Civil Rights Since 1787 a Reader on the Black Struggle
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Searching for a New Freedom
searching for a newA freedom Companion to African American History499 Edited by Alton Hornsby, Jr Copyright © 2005 by Blackwell Publishing Ltd Chapter Twenty-nine Searching for a New Freedom HASAN KWAME JEFFRIES In the immediate aftermath of emancipation, the lives of former bondsmen and bondswomen failed to meet their basic expectations. Quite simply, their lives too closely resembled the status quo antebellum. Indeed, African Americans remained landless, lacked ownership of the fruits of their labor, lost the vote (through elec- toral fraud and discriminatory changes to state constitutions) shortly after they had received it, and were subject to vicious, vulgar, and random acts of racial terrorism as a result of the federal government being more interested in protecting the southern economy than in protecting black folk. In response, African Americans organized to implement their vision of freedom, which differed substantially from that of white southerners and white northerners. By agitating for their civil and human rights, especially for good-quality education, political participation, personal safety, and control of their own labor, the former slaves launched the fight for racial justice that continues to this day (Harding 1981). The most important link in this intergenerational struggle is the modern Civil Rights Movement. It represents the most highly organized manifestation of African Americans’ post-emancipation search for a new freedom and, if measured narrowly in legislative terms, the most successful. Popular interest in the Civil Rights Movement has swelled during the last two decades. Evidence of this trend is the surge in the number of feature-length films that explore aspects and events of the civil rights era, such as Freedom Song and Boycott. -
The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2012 I'm Really Just an American: The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness Shea Aisha Winsett College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, African History Commons, History of Art, Architecture, and Archaeology Commons, and the Social and Cultural Anthropology Commons Recommended Citation Winsett, Shea Aisha, "I'm Really Just an American: The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness" (2012). Dissertations, Theses, and Masters Projects. Paper 1539626687. https://dx.doi.org/doi:10.21220/s2-tesy-ns27 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. I’m Really Just An American: The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness Shea Aisha Winsett Hyattsville, Maryland Bachelors of Arts, Oberlin College, 2008 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Department -
Land Hunger in the Abolitionist Imagination, 1865-1872
Land Hunger in the Abolitionist Imagination, 1865-1872 Ramsay Eyre Undergraduate Senior Thesis Department of History, Columbia University April 14, 2021 Seminar Advisor: Professor Jude Webre Second Reader: Professor Richard R. John 2 of 68 Table of Contents Acknowledgments ........................................................................................................................... 3 Introduction ..................................................................................................................................... 5 Chapter 1: “Your slaveholder is ever a land monopolist” ............................................................. 15 Chapter 2: “I want to see the State alive” ...................................................................................... 24 Chapter 3: “Incalculable benefits to the whole people” ................................................................ 33 Chapter 4: “At present, it is not to be hoped for” .......................................................................... 48 Conclusion ..................................................................................................................................... 61 Bibliography .................................................................................................................................. 65 3 of 68 Acknowledgments First, I must thank my teachers, without whom this thesis would not exist. Professor Richard R. John has been an intellectual mentor for me since I first joined his team of research assistants -
Racial Oppression Against African American Slaves in Harriette Gillem Robinet’S Forty Acres and Maybe a Mule
Allusion, Volume 06 No 01 February 2017, 31-38 Racial Oppression against African American Slaves in Harriette Gillem Robinet’s Forty Acres and Maybe a Mule Ovriza Dien Kartika Titien Diah Soelistyarini English Department, Universitas Airlangga Abstract Children’s literature does not only play an important role in educating young readers but also raising racial awareness. A novel entitled Forty Acres and Maybe a Mule by Harriette Gillem Robinet raises an issue of racial oppression experienced by African American characters. Portrayed as a young boy growing up in slavery era and Reconstruction, Pascal, along with other black characters in the novel had to deal with racial oppression from the white. Thus, this study aimed at examining how racial oppression was presented in the novel by applying African American Criticism. Specifically, the six features of Feagin’s Systemic Racism were applied in order to explain how systemic racism worked and relateed to white economic domination in the novel. This study showed how Pascal and other black characters experienced many kinds of racial oppression that led to stereotype, prejudice, and marginalization that further reinforced the roles of the white as powerful oppressor and the black as the oppressed. Keywords: African American, racial oppression, racism, slavery, systemic racism 1. Introduction African Americans cannot be separated from the history of slavery in America. As slaves, they received terrible treatments and had to struggle for freedom. For more than two centuries, they had been enslaved in order to produce millions of white’s wealth (Feagin 2006, xi). The exploitation of African Americans as slaves was based on the ideology that was very harmful for black people. -
00 Copertina DEP N.39 2019
Numero 39 – Gennaio 2019 Numero miscellaneo Issue 39 – January 2019 Miscellaneous Issue ISSN: 1824-4483 DEP 39 Numero miscellaneo Indice Introduzione/Introduction p. 1 Ricerche Arianna Ceschin, “ Sento che occorre un mutamento nel paesaggio”: viaggio nel giornalismo degli anni cinquanta di Anna Maria Ortese p. 4 Alessandra Trevisan, “Bisogna che ci vogliamo un po’ bene”. Anna Maria Ortese e la casa editrice Pellicanolibri di Beppe Costa, con un carteggio d’autrice p. 15 Veronica Stefani, L’urlo di FEMEN. I primi dieci anni dello sextremism nella lotta femminista contemporanea p. 31 Marta Sottoriva, L’eredità dimenticata: l’umanesimo democratico radicale di Ella Baker p. 57 Documenti Ruth First: le campagne giornalistiche sudafricane 1947-1963 , a cura di Anna Scandolin p. 82 “Lamenti di pietà”: poesie e drammi pacifisti di Margaret Sackville (1915-1920) a cura di Bruna Bianchi p. 123 Vernon Lee, La musica di Natale di Bach in Inghilterra e in Germania , 1915 Traduzione di Egle Costantino, cura di Bruna Bianchi p. 145 Vernon Lee, Satana il distruttore , parte prima Traduzione di Egle Costantino, cura di Bruna Bianchi p. 149 Interviste Al servizio delle donne in Himalaya. Intervista con Radha Bhatt a cura di Chiara Corazza p. 168 Strumenti di ricerca-Donne umanitarie Sara Valentina Di Palma, Matilde Cassin. Una vita tra Sionismo, Resistenza ed educazione giovanile p. 174 Recensioni, interventi, resoconti Sara Valentina Di Palma, Ricordi Emilia? Lei e gli altri bambini laggiù, nella Shoah p. 177 Anna Paola Moretti, Considerate che avevo quindici anni. Il diario di prigionia di Magda Minciotti tra Resistenza e deportazione (S. Lunadei) p. -
Featuring Ernest J. Gaines
RESOU R C E S • S E R V I C E S • E VENTS FEB R UA R Y 2 0 0 9 Inside the Writer’s Workshop: Featuring Ernest J. Gaines he Library proudly comprehensive program, which announces the Gala will strengthen our community and Tkick-off for the Spring bring our diverse region together. 2009 Big Read: One Book/ Louisiana has an overall literacy One Community program, rate of 27%, and that includes the sponsored by The Big Read, Baton Rouge population. This East Baton Rouge Parish Library and the Baton Rouge modern classic by Louisiana’s Area Chamber. The event will begin with a soulful own native son Ernest Gaines is reception featuring a flavor-filled menu, continue with a particularly good choice for our a conversation with Ernest Gaines, and follow with a region, long plagued by a history of presentation of the classic film based on Gaines’ novel, low-literacy rates, racial injustice A Lesson Before Dying. The Gala will be held at the and unrest. A Lesson Before Dying’s topics of heroism, Baton Rouge Community College Magnolia Performing personal responsibility, compassion, forgiveness, social Arts Pavilion, on Thursday, February 12, at 6:00 p.m. justice, and dying with dignity are all subjects which After the FREE movie screening, audience members will cannot be separated from any exploration of the human participate in a moderated panel discussion. Admission experience. is free and open to the public. Copies of A Lesson Before Dying, accessible in a The Big Read: One variety of formats including print, audio, and movies, Book/One Community are available not only in libraries, but also in classrooms, is a community-wide churches, clubs, community centers, and businesses reading program where throughout the nine-parish area. -
Totalitarian Dynamics, Colonial History, and Modernity: the US South After the Civil War
ADVERTIMENT. Lʼaccés als continguts dʼaquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials dʼinvestigació i docència en els termes establerts a lʼart. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix lʼautorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No sʼautoritza la seva reproducció o altres formes dʼexplotació efectuades amb finalitats de lucre ni la seva comunicació pública des dʼun lloc aliè al servei TDX. Tampoc sʼautoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. ADVERTENCIA. El acceso a los contenidos de esta tesis doctoral y su utilización debe respetar los derechos de la persona autora. Puede ser utilizada para consulta o estudio personal, así como en actividades o materiales de investigación y docencia en los términos establecidos en el art. 32 del Texto Refundido de la Ley de Propiedad Intelectual (RDL 1/1996). Para otros usos se requiere la autorización previa y expresa de la persona autora. En cualquier caso, en la utilización de sus contenidos se deberá indicar de forma clara el nombre y apellidos de la persona autora y el título de la tesis doctoral. -
Whose Revolution in Eastern Europe
[Apology] and bragging about it in a way that distorted the whole story. MIKE DUKAKIS, Let's forget this one matter. I know it would WATCH YOUR MAIL do my heart and soul a lot of good. I assure you that I have no ax to grind with you or, frankly, with anyone else. My illness has taught me From a letter sent last June by Lee Atwater, then something about the nature of humanity, love, chairman of the Republican National Committee, to brotherhood, and relationships that I never un- Tom Turnipseed, a Columbia, South Carolina, at- derstood and probably never would have. So torney. In 1980 Atwater organized polling for the from that standpoint, there is some truth and campaign to reelect Floyd Spence, a Republican good in everything. Aside from that, I feel like running against Turnipseed for Congress. When the little boy in the manure pile that Ronald Turnipseed, who had undergone electroshock ther- apy in his youth, accused Atwater of using telephone Reagan talked about. He was shoveling away pollsters to falsely inform voters that Turnipseed be- and looked up and smiled and said, "There's got longed to the NAACP, Atwater replied, ''I'm not to be a pony in there somewhere." The closest going to respond to that guy. In college, I under- thing to a pony that I can think of would be for stand they hooked him up to jumper cables." Spence you to help put this thing behind us. won the election. Atwater, who is currently being Sincerely, treated for a' brain tumor, resigned as chairman Lee recently. -
3.A.1 the Story of a Minister's Son – Title Page, Table of Contents
r THE STORY OF A MINISTER'S SON An Autobiography % By THOMAS DIXON « . 1 First Writing — To be revised and corrected THOMAS DIXON 867 RIVERSIDE DRIVE TEL WASH HEIGHTS 7-?6!;0 DEDICATED TO THE LARGE FLOCK OF BLACK SHEEP KNOWN AS MINISTER * SONS—BY ONE OF THEM CONTENTS Chapter I CONCEIVED IN SIN My Unconscious Life Begins. Among Slaves. My Mother's "fork. John Brown's Mania. The Chattel Slave. Wage Slaves. Hypocrites. II THROUGH NO MAN'S LAND Running the Blockade of Farragut's Gunboats. An Indian Ferry. The Copperhead. The Deserter. The Armed Slave Protects My Mother. The Procession of Sorrow. III INTO THE DEPTHS The Horror Darker than War. Reconstruction. Thad Stevens and His Negro Mistress Rule the Nation. His Revenge Makes the South a Hell. The Freedman's Bureau. Bloody Ground. IV I ROB THE CASH BOX Stark Anarchy. Our Slaves 3eg to be Taken Back. My Little Black Pal. I Seize 5“0cts. The Klan Passes. V FORTY ACRES AND A MULE Negroes Register. Whites Disfranchised. My Uncle Chief of the Klan. The Blacks Triumph. And the Human Vermin Swarm. % VI THE DOG FIGHT The Negroid Government. Prostitutes Installed in Capitol. Degraded Judges. Balfour's Warning. Our Gov Holden Wars on Decency. Kirk's Bull Dog. VII THE RISING OF THE KLAN Black and Tan Schools. A Boston Teacher Banished. Attacks on White Civilization by Beecher and Phillips. The Rape of a Soldier's Daughter. The Klan Rides and a Beast is hanged in t the Public Square. VIII A RIDE FOR A LIFE I Get Into a Fight, And Get a .’/hipping. -
Civil War Unit Plan
University of South Carolina Aiken 471 University Parkway Aiken, South Carolina 29801 803-641-3313 http://rpsec.usca.edu/CE-MIST/ Traveling Interdisciplinary Literacy Trunk (TILT) 2017 GRANT APPLICATION Applications will be accepted until 11:59 pm on December 8, 2017). PLEASE NOTE: Applicants must be current participants of the Aiken Writing Project Invitational Leadership Institute. Submit requests on Blackboard. Awards will be announced by December 31. Please note that TILTs must emphasize literacy and writing across the curriculum. Books and non-consumable instructional materials may be requested with a budget of $800. However, no electronic devices will be funded. More information is available at: http://rpsec.usca.edu/CE-MIST/Trunks/CE-MIST_TILT.html/. Please submit the following: 1. TILT Unit Plan (use the form below) 2. Daily Lesson Plans (at least one per member of the team) 3. Implementation Guide (a two- to three-week unit is recommended) 4. Budget Planning Sheet The criteria used to assess your unit plan can be found in the rubric on the CE-MIST TILT website: http://rpsec.usca.edu/CE-MIST/Trunks/CE-MIST_TILT.html Lead Teacher’s First and Last Name: Shannon Green Lead Teacher’s Home Address (Street, City, State, Zip): 223 Old Wagener Road, Aiken, SC 29801 ____________________________________________________________________________________ ____________________________________________________________________________________ Lead Teacher’s Telephone: 803-641-2450 Lead Teacher’s E-mail Address: [email protected] Grade Level: -
Time of Slavery? the History of Slavery in Contemporary Legal and Political Argument
+(,121/,1( Citation: 96 Cal. L. Rev. 2008 Content downloaded/printed from HeinOnline (http://heinonline.org) Thu Feb 19 18:14:29 2009 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at http://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. -- To obtain permission to use this article beyond the scope of your HeinOnline license, please use: https://www.copyright.com/ccc/basicSearch.do? &operation=go&searchType=0 &lastSearch=simple&all=on&titleOrStdNo=0008-1221 When is the Time of Slavery? The History of Slavery in Contemporary Legal and Political Argument Ariela Grosst "The freed slaves then began another journey, this time not from captivity to slavery, but from slavery to citizenship and equality under the law." In re African American Slave Descendant Litigation1 "[S]lavery itself did not end in 1865, as is commonly believed, but rather extended into the twentieth century." Randall Robinson, The Debt: What America Owes To Blacks 2 When is the time of slavery? Is slavery a part of our nation's experience, now safely buried in the deep past, or are its echoes too loud to ignore? Has our nation's trajectory been one of continuous progress from slavery to freedom, or did change happen fitfully and incompletely? And was slavery an institution defined by race, or was race only incidental to its origins and operation? Copyright © 2008 California Law Review, Inc. California Law Review, Inc. (CLR) is a California nonprofit corporation. CLR and the authors are solely responsible for the content of their publications. -
South Carolina Political Collections Oral History Project
SOUTH CAROLINA POLITICAL COLLECTIONS ORAL HISTORY PROJECT Interview with Charles E. Boineau Interviewer: Wilma M. Woods Dates: April 6, 12, 14, & 18, 1995 Location: South Carolina Political Collections University of South Carolina, Columbia, S.C. Topics: Republican Party in South Carolina and Mr. Boineau’s role in the early Republican movement Transcribers: Andrew Daniels and Phil Warf, August 1995 South Carolina Political Collections Oral History Project Boineau Interview, Page 3 [Tape 1, April 6, 1995, Begins] Woods: Why don't we begin simply by a brief biographical background, your family history? Now I understand that you were born in Columbia, South Carolina, to Charles and Bessie Trippett Boineau. Could you describe your early life and childhood? Boineau: My father was in the brokerage and storage business here in Columbia and in 1931, went out on his own and started Boineau's Moving and Storage. We were living in Columbia at that time, until my mother, Bessie Trippett Boineau, was asked by her mother, my maternal grandmother, to move to Boykin, which was outside of Camden, to help save the plantation which my grandmother had inherited. It was [located] part in Kershaw County and part in Sumter County. Woods: Was that the Midfield...? Boineau: Midfield's Plantation, right. It was quite an undertaking and my mother had no knowledge of farming, but when Mamma, as we called...she was Bessie Cash Irby. Incidentally, my grandmother was the daughter of Colonel Ellerbee Bogan Crawford Cash, who fought the last legal duel in South Carolina. I often joke that since Colonel Cash was successful and was the winner of the duel, I was around to be the first Republican.