121019 ~Ub1ig Domain/OJP/NIJ
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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 . -
Thesis-1972D-C289o.Pdf (5.212Mb)
OKLAHOMA'S UNITED STATES HOUSE DELEGATION AND PROGRESSIVISM, 1901-1917 By GEORGE O. CARNE~ // . Bachelor of Arts Central Missouri State College Warrensburg, Missouri 1964 Master of Arts Central Missouri State College Warrensburg, Missouri 1965 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY May, 1972 OKLAHOMA STATE UNiVERSITY LIBRARY MAY 30 1973 ::.a-:r...... ... ~·· .. , .• ··~.• .. ,..,,.·· ,,.,., OKLAHOMA'S UNITED STATES HOUSE DELEGATION AND PROGRESSIVIS~, 1901-1917 Thesis Approved: Oean of the Graduate College PREFACE This dissertation is a study for a single state, Oklahoma, and is designed to test the prevailing Mowry-Chandler-Hofstadter thesis concerning progressivism. The "progressive profile" as developed in the Mowry-Chandler-Hofstadter thesis characterizes the progressive as one who possessed distinctive social, economic, and political qualities that distinguished him from the non-progressive. In 1965 in a political history seminar at Central Missouri State College, Warrensburg, Missouri, I tested the above model by using a single United States House representative from the state of Missouri. When I came to the Oklahoma State University in 1967, I decided to expand my test of this model by examining the thirteen representatives from Oklahoma during the years 1901 through 1917. In testing the thesis for Oklahoma, I investigated the social, economic, and political characteristics of the members whom Oklahoma sent to the United States House of Representatives during those years, and scrutinized the role they played in the formulation of domestic policy. In addition, a geographical analysis of the various Congressional districts suggested the effects the characteristics of the constituents might have on the representatives. -
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. -
Barthé, Darryl G. Jr.Pdf
A University of Sussex PhD thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details Becoming American in Creole New Orleans: Family, Community, Labor and Schooling, 1896-1949 Darryl G. Barthé, Jr. Doctorate of Philosophy in History University of Sussex Submitted May 2015 University of Sussex Darryl G. Barthé, Jr. (Doctorate of Philosophy in History) Becoming American in Creole New Orleans: Family, Community, Labor and Schooling, 1896-1949 Summary: The Louisiana Creole community in New Orleans went through profound changes in the first half of the 20th-century. This work examines Creole ethnic identity, focusing particularly on the transition from Creole to American. In "becoming American," Creoles adapted to a binary, racialized caste system prevalent in the Jim Crow American South (and transformed from a primarily Francophone/Creolophone community (where a tripartite although permissive caste system long existed) to a primarily Anglophone community (marked by stricter black-white binaries). These adaptations and transformations were facilitated through Creole participation in fraternal societies, the organized labor movement and public and parochial schools that provided English-only instruction. -
Writing in First Person About the Atlantic Slave Trade Lesson Plan Grade Level: 6-8 Curriculum Focus: Grammar and Composition Lesson Duration: Three Class Periods
Writing in First Person about the Atlantic Slave Trade Lesson Plan Grade Level: 6-8 Curriculum Focus: Grammar and Composition Lesson Duration: Three class periods Student Objectives Discuss general information about the Atlantic slave trade. Review facts about the St. John revolt, and brainstorm a list of people involved in the rebellion. Write a personal account from the point of view of one person involved in the revolt. Materials Discovery School video on unitedstreaming: Slavery, Society, and Apartheid Search for this video by using the video title (or a portion of it) as the keyword. Selected clips that support this lesson plan: Slave Revolt Atlantic Slave Trade Apartheid Takes Hold The End of Apartheid Video on unitedstreaming: Slave Ship -. Search for this video by using the video title (or a portion of it) as the keyword. Selected clips that support this lesson plan: June, 1839: Singbeh Pieh (Joseph Cinqué) Leads a Slave Revolt Aboard the Amistad The Story of Olaudah Equiano Computer with Internet access Paper, pen or pencil Writing in First Person about the Atlantic Slave Trade 2 Lesson Plan Procedures 1. After watching the program, discuss the Atlantic slave trade. Begin by telling students that from 1500 to 1870, about 11 million Africans were captured and taken on ships to the Americas. Have students answer the following questions based on what they learned in the program: What was the triangular trade? (the slave trade connecting Africa, the Americas, and Europe) Why were slaves considered “black gold”? (They provided inexpensive labor for plantations in the Americas, making them valuable like gold.) Were the slaves always captured by Europeans? Explain. -
Freedom Seekers: the Underground Railroad, Great Lakes, and Science Literacy Activities Middle School and High School Curriculum
Freedom Seekers: The Underground Railroad, Great Lakes, and Science Literacy Activities Middle School and High School Curriculum “Joe, come look at de Falls! ... it's your last chance. Joe, you’ve shook de lion’s paw!, You’re free!” --Harriet Tubman 1 Freedom Seekers Curriculum Committee Monica Miles, Ph.D. | New York Sea Grant Fatama Attie | University at Buffalo Bhawna Chowdary, Ph.D. | Niagara Falls City Schools/University at Buffalo James Ponzo, Ph.D. | University at Buffalo & Niagara Falls Underground Railroad Heritage Center Claudia Rosen | Buffalo Niagara Waterkeeper Kate Haq, Ph.D. | The Park School of Buffalo Betsy Ukeritis | NYS Department of Environmental Conservation Ginny Carlton, Ph.D. | Wisconsin Sea Grant Meaghan Gass, editor | Michigan Sea Grant, MI State University Extension Megan L. Gunn, editor | Illinois-Indiana Sea Grant The curriculum committee would like to extend our thanks and appreciation to everyone who contributed to this curriculum including article authors and reviewers. Thank you for helping us share the story of Freedom Seekers! 2 Contents of Lesson Series Freedom Seekers Curriculum Committee 2 Contents of Lesson Series 3 Letter to Educators 4 Educator Resources 5 Underground Railroad Lessons 7 Lesson 1 - Harriet Tubman--the unsung naturalist 9 Lesson 2 - The Underground Railroad and Maritime Connections 19 Lesson 3 - How to Conduct Historical Research 25 Lesson 4 - Connecting Environmental Resources to Historically Rich Spaces 29 Lesson 5 - Examining the Remains of the Cataract House 33 Lesson 6 - Using US Census Data to Investigate the Underground Railroad 42 Lesson 7 - Race and the US Census 53 Lesson 8 - Native Americans and the Underground Railroad 59 Extension Activities Educator Resources 66 African American History and Science Extension Activities 67 Activity 1 - U.S. -
The Underground Railroad: a Study of the Routes from Texas to Mexico
The Underground Railroad: A Study of the Routes From Texas to Mexico Georgia Redonet Long Middle School INTRODUCTION The Underground Railroad gave the hope of freedom to enslaved people living in the American South. Most Americans are familiar with the basic workings of the Railroad and most know the story of Harriet Tubman, one of its famous conductors. The intricacies of the plans for escape are not as familiar to most people. Few are aware that not everyone ran away to the northern states and Canada. Texas was too far to the west to make escaping to the American North a practical choice. Texas slaves were more likely to runaway to Mexico. Whether the term ―Underground Railroad‖ was actually used to describe the pathways followed by those escaping to freedom in Mexico is not clear. I have chosen to use it in my title because it is recognizable to most people as an identification of escape routes from servitude in the United States. The lesson plans for this curriculum unit will be centered on geography, the process of planning, and research. There will be a contemporary connection to this unit of study. Many of our students at Jane Long Middle School in Houston, Texas are refugees. Their families also had to make plans for escape. They have also gained freedom at a price. Like those who escaped slavery, they too have been separated from family and friends and may never see them again. Any projects involving my students‘ experiences will be on a voluntary basis. For some, the memories may be too recent to share with others. -
Journal of Urban History
Journal of Urban History http://juh.sagepub.com/ ''From Protest to Politics'' : Community Control and Black Independent Politics in Philadelphia, 1965-1984 Matthew J. Countryman Journal of Urban History 2006 32: 813 DOI: 10.1177/0096144206289034 The online version of this article can be found at: http://juh.sagepub.com/content/32/6/813 Published by: http://www.sagepublications.com On behalf of: The Urban History Association Additional services and information for Journal of Urban History can be found at: Email Alerts: http://juh.sagepub.com/cgi/alerts Subscriptions: http://juh.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://juh.sagepub.com/content/32/6/813.refs.html Downloaded from juh.sagepub.com at Harvard Libraries on March 22, 2011 “FROM PROTEST TO POLITICS” Community Control and Black Independent Politics in Philadelphia, 1965-1984 MATTHEW J. COUNTRYMAN University of Michigan This article traces the origins of black independent electoral activism in Philadelphia during the 1970s to the Black Power movement of the 1960s. Specifically, it argues that Black Power activists in Philadelphia turned to electoral strategies to consolidate their efforts to achieve community control over public insti- tutions in the city’s black working-class neighborhoods. Finally, the article concludes with a brief evalu- ation of the careers of African American activist state legislators David Richardson and Roxanne Jones and W. Wilson Goode, Philadelphia’s first African American mayor. Keywords: Black Power; community control; independent politics; Democratic Party The political philosophy of black nationalism means that the black man should control the politics and politicians in his own community. -
African-American Integration During Reconstruction Jeremy Henderson Center for Creative Arts Chattanooga, Tennessee
“Do Nothing with Us!” African-American Integration during Reconstruction Jeremy Henderson Center for Creative Arts Chattanooga, Tennessee This module was developed and utilized in an eighth-grade American history class in order to meet state U.S. history standards on slavery and Reconstruction. However, the module is applicable to middle and high school American history courses elsewhere. The inspiration for this module comes from a lecture by Peter Myers titled “Frederick Douglass, Martin Luther King Jr., and Integration.” Estimated module length: Two and half hours Frederick Douglass. Source: Wikipedia at https://tinyurl.com/pk5xljn. Meeting of the Committee of Freedmen, Edisto Island. Source: PBS Learning Media at https://tinyurl.com/ybxwsh7w. Objectives Students will: Predict and hypothesize factors that changed the status of a people who formally constituted a subservient group in American life. 59 Analyze a speech by abolitionist Frederick Douglass given at the end of the Civil War. Investigate the ways in which restrictions were placed on freedmen during the Reconstruction era. Prerequisite knowledge This lesson assumes students have completed a unit of study on the causes of the Civil War and the war’s subsequent course of events. Students should also have some prior knowledge of Frederick Douglass. Module introduction Note: All primary source material and accompanying questions are included in Appendix 1 and available at this link (https://www.utc.edu/center-reflective- citizenship/pdfs/crchendersonm2materials.pdf). Warmup/opener (estimated time, fifteen minutes) Teachers should distribute (or project) the chart below showing population data of the South. Ask students: What stands out about these figures? Based on this data, what challenges and issues do you see the South will face during Reconstruction? How do you think the U.S. -
BED BANK Afternoon, High 7T
Westher DISTRIBUTION - 7 MJB. (qnpentnre IT. Cloudy TODAY fbb nwnrintt hwwnlm fair by BED BANK afternoon, high 7t. Tonight, fair, 35,000 Controlled low In the 5fe. Tomorrow partly cloudy, Ugh In the 70s. Tburv MomxrntaocMnwju-ut.mn day, fair. See weather, page 2. DIAL 741-0010 Issued dmisy, Monday through rrlda;. Second Clui Fostut PAGE ONE VOL. 86, NO. 240 Paid U Red Bank and at Additional Mailing Ollicei. RED BANK, N. J., TUESDAY, JUNE 2, 1964 7c PER COPY Turbulent Finish in California Primary Bay of Decision SAN FRANCISCO (AP)—Cal- tle for the Democratic senatorial two terminals away at the Republican voters will come aft- Yorty. Both delegations are in- ifornia Republicans choose be- nomination were expected to sprawling airport, avoided any er 7 a.m.-to-7 p.m. balloting — formally pledged to President tween Barry Goldwater and Nel- bring out nearly 70 per cent of predictions. But his supporters 8 p.m. in four counties—in 32,861 Johnson. son A. Rockefeller today in a the state's 4 million Democratic remained optimistic that he precincts. , The real Democratic battle in- last-in-the-nation primary • that voters and 2.9 million Republi- would win—and win fairly big. Goldwater will await the re- volved an acriminious clash be- may decide the kind of Repub- cans. Police called for help when turns in Los Angeles, Rockefell- tween Pierre Salinger, press sec- lican the party will nominate Final Salvos Rockefeller landed after a 12 - er in New York. retary to two presidents, and for president in July. -
Congress - New Members” of the Robert T
The original documents are located in Box 10, folder “Congress - New Members” of the Robert T. Hartmann Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Some items in this folder were not digitized because it contains copyrighted materials. Please contact the Gerald R. Ford Presidential Library for access to these materials. Digitized from Box 10 of the Robert T. Hartmann Files at the Gerald R. Ford Presidential Library .., SENATE I RepuL~ans · Garn, E. J. Utah Laxalt, Paul Nevada Democrats Bumpers, Dale Arkansas Culver, John C. Iowa Ford, Wendell Kentucky Glenn, John H. Ohio Hart, Gary W. Colorado Leahy, Patrick J. Vermont Morgan, Robert B. North Carolina Stone, Richard Florida The New Hampshire race has not been decided. HOUSE OF REPRESENTATIVES (REPUBLICANS) David F. Emery Maine Millicent Fenwick New Jersey William F. Goodling Pennsylvania Bill Gradison Ohio Charles E. Grassley Iowa Tom Hagedorn Minnesota George V. Hansen Idaho . Henry J. Hyde Illinois James M. -
Note: Original Spelling Is Retained for This Document and All That Follow
Note: Original spelling is retained for this document and all that follow. What the Black Man Wants, Frederick Douglass, 1865 Context: Frederick Douglass (1818–1895) was born a slave and became an eminent author, publisher, and antislavery advocate. Douglass became the first African-American to hold a high position in the federal government. For an excellent succinct documentary of the life of Douglass, visit https://www.biography.com/people/frederick-douglass-9278324. What is freedom? It is the right to choose one’s own employment. Certainly it means that, if it means anything; and when any individual or combination of individuals undertakes to decide for any man when he shall work, where he shall work, at what he shall work, and for what he shall work, he or they practically reduce him to slavery…. I have had but one idea for the last three years to present to the American people, and the phraseology in which I clothe it is the old abolition phraseology. I am for the “immediate, unconditional, and universal” enfranchisement of the black man, in every State in the Union. [Loud applause.] Without this, his liberty is a mockery; without this, you might as well almost retain the old name of slavery for his condition; for in fact, if he is not the slave of the individual master, he is the slave of society, and holds his liberty as a privilege, not as a right. He is at the mercy of the mob, and has no means of protecting himself…. It may be asked, “Why do you want it? Some men have got along very well without it.