Introduction with Thesis Statement:
An autobiographical narrative on slavery serves as an important historical evidence, because it relates the emotional impact of slavery on the victims, which is lacking in most historical documentation of slavery in the 19th century. This is because historians and scholars tend to abate personal accounts of abuse and violence in the period. One of the ways to document human emotions during a period is through autobiographical narratives. Harriet Ann Jacobs wrote, “Incidents in a Life of a Slave Girl,” to account for her life as a slave girl, from childhood to early adulthood. The book’s first edition was published in 1861, with a print “Written by Herself,” below the title, and “Published for the Author” below the editor’s name. Early on, Jacobs wanted her story to be printed, and although parts of the book had been published New York Tribune, she endeavored to have the book published despite being turned down by Harriet Beecher Stowe for a pre-face, and her publisher going bankrupt. Although all names are fictional, all characters represent real people in the life of the author. The book’s appearance and backstory tell of a slave girl, in desperation to get her narrative out there, even if this was a time when everyone was busy with the civil war, and the Fugitive Slave Act of 1850, still made it illegal for slaves to express themselves in such way.
How does an autobiographical narrative of a woman in slavery during the 19th century contribute to historical documentation and change? And how can scholars and historians be more open in recounting the truth about the horrors during the time periods, especially among the women, children and minorities?
I. Physical nature of the primary source. Describe the physical nature of the source. What can you learn from the form of the source? What does this tell you?
II. Purpose of the Source. What was the author's message or argument? Are the messages clear or are there vague messages, as well?
III. Author’s Message. What is the message that the author is trying to get across? What methods does she use?
IV. Author’s Profile. Discuss the author’s profile in terms of race, sex, class, occupation, religion, age, region, political beliefs? How do these factors matter?
V. Audience of the primary source. Who is the target audience of the source? How does that affect the source?
VI. Language of the primary source. Does the author use symbols and metaphors? Do they work to her advantage? What does the author choose not to talk about?
VII. Analyze the source as historical evidence.
VIII. Classify whether the source is prescriptive or descriptive as historical evidence.
IX. How does it describe ideology or behavior?
X. How does it describe beliefs, actions of people’s classes and from whose perspective do they come from?
XI. Benefits of this kind of source.
XII. Disadvantages of this kind of source.
XIII Does this source challenge or support the arguments of other historians and scholars?
