
Freetown: one of the most important cities in West
Africa under the British crown
Fourah Bay College: public university in Freetown,
Sierra Leone. Founded in 1827, oldest university in
West Africa, first western-style university built in
West Africa
ABOLITION IN THE NORTH:

slow process (1777 Vermont; 1804 New Jersey; …)
no emancipation of living slaves  2 ways to gain freedom as a slave (Situation in the north
(first 2 decades) after independence):
• voluntary action by masters: Masters were kind enough to set slaves free
Child born to slave mother  after certain amount (~28) of year free (many didn’t
survive that long)
1783-1800: 76 recorded voluntary liberations in New York
• escape (“Underground Railroad”)
was a network of secret routes + safe houses used in the 19th century by enslaved
African-Americans in the United States in efforts to escape to free
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states and Canada with the aid of abolitionists and allies who were sympathetic to
their cause; also term for abolitionists (black/white, free/enslaved), who aided the
fugitives
THE NEW YORK AND VIRGINIA GAZETTE:
everybody who caught a runaway slave had to return them to their master  law!
“MELTING POT”:
melting of the races (Who is this new American man  melting from multiply races, no
mention of African just European countries)
New America is a white society  black people not part of it
one of identities of US
is mentioned in:
 Hector St. John de Crèvecoeur : Letters from an American Farmer (1782)
twelve letters cover a wide range of topics, from the emergence of an American identity to
the slave trade
 “The Melting Pot” by Israel Zangwill (play, 1908)
First time term mentioned (sort of Romeo und Julia story)
"America is God's Crucible, the great Melting-Pot where all the races of Europe are melting
and reforming... Germans and Frenchmen, Irishmen and Englishmen, Jews and Russians - into
the Crucible with you all! God is making the American."
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PPT: Hector St. John de Crèvecoeur : Letters from an American Farmer (1782):
“What then is the American, this new man?”
“He is an American who leaving behind him all his ancient prejudices and manners,
receives new ones from the new mode of life he has embraced, the government he
obeys, and the new rank he holds. He becomes an American by being received in the
broad lap of our great Alma Mater. Here individuals of all nations are melted into a
new race of men, whose labors and posterity will one day cause great changes in the
world.”
“… whence came all these people? They are a mixture of English, Scotch, Irish,
French, Dutch, Germans, and Swedes... What, then, is the American, this new man?
He is either a European or the descendant of an European; hence that strange
mixture of blood, which you will find in no other country.”
CITIZENSHIP:
Naturalization Act 1790 (Einbürgerung):
 fist law to define citizenship (first rules to be followed by the United States in the granting
of national citizenship)
 excluded all non-white persons (American Indians, indentured servants, slaves, free
blacks, Asians)
 only free white persons could be naturalized till 1868
14th Amendment 1868 (to constitution):

 granted citizenship to “all persons born or naturalized in the United States
 now included former slaves recently freed (not Asians, …)
 forbids states from denying any person "life, liberty or property, without due process of
law" or to "deny to any person within its jurisdiction the equal protection of the laws.”
 Containt many civil rights; first time “citizen” mentioned
PPT: Section 1.
All persons born or naturalized in the United States, and subject to the jurisdiction
thereof, are citizens of the United States and of the state wherein they reside. No
state shall make or enforce any law which shall abridge the privileges or immunities
of citizens of the United States; nor shall any state deprive any person of life, liberty,
or property, without due process of law; nor deny to any person within its jurisdiction
the equal protection of the laws.
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Naturalization Act of 1870:

 extending the naturalization process to "aliens of African nativity and to persons of
African descent."
 anti-Chinese sentiment in western states  other non-white persons not
included/remained excluded from naturalization (per the Naturalization Act of 1790)
 African Americans now included!
PPT: Sec. 7
And be it further enacted, That the naturalization laws are hereby extended to aliens
of African nativity and to persons of African descent.
United States v. Wong Kim Ark 1898:
 supreme court case
 child born in US automatically US citizenship (even with chinese parents)
Indian Citizenship Act of 1924
Immigration and Nationality Act of 1952
formal citizenship: you’ve got a passport
substantial citizenship: you’ve got certain rights (like voting)
PPT: “At the same time, citizenship is a relation among strangers who learn to feel it as a
common identity based on shared historical, legal, or familial connection to a
geopolitical space.” - (Berlant in Keywords, p. 41)
 Can be an emotional bond (sense of belonging to culture/ …) to citizenship
START OF 19TH CENTURY / ANTEBELLUM PERIOD:

abolition in the North
“Old South”
located in the south of Mason-Dixon Line
called like that in times of slavery (always very strong there)
hierarchy  lowest: slaves, free African -American, top: plantation owners
PPT: Richmond Enquirer, 1856:
"Democratic liberty exists solely because we have slaves [ . . .] freedom is not possible
without slavery. “(Harper's Weekly, 1861)
 Slavery is foundation of civilization!
Origen of stereotypes, e.g. “Southern belles” (daughter of top society (beauties + money,
etc.)
“peculiar institution”
A euphemism for slavery and its economic ramifications in the American South  word
“slavery” was doomed improper
used in association with a vigorous defence of slavery as a good thing
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PPT: “Cornerstone Speech” by Confederate Vice President Alexander Stephens 1861:

The new constitution has put at rest, forever, all the agitating questions relating to
our peculiar institution African slavery […] The prevailing ideas entertained by him
[Jefferson, WK] and most of the leading statesmen at the time of the formation of the
old constitution, were that the enslavement of the African was in violation of the
laws of nature; that it was wrong in principle, socially, morally, and politically […] This
idea, though not incorporated in the constitution, was the prevailing idea at that time
[…] Those ideas, however, were fundamentally wrong. They rested upon the
assumption of the equality of races. This was an error […]
Our new government is founded upon exactly the opposite idea; its foundations are
laid, its corner-stone rests, upon the great truth that the negro is not equal to the
white man; that slavery subordination to the superior race is his natural and normal
condition. This, our new government, is the first, in the history of the world, based
upon this great physical, philosophical, and moral truth.
Mason-Dixon Line
Mason/Dixon (Landvermesser)  border between free northern states and slavery southern
state
Novel: Mason & Dixon (1997)
by Thomas Pynchon (zentrales Thema die Ziehung der Mason-Dixon-Linie, der Grenzlinie
zwischen Pennsylvania und Maryland)
“Dixie”
 nickname for Southern US States
the eleven Southern states that formed the new
confederation named the Confederate States of
America. South Carolina, Mississippi, Florida, Alabama,
Georgia, Louisiana, Texas, Virginia, Arkansas, North
Carolina, and Tennessee.
Today: associated with parts of Southern States where traditions/legacies of Confederate era
and the antebellum South live most strongly
 Ten dollar note (dix  French for 10)
 “I wish I was a Dixie”-Song
https://www.youtube.com/watch?v=l5mRk5M5qT8
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origin of the word unknown

written by a white man, longing for period of slavery
unofficial anthem of the Confederate States of America during the American Civil War
flag in background in video  symbol of racism or symbol of southern states/confederate
flag (Mississippi still has the symbol (of war) in der flag)  confederate symbol = slavery?
 Original Dixieland Jazz Band
https://www.youtube.com/watch?v=UljhWqC50QU
Louis Armstrong: https://www.youtube.com/watch?v=Fd_JDrnBMMA
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PPT US 3
DIXIE:
 Siehe VL2 Lerntext!
TIMELINE:
•1492: Columbus
•1620: Mayflower
colonial •1700 - 1794: African American Burial Ground in NYC
•1765 - 1783: American Revolution
period
•1770: 20% of (non-native) population Africans +
descendants
1776 Declaration of Independence

•1787 1st settlers to Sierra Leone
Antebellum •1789 Equiano’s autobiography
Era •1789 U.S. Constitution
•1790 Naturalization Act
•1808 prohibition of importation of slaves into U.S.
1861-65 American Civil War

•1868 14th Amendment
Reconst- •1870 Naturalization Act
ruction •…
ANTEBELLUM PERIOD:
 Years after independence; first part of 19th century; pre-civil war period
high birth rates  number of slaves further increased (4 million before Civil War)
South as a whole: 1/3 of population were slaves
Deep South: 1/2 of population were slaves
 South wanted to leave US
slavery expanded west across Mississippi
in no state full equality before the law
rise of cotton: 3/4 of world’s cotton supply came from South
Northern businesses benefited from slavery (didn’t had slaves but benefited from slavery in
South)
white population divided mind as to slavery (afraid free slaves could revolt against white
population)
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PPT: Thomas Jefferson (1743 – 1826)

Notes on the State of Virginia (1785)
“I advance it therefore as a suspicion only, that the blacks, whether originally a
distinct race, or made distinct by time and circumstances, are inferior to the whites in
the endowments both of body and mind.”
http://avalon.law.yale.edu/18th_century/jeffvir.asp
 Jefferson: Yes, set slaves free, but shouldn’t be part of US  colonize somewhere
else!
LIBERIA:
Founded colony in West Africa to resettle free African Americans
there  because free blacks would threaten the slavery in South
 1816 American Colonization Society
Had different views/groups:
1. Wanted to free + help old slaves with new life
2. For slavery, but wanted free blacks out of US
cut links with Society 1847 > 1862 independence recognized by U.S.
SALE OF SLAVES AND STOCK” (1852):
Advertisement for slave/stock-sale

Slaves and stocks (Viehbestand) were treated equal
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FREDERICK DOUGLASS & ABOLITIONIST MOVEMENT:

American Anti-Slavery Society (1833-1870)  Narrative on
reading list!
Was born into slavery managed to escape
Super link mit Zusammenfassung 
http://www.sparknotes.com/lit/narrative/
PPT: If at any one time of my life more than another, I was
made to drink the bitterest dregs of slavery, that time
was during the first six months of my stay with Mr.
Covey. We were worked in all weathers. It was never
too hot or too cold; it could never rain, blow, hail, or
snow, too hard for us to work in the field. Work, work, work, was scarcely more the
order of the day than of the night. The longest days were too short for him, and the
shortest nights too long for him. I was somewhat unmanageable when I first went
there, but a few months of this discipline tamed me. Mr. Covey succeeded in
breaking me. I was broken in body, soul, and spirit. My natural elasticity was crushed,
my intellect languished, the disposition to read departed, the cheerful spark that
lingered about my eye died; the dark night of slavery closed in upon me; and behold
a man transformed into a brute!
MISTREL SHOWS:
Important form of entertainment for

white audience
white actors painted their faces
black; sang black musicians songs;
wore “black” clothes
Talked about African Americans as if
they were animals in zoo (“with the
rest of the monkeys”)
 Created stereotypes through entertainment

Examples: Cotton Wats https://www.youtube.com/watch?v=-_swtbIi2F0
The Jazz Singer (1927) https://www.youtube.com/watch?v=PIaj7FNHnjQ
 one of the first Tonfilme
 story: white actor unsuccessful on Broadway until he paints face black
Jim Crow:
stage persona created by white minstrel show performer Thomas Dartmouth Rice (1808-
1860)
https://www.youtube.com/watch?v=T5FpKAxQNKU&feature=youtu.be
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came to mean the American system of racial segregation

embodied in the Jim Crow laws
racial hierarchy 1870s – 1960s / Jim Crow laws  southern
states took a lot of rights away again#
racial segregation in all public facilities in states of the
former Confederate States of America; "separate but equal"
status for African Americans (facilities for AA inferior/
underfunded compared to those available to European
Americans; sometimes not exist at all)
institutionalized a number of economic, educational, and social
disadvantages; patterns of housing segregation, bank lending
practices, job discrimination
http://www.nps.gov/malu/learn/education/jim_crow_laws.htm
WILLIAM HENRY LANE, AKA MASTER JUBA:
African-American dancer (1840s)

one of the first black performers
in the United States to play
onstage for white audiences and
the only one of the era to tour
with a white
Real name: William Henry Lane
stage name: Master Juba
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PPT US 4
HATTIE McDANIEL:
Mammy:
Southern United States archetype for a
black woman who worked as a nanny
and/or general housekeeper in a white
family/nursed the family's children
Black female slave develops loving with
white master’s children
Often depicted in white culture 
stereotypes!
Hattie McDaniel played Mammy in „Gone with the Wind“  won Oscar for best supporting
act (first black actor to win Oscar, 1940)
Acceptance speech: https://www.youtube.com/watch?v=e7t4pTNZshA
Gone with the Wind: https://www.youtube.com/watch?v=FZ7r2OVu1ss
Black actors had to play slave stereotypes (e.g. Female actors 
maid/mammy)
otherwise very hard to be black actor, even in 20th century)
Also singer + songwriter: first black women/singer to be in radio
first black sitcom star (The Beulah Show)
Stamp for Oscar  embodies cultural memory
Accomplished much for black actresses (this year no black actress
nominated for Oscar + jury mainly white  protests!)
REDESIGN OF DOLLAR BILLS:
Can embody cultural memory
$20: Harriet Tubman (born into slavery  escape/abolitionist)
$10: Sojourner Truth (among others) (-“-, tried to improve life for black women)
“Aint‘t I a Woman?“ (1851)  speech of Sojourner Truth on womens convention:
http://legacy.fordham.edu/halsall/mod/sojtruth-woman.asp
http://www.nytimes.com/2016/04/21/us/women-currency-treasury-harriet-tubman.html
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HARRIS POLL – 2014 FAVORITE BOOKS:

1. Bible
2. Mitchell: Gone with the Wind Influence of „Gone with the Wind“ till
3. Rowling: Harry Potter today
4. Tolkien: Lord of the Rings
5. Lee: To Kill a Mockingbird
19TH CENTURY AMERICAN LITERATURE:
How African Americans were presented in 19th century American literature:
 largely ignored (no appearance)
 presented as stereotypes
 notable exception: Herman Melville (Moby Dick, Benito Cereno)
UNCLE TOM’S CABIN (1852), HARRIET BEECHER-STOWE:
First in Newspaper/serialized in „The National Era“
first edition of 5,000 copies sold within 48 hours
best-selling novel in 19th cent. (world-wide)
many translations, stage versions (in Western world)
e.g. Berlin:
 Onkel-Tom-Straße
 U-Bahnhof Onkel Toms Hütte
 Siedlung Onkel Toms Hütte
 influenced by novel
Harriet Beecher Stowe involved abolitionist, but used many stereotypes  critics!
 Extremely influential, whiteout novel abolition wouldn’t have happened so fast
Covers: transmit messages/stereotypes

Plot:
PTT: Having run up large debts, a Kentucky farmer named Arthur Shelby faces the
prospect of losing everything he owns. Though he and his wife have a kindhearted
and affectionate relationship with their slaves, Shelby decides to raise money by
selling two of his slaves to Mr. Haley, a coarse slave trader. The slaves in question are
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Uncle Tom, a middle-aged man with a wife and children on the farm, and Harry, the
young son of Mrs. Shelby’s maid Eliza. When Shelby tells his wife about his
agreement with Haley, she is appalled because she has promised Eliza that Shelby
would not sell her son.
However, Eliza overhears the conversation between Shelby and his wife and, after
warning Uncle Tom and his wife, Aunt Chloe, she takes Harry and flees to the North,
hoping to find freedom with her husband George in Canada. Haley pursues her, but
two other Shelby slaves alert Eliza to the danger. She miraculously evades capture by
crossing the half-frozen Ohio River, the boundary separating Kentucky from the
North. Haley hires a slave hunter named Loker and his gang to bring Eliza and Harry
back to Kentucky. Eliza and Harry make their way to a Quaker settlement, where the
Quakers agree to help transport them to safety. They are joined at the settlement by
George, who reunites joyously with his family for the trip to Canada.
Meanwhile, Uncle Tom sadly leaves his family and Mas’r George, Shelby’s young son
and Tom’s friend, as Haley takes him to a boat on the Mississippi to be transported to
a slave market. On the boat, Tom meets an angelic little white girl named Eva, who
quickly befriends him. When Eva falls into the river, Tom dives in to save her, and her
father, Augustine St. Clare, gratefully agrees to buy Tom from Haley. Tom travels with
the St. Clares to their home in New Orleans, where he grows increasingly invaluable
to the St. Clare household and increasingly close to Eva, with whom he shares a
devout Christianity.
Up North, George and Eliza remain in flight from Loker and his men. When Loker
attempts to capture them, George shoots him in the side, and the other slave
hunters retreat. Eliza convinces George and the Quakers to bring Loker to the next
settlement, where he can be healed. Meanwhile, in New Orleans, St. Clare discusses
slavery with his cousin Ophelia, who opposes slavery as an institution but harbors
deep prejudices against blacks. St. Clare, by contrast, feels no hostility against blacks
but tolerates slavery because he feels powerless to change it. To help Ophelia
overcome her bigotry, he buys Topsy, a young black girl who was abused by her past
master and arranges for Ophelia to begin educating her.
After Tom has lived with the St. Clares for two years, Eva grows very ill. She slowly
weakens, then dies, with a vision of heaven before her. Her death has a profound
effect on everyone who knew her: Ophelia resolves to love the slaves, Topsy learns to
trust and feel attached to others, and St. Clare decides to set Tom free. However,
before he can act on his decision, St. Clare is stabbed to death while trying to settle a
brawl. As he dies, he at last finds God and goes to be reunited with his mother in
heaven.
St. Clare’s cruel wife, Marie, sells Tom to a vicious plantation owner named Simon
Legree. Tom is taken to rural Louisiana with a group of new slaves, including
Emmeline, whom the demonic Legree has purchased to use as a sex slave, replacing
his previous sex slave Cassy. Legree takes a strong dislike to Tom when Tom refuses
to whip a fellow slave as ordered. Tom receives a severe beating, and Legree resolves
to crush his faith in God. Tom meets Cassy, and hears her story. Separated from her
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daughter by slavery, she became pregnant again but killed the child because she
could not stand to have another child taken from her.
Around this time, with the help of Tom Loker—now a changed man after being
healed by the Quakers—George, Eliza, and Harry at last cross over into Canada from
Lake Erie and obtain their freedom. In Louisiana, Tom’s faith is sorely tested by his
hardships, and he nearly ceases to believe. He has two visions, however—one of
Christ and one of Eva—which renew his spiritual strength and give him the courage
to withstand Legree’s torments. He encourages Cassy to escape. She does so, taking
Emmeline with her, after she devises a ruse in which she and Emmeline pretend to be
ghosts. When Tom refuses to tell Legree where Cassy and Emmeline have gone,
Legree orders his overseers to beat him. When Tom is near death, he forgives Legree
and the overseers. George Shelby arrives with money in hand to buy Tom’s freedom,
but he is too late. He can only watch as Tom dies a martyr’s death.
Taking a boat toward freedom, Cassy and Emmeline meet George Harris’s sister and
travel with her to Canada, where Cassy realizes that Eliza is her long-lost daughter.
The newly reunited family travels to France and decides to move to Liberia, the
African nation created for former American slaves. George Shelby returns to the
Kentucky farm, where, after his father’s death, he sets all the slaves free in honor of
Tom’s memory. He urges them to think on Tom’s sacrifice every time they look at his
cabin and to lead a pious Christian life, just as Tom did.
Gegenbewegungen:
 Anti-Tom literature:
“no it’s not as bad as written” (wollten andere Seite von Sklaverei zeigen)
 Tom shows:
any show or musical based on UTC, for/against abolition
Movies UTC:
 silent movie by Edwin S. Porter (1903)
https://www.youtube.com/watch?v=3_rvvsh01U4
stereotype: slaves always dancing (even while sold)
 Disney‘s Mickey Mellerdrammer (1933)
https://www.youtube.com/watch?v=Dw06K0dG1Zw
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PPT US 5
CIVIL WAR 1861-1865:
Before outbreak Abraham Lincoln elected president  against slavery!
the seven (red) states declared their secession from the US and founded Confederacy
southern states wanted to extend slavery into the western territories  resulted in abolition
of slavery in entire country
Union Confederacy
northern southern
wanted to
winner continue with
slavery
Red: slavery very strong, 7 states wanted to leave union  founded Confederate states of
America = Confederacy (feared for existence of slavery through Abraham Lincoln)
Orange + purple = border states
Orange: left the Union/joined Confederacy during the war
Purple: slave-states but didn’t join Confederacy
light blue: territories/regions not yet attained full statehood!  long process to become
official state of US
Lincoln: for abolishing slavery, but free slaves not living here  sent to Liberia!
Lincoln was assassinated by confederate at the very end of civil war
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PUERTO RICO:
Example for today US-territory
 voted for becoming full state, not yet
happened
(US owns 16 territories: have own head of
state)
Previously Spanish colony  short war (10
weeks)  US won  Puerto Rico +
Philippines + etc. became US-territory (big
land loss for Spain)
Cuba independent but Guantanamo to USA (early 20th century)
PPT: Lincoln on situation of African-Americans (1862) during Civil
War:
“You and we are different races. We have between us a
broader difference than exists between almost any other two
races. Whether it is right or wrong I need not discuss, but this
physical difference is a great disadvantage to us both, as I
think your race suffer very greatly, many of them by living
among us, while ours suffer from your presence. In a word we
suffer on each side. […] But even when you cease to be slaves,
you are yet far removed from being placed on an equality with the white race. You
are cut off from many of the advantages which the other race enjoy. The aspiration
of men is to enjoy equality with the best when free, but on this broad continent, not
a single man of your race is made the equal of a single man of ours.[…] Nevertheless,
I repeat, without the institution of Slavery and the colored race as a basis, the war
could not have an existence. […] The place I am thinking about having for a colony is
in Central America. It is nearer to us than Liberia […]”
Lincoln‘s Gettysburg Address (1863): https://www.youtube.com/watch?v=5_hYZFUsOuw
Gettysburg: battle, involved the largest number of casualties of the entire war, turning point:
ended the attempt to invade the North
 Shift from society based on slavery to equal-society!
EMANCIPATION PROCLAMATION 1863:
PPT: "That on the first day of January, in the year of our Lord one thousand eight hundred
and sixty-three, all persons held as slaves within any State or designated part of a
State, the people whereof shall then be in rebellion against the United States, shall
be then, thenceforward, and forever free; and the Executive Government of the
United States, including the military and naval authority thereof, will recognize and
maintain the freedom of such persons, and will do no act or acts to repress such
persons, or any of them, in any efforts they may make for their actual freedom. “
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Verena Simlinger
was issued under the President's Lincolns war powers

did not apply to whole of US  proclaimed freedom of slaves in ten states
GENERAL ORDER NO. 3:
PPT: "The people of Texas are informed that, in accordance with a proclamation from the
Executive of the United States, all slaves are free. This involves an absolute equality
of personal rights and rights of property between former masters and slaves, and the
connection heretofore existing between them becomes that between employer and
hired labor.
The freedmen are advised to remain quietly at their present homes and work for
wages. They are informed that they will not be allowed to collect at military posts
and that they will not be supported in idleness either there or elsewhere.
By command of Maj.-Gen. GRANGER.” (19 June 1865)
Texas invaded, as last state all slaves are free  freedman (ex-slaves)!
Needed to establish an new employment relationship  employer + hired laborer instead of
master + slave  SHIFT!
Juneteenth: state holiday in Texas; for many blacks more important than Independence Day;
celebrates the abolition of slavery + emancipation of AA
STATUE OF LIBERTY 1886-1989:
Symbol of American Liberty/Freedom
Present by French man at the end of Civil War  TRULY free country (abolition of slavery)
RECONSTRUCTION (1865-1877)
Two meanings:
 complete history of entire country from 1865 to 1877 following the Civil War
 transformation of the Southern United States from 1863 to 1877 (reconstruction of state
+ society)
Freedmen’s Bureau: help ex-slaves (good contracts with ex-masters, …) in establishing new
basis for life
Carpetbaggers: a person from the northern United States who
went to the South after the American Civil
War to make money
a political candidate who runs for office in a
place where he or she has lived only for a
short time
“Civil Rights Amendments”/”Reconstruction Amendments”:
 rights of freedmen added to constitution
BUT soon restricted new right  Black Codes!
PPT: Amendment XIII
Neither slavery nor involuntary servitude, except as a punishment for crime whereof
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Verena Simlinger
the party shall have been duly convicted, shall exist within the United States, or any
place subject to their jurisdiction.” (1865)
 Forced labor as punishment ok, but Colorado will soon change this  consider
slavery
Amendment XIV
“All persons born or naturalized in the United States, and subject to the jurisdiction
thereof, are citizens of the United States and of the State wherein they reside. No
State shall make or enforce any law which shall abridge the privileges or immunities
of citizens of the United States; nor shall any State deprive any person of life, liberty,
or property, without due process of law; nor deny to any person within its jurisdiction
the equal protection of the laws.” (1868)
 Equal protection of law (no one discriminated in court)
Amendment XV
“The right of citizens of the United States to vote
shall not be denied or abridged by the United
States or by any State on account of race, color,
or previous condition of servitude.” (1870)
 Restricted through Black Codes: need to pass
literacy-test (can they read?) to vote  most ex-
slaves illiterate!
 Only men (women of course not at this time)
“The first vote” by Alfred R. Waud,

Harper’s Weekly, November 16, 1867
JIM CROW ERA:
Era between Civil War and Civil Rights Movement  decades of segregation
Ku Klux Klan
past and present extremist movement in USA; advocated white supremacy, white
nationalism, anti-immigration, Nordicism, anti-Catholicism, antisemitism; historically
expressed through terrorism aimed at opposed groups/individuals; called for the
"purification" of American society, right wing extremist organizations
active right after Civil War, 1920, during Civil Right Movement
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Verena Simlinger
W. E. B. Du Bois (1868 –1963)

First black to gain Doctor in Harvard, professor of society
(African-American)
PPT: The Souls of Black Folk (1903):
“The problem of the 20th century is the problem of the
color-line”
 First mentioned by Frederick Douglass
Co-founder of NAACP (1909)
(National Association for the Advancement of Colored People)
SEGREGATION:
1890s widespread imposition of segregation in the South: hotels, schools, public
transportation & public facilities, …
 “separate but equal”
 all levels of life
denial of right to vote (due to money, literacy, …)
 1940: only 3% of black Southerners registered to vote
effective nullification of Reconstruction laws
HARLEM RENAISSANCE 1920s:
Damals called “New Negro Movement”
 cultural, social and artistic movement in Harlem, NYC
Similar movement in French speaking ares: négritude  being black is sth good
Great Migration:
Black moved to northern industrial cities, then to west  movement to cities
Important: Langston Hughes (poet + social activist)
PPT: I, too, sing to America
I am the darker brother. Then.
They send me to eat in the kitchen
When company comes, Besides,
But I laugh, They'll see how beautiful I am
And eat well, And be ashamed–
And grow strong.
I, too, am America.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
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PPT: Weary Blues (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway . . .
He did a lazy sway . . .
To the tune o’ those Weary Blues.
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming from a black man’s soul.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan—
“Ain’t got nobody in all this world,
Ain’t got nobody but ma self.
I’s gwine to quit ma frownin’
And put ma troubles on the shelf.”
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more—
“I got the Weary Blues
And I can’t be satisfied.
Got the Weary Blues
And can’t be satisfied—
I ain’t happy no mo’
And I wish that I had died.”
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He slept like a rock or a man that’s dead.
 Important: African American speech in poetry!
GREAT MIGRATION:
AA left South, moved north to big industrial cities
1st Great Migration: 1910-1930 (1.6 mio)  NORTH
2nd Great Migration: 1940-1970 (5 mio)  WEST (e.g. California)
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urbanization of African-Americans (80% lived in cities, 1970)
reverse migration after 1965  AA moved back to south again
TERMINOLOGY:
Terms to describe/name AA
• “black”
usually negative associations
- dirty, soiled > “hands black with grime”
- thoroughly sinister or evil > “a black deed”
- indicative of condemnation or discredit > “got a black mark for being late”
until mid-20th century: used esp. in political, legal contexts (e.g. Black Codes)
today neutral
• more common: “colored” / “Negro” / “Nigger”  mostly used in documents/texts
e.g.: National Association of Colored Women (NACW) 1895
National Association for the Advancement of Colored People (NAACP) 1909
Negro: used very long (even Martin Luther King), shift to “black” after Civil Right
Movement
Richard B. Moore: The Name “Negro”: Its Origin and Evil Use (1960)
 paper (Abhandlung) about why one should not use the term “Negro”
Black Power Movement (1960s/70s)  using term “black” as something positive
Black Arts Movement  trying to popularize “black” art
Black Panther Party (1966-1982)  political black movement/party
 James Brown: “Say it loud, I’m black and I’m proud” (1969)
important representative for black power movement, helped popularize “black
proudness”
https://www.youtube.com/watch?v=2VRSAVDlpDI
• African-American
Term came up in 1980ies, occurred first in politics  Rev. Jesse Jackson
not all black people call themselves AA, some prefer black  more international
Earliest written reference in 18th century:

https://www.youtube.com/watch?v=XrqQrdnXHbM
PPT: A movement led by the Rev. Jesse Jackson to call blacks African-Americans has
met with both rousing approval and deep-seated skepticism in a debate that
is coming to symbolize the role and history of blacks in this country.”
Johnny Duncan’s poem “I Can” in Black History Month Calendar 1987:

“The last 4 letters of my heritage and my creed spell ‘I can’,
heritage being Afr-i-can and creed being Amer-i-can”
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http://poetrypoem.com/cgi-
bin/index.pl?sitename=johnnyduncan&displaypoem=t&item=poetry&poemnumber=1033577
Arguments in favour of term “AA” Arguments against term “AA”

“Africa” in term  implies routes are in Africa to various, put all different countries
Africa, not America of Africa together  creates view Africa is
everywhere the same
Moves away from negative term “black” Implies colonialism  offensive?
“RACE CATEGORIES“: CENSUS 2010/2014:

Census = Volkszählung
• White
>> + more „ethnicity subcategories“ e.g. Hispanic
• Black or African American (2014)
• Black, Negro or African American (2010)
• American Indian or Alaska Native
• Asian
• Native Hawaiian or Other Pacific Islander
• Some Other Race
People could mark which race they feel to belong to (from 1 o various races)
Negro first used in 1900 in census
2010 still (due to old black people living in rural areas who identify themselves as Negros) 
protest, change in 2014
Difference: race: physical characteristics (skin colour, …)
ethnicity: cultural belonging
today not so “harsh” distinguished
eg: Hispanic could be chosen as a subcategory of “white”
CIVIL RIGHTS MOVEMENT (1954 – 1968)
Brown vs. Board of Education (1954)  supreme court decision
the Court declared state laws establishing separate public schools for black and white
students to be unconstitutional
 Segregation in school, illegal to have laws that create that
“separate educational facilities are inherently unequal”:
 slogan “separated but equal” not ok as separated is automatically not equal
What decision meant at that time:
https://www.youtube.com/watch?v=SAguO8F5fW4
https://www.youtube.com/watch?v=TTGHLdr-iak
 AA in school previously not allowed because afraid of mixture of races (dating 
31
marriages)
 second emancipation of AAs
Martin Luther King: “the” leader of Civil Rights Movement
 against weapons, non-violence
 was assassinated
 won Nobel Peace Prize (1964)
PPT: “If you have weapons, take them home; if you do not have them, please do not seek
to get them. We cannot solve this problem through retaliatory violence. We must
meet violence with nonviolence.” (King 1956)
 Proclamation/call for non-violent activism, against weapons
Montgomery Bus Boycott (1955-56)
 Rosa Parks, refused to give up her bus seat for white person
https://www.youtube.com/watch?v=lHFPH79Iaoo
Greensboro sit-ins (1960)
 black set on counter reserved for white, refused to leave, the next
day more blacks
 spread over cities
March on Washington for Jobs and Freedom (1963):

one of the largest political rallies for human rights in
United States history and demanded civil and economic
rights for African Americans.
 Martin Luther King (1929 – 1968) delivered his
historic "I Have a Dream" speech in which he called for
an end to racism
https://www.youtube.com/watch?v=3vDWWy4CMhE
Martin Luther King Jr. Day:
American federal holiday marking the birthday of Martin
Luther King Jr.
• Civil Rights Movements included:

• Civil Rights Act 1964
• Voting Rights Act 1965
• Fair Housing Act 1968
• Race riots (e.g. Harlem Riot of 1964)
even though King non-violent activism  violent riots
police officer shot white girl., thought she had a knife  didn’t have one, blacks
demanded suspension of officer  didn’t happen  riots
• …
32
Shows Martin Luther King
+ President Jonson signing
the Civil Rights Act
(initially J. F. Kennedy
should have signed  was
assassinated  therefore
Jonson became President
and signed)
BLACK POWER MOVEMENT:

 part of Civil Right Movement
• 1954 book by Richard Wright entitled Black Power

• Black Panther Party
political black movement/party
• The Black Arts Movement, …
Malcolm X: The Autobiography of Malcolm X (1965)
written by human rights activist Malcolm X + journalist Alex Haley
Haley coauthored the autobiography based on a series of in-depth interviews he conducted
between 1963 and Malcolm X's 1965 assassination.
 a spiritual conversion narrative that outlines Malcolm X's philosophy of black pride, black
nationalism, and pan-Africanism
TIMELINE:
•...
•Civil Rights Amendments
Reconstruction •Black Codes
•Segregation
•Jim Crow Laws
•Mistrel Shows
Jim Crow Era •Abolitionist movement
•1954: Brown vs. Board of Education

•1963: March on Washington
Civil Right •1964: Civil Rights Act
Movement •Black Power Movements
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MAYA ANGELOU (1928-2014):
Poet-writer, memoirist, and civil rights activist
I Know Why the Caged Bird Sings (1969)
first autobiography http://www.nytimes.com/
2014/05/29/arts/maya-angelou-lyrical-witness-of-the-jim-crow-south-dies-at-
86.html
nd Still I Rise That I dance like I've got diamonds
At the meeting of my thighs?
You may write me down in history
With your bitter, twisted lies,
You may tread me in the very dirt
But still, like dust, I'll rise.
Out of the huts of history's shame
Does my sassiness upset you? I rise
Up from a past that's rooted in pain
I rise
Why are you beset with gloom?
I'm a black ocean, leaping and wide,
'Cause I walk like I've got oil wells
Welling and swelling I bear in the tide.
Pumping in my living room.
Just like moons and like suns,

Leaving behind nights of terror and fear
With the certainty of tides,
I rise
Just like hopes springing high,
Into a daybreak that's wondrously clear
Still I'll rise.
I rise
Did you want to see me broken? Bringing the gifts that my ancestors gave,
Bowed head and lowered eyes? I am the dream and the hope of the slave.
Shoulders falling down like teardrops. I rise
Weakened by my soulful cries. I rise
I rise
Does my haughtiness offend you?
Don't you take it awful hard
'Cause I laugh like I've got gold mines
Diggin' in my own back yard.
You may shoot me with your words,

You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I'll rise.
Does my sexiness upset you?
Does it come as a surprise
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PPT UK 1
CULTURAL MEMORY:
Reshaping cultural memory: embodied in school Atlas
 drop the term “British Isles” (many people have problem with this historical name)
PPT: “Folens to wipe ‘British Isles’ off the map in new atlas”
TERMINOLOGY:
• UK (United Kingdom)
mostly political term, not geographical term
• Great Britain
• Britain
• England
• British Isles ?
problem for people in Ireland  implies that Ireland is still
under British rule
• British Islands
• “these islands”
Term “British Isles” dropped by:
• Irish government
• Folens Publishers ( atlas)
• National Geographic
• Newspapers, eg. Guardian
• Lions rugby team
http://www.nationalgeographicexpeditions.com/expeditions/british-isles-cruise/detail
term “these islands”  used in documents drawn up by both British and Irish government
(wenn Zusammenarbeit)
Proposed alternatives:
• Britain and Ireland

• → UK and Ireland
• → Atlantic Archipelago
• → Anglo-Celtic Isles
• → British-Irish Isles; British and Irish Isles
• → Islands of the North Atlantic
Is name important?  yes, associations! (can change)
PPT: Shakespear, Romeo and Juliet (II, ii, 1-2)
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"What's in a name? That which we call a rose
By any other name would smell as sweet."
IRELAND: SOME DATES

 why so offensive to be substitute in term of British Isles?
English rule in Ireland:
• 1177: Lordship of Ireland

first British Colony
lord of Ireland (represented locally by governor) = king of England
extended throughout history
• 1542: Kingdom of Ireland (Henry VIII)

Crown of Ireland Act 1542  previously “Lord of Ireland”, than “King of Ireland”
BUT: 2 Kingdomes!
• 1603: Union of the Crowns (James I) (England, Scotland, Ireland)

 one King for all three countries
 since than same King (B+I)
 Same Crown but not politically united
Plantations (16th/17th century)
e.g. Ulster Plantation
 confiscation of land by the English crown and the
colonization of this land with settlers from the island of
Great Britain
 resulted in a distinct ethnicity in Ireland known as the Old
English
Ireland before catholic country, new settlers from GB
protestants  became rich/rulers  religious conflict till
today
“West Country Men”
e.g.: Francis Drake, Walter Raleigh, …
 advocated the English colonization of Ireland + attacks on the Spanish Empire + overseas
colonial expansion + slave trade
1707: Kingdom of Great Britain (England & Scotland)
 NO IRELAND!
1801: United Kingdom of Great Britain and Ireland
 1801 – 1822: Ireland was part of GB
In 1822 Ireland was divided: North remaind UK, Rest  Irish Free state (new name in
1937: Republic of Ireland)
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Easter Rising 1916
 rebellion of Irish people, wanted to get rid of British rule (zeitgleich mit WW1)
 since than situation more and more difficult, resulted in
1919-1921: “Irish War of Independence”/“Anglo-Irish War”

 guerrilla war between the Irish Republican Army (IRA, the army of the Irish Republic) and
the British security forces in Ireland. It was an escalation of the Irish revolutionary period into
armed conflict
1922: Irish Free State
UK consisted since then solely of GB and Northern Ireland
Ireland now independent state
1937: Republic of Ireland
new constitution + new name
1949: Ireland left the Commonwealth of Nations
 intergovernmental organization of 52 member states that were mostly territories of the
former British Empire
Union Jack
Scotland Norther Ireland England
NORTHERN IRELAND
1921 – 1972: self-government
“The Troubles“ (Nordirlandkonflikt) & direct rule from London:
 constitutional status of N.I.
 took mainly place in N.I.
unionist/mainly Protestant vs. nationalist/republican/mainly Catholic
* Brit. army * * IRA *
Ended with Good Friday Agreement 1998

 today quiet but not stable
2002 - 2007 direct rule (+ a few months in 2000, 2001)
37
light red: The six countries of
Northern Ireland
light red + dark red: Ulster, region
and former province of Ireland
dark red: part of ulster but not of
Northern Ireland
CELTIC FRINGE
Ireland, Scotland, Wales, Cornwall, Isle of Man (+ Brittany 
France)
 Celtic language/culture survived into modern times in various
degrees
 people who share common identity + culture + identified with
traditional territory
 each has Celtic language (either still spoken or was spoken into
modern times)
Celtic languages Zahlen aus Umfrage

Irish 41% (ROI 2011)
(Ireland) 13% (NI 2013)
Welsh 23% (2013)
(Wales) > 13% daily Difference between
> 11% fluently numbers!
Scottish Gaelic 1.2% Connected to whether
(Scotland) Ireland or GB!
Cornish (Cornwall) 0.1% Irish much more
Manx (Isle of man) 2.0% spoken!
 understand to some degrees, not necessarily used in everyday life
WELSH
National Eisteddfod of Wales
 Welsh festival of literature, music and performance
http://www.bbc.com/cymrufyw/33416204
Welsh Courts Act 1942:

the right of Welsh speaking persons to testify in the Welsh language in courts of justice in
Wales
38
people in disadvantage in court when not speaking English  Welsh now officially a “court
language”
Welsh Language Acts 1967, 1993
put the Welsh language on an equal footing with the English language in Wales with regard
to the public sector
Welsh language promoted by government (school, government, …)
Welsh thought in school:
from 2000  taught in all schools (ages 5-16)
from 2011  2nd official language
Bilingual road signs as indicator for equality of language:
University of Swansea:
 partner university Erasmus
 homepage in English + Welsh
http://www.swansea.ac.uk/
WALES
conquest by Edward I of England in the late 13th century
became part of English Kingdom  never developed like Scotland into modern state
(Scotland longer independent, stronger wish for separation)
1535 and 1542: Laws in Wales Acts
 Wales politically part of kingdom
 parliamentary measures by which Wales became full and equal part of the Kingdom of
England
 legal system of England extended to Wales
 norms of English administration introduced
 passed under Henry VIII of England
39
Prince of Wales
 title granted to heir apparent (eldest son) of English/British monarch (previously to princes
born in Wales but since Edward I killed welsh prince and gave title to son, everybody does it
that way)
 replaced the word “king”
 current Prince of Wales: Prince Charles
1998: Government of Wales Act

 Teilautonomie von Wales durch Schaffung eines walisischen
Parlaments (National Assembly for Wales)
 creation of Welsh Assembly: parliament, local government
 Devolution: local power sharing between UK and parts
statutory granting of powers from the Parliament of the United Kingdom to the Scottish
Parliament, the National Assembly for Wales, the Northern Ireland Assembly and the London
Assembly and to their associated executive bodies
DYLAN THOMAS (1914-1953)
Welsh poet + writer
never wrote welsh, just English
Poems:
 Do Not Go Gentle Into That Good Night
https://www.youtube.com/watch?v=1mRec3VbH3w
 Portrait of the Artist as a Young Dog (1940)
Reputation as “roistering, drunken and doomed poet”
White Horse Tavern in NY favorite pup (toured USA in 1950)
popular in US as romantic poet  drinking
died very young (39) after drinking tour
contributed to public poem readings
KATE ROBERTS
Welsh-language author (wrote in welsh, not English)
 „the queen of our literature“
Poem: Tea in the Heather 1959
40
PPT UK 2
SCOTLAND
late 13th century – Edward I of England not successful
1314: Battle of Bannockburn
significant Scottish victory in the First War of Scottish Independence
Scotland (winner) vs. England (loser, even though better army)
1603: dynastic union under James I (Union of the Crowns)
accession to the thrones of England and Ireland
unification of the three realms (England-Wales + Scotland) under a single monarch = The
Union of Crown
James VI, King of Scotland = James I, King of England + Ireland
1707: Acts of Union (political union)
Kingdom of England + Kingdom of Scotland - at the time two separate states with separate
legislatures but with the same monarch - "United into One Kingdom by the Name of Great
Britain”
Before: two separate Crowns resting on the same head (opposed to the implied creation of
single Crown and single Kingdom)
 England + Scotland politically united  much closer!
1820s: Sir Walter Scott (Waverly Tales, Ivanhoe)
novelist, playwright, poet
classics of both English-language literature and of Scottish literature
1853: National Association for the Vindication of Scottish Rights
first body to publicly articulate dissatisfaction with the Union
motivated by a desire to secure more focus on Scottish problems in response to what they felt
was undue attention being focused on Ireland (received more generous treatment than
Scotland)
1934: Scottish National Party SNP
third largest party in UK
merger of 2 parties
still active today
supports/campaigns for Scottish independence
1998: Scotland Act
established the Scottish Parliament
granting of power from UK parliament to Scotland
2014 Scottish independence referendum
YES 44.7%
NO 55.3%
 may change in future (Brexit!)
41
University of Edinburgh:
http://www.ed.ac.uk/home
CROWN DEPENDENCIES
Isle of man +
Channel Islands (closer to France than GB)
• not part of the UK / EU  not (full) British & European citizens 

restrictions!
• self-governing: Queen head of state but own court, currency,
parliament, …
pass own laws, British crown must agree to certain things
• own tax system  “tax haven”
o self-governing possessions of the Crown  "territories for which

the United Kingdom is responsible"
CHANNEL ISLANDS
Bailiwick of Guernsey & Bailiwick of Jersey
Term “British islands”: used on passport
but mostly “abolished” (siehe UK1)
 certain kind of stamps indicating

whether full British citizen or not
Guernsey & Alderney
A lot of French on islands
French lost status of official language, now only English
BRITISH OVERSEAS TERRITORIES

Short: B.O.T.s
42
Used to be British crown colonies
didn’t become independent with other colonies because chose to remain with UK
not part of UK/EU
British Crown Colonies  British Dependent Territories  BOT
Akrotiri and Dhekelia  military basis on Cypress

Falklands  war England vs. Argentina, claimed by both
HONG KONG
ex-colony, BOT
First Opium War (1839-42)
 Hong Kong became British colony
43
WW II: occupied by Japan
after war back to UK
1997: Hong Kong Special Administrative Region of the People's Republic of China
 self-government, handed back to china
GIBRALTAR
1704: captured from Spain by Anglo-Dutch force
also claimed by Spain
1713: Treaty of Utrecht
 ceded to Britain “in perpetuity“
Referendum 2002:
if Gibraltar wants to be jointly ruled by Spain and Britain, wanted to share power
 population said no
PPT: Referendum 2002 question:
“On 12 July 2002 the Foreign Secretary, Jack Straw, in a formal statement in the
House of Commons, said that after twelve months of negotiation the British
Government and Spain are in broad agreement on many of the principles that should
underpin a lasting settlement of Spain's sovereignty claim, which included the
principle that Britain and Spain should share sovereignty over Gibraltar. Do you
approve of the principle that Britain and Spain should share sovereignty over
Gibraltar?”
NO 98.48%
44
PPT UK 3
THE BRITISH EMPIRE
12th century:
 Anglo-Norman invasion of Ireland
 English invading Ireland (asked to sort out dispute  GB never left)
 first early colonization
15th/16th century:
 Age of Discovery (Columbus, …)
British started bit later
 confiscated land, gave to GB Colonies in
17th/18th/19th century: America, Asia,
 wars with other colonial powers Africa, Pacific
(e.g. with France, Dutch, …)
(los tres: most powerful colonialists)
(NY first Dutch colony  war  then British)
AMERICAS (COLONIES)
17th century: colonization of America
1607 Jamestown  first permanent settlement in Virginia, other settlements not
permanent
 when company left, direct British colony, colony of Virginia
1620 Plymouth (Massachusetts)  left for religious reasons
1624 Colony of Virginia
1624 St. Kitts
1627 Barbados
1628 Nevis
1634 Maryland
1636 Rhode Island  religious reasons
1639 Connecticut
1655 Jamaica  bought from Spain
1664 New York  Dutch colony, after war British, (New Amsterdam)
1666 Bahamas
1670 Hudson Bay Company  granted companies certain privileges (Wirtschaft in
Amerika ankurbeln)
1681 Pennsylvania
Many colonies founded by companies who got permission from crown to do so (not actually
by crown, colonies ruled by company)
Between 1628 und 1655 (ca.) British products/slaves only shipped by British ships
(previously mainly Dutch ships)  wanted share of business  power!
45
People seeking religious freedom, important reason for leaving
1689 Toleration Act  could practice their religion independent from church
after that religion as prime reason for emigration over
Then: Starvation/hunger (economic reasons) encouraged people to move to America 
encouraged through companies founded there (companies encouraged to go to America due
to privileges)
encouraged people to go there because many people have died, needed new setters
1672-89: Royal African Company
transported about 100,000 slaves to New World
Till 1807: 3.5 mio slaves (1/3) transported by British ships
US: 1808 slave trade abolished
UK: 1807 (one year earlier) slave trade abolished  no more British ships transported slaves
to new world
Cape Coast Castle
"slave castle" in Ghana built by European traders
used in the trans-Atlantic slave trade: to
hold slaves before they were loaded
onto ships and sold in the Americas
“gate of no return”: last stop before crossing
the Atlantic Ocean.
 increase of AA population in America
Pic: Cape Coast Castle + Obama
population of African descent:
 British Caribbean: 25 % in 1650 80% in 1780
 13 colonies N.A.: 10 % in 1650 40% in 1780
Caribbean so many because many plantations
Bristol, Liverpool: British part of triangle trade between Africa + America + Europe; benefited
the most from slave trade
after loss of 13 colonies concentrated on elsewhere  colonies in Asia, Pacific, Africa
“First“ (+ 13 colonies) “Second“ Empire (- 13 colonies)
offenders shipped to colonies (1. Emp.), after loss to Australia (2. Emp.)
transportable offence: murder no, smaller yes
46
 1763: Colonies in the Americas
(many different colonial powers in N.A. + S.A.)
1807: Slave Trade Act
 Sierra Leone!
British empire abolished slave trade one year earlier
than US
1833: Slavery Abolition Act
(abolishing slavery throughout the British Empire)
slavery in general much earlier abolished than in US (ca
48 years)
(full emancipation after 4-6 years of “apprenticeship”)
PACIFIC / AUSTRALIA:
1606: Australia discovered by Dutch – no colonization
didn’t stay, no permanent settlement
1770: New South Wales / Australia
 discovered by James Cook
 first permanent settlements by GB
(profitable country  South!)
profitable wool & gold trade
1788-1868: approx. 160,000 convicts shipped to Australia
Melbourne: 2nd largest city in Empire
THE BRITISH EMPIRE

1815 – 1914: “imperial century”
+ 400 mio. people
dominion of British empire extended
“Informal Empire”
influence of British Empire in parts of world which were not part of Empire
new technologies: steamship, telegraph
due to technological progress  could get so mighty
1866: first lasting transatlantic cable
(Ireland – Newfoundland)
laid cables between continents  parts of Empire connected by telegraph (faster/more
effective communication than before)
47
1902: All-Red Line
informal name for the system of electrical telegraphs that linked much of the British Empire
Fanning Island > Republic of Kiribati:

GB took land for landing their cables
Gutta-percha:
insulating material, used till today
used as insulation for transatlantic cables
ASIA:
1600 – 1874: East India Company
sent by British king to establish colonies
was formed to pursue trade with the East Indies but ended up trading mainly with the Indian
subcontinent and Qing China
1839-1842: First Opium War
China vs. East India Company (Britain)
Company began to auction opium grown on plantations in  opium was transported to
Chinese coast and sold to local middlemen who retailed the drug inside China  increasing
numbers of opium addicts alarmed Chinese officials
China didn’t want opium in country
India tool a lot of tea from China, wanted to establish trade balance with opium
“trade war”
1857: Indian Rebellion
rebellion in India against the rule of the British East India Company
led to the dissolution of the East India Company in 1858
48
1858: Government of India Act
transfer of control of the Government of India from the East India Company to the Crown
about 100 years of direct British rule
“Jewel in the Crown”
India was the the 'jewel in the crown' of the British Empire because it was the most populous
and valuable colony. India was abundant with valuable natural resources like gems, cotton,
tea, etc. Also due to its high population Britain made a lot of money through taxation.
Another reason for India's jewel status was that it also gave the British access to other parts
of Asia. This access opened further trade with nations like China and would ultimately lead to
the acquisition of places like Singapore and Burma.
1858-1947: British Raj
country after Indian Rebellion directly governed by the crown  known as the new British
Raj
1st: 2nd:
at the end of British rule/British Raj India in 2007
differences in territory
parts of former India now Pakistan and
Bangladesh
HANIF KUREISHI (1954 - )
49
British playwright, screenwriter, filmmaker and novelist of Pakistani and
English descent
The Buddha of Suburbia (1990):
"Basically, I am a sort of English kid, but I was always linked to the
empire. Not only am I the child of a mixed marriage, but I always had
that history.“
 Reading list for Curriculum 2016!
AFRICA:
e.g. South Africa:
 1652: Cape Colony founded by Dutch
British tried to take over  finally managed in 1814  beginning of expansion of
Empire
 1814: Anglo-Dutch Treaty
total pop. 60,000
27,000 whites
17,000 free Khoikhois (local ethnicity)
Slaves (mainly brought from Asia by Dutch)
 1830s/40s Great Trek
eastward and north-eastward emigration away from British control in the Cape
Colony by Boere (Dutch/Afrikaansfor "farmers")
tried to establish republics
e.g.: Transvaal Republic, Orange Free State
 1899–1902: Second Boer War
Great Britain (aided by Cape Colony) defeated two Boer nations in South Africa:
Republic of Transvaal + Orange Free State
SCRAMBLE FOR AFRICA (1881-1914)
European powers  competitors for best parts of Africa
end: late 19th/early 20th century
50
European colonial powers 1913:
yellow – Belgian
green – Italian
pink – British
blue – French
turquoise – German
purple – Portuguese
violet – Spanish
white – independent
1870 (before scramble):
10% under European control (mainly
coast)
1914 (after scramble):
90%
1884-5: Berlin Conference
European powers divided up continent
 responsible for ethnic conflicts (boarders drawn without attention to ethnicities)
Why German not language in Africa?  colonies not very long, never settled
(SOUTHERN) RHODESIA  ZIMBABWE
fromed of:
Kingdom of Mapungubwe
Kingdom of Zimbabwe
Kingdom of Mutapa
colonists arrived in 1880ies
ruled Cecil Rhodes’ British South Africa Company  owned by Cecil
Rhodes (name)
1923: colony of Southern Rhodesia annexed by UK, first constitution  self-governing British
colony
Rhodesia 1965  independent (dropped “Southern”)
In 1980 became Zimbabwe (first elections)
16 official languages:
 English, Shona, Ndebele, …
In 1960ies many African colonies independent
independence mostly peaceful
BUT: Rhodesia civil war
1964-1979: Rhodesia Bush war
Robert Mugabe: leader of civil war, today prime minister + head of government
51
 bad condition concerning human rights
 economy in bad state
TSITSI DANGAREMBGA (1959 - )
Writer from Zimbabwe, wrote in English not Shona
one of the most important English novels from Africa:
Nervous Conditions 1988
“It’s bad enough . . . When a country gets colonized, but when the
people do as well! That’s the end, really, that’s the end.”
 Reading list for Curriculum 2016!
Literature in Africa:
2/3 in English
then French, Portuguese
very few in African languages  controversy (English: helps getting international readers,
African Language: otherwise continuation of colonization, not own language)
TED talk:
https://www.youtube.com/watch?v=PAKh0nSsjlA
THE BRITISH EMPIRE

after WW I
 greatest extent (1/5 of world pop.
lived in Empire)
 1920s: anti-colonial movements
advertisement for men:

British Empire needed men to fight for them
LION SYMBOL
Lion old symbol for British crown/king
Primarily used in middle ages
1133-1189: King Henry II of England had used a coat with a lion on it
1189–1199: King Richard I (the Lionheart) first used 3 lions
52
1  3 lions: man married women whose father also had symbol of lion (probably)
DECOLONISATION
1945-1965: huge reduction in number in Empire
Zahlen in PP nicht korrekt!
All in all peaceful process (few exceptions)
 1952-1960: Mau Mau Uprising in Kenya
 1965-1979: civil war in Rhodesia
1981: British Nationality Act
Crown colonies  British Dependency Territories
Term crown colonies vanished, where then called British Dependency Territorries
British Overseas Territories:
They are those parts of the former British Empire that have not chosen independence or have
voted to remain British territories. Most of the inhabited territories are internally self-
governing, with the UK retaining responsibility for defense and foreign relations.
DOMINIONS
 semi-independent polities that were under the British Crown, constituting the British
Empire, beginning with Canadian Confederation in 1867.
 wanted to have more power + reduce British power more and more
1867: “Dominion of Canada”
(first one)
1926: Balfour Declaration
recognized Dominions as "autonomous Communities within the British Empire, equal in
status, in no way subordinate one to another“
equal to Britain
53
1931: Statute of Westminster (legal recognition of sovereignty of Dominions)
granted them full legislative independence
Included …
• Canada, Australia, New Zealand, Newfoundland, South Africa, and the Irish Free State
(established as dominion  war, didn’t want to be dominion)
• from late 1940s: India, Pakistan, Ceylon (now Sri Lanka)
 part of Commonwealth
COMMONWEALTH OF NATIONS
Modern name, before British Commonwealth
Queen Head of State
1931: “Statute of Westminster
gives legal status to the independence of Australia, Canada, Irish Free State, Newfoundland,
New Zealand and South Africa
1949: London Declaration
marked the birth of the modern Commonwealth
main provisions:
 allowed the Commonwealth to admit and retain members that were not Dominions
Commonwealth” first used by Lord Rosebery 1884
 changed the name of the organization from the British Commonwealth to the
Commonwealth of Nations
1971: Singapore Declaration

agreed on a set of ideals which are embraced by all members and provide a basis for peace,
understanding and goodwill among all nations and people
core beliefs expressed
!!!: http://thecommonwealth.org/sites/default/files/history-
items/documents/Singapore%20Declaration.pdf
 BOTs/Crown Dependencies not part of Commonwealth
Voluntary association!
“The Commonwealth of Nations is a voluntary association of independent sovereign states,
each responsible for its own policies, consulting and co-operating in the common interests of
their peoples and in the promotion of international understanding and world peace.”
Commonwealth Day since 1977
March
16 commonwealth realms:
Antigua and Barbuda, Australia, The Bahamas, Bangladesh, Barbados, Belize, Botswana,
Brunei Darussalam, Cameroon, Canada, Cyprus, Dominica, Fiji, Ghana, Grenada, Guyana,
54
India, Jamaica, Kenya, Kiribati, Lesotho, Malawi, Malaysia, Maldives, Malta, Mauritius,
Mozambique, Namibia, Nauru, New Zealand, Nigeria, Pakistan, Papua New Guinea, Rwanda,
St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Samoa, Seychelles, Sierra
Leone, Singapore, Solomon Islands, South Africa, Sri Lanka, Swaziland, Tanzania, Tonga,
Trinidad and Tobago, Tuvalu, Uganda, United Kingdom, Vanuatu, Zambia
Commonwealth Lecture 2012:
Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=vmsYJDP8g2U
CULTURAL LEGACY of Empire
• English language ( + role of U.S.)  “the”

language
• English parliamentary system (used in many
former colonies)
• common law
• colonial architecture
• sports
• system of measurement
• driving on the left
• …
55
PPT UK 4
POPULATION
1086: Domesday Book of William the Conqueror:
 a manuscript record (= Grundbuch) of the "Great Survey" (much of England + parts of Wales) by
order of King William the Conqueror
 ought to find out 'How many hundreds of hides were in the shire, what land the king himself had,
and what stock upon the land'  taxation!
 many parts left out because in some parts taxation-free (London) or sb had exclusive right on
taxation (Bishop of Durham over county of Durham)
 England 1.5 to 2 million
PPT: "there was no single hide nor a yard of land, nor indeed one ox nor one cow nor one
pig which was left out”
1348: England & Wales 3.7 m
 Black Death = bubonic plague pandemic3
 term “black death” not used until the late 17th Century
1700: England & Wales 5.5-6 m, Scotland 1.3 m

 Industrial Revolution & agricultural revolution
 life expectancy of children increased dramatically
 proportion of the children born in London who died before the age of five decreased (-43,6%)
 population of England and Wales rose dramatically after 1740
1801: England & Wales 10.5 m

 first official census
 Ireland: 4.5 - 5.5 million
1901: UK 38.2 m
2011: more than 60 million
mid-2014: more than 65 m: 84% England
8% Scotland
5% Wales
3% Northern Ireland
 up to mid-20th cent.: population increase

 due to high birth rates, improved conditions, medicine, …
 population increase since 1980s
 mainly due to immigration
 traditionally net outflow
 1815 -1930: 20m left UK
3
Beulenpest
56
 1845-48: Potato Famine in Ireland
= period of mass starvation, disease, and emigration
called „potato“ because about 2/5 of the population solely reliant on it
approx. 1 m died + 1 m emigrated  population in Ireland fell about 25%
 1930: immigration from Nazi regimes
 WW II: immigration from (former) colonies
INTERNAL MIGRATION
mid-18th/mid-19th cent.:
 Industrial Revolution & agricultural revolution
 migration into urban areas

 new manufacturing centers
(Birmingham, Liverpool, Manchester)
 urban population: 1850: approx. 50%
present: 80 %
 population drift south
ETHNIC STRUCTURE
“white“ vs. “non-white“ (ethnic minorities)
“Old Commonwealth“ vs. “New Commonwealth“
1991 census: 1st time questions about ethnicity
2011 census: 1st time questions about national identity
2011 CENSUS (England & Wales)
57
Ethnicity ≠ National Identity
White 85.9 % 91 % one of UK national identity

Mixed 2.2 % British
Asian/Brit. Asians 7.5 % English
Black/Afr./Car./ Welsh
Black Brit. 3.4 % Scottish
Arab 0.4 % Northern Irish
Any Other 0.6 %
IMMIGRATION ACTS
(Commonwealth) immigration acts 1962, 1968, 1971
1950s/60s: immigration from Caribbean and Indian subcontinent encouraged
1968: immigration of Asians from African countries restricted (e.g. from Kenya)
BRITISH EAST AFRICA
 occupying roughly the same terrain as present-day Kenya
 1920: colony of Kenya
Uganda Railway:
 links the interiors of Uganda and Kenya with the Indian
Ocean at Mombasa in Kenya
 helped to suppress slavery, by removing the need for
humans in the transport of goods
 Constructed by 32,000 indentured servants from

India (due to the lack of indigenous labour)
 opened 1901
 from Mombasa/Kenya to Lake Victoria/Uganda
PPT: “Inhabitants.—The white population is chiefly in the Kikuyu uplands, the rift-valley,
and in the Kenya region. The whites are mostly agriculturists. There are also numbers
of Indian settlers in the same districts. The African races include representatives of
various stocks, as the country forms a borderland between the Negro and Hamitic
peoples, and contains many tribes of doubtful affinities. […]”
Communications.—Much has been done to open up the country by means of roads
[…] But the most important engineering work undertaken in the protectorate was the
construction of a railway from Mombasa to Victoria Nyanza […] on which work was
begun in 1896. […] The railway was built by the British government at a cost of
£5,331,000, or about £9500 per mile. […] The railway, by doing away with the
carriage of goods by men, gave the final death-blow to the slave trade in that part of
East Africa. It also facilitated the continued occupation and development of Uganda,
58
which was, previous to its construction, an almost impossible task, owing to the
prohibitive cost of the carriage of goods from the coast—£60 per ton. The two
avowed objects of the railway—the destruction of the slave trade and the securing of
the British position in Uganda—have been attained; moreover, the railway by
opening up land suitable for European settlement has also done much towards
making a prosperous colony of the protectorate, which was regarded before the
advent of the line as little better than a desert.
IMMIGRATION
1968: Race Relations Act
 making it illegal to refuse housing, employment, or public services to a person on the grounds of
colour, race, ethnic or national origins
Enoch Powell‘s “Rivers of Blood“ speech:

 speech criticizing Commonwealth immigration and anti-discrimination legislation
 Full text: http://www.telegraph.co.uk/comment/3643823/Enoch-Powells-Rivers-of-Blood-
speech.html
 Video: https://www.youtube.com/watch?v=6gkBr-qvo-4
 Recent reference to Powell‘s speech e.g. by UKIP MEP Bill Etheridge
http://www.birminghammail.co.uk/news/midlands-news/enoch-powell-right-warn-rivers-10474617
(compulsory reading)
“CALAIS CRISIS”
Calais: town and major ferry port in northern France
 Attempts by migrants to cross the Channel from France into England
voluntary article: http://www.bbc.com/news/uk-29074736
UK SYSTEM OF GOVERNMENT: constitutional monarchy

Constitutional documents include:
 Magna Carta 1215
 Petition of Right 1628
 Habeas Corpus Act 1679
 Bill of Rights 1689
 Parliament Acts 1911 & 1949
…
UK PARLIAMENT
„Mother of parliaments“
 expression applied to the Parliament of the United Kingdom because of the adoption of the
Westminster model of parliamentary democracy by many countries of the former British Empire
 PPT UK 3 legacy of the Empire: English parliamentary system!
1258: Provisions of Oxford: Council of Fifteen

 often regarded as England's first written constitution
1265: Simon de Montfort‘s Parliament
59
14th cent.: rise of the Commons
 parliament consisting of two chambers
until end of 17th cent.: executive monarchs
(→ Bill of Rights 1689: deals with constitutional matters and sets out certain basic civil rights)
1707: Act of Union (England + Scotland):
English Parliament  British Parliament
House of Commons House of Lords
 Sitzungsäle
Wie das House of Lords tritt das House of Commons im Palace of Westminster in London zusammen.
Der Sitzungssaal wirkt klein und bescheiden und ist in grünem Ton gehalten. Dagegen ist die Kammer
der Lords in Rot gehalten und aufwändig ausgestattet. Es gibt zu beiden Seiten der Kammer Bänke,
die von einem Mittelgang geteilt werden. Der Stuhl des Speakers befindet sich am Kopfende der
Kammer.
60
DEVOLUTION
 local power sharing between UK and parts
statutory granting of powers from the Parliament of the United Kingdom to the Scottish
Parliament, the National Assembly for Wales, the Northern Ireland Assembly and the London
Assembly and to their associated executive bodies
 Scottish Parliament
1998 Scotland Act
unicameral, 129 MSPs (Members of the Scottish Parliament)
 consists of one chamber or house
 Northern Ireland Assembly
1998 Good Friday Agreement
unicameral, 108 MLAs (Members of the Legislative Assembly)
 National Assembly for Wales
1998 Government of Wales Act
unicameral, 60 AMs (Assembly Members)
61
62
KuKo 1 Englisch: GRUPPE B
1. Die Metapher des „Melting Pot“ zur Bezeichnung der …….

a) Israel Zangwill
b) Hector St. John de Crevecoeur
c) Thomas Jefferson
d) Frederick Douglass
2. Die „All Red Line“ ist eine informelle Bezeichnung für

a) Die stets politische Notfälle zur Verfügung stehende direkte Telefonverbindung zwischen der
britischen und amerikanischen Regierung.
b) Die erste translatlantische Telefonverbindung
c) Das Netz von Telegrafenkabeln, das viele Kolonien des britischen Weltreich miteinander
verband.
d) Die Eisenbahnverbindung zwischen Edinburgh und London.
3. Warum ist es außerhalb Großbritanniens International nicht üblich, den Begriff Ulster als Synoym
für Nordirland zu verwenden?
a) Weil die protestantische Bevölkerung Nordirlands diesen Begriff ablehnt.
b) weil Nordirland nur aus 6 der ursprünglich 9 Grafschaften der historischen Provinz Ulster
besteht.
c) Weil die Republik Irland Nordirland diplomatisch nicht anerkennt.
d) weil der Begriff Ulster als Bezeichnung für Nordirland in der Republik Irland verpönt ist.
4. Der berühmt gewordene Ausspruch „The problem oft he 20th century ist he problem of the
colorline” lässt sich folgnender Person zuordnen;
a) Maya Angelou
b) Malcolm X
c) W.E.B. DuBois
d) Martin Luther King
5. Welches Land wurde in der Zeit des britischen Imperalismus als “Juwel in der Krone“ bezeichnet?
a) Pakistan
b) Indien
c) Kenia
d) Kanada
6. In einigen Südstaaten der USA wurde der Bestseller „Uncle Tom’s Cabin“ verboten, weil darin
a) Schwarze als den Weißen gleichwertig dargestellt wurden.
b) die Sklaverei als moralisch verwerflich und Sklavenhalter als korrupt dargestellt wuden.
c) Liebesbeziehungen zwischen Schwarzen und Weißen geschildert wurden.
d) die Niederlage der Südstaaten im Bürgerkrieg prophezeit wurde.
7. Was war das Hauptziel der „American Colonization Society“?

63
a) Eingie karibische Inseln für die Ansiedlung von (ehemaligen) Sklav/innen zu akquirieren.
b) In den USA lebenden Afrikaner/innen die Übersiedlung nach Liberia zu ermöglichen
c) Die Macht und den Einfluss der britischen Krone in den Kolonien zu verringern
d) Die Kolonialisierung des Westens der späteren USA voranzutreiben.
8. Ende des 17 Jahrhunderts war die Sklaverei im Süden der späteren Vereinigten Staaten
weiterverbreitet als im Norden, weil
a) das Klima im Norden viel kälter war als im Süden.
b) im Süden besonders arbeitsintensive Landwirtschaft betrieben wurde.
c) man im Norden die Sklaverei aus religiösen Gründen abgeschafft hatte.
d) man im Norden nicht die Rassenvorurteile der Weißen im Süden teilte.
9. Welcher britischer Politiker hielt im Zusammenhang mit der Einwanderungsproblematik die

berüchtigte „Rivers of Blood“ -Rede?
a) Enoch Powell
b) Edward Heath
c) John Major
d) Harold McMillan
10. Der “Treaty of Paris” (1783) war für die USA wichtig, da mit diesem Vertrag
a) Großbritannien die Unabhängigkeit der ehemaligen Kolonien anerkannte

b) Lousiana an die USA ging.
c) Ihr Territorium bis zum Mississippi ausgedehnt wurde.
d) der Bürgerkrieg beendet wurde.
11. Wer beansprucht für sich, die Beziehung „African-American“ zum ersten Mal verwedent zu
haben?
a) Johnny Duncan
b) Marin Luther King
c) Langston Hughes
d) Malcolm X
12. Warum wanderten ab dem 18. Jahrhundert immer mehr Menschen aus Großbritannien aus?
a) weil in den britischen Kolonien Auswanderer sehr willkommen waren.

b) Auf Grund von Armut und Hungersnöten
c) aus religiösen Motiven
d) um der absolutistischen Herrschaft der englischen Monarchen zu entkommen.
13. Das Besondere an den Kanalinseln und der Isle of Man ist, dass sie
a) Mitglieder der EU sind

b) nicht zum Vereinigten Königreich gehören
c) über eigene Währungen verfügen
64
d) eigene Parlamente haben
14. Die Amerikanische Unabhängigkeitserklärung enthält
a) die offizielle Kriegserklärung an GB

b) die rechtliche und politische Loslösung von GB
c) eine Aufzählung unveräußerlicher Menschenrechte.
d) eine Reihe von Vorwürfen gegen die britische Krone.
15. Was versteht man in GB unter dem Begriff „Celtic Fringe“?
a) die keltischstämmige Bevölkerung der Isle of Man.

b) die keltischstämmige Bevölkerung von Schottland, Wales und Nordirland
c) das größte keltische Kulturfestival
d) die keltischstämmige Bevölkerung der Kanalinseln.
65

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Kultur und Kommunikation 1 Englisch, WS2016

Kultur und Kommunikation: Englisch

Hattie McDaniels: first black

personal Memory collective Memory

communicative Memory cultural Memory

9/11: “a form of collective memory, in the

• colonial symbol of liberty

Monument is Manhattan, York's earliest

PPT: Auszüge aus Buch

• growth of banking, shipbuilding, insurance

• vast majority of slaves landed in Brazil or West Indies

ATLANTIC TRADE ROUTES:

• tobacco-based plantation slavery in the Chesapeake region (esp. Virginia)

Difference between Northern/Sothern

(slave population in 1770)

Announcement for the sale of slaves

• 18th century: shift from indentured servitude to slavery on plantations

Kultur und Kommunikation: Englisch

Inhalt der Declaration:

gained a lot more territory!

RESULTS OF AMERICAN REVOLUTION:

American Constitution 1789 Bill of Rights

seperation of power: adds specific guarantees of

PPT: Constitution: No abolition of slavery: (word “slavery” not mentioned)

ABOLITION IN THE NORTH:

THE NEW YORK AND VIRGINIA GAZETTE:

14th Amendment 1868 (to constitution):

Naturalization Act of 1870:

START OF 19TH CENTURY / ANTEBELLUM PERIOD:

PPT: “Cornerstone Speech” by Confederate Vice President Alexander Stephens 1861:

origin of the word unknown

Kultur und Kommunikation: Englisch

1776 Declaration of Independence

1861-65 American Civil War

PPT: Thomas Jefferson (1743 – 1826)

Advertisement for slave/stock-sale

FREDERICK DOUGLASS & ABOLITIONIST MOVEMENT:

Important form of entertainment for

 Created stereotypes through entertainment

came to mean the American system of racial segregation

African-American dancer (1840s)

Kultur und Kommunikation: Englisch

HARRIS POLL – 2014 FAVORITE BOOKS:

Covers: transmit messages/stereotypes

Kultur und Kommunikation: Englisch

was issued under the President's Lincolns war powers

“The first vote” by Alfred R. Waud,

W. E. B. Du Bois (1868 –1963)

Earliest written reference in 18th century:

Johnny Duncan’s poem “I Can” in Black History Month Calendar 1987:

Arguments in favour of term “AA” Arguments against term “AA”

“RACE CATEGORIES“: CENSUS 2010/2014:

March on Washington for Jobs and Freedom (1963):

• Civil Rights Movements included:

BLACK POWER MOVEMENT:

• 1954 book by Richard Wright entitled Black Power

•1954: Brown vs. Board of Education

Just like moons and like suns,

You may shoot me with your words,

• Britain and Ireland

IRELAND: SOME DATES

• 1177: Lordship of Ireland

• 1542: Kingdom of Ireland (Henry VIII)