The African American Experience
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Memoirs of Boston King
Module 03: A Revolution for Whom? Evidence 2: Memoirs of Boston King Introduction Even without proclamations from royal officials, slaves throughout the American colonies left their masters and went in search of the British army. Boston King, a young South Carolina slave, was one of the thousands of African Americans who joined the British between 1775 and 1781. Boston King was also one of several thousand former slaves who, in remaining with the British when the Revolution ended, left the only homes they had ever known but gained their freedom. Questions to Consider • Why did Boston King run away? • What role or roles did King serve with the British? • What do King's language and actions suggest about his feelings for the British? • What did the American Revolution do for Boston King? Document I was born in the Province of South Carolina, 28 miles from Charles Town. My father was stolen away from Africa when he was young. I have reason to believe that he lived in the fear and love of God. He was beloved by this master, and had the charge of the Plantation as a driver for many years. In his old age he was employed as a mill-cutter. My mother was employed chiefly in attending upon those that were sick, having some knowledge of the virtue of herbs, which she learned from the Indians. She likewise had the care of making the people's clothes, and on these accounts was indulged with many privileges which the rest of the slaves were not When I was six years old I waited in the house upon my master. -
The Annals of Harper's Ferry
WITH =sk@:cs@1m@sM ms m@:m@@z», Many Prominent Characters Cofineciedwiih its History, ' ANECDOTES, &c., \’_ .103)-‘:59 uc\.- 04:3» _' ‘TRRRY Ai" is __1o7 .“BER'Is'_EL‘EYUNION,". m;AR_TmsBURG, W.‘ VA.’ » 0 ~ 1 8‘7 : :§~.ffir3853°3% %~’ JPREFA OE. moi... The unexpected success of a prior and much smaller edition, en courages the author to publish his book on a larger scale than for" merly. It is hoped that it may prove amusing if not very instructive, ~- and the writer feels.confident that, at least, it will give no ofience.— There is “naught set down in malice,”and while the author does not hesitate to avow strong preferences, he has aimed to do so in the mildest manner possible._ On the other hand, fearing lest he may be accused of flattery in some of his sketches, he will take occasion to remark that those who receive his highest encomiums, happen to be the men who deserve the least from him on account of personal favors. He aims do, at least, JUSTICE,toall and, farther, he de sires to say all the good he can of his characters. iiaaas THE ANNAL,sr on HARPER’S 1<”Ja'1eJ.er'., CHAPTER 1. ITS INFANCY. ' tHarper’s Ferry, including Boliver, is a town which, before the re—. bellion, contained a population of three thousand, nine—tenthsofwhom were whites. At the breaking out of the war, nearly all the inhabi _tantsleft their homes, some casting their’lots with “the Confederacy,” and about an equal number with the old Government.’ On the res toration of peace, comparatively few returned. -
NOTES and DOCUMENTS the African Methodists of Philadelphia
NOTES AND DOCUMENTS The African Methodists of Philadelphia, 1794-1802 The story of the exodus of the black Methodists from St. George's Church in Philadelphia in the late eighteenth century and the subse- quent founding of Bethel African Methodist Church was first told by Richard Allen in a memoir written late in his life.1 Allen's story, fa- mous as a symbol of black independence in the Revolutionary era, il- lustrates the extent to which interracial dynamics characterized social life and popular religion in post-Revolutionary Philadelphia. The birth of Allen's congregation in the city was not an accident: Philadelphia's free black population had grown rapidly with the migration of ex-slaves attracted by Pennsylvania's anti-slavery laws and jobs afforded by the city's expanding commercial economy. The founding of the church also highlights the malleable character of American religion at this time; the ways religious groups became rallying points for the disenfranchised, the poor, and the upwardly mobile; and the speed and confidence with which Americans created and re-created ecclesiastical structures and enterprises. Despite the significance of this early black church, historians have not known the identities of the many black Philadelphians who became Methodists in the late eighteenth century, either those joining Allen's *I want to thank Richard Dunn, Gary Nash, and Jean Soderlund for their thoughtful comments, and Brian McCloskey, St. George's United Methodist Church, Philadelphia 1 Richard Allen, The Life Experience and Gospel Labours of the Rt. Rev Rtchard Allen (Reprint edition, Nashville, TN, 1960) My description of the black community in late eighteenth-century Philadelphia is based on Gary B Nash, "Forging Freedom The Eman- cipation Experience in the Northern Seaport Cities, 1775-1820" in Ira Berlin and Ronald Hoffman, eds., Slavery and Freedom tn the Age of the American Revolution, Perspectives on the American Revolution (Charlottesville, VA, 1983), 3-48. -
Session 2 Home Ownership=Wealth Accumulation JCC Arts and Culture
12/17/2020 Session 2 Home Ownership=Wealth Accumulation 1 JCC Arts and Culture Program Lev Rothenberg Director of Arts and Education 2 1 12/17/2020 Welcome and More…. Rules of the Road: • So glad you are here! • 2 parts: Presentation + Conversation. • Everyone’s voice is important. • Jot down your questions/comments. • Mute during presentation. • Raise your HAND to be recognized. • Do NOT use Chat. It is disruptive. Thank You! 3 From Last Week Any “Aha” moments to share from last week’s discussion, “History of Racism”? 4 2 12/17/2020 What is Racism? • Racism is commonly defined as “Prejudice + Power. • Prejudice is used against someone based on his/her race. • Racism is a belief that certain racial groups are superior to others and have rights and power over others. Racism can be manifested through beliefs, policies, attitudes and actions by governments, organizations and individuals. 5 What Is Systemic Racism? • It is Prejudice expressed through the Power of governments, institutions, organizations, policies and laws. • Systemic, Structural and Institutional Racism are often used interchangeably. For our purposes. .We will use the term Systemic Racism. 6 3 12/17/2020 The “Other Story” Much of our country’s history is from a White perspective, but . There is Another Story about Free Blacks and their relationship with govt. institutions 7 Wealth Accumulation Reviewing sources of wealth. • Household items Crops • Slaves Livestock • Land Precious metals • Buildings/homes Currency – (later) • Stocks/securities (First in1790’s in Philadelphia) Enslaved Africans in America had NO wealth. They were considered a Source of wealth. 8 4 12/17/2020 Early Colonists We all know . -
From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, Or the Legacy of Ishmael
Georgia State University ScholarWorks @ Georgia State University English Faculty Publications Department of English 2012 From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, or The Legacy of Ishmael Elizabeth J. West Georgia State University, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/english_facpub Part of the English Language and Literature Commons Recommended Citation West, Elizabeth J., "From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, or The Legacy of Ishmael" (2012). English Faculty Publications. 15. https://scholarworks.gsu.edu/english_facpub/15 This Article is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. “From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, or The Legacy of Ishmael” Dr. Elizabeth J. West Dept. of English—Georgia State Univ. Nov. 2010 “Call me Ishmael,” Herman Melville’s elusive narrator instructs readers. The central voice in the lengthy saga called Moby Dick, he is a crewman aboard the Pequod. This Ishmael reveals little about himself, and he does not seem altogether at home. As the narrative unfolds, this enigmatic Ishmael seems increasingly out of sorts in the world aboard the Pequod. He finds himself at sea working with and dependent on fellow seamen, who are for the most part, strange and frightening and unreadable to him. -
The Attucks Theater September 4, 2020 | Source: Theater/ Words by Penny Neef
Spotlight: The Attucks Theater September 4, 2020 | Source: http://spotlightnews.press/index.php/2020/09/04/spotlight-the-attucks- theater/ Words by Penny Neef. Images as credited. Feature image by Mike Penello. In the early 20th century, segregation was a fact of life for African Americans in the South. It became a matter of law in 1926. In 1919, a group of African Americans from Norfolk and Portsmouth met to develop a cultural/business center in Norfolk where the black community “could be treated with dignity and respect.” The “Twin Cities Amusement Corporation” envisioned something like a modern-day town center. The businessmen obtained funding from black owned financial institutions in Hampton Roads. Twin Cities designed and built a movie theater/ retail/ office complex at the corner of Church Street and Virginia Beach Boulevard in Norfolk. Photo courtesy of the family of Harvey Johnson The businessmen chose 25-year-old architect Harvey Johnson to design a 600-seat “state of the art” theater with balconies and an orchestra pit. The Attucks Theatre is the only surviving theater in the United States that was designed, financed and built by African Americans. The Attucks was named after Crispus Attucks, a stevedore of African and Native American descent. He was the first patriot killed in the Revolutionary War at the Boston Massacre of 1770. The theatre featured a stage curtain with a dramatic depiction of the death of Crispus Attucks. Photo by Scott Wertz. The Attucks was an immediate success. It was known as the “Apollo Theatre of the South.” Legendary performers Cab Calloway, Count Basie, Duke Ellington, Ella Fitzgerald, Sarah Vaughn, Nat King Cole, and B.B. -
A Framework for Teaching American Slavery
K–5 FRAMEWORK TEACHING HARD HISTORY A FRAMEWORK FOR TEACHING AMERICAN SLAVERY ABOUT THE SOUTHERN POVERTY LAW CENTER The Southern Poverty Law Center, based in Montgomery, Alabama, is a nonpar- tisan 501(c)(3) civil rights organization founded in 1971 and dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. ABOUT TEACHING TOLERANCE A project of the Southern Poverty Law Center founded in 1991, Teaching Tolerance is dedicated to helping teachers and schools prepare children and youth to be active participants in a diverse democracy. The program publishes Teaching Tolerance magazine three times a year and provides free educational materials, lessons and tools for educators commit- ted to implementing anti-bias practices in their classrooms and schools. To see all of the resources available from Teaching Tolerance, visit tolerance.org. © 2019 SOUTHERN POVERTY LAW CENTER Teaching Hard History A K–5 FRAMEWORK FOR TEACHING AMERICAN SLAVERY 2 TEACHING TOLERANCE // TEACHING HARD HISTORY // A FRAMEWORK FOR TEACHING AMERICAN SLAVERY CONTENTS Introduction 4 About the Teaching Hard History Elementary Framework 6 Grades K-2 10 Grades 3-5 18 Acknowledgments 28 Introduction Teaching about slavery is hard. It’s especially hard in elementary school classrooms, where talking about the worst parts of our history seems at odds with the need to motivate young learners and nurture their self-confidence. Teaching about slavery, especially to children, challenges educators. Those we’ve spoken with—especially white teachers—shrink from telling about oppression, emphasizing tales of escape and resistance instead. They worry about making black students feel ashamed, Latinx and Asian students feel excluded and white students feel guilty. -
Black Citizenship, Black Sovereignty: the Haitian Emigration Movement and Black American Politics, 1804-1865
Black Citizenship, Black Sovereignty: The Haitian Emigration Movement and Black American Politics, 1804-1865 Alexander Campbell History Honors Thesis April 19, 2010 Advisor: Françoise Hamlin 2 Table of Contents Timeline 5 Introduction 7 Chapter I: Race, Nation, and Emigration in the Atlantic World 17 Chapter II: The Beginnings of Black Emigration to Haiti 35 Chapter III: Black Nationalism and Black Abolitionism in Antebellum America 55 Chapter IV: The Return to Emigration and the Prospect of Citizenship 75 Epilogue 97 Bibliography 103 3 4 Timeline 1791 Slave rebellion begins Haitian Revolution 1831 Nat Turner rebellion, Virginia 1804 Independent Republic of Haiti declared, Radical abolitionist paper The Liberator with Jean-Jacques Dessalines as President begins publication 1805 First Constitution of Haiti Written 1836 U.S. Congress passes “gag rule,” blocking petitions against slavery 1806 Dessalines Assassinated; Haiti divided into Kingdom of Haiti in the North, Republic of 1838 Haitian recognition brought to U.S. House Haiti in the South. of Representatives, fails 1808 United States Congress abolishes U.S. 1843 Jean-Pierre Boyer deposed in coup, political Atlantic slave trade chaos follows in Haiti 1811 Paul Cuffe makes first voyage to Africa 1846 Liberia, colony of American Colonization Society, granted independence 1816 American Colonization Society founded 1847 General Faustin Soulouque gains power in 1817 Paul Cuffe dies Haiti, provides stability 1818 Prince Saunders tours U.S. with his 1850 Fugitive Slave Act passes U.S. Congress published book about Haiti Jean-Pierre Boyer becomes President of 1854 Martin Delany holds National Emigration Republic of Haiti Convention Mutiny of the Holkar 1855 James T. -
Annotated Bibliography -- Trailtones
Annotated Bibliography -- Trailtones Part Three: Annotated Bibliography Contents: Abdul, Raoul. Blacks in Classical Music. New York: Dodd, Mead and Company, 1977. [Mentions Tucson-born Ulysses Kay and his 'New Horizons' composition, performed by the Moscow State Radio Orchestra and cited in Pravda in 1958. His most recent opera was Margeret Walker's Jubilee.] Adams, Alice D. The Neglected Period of Anti-Slavery n America 1808-1831. Gloucester, Massachusetts: Peter Smith, 1964. [Charts the locations of Colonization groups in America.] Adams, George W. Doctors in Blue: the Medical History of the Union Army. New York: Henry Schuman, 1952. [Gives general information about the Civil War doctors.] Agee, Victoria. National Inventory of Documentary Sources in the United States. Teanack, New Jersey: Chadwick Healy, 1983. [The Black History collection is cited . Also found are: Mexico City Census counts, Arizona Indians, the Army, Fourth Colored Infantry, New Mexico and Civil War Pension information.] Ainsworth, Fred C. The War of the Rebellion Compilation of the Official Records of the Union and Confederate Armies. General Index. [Volumes I and Volume IV deal with Arizona.] Alwick, Henry. A Geography of Commodities. London: George G. Harrop and Co., 1962. [Tells about distribution of workers with certain crops, like sugar cane.] Amann, William F.,ed. Personnel of the Civil War: The Union Armies. New York: Thomas Yoseloff, 1961. [Gives Civil War genealogy of the Black Regiments that moved into Arizona from the United States Colored troops.] American Folklife Center. Ethnic Recordings in America: a Neglected Heritage. Washington: Library of Congress, 1982. [Talks of the Black Sacred Harping Singing, Blues & Gospel and Blues records of 1943- 66 by Mike Leadbetter.] American Historical Association Annual Report. -
Texts Checklist, the Making of African American Identity
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 A collection of primary resources—historical documents, literary texts, and works of art—thematically organized with notes and discussion questions I. FREEDOM pages ____ 1 Senegal & Guinea 12 –Narrative of Ayuba Suleiman Diallo (Job ben Solomon) of Bondu, 1734, excerpts –Narrative of Abdul Rahman Ibrahima (“the Prince”), of Futa Jalon, 1828 ____ 2 Mali 4 –Narrative of Boyrereau Brinch (Jeffrey Brace) of Bow-woo, Niger River valley, 1810, excerpts ____ 3 Ghana 6 –Narrative of Broteer Furro (Venture Smith) of Dukandarra, 1798, excerpts ____ 4 Benin 11 –Narrative of Mahommah Gardo Baquaqua of Zoogoo, 1854, excerpts ____ 5 Nigeria 18 –Narrative of Olaudah Equiano of Essaka, Eboe, 1789, excerpts –Travel narrative of Robert Campbell to his “motherland,” 1859-1860, excerpts ____ 6 Capture 13 –Capture in west Africa: selections from the 18th-20th-century narratives of former slaves –Slave mutinies, early 1700s, account by slaveship captain William Snelgrave FREEDOM: Total Pages 64 II. ENSLAVEMENT pages ____ 1 An Enslaved Person’s Life 36 –Photographs of enslaved African Americans, 1847-1863 –Jacob Stroyer, narrative, 1885, excerpts –Narratives (WPA) of Jenny Proctor, W. L. Bost, and Mary Reynolds, 1936-1938 ____ 2 Sale 15 –New Orleans slave market, description in Solomon Northup narrative, 1853 –Slave auctions, descriptions in 19th-century narratives of former slaves, 1840s –On being sold: selections from the 20th-century WPA narratives of former slaves, 1936-1938 ____ 3 Plantation 29 –Green Hill plantation, Virginia: photographs, 1960s –McGee plantation, Mississippi: description, ca. 1844, in narrative of Louis Hughes, 1897 –Williams plantation, Louisiana: description, ca. -
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 -
Horatio N. Rust Photograph Collection: Finding Aid
http://oac.cdlib.org/findaid/ark:/13030/c8k35wt7 No online items Horatio N. Rust Photograph Collection: Finding Aid Finding aid prepared by Suzanne Oatey. Photo Archives The Huntington Library, Art Collections, and Botanical Gardens 1151 Oxford Road San Marino, California 91108 Phone: (626) 405-2191 Email: [email protected] URL: http://www.huntington.org © 2014 The Huntington Library. All rights reserved. Horatio N. Rust Photograph photCL 7-11 1 Collection: Finding Aid Descriptive Summary Title: Horatio N. Rust Photograph Collection Dates (inclusive): 1850-1905 Collection Number: photCL 7-11 Creator: Rust, Horatio N. (Horatio Nelson), 1828-1906 Extent: 766 photographs and ephemera in 14 boxes Repository: The Huntington Library, Art Collections, and Botanical Gardens. Photo Archives 1151 Oxford Road San Marino, California 91108 Phone: (626) 405-2191 Email: [email protected] URL: http://www.huntington.org Abstract: A collection of photographs compiled by Horatio N. Rust (1828-1906), U.S. Indian agent and archaeological artifact collector. The main focus of the collection is Indians of Southern California and the Southwest in the late 19th century, including a set of photographs of Southwest Pueblos by John K. Hillers. There is also a collection of photographs related to abolitionist John Brown and his descendants living in the West. Language: English. Note: Finding aid last updated on April 1, 2014. Access Open to qualified researchers by prior application through the Reader Services Department. For more information, contact Reader Services. Boxes 4-7 of photCL 11 contain lantern slides, which are fragile and housed separately from the prints. Advance arrangements for viewing the lantern slides must be made with the Curator of Photographs.