Wisconsin State Dept. Ofpublic Instruction, ABSTRACT

DOCUMENT RESUME

ED 240 215 UD 023 386 AUTHOR Cooper, Zachary L.; Taxi, Emilie TITLE . Coming Together, Coming Apart. Black Settlers in Rural Wisconsin. Teachers' M'anual. ''.INSTITUTION Wisconsin State Dept. ofPublic Instruction,

Madison. . _ SPONS AGENCY National Endowment for the Humanities (NFAH), . . . - Washington, D.C. .

. REPORT NO WDPI-BULL -3254 . PUB DATE [83] NOTE, 39p.; To accompany related materials: "Coming Together" and "Coming Apart" (videotapes) and "Black

Settlers in Rural Wisconsin" (student booklet). . -PUB TYPE Guides.- Classroom Use - Guides (For Teachers) (052) . PRICE MF01/PCO2 Plus Postage. IDESCRIPTORS(DESCRIPTORS *Black History; *Blacks; Elementary Education; *Rural Population; *State History; Teaching. Guides IDENTIFIERS *Wisconsin ABSTRACT This teaching manual, designe(Lto accompany a Wisconsin State television series, focuses on that State's rural black families and 'their lives in the 19th and early.20th centuries. The manual begins with notes on its organization and use, as well as

. major objectives fortstudents who study the material presented. Four

. units follow. Unit 1 explores the_origins.of Wisconsin blacks and discusses their history before migration to the State. Unit 2 considers why these families chose to settle in Wisconsin; while Unit 3 describes their living and working conditions during the frontier period and subsequent years. Unit 4 focuses on the dissolution of rural communities. Each unit is followed by.a summary, guide, questions, activities- vocabulary, and a list of resources. An extensive bibliography (subdivided into sections on communities and settlements,_families, migration and immigration, military history, politic's, women and' research methodology) is also provided. Finally, five ,crossword puzles based on the material presented in the manual

are appended. (GC)/ , .,

*********************************.**************************e************ * Reproductions supplied by EDRS.are the best that can be made * from the,original document. * * \ *********************************************************************** .1 ,Coming Together Corning Apart

Black SettlerS in Rural Wisconsin

Teachers' Manual

Zachary L. Cooper Emilie Tari

CONTENTS Preface e1 Introduction , 2

Part I Coming Together . Unit 1: Who Were These Black Families and Where Did"They Live Before Coming to Wisconsin? 4 Unit 2: Why Did These Black Families Choose to Live in Wisconsin? 8 .Unit 3: What Did These Black Families Do in Rural Wisconsin? / 12

Part II Coming Apait . Unit 4: Where Are the Members of These Rural Communities Today? 18 Bibliography 24' Crossword Puzzles 28 o.

The Department of Public Instruction does not discriminate on the basis of race, sex, age, religion, handicap, or national origin: a Bulletin No. 3254 )

a FOREWORD

State Superintendent He,rbert J. Grover is pleased to present this r?ranual to Wisconsin's fourth grade teachers. As part of the continuing effort to enhance stUaents" civic aw4enesg' and understanding of the cultural heritage, COMING TOGETHER, COMING APART will complement the ongoing state television series now being used in Our schools. Of special note is the fact that COMING TOGETHER, COMING APART focuses on Wisconsin's black families,and their lives in the 19th and early 20th.cen- . taftes. We hope thdt your students will.enjoy and learn from the experiences of some of our early families. H. Michael Hartoonian, Supervisor Social Studies Education' Wisconsin bepaftment.of Public Instruction . A

The two cieo tapes, Coming rogether arid Corning Apak, make an important opportunity available ter teachers and their pupils. These tapes and the accompanying ideas for teachers in this manual provide primary source data that are easily_ understood by elementary children. They are 1presented in a clitect, straightforward manner. The presence of the.fieople who are the history being explored links us to a past that is as drainatic as it is real. Unfortunately, it is not widely known. These video tapes do a service in bringing the events-and the people to our recognition. Several benefits are possible through the use of these materials to aug- ment and support the teaching of Wisconsin history. first, they provide information about the arrival of Black settlers in Wisconsin in 1848 in Grant County and in- 1855 in Vernon Couhty. These settlers became prosperous farmers who lived in harmonious integr,ated farming communities in those areas. Information is provided about the work and leisure activities of people' at that time and place. Second, the tapes encourage students to use the information to understand social change as it took place in the latter half of the 19th-century and the early part of the .20th century. Third, the tapes help students recognize that history is people, what they do and think and te strive, to accomplish. The students themselves are making history, the way people who are interviewed made and continue to niake history. ; History is alive and lively in these tapes. The tapes should hell, students understand where histories come from and how they are made. They should also help students learn more about the variety of peoples and groups who contributed to the develbpment of our country.

.B. Robert Tabachnick, Profe)sOr. Dept. of CurriculuM & Instruction University of Wisconsin:--Madison

< V

4 Preface

This a beginning. Through thesetive institutions and individuals havePeters,Herbert Martin,Jr.,and videotapesand teacher's manual, werendered. We are -indeed grateful toDorothy Harrell, we express .appre- have introduced a broad statement ofthe National Endowment fo'rtheciationfor.the Many helpful sugges- the roles and contributions Of blackHumanities for funding and to thetions and numerous criticisms of the people in the settlement and growth'University of Wisconsin Departmentteacher's manual. .of Wisconsin,.. . ,-ofCurriculum and Instniction, theTo the following we extend special Through the eyes of members ofState Historical Society of Wisconsin, thanks for significant contributions of The Wisconsin Department of Publictime, toil, memories and momentos: these two communities, we hopefullyInstruction and the Afro-Ainerican will be able to share with the viewers Blanche and,, Otis Arms, Marion Studies Department fot providing .abrown, Kay Corwith, Minriie Owens these settlers' sense of themselves in variety of services. a family, in a community and their: Drake, Mildred Greene, Delores and place over time as they sought to castWe thank Ann De Vaney Beater andJames Greene,BlancheGleiss, their loewith mainstream America. assistant Margot Kennaid Laison*forGrant CountyHistorical ',Society, Hillsboro Historical Society, Indiana They were part of an immigrant soci-indispensable Work in developing the videotape, and B. Robert Tabach-State Historical Society, Rollo Jam- ety and liketheir neighbors they ison, Mr. and Mrs. Harry Liebfried, sought a better life for themselvesnick, George Talbot, Dale Treleven, Michael Hartoonian and William VanDoris Lloyd,Morris Moon, ,Ray and their children. We humbly dedi- Moss, Shoshona O'Brien, James cate these .videotapes and teacher'sDeburg fOr invaluable advice and assistance. Knox Phillips, Dorothy Picha, Gene- manual to their courage and to the vieve Reco, Vicki Rettenmund, Aus courage of people like them every-To an advisory Committee consisting tin Roberts, Flora and Alga Shivers, where. of Julie FrohreiCh, Muriel Simms, Mr. andArs. Odell Taliaferra, Steve .'It is not possible to point out every in-.Sandra.Charapata, Ljnda Braun-Vincent, Lou and Alvina Waldon stance of assistance which coopEitra-schweig, Patricia piBiase, Robert L. arid Mr. and Mrs. Albert Winchel.

Zachary L. Cooper, . E. Emilie Tan

10 .

s, Introduction

6: \ O Organization and Use "Coming Together, Coming Apart" ismeaning to each historical event and an organized teachers' manual: de- to (elate that event to presen% t situationt: signed to be used with the videotapeVocabularyKey terms and words` t of the. same name in the WHA-TVdeemed important for the students to c seriesentitled, Long AgoisAll know haVe been selected from' "the t Arotind and Wisconsin' Our Proudvideotape. Teachers May want to Heritage. It focUses on black families ,( add words that they consider` impor- .that seltied and farrned'in two ruraltan/ in the overview of each unit. Wisconsin communities during the 19th and early- 20th cenp,iriss. TheResourcesOral history is. orig- of teachers' 'manual consisting of fourthe best methods for learning about units K a guide to assisting the teach -'people not usually found in, official ersjn providing the studehts with a records. A listof supplementary. complete learning experience. Eachreadings and taped oral history inter- . unit: contains the follbwing Parts: views are included at ihe end,of _each unit. Teachers are, therefore, recom- Objeclives.-=A1 the beginning ofmended;to make' use of the taped each unit are listed primary objectives interviews. based on information from the videotape "Coming T9gether; Coming Bibliography, Apart." 'Teachers are encouraged toFor those teachers who wish to pre: incorporate more objectives that theypare activities keyed to different abil- may. d_erjve from the additional his- ity levels, an extensive bibliography, toriceinformation provided in eachcategorized by major topics from the unit's overview. videotapes, has been included:t A Overview The-overview providesCrossword Puzzles additional' inforttation including unitCrossword puzzles relevant to the summary that teachers may want tocontent of the videotapes and, the use as a basis for further discuision orteapber'smanual has been included as a handout for student researchas a student activity. projects. In addressing fourth and fifth drade Guide QuestionsSuggestedpupils in .the' State of Wisconsin, guide'questionsarebased' on"Coming Together, Coming Apart" Bloom'staxonomyofcognitive videotape .in combination with the thinking strategies. (knowledge, corn Teacher Manual and Black Settlers in parative/contrast, cause/effect, pre-Rural Wisconsip .'brookletaimsat diction/value, descriptive, research,increasing students' factual knowl- application/relevancequestions).edge of black faMilies inrural Teachers may want to guide studentsWisconsin, heightening stuaents' in the praqice:1 higher-level thoughtunderstanding of the . communities .processes by providing them with the established by these families and im- suggested wide questions prior toproving students' 'skills and knowl; the students viewing the videotapeedge of methods used in researching "Coming Together, Coming Apart." family histories. Teachers, in iutilizi Aail:TitlesSuggested activities arethe videotapes, should understand included in each unit that will offer that it is only one tool to supplement each student an opportunity to give the''teachers' effectiveness. .

0////g0 0.° . 11 / Major Objectives At the concldion of these four units,4 ExaMine/analyze several reasons the student will be able to: why these families chose to settle in - I. Nanie two major rural communi- Wisconsin. ties kicatedln southweStern Wiscon- sin' settled, by black pionedrs before.5. PrOpOse/synthesize what black families.did to survive and succeed in . the Civil War.. rural Wisconsin. 2. List names t f several black families that settled in these two Wiscon-6. Distinguish/compare/differentiate ,sin communities in the 1800's. the present locations and ocdupa- 3. Locate areas where the identifieddons of offspring of early black fam- black families lived before migratingilies in Wisconsin: . to Wisconsin. 7

. . 1 Comprehensive Oveririew-Althotigh today most blacks live in protected escaped' slaves by law and urban areas, in the last century many permitted education of black children of them lived in rural areas. Two Wis-in public schOols. consin' farming communities which . . black families pioneered before theThe early black settlers'` cleared land, Civil War were:1) the Cheyenne hunted,\ fished, gathered and planted Valley Community, located nearfoo± for their own. use. Fartners, Hillsboroin* Vernon County, and,later, planted cash. crops such as tobacco and .gensing. Some engaged . 2) the Pleasant Ridge Community, located between Beetown "and Lan-in lumbering: . rcaster in Grant County. Increased income,allowed more p_tir- , chases and more leiinie activities. 'Early black Wisconsin families in-They bought More land, newer farm ckided the Greenes, Shepards,equipment, cprs,_ clothing, ctheris Grimes, and Gadlins Of the Pleasant and housellobl appliances. . Ridge Community, and The Revels, Roberts, Walclons, Shivers and Bass' They: built houses and barns and of the Cheyenne Valley Community. organized churches, °schools and lit-. erary clubs. They began to enjoy. a These Wisconsin pioneers were the more affluent life. Today many of, descendents of black people from the thiseifamilieshave movedto urban- continent of Africa. During the 17th areas. They sent their children away and 18th centuries they were brought. to collegeandtraining'Schools. Some to the southern coastal states of Vir- became barbels, porters, teachers, ginia, Georgia, North Carolina and restaurant owners arid factory work- South Carolina. In the early part oferi. Others fought inthe. nation's the 19th century they moved to the wars. The Cheyenne Valley com- border states of Indiana, Ohio andmunitynear.Ilillsboro'persisied Illinois, before migrating to the/rural longer, thanPleasant.Ridge Com- areas of southwestern Wisconsin dur- munity near .Lancaster, and other ing the mid 19th century. . black cominunities.

These black settlers came to Wiscon-Annual reunion, frequent' picnics, sin in search of land, freedom andweddihgs and funerals brought many opportunities for their children. Wis-former members of these ccommuni- consin offered fertile, cheap land, ties back together. tt , k

I , r a,

1111 I 111 II tA ,Objectives - At the 'conclusion of this unit the stu-'2. Litt names of severpl black familes dent should be able to: that settled in these 'two Wisconsin . communitiesit the 1800's. 1. Name twos major rural Wisconsin 3. Locate areas where the, identified communities settled by black pioneersblack families lived before migrating before the Civil War. to Wisconsin.

Overview Blacks Arrival In Ainerica Denxigriphic Comentrations These Wisconsin pidfieers were the Favorable conditions were made for descendents of black people imported the continued importation of an by plantation ov,,,1 from the con- African labor force mainly to the , tinent of Africa cluing the 17th and'.South. A 1704 law provided duty- 18th centuries. They were .broughtfree importation of Africans. Eiden- across the Atlantic ocean aboard silk importation of Africans by South- shipsto the southern coastal states ofern plantersled to a large ,concentra- Virginia, Maryland, Georgia, Northtion of blacks in the southern-states: Carolina and South Carolino.Their numbers increased frsom (Frnklin, John- Hope, From Slavery,757,208 in (1790' to 4,441,830 by. to Freedom, Alfred. A. Knopf, New 1860. Only a small fraction: of the York, 1952, pp. 70-87/: population of 4,441,830 blacks re-' A Dutch ship, brought the first blaCks sided outside of the-southern states. to. Jamestown, Virginia in 1619 Pre- For example, the black population of ceding the 'arrival of the .Puritans Alabama alone in 1860 numbered aboard She Mayflower by one year. 437,730 compared to 227,216in 31 Approximately 350;000.to 500,000'northern and western states and terri- Africans were imported into. the tories. . United States,between 1619 andMigration North and Westward :1860.. (Curtin, Philip, Atlantic Slatie Trade: A ,Ceriius, Madison, Uni-Many -of these black people who Yersity of WiscorisinPress, 1969, pp. moved north before thc Civil War were slaves but some t.-Sem-were 216-218) 4. free landholders. Som.. had fre- Laws of Slavery quently Intermarried with native _ Initially Africans were brought in as Americans (Indian) and.in the early. indentured servants;' however, by .the part ol the 19th century many of .latter half. of the 17th century their -them. migrated from the southern `status as slaves. was being defined,by,stateslo the midwestem bbrder states :law. This occurred in all of the South of Indiana, Ohio and Illinois. (Thorn- ern states. For example, Maryland brough,, Emma Lou, The Negro in -passed the following laws in 1664 Indiana: .A Study of a Minority, Indi- stating: . anapolis( 1957) For example, be7 a. All. Negroes (blacks) in the tween1830.and 1860 approximately ince onto be imported should serve40,000 blackf, some Ha ind some: for life. slaves, had made their way to Ohio. b. Conversions toChristianity by The migration of blacks received an .baptism was unacceptable' as ' a impetus earlyAtn the nineteenth .cen- means ofb manumission. tury when certain. Quakers of lortb ,c. Allchildren born /ofa Negro. Carolina,and Virginia adoptffd the Harriet Shepard was the .daughter of(black) should .be slaves forlife. scherne'of settling them northern Charles Shepard and married Thbmas (Bacon, Thomas, Laws of Maryland, states. A committee of forty Greene. She holds her infarit son, Lester.Annapplis, -MD.CCLXV, 1663, pp. appointed by North Carolina. T,'Greene. 83', 153-154) Quakers in 1322 to examine the laws L a I of .other free states with 'a view toAlthough today most blacks live inof Cheyenne Valley.Amongthose determining where they might haveurban4Sreas, in the last century manynew arrivalsvals in 1879 was Thomas better economic opportunities recom-of thein lived in rural areas, pursuingShivers,hissister Mary, and a I mended in its report that blacks bethe same goals, facing the same hard-brother,. Ashley; from Tennessee. . settled in Ohio. Indiana and Illinois.ships; enjoying the same rewards andWithin a decade after the outbreak of (Woodson, Carter G:, Century ofsimple pleasures astheir whitethe civil War., sixty-iwo black inhabit- Negro Migration, N.Y., Russell neighbors. . ants comprising eleven families had Russell, 1969, pp. 9-.21) ; Tv such Wisconsin farming com-settlqd in the Cheyenne Valley Com- munities whe're black families munity. 'Mucks Arrival in Wisconsin neered before the Civil War wereThe originof the Pleasant ,Ridge "Coming Together" . . Cheyenne Valley 'near Hillsboro incommunity goes back to 1848. It Blacks, have been, apart ofVernon County and Pleasant RidgeWas the year the ShePards arrived by - Wisconsin's history -lifice .as early as`near Lancaster in Grant County. . ox team from Haymarket, Virginia. fhe 18th century. In the 1700's blacks The Shepard family included The Cheyenne Valley Comm unity's served as trappers, guides, boatmen: Charles,Iii§ wife and children,' his and interpreters as they traveled withorigin may be traced .back to thebrother Isaac and Sarah Brown, the, its permanent settler, , French exPlorers and fur traders intoarrival only menir cf the group who had the area. Walden Stewart,. a free black,innot been free: Isaac later returned to 1855. Stewart came from the SOutb,Virginia and 'urchased her freedom as did many black immigrants to Wisz Two black fur trlders established and that of h r two children for a- Marinette in 1791. tthe ly 1840's'consin at that time. He was born inthoustind doll free blacks came toalurnet County,North Carolina and had moved to Illi-I nois, where' he and his family lived forIn 1861,. after the outbreak of the' where in January; 1 49, Moses Stan- 'moving Civil War, the G 'mes family arrived- ton, a black, found d the present.citytwenty wars, before on to \ froi-nMissourif !lowed by John "of Chilton, formedcalled Stanton-Vernon County when he was'sixty. Greene and his family who. suc- ville. A black -fmanamed JacksonBetween 1855 and 859 fhie otherceeded esca ing from their established the town of Freedom infree black families, Waldens, Revels;Missouri slave hornin' 1863. Outagamie County. (Cooper, Zach-.Roberts, and Basses, including Wes- aria, "Two Black Settlemenfs in Ruralley Barton froni Alton, Illinois, joinedAfter the Civil' War Samuel Gadlin Wisconsin" in Wisconsin Academythe Stewarts in Vernon County. Bar-from Tenne'ssee and Samuel Craig Reisiew, June, 1981, Vol. 27, No. 3,ton Corners, now called Burr Cor-from Missouri moved to Pleasant p: 9) z. ners, was originally named after Wes-Ridge. By 1895 the community con- ' ley Barton, the community's pioneersisted of theiollowing six families: the By 1850, the Wisconsin census listedand first postmaster appdinted Greenes, Shepard s, Gadlins 635 free blacks in a population of1859. Glimeses, Richmoilds and Craigs. 305,391 and by 1860, their number's (Cooper, Zachary; Black.,Settlers in had increased to 1,1`1.1.850 and'After the Civil War more blacks mi-Rural WisconsiN; Madison: ;State His- 1860U.S. Census) grated to the rich and fertile farmlaridtOrical Society, 197.7)

,enr. .

Suinmar9 . Bldck movement to Wisconsin can be?. Departure from 'the southern = seen in the following chronology.: states to the midwestern border states 1. Importation by plantatidn owner in the early 19th,century. from Africa to the southern states ri/3. Arrival in Wisconsin beginning in Elie 17th .andl18th centuries. the two decades before the Civil War. .

Guide Questions Knowledge Questions ' What are the names of 'several black 4 What are the names of, tvvo of thefamilies that settled in these rural Wis- consin communities in the 1800's? largest rural communities in Wiscon- I sin \settled by black pioneers beforeWhat are thenames of the states the Civil War? In what counties werewhere the identified black families the0 located? liyedbefore migrating to Wisconsirs? 6 10 c

Comparative Qrstion Predictioir Question Creative Question In what ways do you think that theseWhat kind of changes in student'sIf, ou were ateendger during the pio- ruralyWisc&sin communities are dif-concept of Wisconsin histOry mayneer days 125 years ago, what part ferent toci6y than they were 125occur from viewing this videotape? do you think you would have played ----YearS ago when these black settlers in pioneer living? What work would arrived? HiStorical Question you have to do? Trace what' happened historicallyApplication/Relevance Question Cause/Effect 'Question. leading toward the eventual comingWould you. like to have been ap1- together'of black families into these,neer child? Why or why not? What do you think' would haye beenWisconsin rural commbniiies? What the effect on :the livelihood of thesehappened inthe following years?Value/Inquiry Question early settlers if they had not lived to-1619, 1660's, 1800's to mid-1850'sFor _what reason would youfavor gether in a community? to the Civil War.. showing this videotape?

, . . Activities 1: Using an outline m'ap of the United Have students role-play. and plan States, locate and label the southerninterviews of 1) a pioneer family that states of Virginia, North :Carolina,14; just come to WiscOnSin from an- '- South Carolina, Georgia, and Ten::other ,state aid 2) of a family. today nessee. Locate and label 'the' borderthat has just come to Wisconsin from states of Ohio, Illinbis; and Indiana. another .state.Include questions' 2. Using an outline map of the state ofabout where they come from, Wiscpnsin, locate and label the coun-methods of travel, conditions (geo- ties Of. Grant'arloctssnonl! graphy, weather), lodging., food, etc. I ,

"\ Vocabulary. descenden4 pioneer community', indentUred 'servants diary importation° manumission oral histoFy' ,

Resources Books Taped Oral Interviews

. Bacon,' Thomas, Laws of Maryland,4/10/81 Austin Roberts Annapolis; NID CCLXV, 1§63 b.FRirie 7 Side 1 . . -i6-64. 00:40 Indian Origins Cooper,. Zachary L., Black Settlers in09:30 Revels, first settlers .Rural WisConsin, Madison: State His.24:40 Roberts and Bass arrival after forical SoCiety,1977 ` Civil War Curtit, Philip, Atlantic Slave Trade:A9/5/81 Blanche Arms Census, Madison,. University of Wis-.Tape 30 Side 1 00:55 Basses come to Wisconsin konsin Press, 1969. . from OhiO ' Franklin, John Hope,FrOm Slavery03:00 to Freedom, New 'York, Alfred A. Knopf, 1952. 6/13/.80 Otts,Arms Tape 3 Side 1 . Thoinbrough, mma Lou, The.00:55 l=ather from Georg., yother Negro in Indiana: A Study of a Minor- from Indiana ' ity, IndiandpOlis, 1957. . 03:25 Woodsy:in,' Cart& G., Century of NegraMigration, New?York, Russell & Russell (reissued 1969). . 4 ft -7 a

' !

.4 Unit 2: 0 Thse.Blatek. Families ,Chopse ta.,Settli. in WisFonsin?

Salem School in Cheyenne Valley, ca. 1910.

, 11 :t Objectives \At the conclusion of this unit the stu-.2.__cornpare the living con' of t \dent should.be able to: Mackack settlers with thoppor- tunities of later geneiations iif blacks 1. State severtheasons why early black . families choseto settle inWisconsin.. in 'Wisconsin \ t 00 , Push Factors. in Black RestirciaWe I.aws Ohio. The Ohio legislatt94a of 1804 Migration t Wisconsin, OhiO, Illinois.and In_liana,,as most of,'enacted that n9 negro or Mulatto the 'northern states. fearfui of the in-should remain in' the Istat4errna- flux of blackS into their state, not onlynently., unlesS'a certificate of frdom' enactedrestrictivelaws but mal-issued by some court be furnishectin, treated many of the black residents. 1830, blacks were-excluded from ser-.\ For in example, thequestion of whatvice in the state militia; in 1831, they to do with blacks was an early issue inwere deprived of the wivilege of serv-

0 ing on juries, and in 1838 they were(Woodson, CarterG.,Century ofand forced twelve hundred others to denied the right of having.their chil-Migration, p. 82). flee the city. The same type of mal- dren educated at the expense of the treatment and abuse prevailed in In- state (Hitchkok, Charles, TheNegroMaltreatment diana and Illinois (Woodson,Cen- in Ohio,pp. 41-42)% Similar denials tury ofMigration, pp. 57-59). of privilegestofree blacks wereOpposition to black immigration was enacted' inIlinois and Indiana. Innot restricted to the enactment ofBlack settlers were thus pushed to 1824, the Indiana legislature passed alaws which in some cases were not Wisconsin as a result of concern stringent law for the return offugitivesalways rigidly enforced. Some com- about restrictive laws, particularly the (Revised Laws of Indiana,1831, p.munities took the law into their own Fugitive Slave Law of 1850, maltreat- 278). A number of well-establishedhands. On January 1, 1830, eightyment, desire (or land and denial of black communities were brOken upblacks were driven out of Ports-educational opportunities for their by the slave hunters after the passagemotith,Ohio, and in Cincinnati, achildren. nut, why did these black of the Fugitive Slave Law of 1850mob attacked the homes of the blackssettlers choose to come to Wisconsin?

AMEMEMMEMMEMEMI Pull Factors in Black settlers chose Wisconsin be- and the other black families that fol- cause the state offered land; freedom lowed them to Wisconsin in the early Black Migration and security, and edutational oppor- days. tunities for their children. Like many immigrants to Wisconsin, Military expeditions against the Indi- the Shepards worked for a few years ans resulted in Indian treaties of 1832 to earn enough money to purchase I I land. By the mid-eighteen fifties they LIB IIfitNTS. and 1833 with the Winnebago, Chip- peWat Ottawa, and Potawatomi ced- were able to butf5mland at a dollar The uodersigeed here far war for ing all of southern Wisconsin to the fifty per acre. Thus, the Shepard fam- CA1411. aad CREDkr United States. By the end of the terri.- ily was the first of several black fam- tonal period in 1848 the India4s of ilies who were drawn to Wisconsin by Land Warrants Wisconsin no longer claimed title to the prospect of freedom, bought land theland. (Gara,Lirry; 'A Short and settled in Pleasant Ridge before NI 40 & SO IC 1 History of Wisconsin,State Historical theCivil War (Cooper, Zachary, MI Warrants sold Society of Wisconsin, Madison, BlackSettlers in Rural Wisconsin, by usare ,warrant. 1962, p. 46). 1977). A Homestead Act in 1862 .ed to be genuine. encouraged many more blacks to Desire For Land settle in Wisconsin. Wr oho Ogee for oak about Land speculators played an important role in early Wisconsin history. Freedom and Security 100,000 For example, in 1844 Cyrus. Wood-John Greene and his family, despite ACRES OF man and Cadwallader t. Washburnbenevolent treatment accorded them established a very active land agencyby their Missouri plantation owner, CHOICE LAND, at Mineral Point in Grant County. Be- succeeded in escaping from slavery to Mostly *elected in 1836, sides selling military land warrantsWisconsinin1861. They valued lying in and purchasing lands for speculation, highly the freedom.to farm their own MIN -11X811111. they provided credit and capital asland, to raise and maintain a family well as advertisements for the frothier and to educate their children. A We have also on hand settlements. Wisconsin was covered Platteville newspaper in 1936 quoted a few Thousand Roller* with land sale posters (Gara, Larry,A his son Thomas Greene as saying, "I In Short History of Wisconsin,State saw too many families broken .up on *aan. sa;its.1 Historical Society of Wisconsin, Mad- the auction block. A strong man or a To be wird in ewe, ing Lin& on it ereeit ison, 1962,pp. good.(woman) would bring a...thou- .g.....d.e.... sand dollars each, while owners WAMBURN & WOODMAN, Although lead attatted, the ill0fIlf.1.1 AI 1.11W 3rulIAA' Apo'. would often give away a mammy's first settlers to southwestern Wiscori=c ildren to get rid of "them." iliorral sin,it was agricultural lands that beckoned the Shepards and Revels Security of free-blactqamilies, some kik who had been living in Indiana, OhioPopular Anti-Slavery SentimentNegro Suffrage Referendum and Illinois for nearly 20 years, wasAnti-slavery sentiments were com-Negro suffrage (right of black men to clearly threatened: by passage of- themon inWisconsin. Although thevote) met with popular approval only Fugitive Slave Law of 1850. TheNorthwest ordinance of 178'7 had ex-inWiSconsin. Wisconsin_voters Basses, Revels, and Robertses wereplicitly prohibited slavery in the terri-approved a negro suffrage amend- no doubt motivated in their move-tories, which included Wisconsin, ament in 1849. A state supretne court ment bylears of being kidnapped\ andfew slaves, had been brought to thedecision in 1866 upheld the validity returned 'south. southwest lead mining regionofof the vote(Gregory, John G., Wisconsin's Protective Laws Grant County. The first governor of'Negro/ Suffrage in Wisconsin" in Besides the/prospect of land, thethe territory, Henry Dodge, in 1827,Transactions of the Wisconsin had brought several slaves to theAcademy of Sciences, Arts and Let- choice of Wisconsin as a new home ters,; XI (1898), pp. 94-101). ma ave been partially the result ofregion. However, widespread oppo- t e state's efforts to protect black citi-sition forced Dodge and others toEducational Opportunities /zens from the perils of the Fugitiverelease their slaves. . Although some white schools admit- Slave Law. Most" Wisconsinites ob-.Sympathy forfugitiveslaves wasted blacks, espeCially before 1820; jected to the Fugitive Slave Act ofprevalent as evidenced ini the/assis-most northern states. either excluded 1850. which allowed slave catchestance givenJoshua Glovei and manorthem altogether or established sep- to enter free states with the intentionoth rs in escaping the hand. of slave"arate schools for them. The Wiscon- of capturing escaped slaves and, incatc ers. Joshua Glover d beensin constitution made provisions for a some instances, of kidnapping freeappre ended and held in a Milwau-state university and for a system of blacks. This law also provided thatkeejaii in 1854. A crowd of abolition-free, common schools, to be sup- the northern statesassistintheirists, howevei, broke into the jail andported by local taxes, interest from a recapture. The Wisconsin Supremereleased the fugitive 'slave (Derleth,.school fund created by the sale of Court eventually defied the federalAugust, States of the Nation: Wiscon-public land, and money derived from government by declaying the Fugitivesin, Coward, McCann and Geog-fines and forfeitures (Mara, Larry, A Slave Law unconstitutiorkal. hegan, Inc., N.Y., 1967, Chap. 7). , Short History of Wisconsin, pp.83-85) 11:=1.. 1r Summary. Through an extended family networktheir border state horndi for Wiscon- system,includingletters;news-sin,the "Paradiseof the World' papers, land posters, ,nand word ofwhich offered them land, freedom mouth, many black settlers learnedand security, and edt:tcational oppor- about Wisconsin's favorable condi-tunities for their children. tions for their livelihood. They left

Guide Questions Knowledge Question residents in ithose states? on blacl Why did black families choose to set-residents in !Wisconsin? tle in Wisconsin? My were early black settlers' chil CoMparative Question . dren admitted to public schools it How were the living conditions be-Wisconsin? fore the Civil War different for earlyPredictionQuestions. black 'settlers of Wisconsin comparedDo you think that blacks will continue to those living in the northern borderto come to Wisconsin? states (Ohio/Illinois/Indiana)? Com- pared to those livingin the southernWhat do you think mighfattract them coastal states (Virginia/North Caro-to Wisconsin? lina /South Carolina/Georgia)? Historical Questions Cause/Effect Questions How did Wisconsin encourage earls If maltreatment and restrictive lawsblack settlers to purchase land in Wis had _not been imposed on blacks inconsin? Ohio,Illinois and Indiana, whatHow did the livesof latergeneration might have been the effect on blackof early black settlers change?

10 14 /- Creative Questions. any laws today fhat would cause peo-Value/Inquiry Questions What would you do if your familyple to leave for Another state or an-What you think was the author's security was threatened (for example,other country? What do you thinkpurpose. in creating this videotape? wo:uld-liappen. militaty draft law if your family were going 'to sep- were 156Ssed? How can you "use the information arated by .foi,:e)? and ideas you have learned? ,Fugitive Slave laws caused manyApplication/Relevance QuestionDo you think that the study of early blacks to leave their homes in Ohio,How does the migration of early blackimmigrants to Wikonsin is important Indiana and Illinois. Can you think offamilies to Wisconsin affect us today?for us to. explore? Why?-

3111W.ME MEW/ AsomIle .11 Activities Plan and present a short skit: black migration to northern border Scene:Apside the home of a blackstates, (c) denial pf rights for black , family litring In'Ohio/Indiana/Illinoiszens to southern coastal states and in the early mid-1800's. northern border states, (d) negro suffrage in Wisconsin.(Optional:in- Situation: Family discussion' on (a)clude drawings of the important problems confronting black families.events on the time line.) (e.g., southern slave hunters, mobs attacking blacks' homes, restrictedPlan a onelpageI6Eal Wisconsin' educational opportunities for blackriewspaper;dated in the mid-1800's. children), and (b) possible solutions -iort articles.might includean inter- to theprbblems-.- view with a recently-arrived black family, an opinion article feditorial) - Design a time line of events leading toconcerning the freeing of a black fugi- the settlement of early black familiestive slave held in a Wisconsin jail, and in Wisconsin. Include events relatedan advertisement for a frontier land to (a) blacks' arrivakin America, (b)sale.

Vocabulary migration indentured servants Fugitive Slave Act ofi1850 descendants fugitive staves Northwest Ordinance of 1787 abolitionists manumission diary suffrage

Books Taped Oral Interviews Resources . . Cooper, Zachary, Black Settlers in6/13/80 Otis ArmsTape 3 Side 1 Rural' Wisconsin, Madison, State His-11:15 Sam Arrris came with army torical Society of Wisconsin, 1977. 13:00 officers to stake land Denem,, August, States of the Nation:4/0/81 Austin Roberts Wisconsin, Coward, McCann and_Tape 7 Side 1 Geoghegan, Inc., 1967 00:40 Revels married and raised Gara, Larry, A Short History of Wis-02:04 families consin, Madison, StateHistqrical9/15/81 Blanche Arms Society of Wisconsift 1962. Tape 30 Side 1 'Gregory, John G., "Negro Suffrage03:00 Sam Bass settles,land in Wisconsin" in Transaction of the05:10 Early settlers are good hunters Wisconsin Academy of Sciences, Arts and Letters, XI (1898). Hitchkok, ChLrles, The Negro in Ohio: 1802-1870, Cleveland (1896). 15 11 Objectives At the conclusion of this unit thg stu-establisliing-farms, began 'to earn in- dent should be able to: come that contributed to the growth 1. Describe what pioneers did to sur-and prosperity of their communities. vive during Wisconsin early frontier period. , 3. List the different uses made of the 2. Explain how these pioneers, afterincreased Cash income.

Fiontier Period "Just During Wisconsin's frontier period,sleep on quilts di- blankets .with only Living'' (Basic Survival early settlers cleared land, bdilt livingsome straw or shucks between thern. quarters, hunted, fished, gathered-and the earth: (Franklin, John Hope. and planted food for their own use inFrom Slattery to Freedom, Alfred A. their efforts to just survive. Knopf, N.Y., 1952, p.194). Living Conditions in thd South _ Frederick Olmsted,historian,de-Living Conditions in, Wisconsin scribed the condition forslaves in theLiving conditions on the Wisconsin South. Housing was especially poor.frontier varied considelbly. There The small, rude huts were usuallywere theusual discomforts and inadequate as- well-as uncomfortable.annoyances, but the settlers never

Windows and floors were. almosthad to face the terror of starvation. unheard of. Slave cabins on some ofThe land provided ample food for all. ,the plantations were small and dilapi-Early arrivals usually brought a. bare dated with no windows, unaiinkedminimum of furniture and some' of walls, and practicallywithout furnish-the homes were mere wooden shan- ings. One of the bettdr ones had aties with mud plastered between the bed; a chest, a wooden stool, someboards to keep out wind and rain. earthenware and cooking vessels:(Gard, Larry. A Short History of Wis- Many cabins werewholly,withoutconsin(' State Historical Sctciety of beds and slaves were compelled toWisconsin, 1962, p.48).

. . MM. ./111.MINM Pioneer Experiences The first free black settlers that camesin as a great grazing state, and in to ,Cheyenne Valley -were experi-184,migrating to Dane County, enced in, the pioneer motile of life. Wisconsin, camping at,a little stream (Phillips,' James Knox. 'Negro-Whiteof water 18 miles north of the village- Integrationin a .Midwestern Farmof Madison. Community, unpublished manu=Later, learning by land posters or script) word of, mouth of a place called Bad Macaja Revels, pioneer, settler, wasAx [Vernon] County,' Macaja strap- born in 1800 in the Cherokee reserveped his tent on his back and with gun lands in Georgia. He moved with hisand hatchet, he set out to find Bad -family.to Robeson County, NorthAx County. After arriving in Bad Ax County, Macaja pitched hiktent near -Carolina. hi 1830,. Macaja returned to Fayette County, Georgia and in the center of. Town14Rang 1 West. (1'833 he moved on to Indiana, set- He stayed there all winter, to g up /fling in Orange County, a place of 160 acres. Macaji Revels, as so as theroads opened, returned 'plentiful game and fish.'It was a tire- some journey of four months in an Madison for Js family who had bee, old one-horse wagon. Macaja, fol- sheltered in an old house owned bya lowed by Aaron Roberts, moved on friend(Diary, of the Revels family to the wilderness of Hamilton Coun- since 1747 to1908, p.1-2): ty, Indiana before hearing of Wiscon-The township was ,originally covered

13 17 with excellent timber and was reputed.125.). Other homes were not as welland they would not come back 'until to be we of the . finest huntingfurnished. they wanted salt very bad and then were very shy. They could be seen to `grounds in the county:" Bear, deer,Another settler wrote in her diary: "It and grouse furnished the main meat stand and scent for a long time before was a winter lamb and the next springventuring to' the salted plaCe° and supply, while fruits; nuts, and rootsfather sheared it with scissors And sent helped to vary the -pioneer's diet.the r wool to the cording Mill nearshould the wind blow towards° them Necessities had to be brought longViroqua to.'madr: inrollsthen,there would be no deer approach distances by {pack horse, several daysmother spurrif into yarp. It made uswithin gun shot of the. place." The alsomentions. that being required to go to the Mississippiquite a supply of stockings and mit-Revels diary and return with essential sukilies "Macaja's rifle not being quite heavy' tens for the next winter." (Markeeenough for all kinds of game found ammunition, meal and. salt.Diary, p. 50.) (Lockwood, .James H., "E?.rly,ilttnes sent word back' to 'his son Aaron in .and'Events i-Wisconsin" Wiscon-%Pioneers' Source of Focid Indiana to bring him a new rifle made sin Historical Collections,Coltectiorts, 2:125-26, to order which he received the fol- Hunting, fishing and gardening werer rowing summer." (Revel's Diary, pp. 1856.) the main sources of fooci'supply during th'e pioneer days. 'The Rfvels4-6.)%. Pioneer Homes diary states soon after gettihg e. lopSteel traps, "baited by a piece of meat houseset up, Macaja Revels, .aof some kind or a chicken" was an- The pioneers typically built temporarypioneer settlet in Cheyefine Valley, log homes, chinked with mortar and other way of obtaining their meat would take at least 3 or 4' hours ofsupply. These traps varied in size ,° roofed withshaker, .withes/pica!hunting and fishing each day to add wooden chimneys. frorNhose small enough for catching to his meat supply.. .. /0 squirrels to the large enough for A settler wrote the f011oWing about"A deer li'ck was established by saltingcatching bear's. (Revel's Diary, p. 10.) the early_ homes. "Our home wasthe ground and making a screen inGenerally, whenever any deer 'br about 10 acres of land,?'-about titwothe trees some 12 or 15 feet frogp thebear were killed, or fish' were caught, acres cleared, the rest was dense for-ground where a man could sit andall of the neighbors would be wel- est of idvely maples, basswood, andhave ,a gocid aim in this waycome to a share of the meat. An addi- oak trees. We had a shanty made ofmany deer were killed as just aftertional source of meat came when small logs twelve by twenty. The logssundown they would come ihdrovesMacaja lat.& drove the first sheep and were cut and drawn together for ourto the salted Ace and skipanct fightpigs ever brought to the new settle- house. It was warm anti we livedfor a place at the much coveted placement 80 miles from Dare' County comfortable." (Markee Diary, p. 57.)that lured them to their death. By this(Revel's Diary, pp. 4-5. 'Also, a Many homes contained looms, spin-means the hunter had his choice ofsource of seme of the pioneers' ning and cording wheels for the cord;the drove of animals that came aboutclothing was tbe skins of animals, ing of wool with many families weav-One once a week was all thatlargely deer and raccoon. At one time ing and fabricating their own cloth forwould be killed at this 'place as the kill-Macaja Revels had as high as 8 or 10 family use. (Lockwood, 'op. p.ing of a deer would frighten .othersbear skins. (Revel's Diary; p. 4.)

Subsistence Farming As log- cabins (shanties) were con-hole' in the ground, with an 'ax. In structed and families moved into theorder to keep. the birds and squirrels "Making EndRaMeet" area, more lad began to be clearedfrom digging up the seed, children and seeds planted in order to raisewould go around the, fields with a food for feeding their families. "horse fiddle," a box with a crank and a springboard that would make a Planting terribleclatter when the crank was turned'. The land was productive. Corn was a The Markee diary describes what.Was major source of food (corn bread) not done! only for the family but the stalks could `be used for.the livestock, consisting"John encl.]. were sent to the 'field, initially of "one cow and mule." In theone with the fiddle, the other with early days before ownership of atwo thin boards we could slap to- plow; corn was planted by making agether. One must be on one side of 14, 18 the field and the other on the othermixTure of flour, starch, salt and pep-small paper at Virocqua in Vernon'. '' side of the field. Then we had to keepper to a spider of boiling water. "WeCounty but when the rebels fired on -going around and around the fieldhad Wisconsin Gravy until we wereFlit Sumpter, then, the cry was to continually keeping up the sametired of it." (Markee Diary, p. 31-32.)arms.. ..The county being new and racket and saying in a loud voice .9 very thinly populated nd farms very "shoo shoo' shdowoop shoo"fromSUgar Production small, land. was ve heavily tim- early morning until" dark stopping bered. Totake the me away would onlyeiolig enough to eatour dinner.Markee Diary describes hoW theypose hardship to the women and chil- . Th girls took our places while we atemade their sugar. "The first spring wedren left at home.but many sprang to our inner. Ttlis was kept up until thelived here father madefabout twentytheir country's call and in 1861 Henry corn was' too large -for them to digfive troughs that would hold about aand William Revels enlisted in Com- u15." (Markee Diary, p. 32; Revel'spail of sap, then with brace and bit,pany IK, 6th Wisconsin Volunteers..

Dian), p. 8.) . tapped the maple trees. The sap pas.Aaron, the oldest son,, was left home boiled on the. stove producing about Corr'was taken to the grist mills`, in with the family but in 1863 he also thirty pounds of sugar every spring ifenlisted, leaving a large family of the early days, 25 to 30 milaway. Itit was a good year." (Markee`Diary, was ground into meal fomaking women and children to take, care of corn bread. All of the ,co king wasP. 40.) the farm. (Revel's Diary, pp. 10- It) done by the fireplace made at the endEach year the fields would\$rowBesides fighting for an end to slavery of every house. Later, these tempo-larger and larger as more land waSac-there were other benefits to be de- rary- fireplaces were replaced withqitired and cleared. A jumping shdvelrived from enlistment in the Union drum stoves. plow and a tone-horse drag alongforces. Listed on a recruiting. poster "After we had lived in the house twowith the assistance of neighbor's,was the following: - e- weeks, /father sent to Reedsburg bywould be used to do the planting."Bpard will be furnished at the ex- 'old Mr/ Stewart a colored man for a(Markee Diary, p. 41.) -. pense of the State, according to a ... cook stove. When we got our tempo-Enlistment in the Civil War proclamation of the Governor of this rary fireplace taken out and our new state, 'Dated August 20th, 1861.' stovset up we thought we wereBetween.1861 and 1E15 many bfthe. Pay of .volunteers,- $15 per month quit ,rich." (Markee' Diary, p. 28.) black -settlerS joined the more thanand $100 Bounty and a 160-acre 91,000 Men- from Wisconsin bwhoLad Warrant when tlischaised, 'ex- served in the Union ranks during thetra pay from the State $5 per month if Wisconsin GraVy Civil War. As the Revels diary de-"married and $3 to single men. Pay to Maq of the settlers' daily diet con-scribes,; "The Only means of gettingcommence at time of enlistment.'" sisted of bread-and WiSconsin Gravy,news was in the hear say manner as(bara, Lailry, A Shortliistory of Wis- a gravy made without meat, butter,there was no paper nearer than, consin, State Historical Society of or milk. It was made by adding in aReedsburg in Saiik Critnty and a.Wisconsin, 1962, p. 1081 A Beyond Subsistence Shanties soon gave way to more sub-cultural workers on the plantations. stantial houses and farmsand hunt-(Litwack, Leon F. North of Slaveiy,, Fanning "Getting Ahead ing and fishing gave way to raisingUniv. of Chicago Press, Chicago, (Cash, Cropping) - crops and livestockand education1961, p. 454.) Although it was in- became that of training citizens for adeed illegal some blacks had mas- different way of life baied on indus-tered reading and writing skills.- ,trialization, specializaticin and material improvement.. Use of Skills in Wisconsin These skills were brought to Wiscon- Skills in the South sin by the pioneers and utilized in the Under slavery blacks had beenacquiiitionp and improvement of the employed i'n a variety Of skilled andland. In the Cheyenne Valley, many unskilled occupations. There wereof these free black settlers, long expe- tailors, shoemakers, cairret makers,rienced in land transactions, some of painters, plasterers, seamstresses,them able to read and write, were the, . carpenters as well' as the usual agri-first settlers to acquire and improve

15 19 the land. By the time of the arrivakol other immigrant groups these' black settlers had. already displayed their skills in acquiring land, constructing buildings, feeding and clothing their: families; educating their children, and engaging in overall community development.(U.S. .Agricultufe and Population Census Schedule, 1850, 1860, 1870.) It is to be noted tfraf many, of the European immigrants to the area did hot speak or write English. - In `the 1850s; Wisconsin was a rural.: state and. agricultural main eat- nomic activity.. MoSt Attlers were farmers and wheat qpiekly became their chief crop. As railroads slowly. penetrated the. regidn, 'farmers bought up nearby lands. But farMing was in a state , of rapid,Change. Emphasis on a cash crop brought in-°

. . creased'. dependenCe on improved farm, Vernon° transportation fac2ties to reach a na-A portable sawmill operatir4 on the "back forty "acres of the Walden Ilonal and even aorld market. NewCounty. and complicattti farm machinery Made farming bmore 'expensive.drops, and livestock. For many,"mortgage-lifters." Even where dairy- (Gara p. 93.) sheep-raising seemed to be the nexting finally became stpreme,. the best thing to wheat farming...Whenfarmer, often combined It with- hog- Woolen pricesfellsheep growersraising and lumbering . Cash Cropping switched to mutton breeds, andThe rich Wisconsin, soil waswell In the decade from 1870 to 1880 di-.many raised horses, cows, and swineadapted to the raising of feeds and versAcatiori. /characterized much- of-as well as sheep: Hogs thrived in sec-grasses' and the dairy industry devel- the producOn of Wisconsin fanners:tions where corn was raised as feed,oped at 'the. very, time 'When an Along with, the older staple, wheat,and on many a Wisconsin farnitheyexpanding market &moorage& its farmers raised corn, oats, and hay>played the import4nt role ofsuccess. (Gaga, lip. 149451.)

Summary Black settlers of both Pleasant Ridge3) 'Purchase neW machinery, cars, and Cheyenne `ValleyCornmunitiescameras, clothing, home appliances, .exploited the *atom! resources and etC.; contributed Substantially to the fortheq. construct modern buildings econornic'development of the com-'4) munity, state and the entire nation.school, barns, houses; They, al other immiwnts, shared in5) provide their children' educa- c I the changes taking place in .the ,na-tion That allowed their offspring to tion. Profits from cash crops pas gen-enter into professions outside alarm- , sing,' tobaCco, cbrrif and lumber erf- trig; able&these black families Co:a 6) engage in *social activities as reun- 1) increase their landholding;'," ions picnics, dances, weddings, and of 2) pay taxes and interest on loani and'funerals aimed at bringing the com- 0 mortgages; munity together. 1

! Guide Questions Knowridge Question Historical Question When the pioneer settlers arrived,What new forms qf transportation there were no stores or hciuSes: WhatAre invented 'and what changes did did they do to get food? Where didthey cause in the community? they liYe? -- .List ways in which these black farmersCreative,Question were able to make more money, If you were -a teacher of Wisconsin List some qf theige?Itnade of this in-history, or socialstudies,,what would creased cash income. - you teach students about blacks in -Comparative Queition yuralWiSconsin? In what ways 'do you think that the`Application/Rilevance Question liYes of Wisconsin black pioneers before the. Civil War .differed from theirIn what ways dolyou think that the lives after the Civil War? household jobs today might be differ- Cause/Effect Question ent than those- during the pioneer days, After the Civil .War many European immigrants joined these corpinimitiesValue/Inquiry Question of black settleis: What did the black Over a century ago Europeans and a settlers do to help the European set7 tiers? blacks came to Wisconsin in search of a better life. Today Cubans, Mexi- Prediction Question cans, Haitians and others are seeking After viewing "Coming Together,,a better life in Wisconsin. For what Coming apart" what questions doreasons would you favor or not favor you think your teacher will ask youhelping them 'become a part of the, about thglideotape? Wisconsin community?

Activities -. 1. Organize the elassroom into aingeveryday,happenings inside' and .'miniature farming community of sev-outside of tlae,house. eralfamilies durihg the .frontier3. Pretend that 9ou are a teenager on .period. Discuss some of the problemsa farm in the Cheyenne Valley Corn- facing these early pioneers. malty in 1910. Write a diary of your 2. Pretend that you are a child livingtravels and visits with the neighlSois. on a tarrn in the Cheyenne Valley4. Visit Old World Wisconsin Ouff Community in 1864: Write a diary ofdoor Ethnic Museum atEadile,,,, Our activities for one week, mention-Wisconsin.

Vocabulary horse fiddle subsistence jumping shov'el plow substantial frontier one horse dFa affluent Wisconsin gravy cash crops volunteers

Resources Franklin, John Hope, From SlaveryLockWood, _Jai oes H., "Early Times to Freedom, New York, Alfred A.and Events in Wisconsin" in Wiscon- Knopf, 1952. - sin's Historical Collection, 2:125726, -1856. Gala, Larry, A Short History tvis- consin, Madison, State HistoricalMarkee Family Diary Society of Wisconsin, 1962. Revel's Family Diary

17 21 - I Atiamirs of.23 IFtaziraki -°--

-2 2 Ramordl1=wannis Objectives At the conclusion of this unit the stu-'3. Distinguish /compare /differenti-

dent should be able to: , ate the present'locations and occupa- of offspring of these early black 1. State reasons 'why these rural-familiesfamilies in Wisconsin. communities,came apart. 4. Describe a method by which the 2. list ways in which members ofpast can be reconstructed on people theie riiral"communities attempted toabout which very little information ex- remain together. ists in .writtens.records. .

Community Definitions Sociologkfs,anthropologists and his-.Hisio'riani; Perspective. torians have offered numerous defini-Historian Page-Smith. has defined two tions of community. These *clefini-types of community. The first type tions, viewed from a variety of equal-ti/as the Covenanted 'Community in ly important perspectives, have been"which unity was enairitalned based on baSed on the 'various ways that thea purpose for existence'. Founders inhabitants haye organized them-were "bound in a special compact selves in families,rural,households,with dod and each other to uphold towns, cities; regions and the nation.their fa* of some moral teformor a special kind of life.""The secacd type was the Cumulative Community or town that was created without a plan Anthrivologist PerspectiVe and. just gr/w; usually rapidly, by the vccumula on of miscellaneous indi- Anthropologist Robert Redfield de-,viduals whose common interest wag fines community as a whole; includ;wholly material. (Smith, Page, As a jng the e.Cologicalisystem, social struc--City -Upon aHill:The Town in ture, arid. so on . . no- word de-..American History, New York, Alfred

i I scribes all that a community is. (Red7,,A. Knopf, Inc., 1966, pp. 6-31) field, Robert. The Little Community, Historian Lewis Atherton, in his cul- Chicago: University of Chicagotural and economic study of Mid- Press, 1956, pp. 10-11) westerncountry towns from 1865 to 1'950, defined communities at. "ser-7 vice centers". for farmers.. . The to Sociologist Perspective MidWestern country towns were clearly built for materialistic purposes:, Scidologist-Rene -Konig Seeks a def-Those who founded them entered in- inition of community that .is broadto a fren4Tof-speculative enterprise in-,----- enough to cover the various revels...asreal estate; competing for settlers. villages, towns, cities, states or pro-And those who settled competed vinces, regions, nations--even em-with those4n other towns to act as ser- pires and federations of nations. Hevice men for farmers in the adjoining terms it "a global society on a local.countryside. (Atherton, Lewis. Main basis," or more specifically* humanStreet on the Middle Border; Chi- societies existing 'ag,,Over the world,cago: Quadrange Books, 1966.. pp. restricted in size, and embracing fam-XVI, 3-.32) ilies, neighborhoods, arid group's of / Posedin. their-Sundaybest, the Zachall kinds., (Konig, Rene.. The Com-What has been meanrby community Moses children sat for the photographerMunity, London: Routledge. andhas varied enormously. over the cen- in 1909. Kogan Paul, Ltd., 1968, pp. 22-30).turies of organized human life.. .As

19 23 . historian David /J.RUsse has de-of their community? Howdothey de-Blanche described dhother sense of scribed it, "All cqMpunities are socialfine community? What does it meancommunity based on function. This and eCologicalthat is, they involve,to them?- Why not alloy/ the people.was a community of service coming relationships between human beingswho live in the community to definefrom belonging to the Dorkas Soci- living in .association with each otherwhat community is and what it meansety, a- .service organization .ofthe and within their 'physical environs'io,them? (Russo, David J. Ibid., pp.iSeventh Day ,Adventis,t Church. rnent. (Russo, David J. Families and7-11) (Blanche Arms Interview, 1/7/81 Cominunities: A New View of Amer- Tape 2 Side.2, 18:25-20:10) iconifistory,Nashville, AmericanThe members of these communitie's M6rris Moon's concept of community Associatiori fo;$tate and Local His-concept of community was defined in practical or functional terms; in otheris also functionally based on the eco- tory, 1974; pp.-11-12) words, how they used various sup-nomic benefits of an extended family port networks. ,Blanche Arms' con-network. It wets possible to borrow cept of community can be seen in hermoney from relgtives without collat- People's Perspective I description of the threshing crew anderal. One could also repay, debts or According to Russo, historians arethv coming together of the threshingtrade for stocks by working for rela- theoretically, at least, in the best posi-crew and the times her family ex-tives. Most hoysgot started farming tion to comment on the meaning ofchanged, work with neighbors to geton their own with -help from their community thrbugh human hist6ry.the silos filled. *(Blanche Arms Inter-'fathers.(Morris Moon Interview, However, what about the perceptionview, 1/7/81 Tape 2 Side 1, 05:05-7/22/81 'Ape 10 -Side 2, 18:09- that the inhabitants themselves have06:30) . t 20:55)

s 4 Dral /Folk "History -Foy' these 19t11 century rural Wiscon-formants of varying ages, sexes and sin communities of black families,races; obtaining written permission to Method whose contributions have not alwaysuse the ,taped materials; transcribing been recorded in the official docu-the tapes' -contents word for word; ments, oral history is one of the best,organizing the information gathered method's for reconstructing their past.in each interview according to chronology or topical categories; and inter- When the local history topic onepriting what people say in accord- chooses to research deals with a sub-ance with their own concepts of WKat ject or a group of people ab6ut which,is historically significant. The folk his= very little inforrhation exists in writtentorian must also.be familiar with pub- kecords, the past must be recon-lished information and archival col- --'-sructed almost entirely from..oralerections relating to the comitunity or 'sources.In' reconstructing folk his-subject under study,using these FVi4:06.7c4, a heft. 41? tory, the researcher defined a com-'materials as corroborative -rek,idence munity's gecigraphical and/or cul-when testingoralinformation- for ta.k0aJim Pie /alt Riehreirehe61tural boundaries in accor4tce withvalidity. (Allen, Barbara, and 1%.Klon- tu,anMay ofPrn an /mama-Ripen. the concepts held by the' ple Whotell, Lynwood. From Memory to ITN-. 19.1i?gaeg;f. live there; since their statements andtory, Nashville, The Americin AsSo- feelings about their community may.ciation for. State and Local History, differ sharply from those of outsiders. 1981. pp. 9-10). Since folk history is necessarily oral, it will not be found in archives and li-Through oral (history, current' and "braries, 'except in unpublished manu-former.membeis of these commu- scripts that are, themselves, generallynities have been ,interviewed. They based on oral tradition. Thus, obtain- have told their story of where the People also preserved their past throughing folk history calls for conducting aspeople are todayand Where they photos; carefully labeled, an: enduringmany tape-recorded interviews asare today is the story of how .these record. necessary, with carefully chosen/in-communities came apart. 20 24 . Effects on Communities By the turn of the 20th century these-ingd from Norwegian Valley. (Lou Coming'Ariart comThunities were on the dP.cline and and Alvina Walden Intervieiv, by the 1930's the census reveals that 7/14/81 Tape 9. Side 1, 07:20- the urban population for the state had 24:05) exceeded that of therural areas: Lance Bass advertised for a wile and . Whk effect did racial relations,'tbe married Hilda, a German woman he outside world, an extended familytnet throtigh correstromlence. network and annual family gatherings (Austin Roberts Interview, 4/10/81 hav,e on the coming -apart of theseTape 7 Side 1, 20:04-21:25) communities? .Interracial marriages such as those of w. Racial . Relations r- . LoU Walden and Lance Bass were common occurrences in the Chey- Between 18\60 and 1880, the rela- enne Valley Community. Today, as a lions of these black Tamil's with the result of Indian; black an,d white mix- European(immigrantsma9 be charac-. ture, Cheyenne Valley as a black ferized 4 as harmonious. As Prof. community is not visibly discernible. James Knox Phillips deseribed. it, "The unique historical farm commun: Outside World

%, ity of Cheyenne Valley was fjrst set- HOwever, toward the beginning of I tled by white and free black families 7 in.the 20th century the harmony and .the 1.550's on productive farm land in f' cohesiveneis of these communities the fertile driftless area of Wisconsin. IITS being interrupted by the outside Black-owned farms were inteispersed, world. Trains and cars brought the with white-ownesi farms, laying the outside world within leach of these basis for integration economically and socially. By 1880, integration' hadfamilies and for them the outside world %leant an introduction to new beep attained economically through competition on equally productive job opnortunities, a larger selection of marriage partner's,and, .unfortun-, land; considerable intermarriage had ately, experiences of racial prejudice 'taken Place between 1860 and 1880; and discrimination. . and the community had its own integrated township school and ch.urch."After World War I, Blanche and.Otis ,(Phillips, James Knox. "Negro-WhiteArrns,-like many others, left Chey- Integration a Midwestern Farm enne Valley seeking in the-cities. Community," unpublished manu-The only mirk vailablefor any script) woman with an eighth-grade education-atiiiaTtifrie-skas daywork (cook Friendships were, usually with thoseing and housekeeping). Shefound a living within a-10-mile radius of one's job in Madison as .a maid. farm;- the distance that one could Otis Arms, at 17; got a job in Beloit at travel by foot or horse in a day. The Fairbanks and Moyer foundry Pour- . _ people that you' became acquainted ing iron. He was paid forty cerits an with were the ikeople you met hour as a molder's helper. Subse- through church, auction sales, pichics quent ,jobs included railroad .spike- or barn ratings. (Morris Moon Inter- driviqs, making castings for cars and view, 7/22/81 Tape 10 Side 2, unloading brick and pig iron. In 1919 15:40-1810) he moved to Madison where he Worked in'a packing house 'fora year Lou Walden, along with several of-hisbefore beinglaidoff.Otis and The Autumn Leaf Club of Lancaster heldbrothers, never left Cheyenne Valley. Blanthe both' -.. soon returned to a picnic and a reunion every August 4th. He chose to remain in the valleyCheyenne Valley and resumed Jarm- Families came from all over and Capt.farming his father's-land on a rentaling during the depression of the twen- Craig was part of the tradition. agreement. He married Alvina Hast- ties. lanche and Otis ArmsOnter-

21 25 ,

views, 1-/7'81 Tape '2Side 2, 16:35 -An extended family network pro- (Otisand.Blanche Arms Interviews, 18:25) vided other benefits. It was possible to6/18/81 Tape 5 Side 1, 00:50- borrow money from most relatives06:20) ;Others mowed to Sparta, La Crosse, without collateral., One could also Milwai.Thee, Madison, Chicago and Flora Shivers recalled attendingthe. California .working in a variety ofrepay debts. or trade for stocks andSunday School. picnic as a teenager. build equity by working for relatives.She described the final. prcnk when positionsadressmakers, barbers, (Morris Moon Interview, 7/22/81 printers,porters,teacher's,enter- the participantS marched from the Tape 10 Side 2, 18:10-20:00) tainers and operators of their bwn Cheyenne Valley Church to :the pie- nic grounds to the sound of fife and businesses: Most impqrtantly, an extended family network enabled Many of the off-drum music. People came. from everywhere for the picnics held every spring to ac uire farms and increase Extended Family Network August 25th. Platforms with seats their .holdin s.Larger farms gen- Blanche Arnis sought jobs in Madison were built and there was a program erated large incomes that permitted ke'cause she had relatives in Madison. :that included speakers' and 'singers. many of -the families to educate (Blandhe Arms rnterview, 1/7/81 People brought their children for professional jobs. baskets. of food. Tape,2 Side 2, 11:007105) Austin (Flora Shivers Interview, 5/24/75 These professional jobs could only be Roberts: after serving in the Army, Tape 28 Side 11 15:20-2,1:15) obtainedinthe citiesthus con- married Florence Malley in Colum- tributing to the corning apart of theseIn the PleaSant'\\Ridge, Community bus, Ohio. He had met Florence communities. Donald Irishrecalledthat people through his ffither Who was working came from all over Milwairkee-rChi- in Springfield, Ohio arid had married Cago and Rockfordfor the 6arbecues. Florence's aunt.(AristinRobertsAnnual familyGatherings' (DonaldIrishInterview, 1/14/76 Interview, 5/81 Tape. 27 Side 2,In an effort to maintain the commun-Tape 23Side 2, 07:10:18:30) 18:50,-22:00) Having :friends andity, annual family gatherings were Gap'n Craig barbecued ..beef and . relatives in other areas, an .extendedorga ized. These family gatherings hogS. Sandwiches, ice bream. and farnily nelwork,hadbeen essential inconted of not only reunion picnics pop were sold. People who came bringing many of these early. familiesbu also funerals, weddings, birthdays to Cheyenne Valley and Pleasantand anniversary celebrations. from Madison put on dance exhibi- Ridge Communities. This extended - tions, of the latest steps! Harry Lieb family network was now, in the 20thThe annual Revefs family picnic infried recalledsseeing the big cars atriv.

. century,equally -instrumentalinCheyenne Valley was a big event. Alling.(Harry Liebfried 'Interview drawing theoffspring away frpmof the neighbors were invited,to-_the2/8/75 Tape 25' Side 2; 30:00- these communities into thecitiesF gathering held at the old log church.31:25) F 4

-Summary It was ironic that these family gather- from the ithriimunities. People cOm ings,ofpicnics and reunions aimed at ing from the cities 'with cars, fancy maintaining these rural communities clothes and big-city tales only fascina served also to draw the youth awayted farm youths to seek the urban life'

Guide Questions Knowledge Question Cause/Effect Question . Where are the black members ofWhat effect did the following have on these families today? the coming apart of these rural communities? Comparative Question Extended family network How was the Cheyenne Valley be- Outside world (cars and trains) twee.n the years 1860 and 1880 different from the community between Annual family gatherings (reunion the years 1900 and 1920? and picnics)

a 2 Prediction Question Creative Question mwiities do to keep the communities What do you think will happen toIf you were a member of these ruraltogether? Would you have done the these rural communities as more ofcominunities whF4 would. you do to same thing? the offspring go to college? keep the members of the family from leaving the farm and moving to theValue/Inquiry Question .Historical Question city? What do you think were some of the Where there Is little written informa- goals of the video tape and in what tion what can be done to learn aboutApplication/Relevance Questionways do you think that they were suc- tile past? What did the members of these com- cessfully achieved?

Activities In a class discussion, compare theHave a panel discussion on the Cheyenne Valley Community ofeffects of an extended family network 1860 with the Community of 1900 toon the corning apart of these com- ti 1920, munities. Plan a trip to Old World Wisconsin Have students prepare a list of 'ques-Museum at Eagle, Wisconsin or the tions and conduct oral history inter-State 'Historical Society at Madison or views of parents, grandparents orthe Cunningham Museum at Platte-

other older persons. . ville, Wisconsin.

awrammaeowoeftwomemilwftw Vocabulary Community Extended family network "day work" Peispective r Folk/oral history collateral

Resources Bcioks Allen Barbara and Montell, Lyn- wood.From Memory to History, Redfield, Robert, The, Little Com- Nashville, American Association for munity. Chicago: Uiversity ofState and Local History, 1981. Chicago Press, 1956. Phillips, James Knox. "Negro-White Konig, Rene. The Community, Lon- Integrationin a Midwestern Farm don: Routledge and Kegan Paul,Community," unpublished manu- Ltd., 196.1. script. Smith, Page. As a City Upon a Hill: Oral History InterViews The Town in American History, New Blanche Arms Interview-1/7/81, York. Alfred A. Knopf, Inc., 1956. 6/18/80 Atherton; Lewis. Main Street on theMorris Moon, Interview-7/22/81 Middle Boder, Chicago: QuadrangleLou and Atyina Walden Interviev4, Books, 1966. 7/14/81 Russo, David J. Families and Com-Austin Roberts Interview-4/10/81, rminities: A New View of American5/81 History, Nashville, American Asso- ciation for State and Local History,Donald Irish Interview-1/14/76 1974, Harry Liebfried Interview-2/8/75

23 27 Bibliography

Business coursesat the George Smith College in iF Sedalia, Missouri marked' the Shivers'sons as modern and progressive in the Cheyenne Valley

Communities and Atherton, Lewis.Main- StreetonGates, Paul' W. "Frontier Land,' the Middle Border, Bloomington,Speculators in Wisconsin." Wiscon- SettleMents Indiana: Indiana Univ. Press, 1954.sin Magazine of History, 52:306- 320.(Summer 1969). Carver, Jonathan.Travels' Through the Interior Parts of NorthHickok, Charles Thomas. The America, in the years 1766, 1767,Negro in Ohio 1802-1870. Cleve- and 1768. London, 1781, facsimileland, 1896. edit., Minneapolis, 1956. (His writ-KOnig, Rene. The Community. ings helped to popularize the idea ofLondon: Routledge and Kegan Paul, Wisconsin as a place for settlement.Ltd., 1968. Detail-ail account of its Indian. inhab- itantsanditsnaturalresourcesNeu, Irene Dorothy. Land Credit especially emphasized its fertile soilin Frontier Wisconsin. Ithaca, N.Y., and called attention to its advantageCornell Univ1968 for agricultural pursuits. DescribedRedfield, Robert. The Little COm- Wisconsin as ideal location for agri--munity. Chicago: Univ.' of Chicago dult Ural pursuits.) Press, 1956. Cooper,Zachary.L Black SettlersRoberts, Arnold V. "Wisconiiri in Rural Wisconsin. MadisOn: StateHomestead Law." BA Thesis,. UW- Historical Society of Wisconsin, 1977.Madison, 1921. ti Cooper, Zachary L. Trwo BlackRusso, Da d J. Families and Com- Settlements in rural Wisconsin." Wis-munities. T e American Association consin Academy Review, June,for State a d Local. History, Nash 1981. ville, Tennessee, 1974. .4 Curti, Merle. "The Making of anShafer, Joseph. The Wisconsin American Community: A Case LeadRegion. Wisconsin Domeday Study. of Demoyacy in a FrontierBook, Madison, 1932. '1- County." Stanford, 1959. Smith, Page. As a City Upon a Fischer, Duane D. "The Disposal The Town in American History. New. .` of Federal Lands in the Eau ClaireYork: Alfred.A. Knopf, Inc:, 1966. District of Wisconsin-1848-1969."TliOrnikoligh, 'Emma Lou. The; Masters Thesis, UWMadison,Negro in Indiana: A Study. of .a 1961. - Minority. Indianapolis, 1957. ' 0

24 !. 28 Families Bernard,'Ilichard. The Melting Pottury: An Ethnological Perspective:" and the Altar. Univ. of MinnesotaJournal of Interdisciplinary'History, Press, 1980. XII:3 (Winter,' 1982) p. '232. Gutman, Herbert G. The BlackLammenneier, Paul J. "The Ur- FamilyinSlavery and Freedom.ban Black Family of the Nineteenth N.Y., 1976. Century: A Study of Black Family Jones-, Yvonne. "Kinship Affiliation StructureintheOhioValley, Through Time: 'Homecoming and1850-1880:" Journal of Marriage. FamilyReunion."(Unpublished and Family XXXV (1973). paper, 1978) Cited in Journal ofShimkin, D. B. et al. "The Black InterdisciplinaryHistory,XIII: 3 EXtended Family: A Basic Rural Insti- (Winter., 1982) pp. 434. tution and Mechanism of Urban Krech III, Shepard. "Black Family'Adaptation." The Extendtd Family Organization in the Nineteenth Cen-in Black`Society, The Hague, 1978.

Migration. and Gregory, _John G. "Foreign Immi-Land. New Brunswick, Rutgers Immigration gration to Wiscortsin." Profeedings ofUniv. Press? 1955. the State Historical Society of Wis- consin, 1901: 173-143. London, Fred. "The Negro Migra tion to Canada After the Passing of Handliq, Oscar. The Uprooted: the Fugitive _Slave Act." -Journal of The Epic Story of the Great Migration Negro History, A./ (January, 1920). that Made the American People.Woodson, Cartr G.. Century of Boston: Atlantic-Little, Brown and Negro Migration: First pliblished in . Co., 1951. 1918 by the Associationfor the Higham, John. Strangers inthe Study of Negro Life and History.

Education Bailyn, Bernard. Education in' theJorgenson, Lloyd P The Founding Forming of American Society. of Public Education in ..Wisconsin. Chapel Hill, N.C., Univ. of NorthMadison, 1956. Carolina Press, 1959 Clark, Jamesl. Education in Wis-Lltwack, Leon F. Mirth of .Slavery: consin. Madison, 1958. The Negro in the Free States; 17,90- 1860. Univ. of Chicago Press, .Chi - Derleth, August. Statues of the Na-cago, .1961. (Lwack's study sug- tion: Wisconsin. Coward, McCanngests that important distinctions% did and Geoghegan, Inc:, N.Y., 1967.exist between northern free blacks (Chapter 7has information onand southern slaves. Above all the Michael Frank and the beginning ofnorthern black was a free Man and free public schools in Wisconsin. Alsonot subject to'the whims and dictates incLides inforMation on Shermanof a master or overseer. On the eve Booth and his `efforts to end slavery,of the Civil War blacksiwere availing particularly his lead in the freeing ofthemselves 'ofeducational oppor- Joshua Glover, an escaped slave.):tunities, either in the small numbers Drake, Thomas E. Quakers andof integrated ,schools or in the exclu- Slavery in America. New Haven,siv6 and usuallyinferior black 1950. (After completing their work ofschools.) emancipation, Quakers shifted their attention to improving the educa-Woodson, Carter G. The Educa- tional and economic level of the freetioh\of the Negro Prior to 1861. New black populafion.) York and London, 1915.

1 2.9 OMINNINMEMEm AlMligh Military (Civil War Aptheker, Herbert. The Negro inScott, /Emmett J. The American .the Civil, War. New York, 1938. . Negro ,in the World War. (Washing- and World War I) ton, 1919). Cooper, Jerry M. "The Wisconsin a Voegeili,V. Jacque. Free But Not Militia, 1832-1900." Master Thesis," Equal The Midwest and the Negro UWMadWon, .During the Civil War. Chicago. 1967. Higginson, Thomas! W. Army LifeWalluce,I Irving and Amy, and in a 'Rick Regiment. Boston, 1870.Wallechinsky, David. "The Black Swallow." Significa, Sept' 26,1982. Oliver, John W. "Draft Riots in f. Wisconsin During _ the Civil War.'Williams, G. W. A History of the WisconsinMagazineofHistory,Negio Troops inthe War of the. 2:334-336 (March, 1919). Rebellion 1861-1865. N.Y., 1888.

I . - Clark, James I. Wisconsin Defies1968 '(Republicans inoved from anti- Politics the Fugitive Slave Law: The Case cfsli'Very position to support of 'Negro Shetrhan Booth. Madison, 1,955. Suffrage and Civil Rights): Farnam, Henry W. Chapters in theMoldstad,1 John A."Wisconsin History of Social Legislation in theAttitude toward Negro Suffrage in U.S. to 1860. Washington, D.C.,the Election of 1865 " BA Thesis,. 1938 (Restrictive Legislation in theLIWMadison, 1900. Northwest Territory, pp. 219-20). Olbrich,1 Emil. The Development Fischel, Leslie H. "Wisconsin andof Sentiment on Negro Suffrage to Negro Suffrage." Wisconsin Maga- Madison, Wir, 1912. - ---- tine of History 46:180796 (Spring,/1860.Quaife, Milo M:(ed.) The Move- '1963) The argument in the Co_ nsti-ment for Statehood, 1845-46. Con- tutional Convention. stitutional Series, 'vol.I,Madison, Gara, Larry, A Short History of1918 (Marshall4rong remarks on Wisconsin. The State Historical Soci-the relative merits of Norwegian and/ ety of Wisconsin, :1962 (IncludedFree Negroes on p. 95).. / information on the question ofIlegroWesley, Charles H. "ThePartici, suffrage in Wisconsin and efthugipation of Negroes in Anti-Slavery tive Slave Law). Political \Parties." Journal of ,Negro Hurd, John Codman. Law of Freel-History,. XXIX (1944) (39-481. dom and Bandage in the U.S. 2 vol;'Wesley, Charles H. "Negro Suf- Boston, 1858., frage in the 'Period of Constitution Kroncke, Robert. N. "RacearidMaking,. 1787- 1865.'.Journal of 9 Politics in WisConsin 1854-1865."Negro History,XXXII (1974) MastersThesis, UWMadisOn,143 =168.

Women Bogle, Donald. BraunSugar:.Buhle, Mario. The Cdnclse His- Eigh Yead of American Macktory of Wo en Suffrage,. Urbana: Supe Stars. New York: Hartn,bnyUniv. of Illinois Press, 1978. 5 ,1980. . Buhle, 411ari Jo. Women and Buhle, MO Jo. "A CenturY ofAmerican,. Socialism: 1870-1920. Working Women." SomMerville, 'Ma., New England Buhle, Mari Jo. "Feminism' amFree Prest, 1975. / Socialism in U.S. 1820-1920."I The-.,.3iarlc, James I: Wisconsin Women SiSr UWMadison, 1974. I Fight for Suffrage. Madison, 1986.

. 26 . 30 Clark, James I. Ladies on theFuller, Margaret. Women in the ment." Wisconsin Magazine of His- Loose: Women Travelers of the 19th'Nineteenth Century, and Kindredtory, 43:277-287 ,(Summer, 1970): and 20th CenturieS' N.Y., DoddPapers Relatingtothe SphereoRogers-Rose, La '.Frances (ed.) Mead, 1981. Condition and Duties of Women.The Black Women. Beverly Hills: Boston: J. R. Jewett izend Co., 1855. Cromwellt J. W. Thq Negro in Saga Publications, 1980. American History: pen and.Women Goidreich, Gloria. and Ester.Smith, Page. Daughters of the Eminent the Evolutionof theWhat Can She Be? A Scientist. Americans of African Descent. Promised Land: Women in Amer-. ,Washington, 1914. Hoffman, Nancy. Women's "Trueicon History. Boston: Little Brown Dell, Caroline Wells (Healey).Professiin: Voices From the Historyand Co., 1970.. Margaret and Her Friends: Or Tenof Nchirlg. New York, McGraw-,Steward, Elinore Pruitt. Letters of Conversationi with Margaret FullerHill; 1981. a Woman Homesteader. Houghton- Uponthe.Mythology of the GreeksHedger, Elaine and Wendt, In-Mifflin Co., first published in 1914; and its Expression in Art. N.Y.: Arnogrid. M Her.Own. Image: Womenmade into a film called Heartland. : Press, 1972. Workihg in the Arts. Terborg-Penn, Rosalyn and Hur- Dougherty, Molly. Be &ming aKessler-Harris, Alice. Womenley, Sharon (eds.) "The Afro- Woman' inRural Black Culture.Have Always Workech,A HistoricalAmerican Woman in the Struggle for N.Y., 1978. Overview. Woman SuffAge." Ph.D. Thesis, Duckett, Kenneth W. (ed.) "Suf- 'Howard Univ., 1977., Ladner, Joyce, Tomorrow's To - fragettes on the Stump: Letters from Watson, Carol. "Ideasinthe the Political Equality League of Wis-m o rro w : The Black Woman. Gztrden City, N.Y., Doubleday, .G1977. Novels of Afro-American Women consin, 1912." Wisconsin Magazine 1881-1965."(Dissertationtobe of History 38:31-34 (Autumn,Lakean, Carli. Golden Girls: Truepublished-by Greenwood Press).' 1954). Stories of Olympic Women Star.S. Field, Connie. "The Life and Times Welter, Barbara. "The cult of True. of Rosie the Riveter." Rosie the Riv-Lerner, Gerda. Black Women inWomanhood, 1820-1860." Amer- eter Film Project, Emeryville, Ca. White America.N.Y.: Pantheon4-an Quarterly,XVIII; 1966, pp. -Books, 1972. 150-174. Fuller, Margaret. Women in the , Nineteenth Century.N.Y.: Norton,Neau, Charles E. "Olympia BrownWilliams, Barbara. Breakthrough: 1971. and the Women's Suffrage Move-Women in Archaeology. s

Research Allen, Barbara.and Morttell, Lyn-Lieber, Joel. "The Tape Recor.der wood. From Memory to History.asHistorian."SaturdayReview, Methodologies The American Association for StateJune 11,1966. and Local History, Nashville, Ten-Lowie, Robert H. "Oral Tradition. nessee, 1981., and History." Journal of American Baum, Willa K. Oral History fix theFolklore, XXX (1917), pp. 161-167. Local Historical .Society. AmericanMorrissey, Charles T, "Oral. His- Association for State and Local His-tory as a Classroom toll." Social ) tory, Nashville, Tennessee, 1969. Education XXXII (October, 1968), .Carmack, Robert. "Ethnohistory:pp. 546-49. 'A Review of the Development, Def-Spradley, James P. and McCur- initions, Methods and Aims:" Annualdy, David W. The Culture Experi- Review of Anthropology, I (1972), ence: Ethnogrciey, in a Complex Pp. 227 -246. Society. Scien4 Research. Associ- Day, Gordon M. "Oral Tradition: as ation, Macalestel College. Complement."Ethnohistory:XIX Thompson, Paiul. The Voice of the (1972), pp. 99-108. Past: Oral History. Oxford, 1978: .1% Hudson, Charles. "Folk HistoryVansina, Jan.% Oral Tradition: A andEthnohistory."Ethnohistory, StudyinHistorical Methodology. XIII (1966), pp. 52-70. Chicago, 173, pp. 100-103.

27. ,31. Crossword Puzzles

32 ACROSS .4 DOWN-

1. Right to v-Rtl . 1. Indentured 9. Type of road used by trains (abbrev.) 2. The Army vs. the Confederate Army 10.. merate4(to number) 3. Joshua Glover was a slave. 11. history interviews - 4. Failing grade

12. Abbreviation for Nd. 18 across - 5. Spoil 13. Civil 6. Intentionally setting fire to a building 15. Fugitive slave 7. Africans were brought .to ads southeast fr. Nullify coastal state.(abbrev.) 18. Many of Wisconsin's bIacksettlers 8. European immigrants were brought to came from this northern border this island. state. 9. Type of boat that uses No. 21 down 20. Insect 14. Head (abbrev.)

21. Singles *j . 16. Immigrants were brought across this 22..Highest letter grade body of water.(initials) 23. Section. of U.S. defended .by the 19. A Medal of Honor winner is an Yankees (abbreV.) 21.. Implements used with certain type boat. 24. International Boxing Association 22. Continent where blacks came from (abbrev..) 25. Bruins 26. Same AS No. 9 across 27. Roman Numeral ONE 27. On condition 29. New Testament (abbrev.) 28. County where Cheyenne Valley is 30. Close to located 32. Type of coat made from animal skins 31. Same-as Nosi- 9 and 26 34. Confederate General Robert E. 32. Picnic meal held at the annual 35. Board (abbrev.) reunions 38. Compass point 33. InVentor of cotton gin,, Whitney 39. Section of U.S. defended, by the 35. Bushel (abbrev.) Rebels (abbrev.) 36. AtoMic Energy Commission (abbrev.) 40. Same as No. 22 across 37. Woman's garment 40. A piece of land

Number 1 - 10 11 12 13 14 15 16 17 19 21 22

23 24 25 . 26 . 27". . 28 29 30 31

. 32 . 33 34 .

35 3

37 38 39 40

29 33 ACROSS DOWN

1. Early\settler family lived in a 1. Cheyenne Valley 4 5. Early settlers built cabins. 2. Measured piece of land 8. "History Interviews 3. Sheep's sound 9. Electrical Engineer (abbrev.) 4. International League (abbrev.) 10. Morning (abbrev.) 5. To rent 12. Maine (abbrev.)' 6. Many of these settlers come from t 13. Sample northern border state ( abbrev.) 16. Freeing of slaves 7. Seventh letter of Alphabet 19. Unit (abbrev.) 9. Door way leading Out 0. To come together 10. To be by oneself -21. and off ". 11., Once only could vote. 22. - sty ot%pen' .13. To leave one country and'settle in

23. 'Old (antonym) . another 0- 25. Roman Numeral ONE .14. Multiple sclerosis (abbrev.). 26. What Statue of Liberty holds in her 15. Early,settler in-Wisconsin's Wilde hand. 17. Marriage oervMOny 29. Compass point 18. Annual picnics and.re 30. 'Highest letter grade 24. Horse draWn used by earl) 31. -Something you breathe, on Pikes' settlers Peak (two words) '27., ROman NumeralONE HUNDRED AND ONE 33. Gathered from the chicken coop 28.. Hour (abbrev.) 35. Used in making bread or beer 32. Chicken .36. ,Thiee musicians. 34. Eli Whitney invented the cotton 37. National League (abbrev.) 36. Two,' Too, . 38. The repeating of a sound 39'. Roman Numeral HUNDRED 41. Newport News (abbrev.) 4p Hydrogen (abbrev.)

Number 2 1 12 5 7 o

r2 13 15

25 26

30 nd ACROSS DOWN

1: .0 War between the North and the South. 1. National Associatibn for the . 7. Morning ( abbrev.) ,Advancement of People. 9. Many Wisconsin settlers migrated from 2. first person singular this border state.(abbrev:). 3. One who casts a ballot 10. Columbus is its capital (abbrev.) 4. Same as No. 2 Down 11.f Black people came from the continent 5. Fugitive Slave' 6. ands error 14-. 'A keasured,parcel of land 7. Top cards in a deck l One who writes .8- Luther King, Civil Rights Leade 17. MOtto'of No. 8 down "We shall 12. Emancipation gave _slaves Comet." 13. Neither male nor female 19. Each (abbrev.) 15. Organization/9f veterans (abbrev.), 20.: Street (abbrev.) 18. Many of these settlers could 21. Northern Yankees versus Southern and write. 22. A cycle built for two. 24. '.Roman Numeral ONE, 25. - Electrical Engineering (abbrev.) 23. Africans and Europeans came to' 27. A service offered by the Red Cross America aboard . 28. Chicken that lays eggs . 26. 'Elongated electric fish 30. A signed land contract 29. Fourth letter of the alphabet 32. Same as Nos. 9 and 10 across 30..ROMan Numeral FIVE HUNDRED 33. Game as No: 24 across '31. From out of space (abbrev.) 35. 34. Lieutenant (abbrev..) Honest " " Lincoln 35. Same'is No. 7 across 37. .Same as No.'26 down 38. Family: 36. These farmers kept theirpigs in a work system sty or 39. Versus (abbrev.) 43. 39. Roman[ Numeral FIVE Roman Numeral FIFTY 40. Bachelor (abbrev.) 44..-Top grade on an exam 41. Use the eyes 45. ROman Numeral FIVE 42. The South-fought to keep 46. Same as No. 14 across.

Number 3 1 L.3 4 7 8

'14 .15

17 20 d 1 22 2.3" - 24

2.5 26 27 28 2'9

31 32 , 33

35 36 37 '38

31 .1

r. ACROSS ,38. were the main forms of ttanE portation for the early families. 1. Cheyenne Valley is located in -40. Same as No. 12 across County: 41. Weight (abbrev.) .6. Rollan Numeral THREE 42. Same as Nos. 12 and 40 across .9. Many of these black settlers came from this northern border state. DOWN 10. Hfghest letter grade 11. World War 1.-Suffrage is the right to 12: Ton (abbrev.) 2. Pleasant ,f Community'... 13. RepublicaneGovernor of Wisconsin 3. Many immigrants' came from Oslo;

16. Electron (abbrev.) . Abbreviationfor.No: 9 across ,17. .,.FirstPresident of the U.S. '(initials) 5. Yea and \18. Same as. No. 10 across 6. If you borrow money you may sign

. an 19. Same as NoS. 10 and 18 across - 20. Early pioneers trapped for 74 and outs supply.e- /. 8. For. example (abbrev.) 22. Rosa Parks (initials) 14. Compass point 24. Moftof the Africans were brought to 15. These early settlers did:- this section of the United State.s. the land. , (abbrev.) / 19. To question 25.,Madison is its capital,(ablrev.) 20. One who works in mines 26. A toy, Yo 21. and folo 27. Produced by a. cow 2* sty or pen

29. Negative answer 25. COmpass'point t . 31. On trains these families coule; 28.'Pioneers used these to make their to the cities. first cabins. 32. Eggs are collected from the 30. Atop r house.. 32. Antonym.of cold 33. Automobile 33. Producer of No.-27 across 35.-"iii.th an automobile they could come. 34. Nickname for Arthur- and 36. Abbreviation for No. 9 across 37,. "Give me liberty sive.me death." 39. From's:3liter space (abbrev':). Number 4

32 36 ACROSS DOWN . P , . hi' Plealsant Ridge in Grant 1. Roman Numeral TWO'HUNDRED -County 2. Columbus is this state's capital.

9. ' - Valley in Vernon County. 3. Augusta is this"'state's capital (abbrev.) 11. People irk, Wisconsin When pioneers 4. Belonging.to me first came (abbrev.) 5. Navy nurse(abbrev.) 12. Part of body between leg and thigh 6.. Printing fluid 14. " Together, Coming Apart". 7. A decade is years. 19. Tool' used by pioneers to clear 8. X and' chromosomes. the forest 10. Nearest '20. Same-as-No: 11 across 13. To make less difficult 21. A seasoning 14. Some of Wisconsin settlers,fought in 23. Street (abbfev.) 'this war between the, states. 24. Very Important. Person. (abbrev.) 15. A.M. and P. 27. Animal with antlers 16. Singular form of are 29 Same as Nos. 11 and 20 ,across 17. When born you are 30. Highest letter grade 18. Joshua , fugitiveslay§ 31. Bad, wicked 22. To work 33. Early families lived in 25. .First person 9ingular cabins. 26._Leaves of a book 35. Franklin Roosevelt 28. Fugitive Act of 1850

67. ' " Badge of Courage" 32. Type of dancing . 39. Capital of Virginia (abbrevp) 34. Substance from which.miners remove 40. Vegetable (abbrev.) such valuable matter as iron or lead. 41. North Ordinance 36 Used,to catch fish or butterflies 42. When the president refuses to sign 38. Day time (abbrev.) a bill it is called a 0 V

This Project was funded in part by a grant from the National Endowment for the Humanities.

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