Black Emporia: Interpretations and Connections Collection
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
John Brown Visual Thinking Strategy Activity Worksheet 1 – “John Brown: Friend Or Foe”
tragic prelude Pre and Post Visit Packet 7th & 8th grade students Tragic Prelude pre AND POST VISIT Packet Table of Contents Section 1 – Pre-Visit Materials Section 2 – Post-Visit Materials Supplemental Math and Science Programs can be found on the Mahaffie website (Mahaffie.org). – “How Does the Cannon Work” – “Trajectory” Page 2 Tragic Prelude pre VISIT Packet Section 1 – Pre-Visit Materials Page 3 Tragic Prelude Pre-Visit Lesson Plan OBJECTIVES 1. The student will analyze how the issues of slavery and popular sovereignty fostered a bloody feud between the states of Kansas and Missouri. 2. The student will analyze the specific events that occurred during “Bleeding Kansas” and put those events into context with the U.S. Civil War. 3. The student will identify key figures during the Kansas/Missouri Border Wars. ESSENTIAL QUESTIONS 1. What led to the disputes between Kansas and Missouri? 2. How was the issue of slavery decided in Kansas? STANDARDS Kansas Social Studies Benchmark 1.3 - The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues. Benchmark 2.2 - The student will analyze the context under which significant rights and responsibilities are defined and demonstrated, their various interpretations, and draw conclusions about those interpretations. Benchmark 4.2 - The student will analyze the context of continuity and change and the vehicles of reform, drawing conclusions about past change and potential future change. Common Core CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. -
Bleeding Kansas Series Returns to Constitution Hall State Historic Site
December 30, 2014 Bleeding Kansas Series Returns to Constitution Hall State Historic Site LECOMPTON, KS—Dramatic interpretations and talks about the violent conflict over slavery highlight the 19th annual Bleeding Kansas series, which begins January 25, 2015. The programs are held at 2 p.m. Sundays, through March 1. Bleeding Kansas describes that time in Kansas Territory, from 1854 to 1861, during the struggle to determine whether the new state would be free or slave. Each of these programs explores aspects of the state’s unique history. January 25 - “The Kansas Statehouse Restoration,” Barry Greis, statehouse architect, with remarks by Matt Veatch, state archivist, Kansas Historical Society. This program is a Kansas Day commemoration. February 1 - “Railroad Empire Across the Heartland: Rephotographing Alexander Gardner's 1867 Westward Journey Through Kansas,” John Charlton, photographer, Kansas Geological Survey, University of Kansas with remarks by Nancy Sherbert, curator of photographs, Kansas Historical Society. Charlton will sign copies of his book after the presentation, which will be available for purchase the day of the event. February 8 - “John Brown vs. W.B. 'Ft. Scott' Brockett,” first-person portrayals by Kerry Altenbernd, as abolitionist John Brown, and Jeff Quigley, as proslavery advocate W.B. Brockett, discussing Bleeding Kansas and the Battle of Black Jack. February 15 - “James Montgomery, The Original Jayhawker,” Max Nehrbass, Labette Community College history instructor, with historian Rich Ankerholz portraying James Montgomery. February 22 - "If It Looks Like a Man: Female Soldiers and Lady Bushwhackers in the Civil War in Kansas and Missouri," Diane Eickhoff and Aaron Barnhart, authors and historians. March 1 - “John Brown’s Money Man: George Luther Stearns, Abolitionist,” Dr. -
Whitewashing Or Amnesia: a Study of the Construction
WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES A DISSERTATION IN Sociology and History Presented to the Faculty of the University of Missouri-Kansas City in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY by DEBRA KAY TAYLOR M.A., University of Missouri-Kansas City, 2005 B.L.A., University of Missouri-Kansas City, 2000 Kansas City, Missouri 2019 © 2019 DEBRA KAY TAYLOR ALL RIGHTS RESERVE WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES Debra Kay Taylor, Candidate for the Doctor of Philosophy Degree University of Missouri-Kansas City, 2019 ABSTRACT This inter-disciplinary dissertation utilizes sociological and historical research methods for a critical comparative analysis of the material culture as reproduced through murals and monuments located in two counties in Missouri, Bates County and Cass County. Employing Critical Race Theory as the theoretical framework, each counties’ analysis results are examined. The concepts of race, systemic racism, White privilege and interest-convergence are used to assess both counties continuance of sustaining a racially imbalanced historical narrative. I posit that the construction of history of Bates County and Cass County continues to influence and reinforces systemic racism in the local narrative. Keywords: critical race theory, race, racism, social construction of reality, white privilege, normality, interest-convergence iii APPROVAL PAGE The faculty listed below, appointed by the Dean of the School of Graduate Studies, have examined a dissertation titled, “Whitewashing or Amnesia: A Study of the Construction of Race in Two Midwestern Counties,” presented by Debra Kay Taylor, candidate for the Doctor of Philosophy degree, and certify that in their opinion it is worthy of acceptance. -
Afrikan Revolutionary Assassinated!!!
VOLUME·1 1 NUMBERII FEBRUARI1973 15 CENTS AFRIKANREVOLUTIONARY ASSASSINATED!!! concrete PanAfrikanism linking The news of the assassination of Afrikans in the West with Afrikans on Brother Amilcar Cabral should come the continent, so Brother Cabral, as a shattering shock to all Afrikan when he began to move past the people and all people who are seriously involved in the Liberation of theories of PanAfrikanism into the Afrikan people as well as the concrete establishment of Liberation of all oppressed people all PanAfrikanist ties, was also mur over the world. Brother Cabral, dered . Secretary-General of (PAIGC) We accuse the American govern Afrikan Party for the Independence of ment with active , decisive support of Guinea -Bissau and Cape Verde this blow against Afrikan Liberation. Islands, was a leader in the struggle It's no secret that Hitler-Nixon and of World Afrikan Liberation, a true his fascist advisors not only support PanAfrikanist whose intellectual Portuguese colonialism in the United understanding of revolution was Nations, but with the tax money of matched only by his actual com American citizens, and in a country mittment as leader of an Afrikan Amilcar Cabral with at least 30 million Afrikans living revolutionary party engaged in ar colonialism to murder him. Brother that the National Assembly of Guinea within it, it's shocking that white med struggle . Cabral's thrust at linking up the Bissa u had been formed in December, racists should continue to act as if President Toure has already ac struggle between Afrikans on the that Secretary-Gene ral Cabral had there were no Afrikans living in cused the forces of Portuguese continent and Afrikans of the Western announced plans of Guinea-Bissa u to America. -
ABSTRACT Title of Dissertation
ABSTRACT Title of dissertation: SLAVE SHIPS, SHAMROCKS, AND SHACKLES: TRANSATLANTIC CONNECTIONS IN BLACK AMERICAN AND NORTHERN IRISH WOMEN’S REVOLUTIONARY AUTO/BIOGRAPHICAL WRITING, 1960S-1990S Amy L. Washburn, Doctor of Philosophy, 2010 Dissertation directed by: Professor Deborah S. Rosenfelt Department of Women’s Studies This dissertation explores revolutionary women’s contributions to the anti-colonial civil rights movements of the United States and Northern Ireland from the late 1960s to the late 1990s. I connect the work of Black American and Northern Irish revolutionary women leaders/writers involved in the Student Non-Violent Coordinating Committee (SNCC), Black Panther Party (BPP), Black Liberation Army (BLA), the Republic for New Afrika (RNA), the Soledad Brothers’ Defense Committee, the Communist Party- USA (Che Lumumba Club), the Jericho Movement, People’s Democracy (PD), the Northern Ireland Civil Rights Association (NICRA), the Irish Republican Socialist Party (IRSP), the National H-Block/ Armagh Committee, the Provisional Irish Republican Army (PIRA), Women Against Imperialism (WAI), and/or Sinn Féin (SF), among others by examining their leadership roles, individual voices, and cultural productions. This project analyses political communiqués/ petitions, news coverage, prison files, personal letters, poetry and short prose, and memoirs of revolutionary Black American and Northern Irish women, all of whom were targeted, arrested, and imprisoned for their political activities. I highlight the personal correspondence, auto/biographical narratives, and poetry of the following key leaders/writers: Angela Y. Davis and Bernadette Devlin McAliskey; Assata Shakur and Margaretta D’Arcy; Ericka Huggins and Roseleen Walsh; Afeni Shakur-Davis, Joan Bird, Safiya Bukhari, and Martina Anderson, Ella O’Dwyer, and Mairéad Farrell. -
Black News Table of Contents
Black News Table of Contents Boxes 7 through 11 of the Civil Rights in Brooklyn Collection Call Number: BC 0023 Brooklyn Public Library – Brooklyn Collection Box 7: Location MR 1.5 Vol. 1 No. 1, October 1969 Willie Thompson “Black News “of Bedford Stuyvesant The Uhuru Academy Explanation Of the So-called Generation Enemies of the Black Communities Gap Radical Approach toward low-income housing Vol. 1 No. 4, November 15, 1969 The Black study circle Christmas Nigger “The Beast” ( a poem) Harlem’s demand for self-determination Make it, Buy it, or Take it Black Study Circle Black soul plays Understanding Enemies of the Black community All out race war in U.S. Marines…1970 The Black Ass Kickin' Brigade The Healer Forced out of their Home Modern Cities and Nigger incompetence “One Bloody Night” What’s on? No School! protest Bobby Seale From Sister to Sister Are policemen really pigs or worse? Vol. 1 No. 2, October 1969 Liberty House Ocean Hill Brownsville –Revisited-1969- Keep the grapevine buzzin Less Campbell Lindsay owes his body and soul Seminar for Black women Enemies of the Black Communities Black people spend $35 billion annually “The Death Dance” (a poem) Post Revolution thought ( a poem) Community control of the land “I Love America” (a poem) Vol. 1 No. 5 December 1, 1969 Another Black patriot doomed by the pig Rapping on Racists America is so beautiful in the Autumn The arrogance of Model Cities Ho Chi Minh – The man and his plan The soap-opera syndrome “The Needle”(a poem) His Master’s voice A Black father’s one man crusade against Vol. -
FORT SCOTT HISTORICAL AREA Capt
FORT SCOTT HISTORICAL AREA Capt. Philip St. George Cooke [1843], Maj. Clifton Wharton [1844], and Col. Stephen W. Kearny [1845]. Fort Scott, in Bourbon County, extreme eastern Ranging the northern Plains and the Rocky Moun Kansas, was established in 1842 as a base for U.S. tains, the dragoons marched as far as the modern Fort Scott Army peace-keeping efforts along the vague "Per states of New Mexico, Colorado and Wyoming. HISTORICAL AREA, KANSAS manent Indian Frontier" between the established They also helped provide escort for wagon-trains on states of the Union and the unorganized territories the Santa Fe Trail. to the west. It was abandoned in 1853, after this concept was dropped, and Kansas and Nebraska THE "BLEEDING KANSAS" YEARS territories were opened to white settlement. The fort area then became a civilian community and, during In 1846 — four years after Fort Scott was estab the "Bleeding Kansas" period [1854-1861] — when lished — came the War with Mexico. Most of the free-staters and pro-slavery factions struggled for dragoons were rushed off to distant battle-fields; supremacy — was the focus of much civil distur i0rit some fifty infantry soldiers kept the post function (0ft % ^^ bance. ing. Things were quiet here during those war years During the Civil War [1861-1865] Fort Scott was — 1846-1848. Perhaps this was because the fort was reactivated and was an important supply center and here; if so, the "Indian Frontier" idea was working staging area for Union armies fighting in Missouri, well hereabouts. the Indian Territory [modern Oklahoma], and Arkan War's end [1848] brought over a half-million square sas. -
I:\2016==GR Sharma Formating Jo
Journal of Criminal Justice and Law Review Vol. 5 • Nos. 12 • JanuaryDecember 2016 Racial slavery, that “peculiar institution” of the American South, has proven to be one of the United States’ most enduring. In the immediate aftermath of the Civil War, it was repackaged and re-articulated as a convict underclass. The justification for the marginalization of that convict underclass, a group I refer to as the “criminal caste,” was often articulated in the same terms that had been used to justify racial slavery, a pattern that reflected an underlying commitment to white supremacy. The purpose of this article is to examine the role of historical white supremacy, articulated through colorism and the systematic denigration of blackness, in the construction of a criminal caste in New Orleans. As historian Adam Rothman observed, the Americans who moved west from Virginia and the Carolinas to settle the fertile lands of the Lower Mississippi River Valley, took their values with them as they sought to transmute the wild frontier of Louisiana into “slave country” (Rothman, 2007). Central to those values was a racialized caste system that stipulated black bondage as a necessary counterpoint to white liberty. The internal logic of that caste system demanded that where whiteness signified privilege, blackness necessarily signified subordination; where whiteness signified virtue, blackness signified degeneracy and brutishness. Where whites signified, as a group, the American citizenry, blacks (and non-white people, more generally) signified subjects of the American state, separate from the body politic and unfit for citizenship. This sensibility was, in fact, articulated explicitly by Chief Justice Roger B. -
Unit Title: Reality Check – Unresolved Issues
Colorado Teacher-Authored Instructional Unit Sample Social Studies 8th Grade Unit Title: Reality Check – Unresolved Issues INSTRUCTIONAL UNIT AUTHORS Ellicott School District Kelli Cabrera Richard Campbell Anja Centennial Diane Garduno Nathaniel Miller BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Archuleta School District Scott White Del Norte School District Jill Martinez Greeley School District Therese Gilbert Colorado’s District Sample Curriculum Project Curriculum Sample District Colorado’s Poudre School District Gabrielle Wymore This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: JANUARY 15, 2016 Colorado Teacher-Authored Sample Instructional Unit Content Area Social Studies Grade Level 8th Grade Course Name/Course Code 8th Grade Social Studies Standard Grade Level Expectations (GLE) GLE Code 1. History 1. Formulate appropriate hypotheses about United States history based on a variety of historical sources and SS09-GR.8-S.1-GLE.1 perspectives 2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through SS09-GR.8-S.1-GLE.2 Reconstruction and their relationships with one another 2. Geography 1. Use geographic tools to analyze patterns in human and physical systems SS09-GR.8-S.2-GLE.1 2. Conflict and cooperation occur over space and resources SS09-GR.8-S.2-GLE.2 3. Economics 1. -
Black Women's Fiction and the Abject In
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses July 2018 WRITING NEW BOUNDARIES FOR THE LAW: BLACK WOMEN’S FICTION AND THE ABJECT IN PSYCHOANALYSIS Angelique Warner U Massachussetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Literature in English, North America, Ethnic and Cultural Minority Commons Recommended Citation Warner, Angelique, "WRITING NEW BOUNDARIES FOR THE LAW: BLACK WOMEN’S FICTION AND THE ABJECT IN PSYCHOANALYSIS" (2018). Doctoral Dissertations. 1303. https://scholarworks.umass.edu/dissertations_2/1303 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. WRITING NEW BOUNDARIES FOR THE LAW: BLACK WOMEN’S FICTION AND THE ABJECT IN PSYCHOANALYSIS A Dissertation Presented by ANGELIQUE WARNER Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2018 W.E.B. Du Bois Department of Afro-American Studies © Angelique Warner 2018 All Rights Reserved WRITING NEW BOUNDARIES FOR THE LAW: BLACK WOMEN’s FICTION AND THE ABJECT IN PSYCHOANALYSIS A Dissertation Presented by ANGELIQUE WARNER Approved as to style and content by: James Smethurst, Chair Manisha Sinha, Member TreAndrea Russworm, Member Priscilla Page, Member Amilcar Shabazz, Department Head W.E.B. Du Bois Department of Afro-American Studies DEDICATION For Octavia Butler ACKNOWLEDGEMENTS I would like to thank my advisor, James Smethurst, for his years of encouragement and his expertise in an area of literature that is so important to me. -
Who Is John Brown?
YOUR KANSAS STORIES OUR HISTORICAL M-40 HISTORY SOCIETY Read Kansas! By the Kansas Historical Society Who is John Brown? Tragic Prelude is a mural of the abolitionist John Brown. Born in Torrington, Connecticut, on May 9, 1800, Brown’s Quaker upbringing instilled in him a lifelong hatred of slavery. As an adult he openly called for the abolishment of slavery and used his house to hide runaway slaves. At age 55 Brown moved to Kansas and played a prominent role during the “Bleeding Kansas” period. While in Kansas he voiced his strong opposition to slavery through speeches and violence. Following the sacking of Lawrence in April 1856 by proslavery forces, Brown and seven of his followers sought revenge. They murdered and mutilated five proslavery men in Franklin County. This event became known as the Pottawatomie Massacre. This action was denounced in both the North and the South. In 1859 Brown left Kansas Territory in hopes of sparking a slave uprising in the South. He was captured while trying to take the armory at Harpers Ferry, Virginia. Tried for treason and found guilty, he was executed by hanging on December 2, 1859. History has not always been kind to John Brown’s complex personality. Abraham Lincoln called him a “misguided fanatic.” His stirring speeches and brave composure while being executed made Brown a martyr for the abolitionists. Poems, ballads, and songs were written in his honor and his legend grew in popularity through the Civil War. Brown’s actions remain controversial to this day. Some condemn his brutal methods while others see his use of violence as a necessity in the fight against slavery. -
Colonel Edwin Vose “Bull” Sumner, Center, Dismisses the Free-State Legislature at Topeka, Kansas Territory, on July 4, 1856
Colonel Edwin Vose “Bull” Sumner, center, dismisses the free-state legislature at Topeka, Kansas Territory, on July 4, 1856. This illustration of the controversial action first appeared in the July 26, 1856, issue of Frank Leslie’s Illustrated Newspaper. Kansas History: A Journal of the Central Plains 33 (Autumn 2010): 164–83 164 KANSAS HISTORY SC APEGOAT ? Colonel Edwin V. Sumner and the Topeka Dispersal by Durwood Ball n July 4, 1856, Colonel Edwin Vose “Bull” Sumner dispersed the free-state legislature as it convened in Topeka, Kansas Territory. His controversial act intensified the heated congressional and public debate over federal policy, particularly the application of popular sovereignty, in that western territory and sparked an icy exchange with his old friend Secretary of War Jefferson Davis in August. Their correspondence, trafficked by the adjutant general of the U.S. Army, debated the nature of federal military intervention intended Oby President Franklin Pierce in Kansas and the propriety and legality of Sumner’s dispersal operation executed in Topeka. The Topeka dispersal and the Sumner-Davis exchange were the culmination of the first stage of federal military intervention, coinciding with Sumner’s command, in what became known as Bleeding Kansas. This article explores four issues related to the colonel’s controversial act: (1) the application of posse comitatus (public power) to law enforcement in Kansas; (2) Secretary Davis’s critique of constabulary operations conducted by Sumner from late May to early July; (3) the dispersal operation in Topeka; and (4) Sumner’s extraction from Kansas. Although critical of the dispersal, anti-Pierce newspapers in the North also accused the president of scapegoating the colonel for the administration’s failures in Kansas.