Civil Rights in Early Pennsylvania
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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 . -
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. -
Slavery in the United States - Wikipedia Page 1 of 25
Slavery in the United States - Wikipedia Page 1 of 25 Slavery in the United States Slavery in the United States was the legal institution of human chattel enslavement, primarily of Africans and African Americans, that existed in the United States of America in the 18th and 19th centuries. Slavery had been practiced by Americans under British rule from early colonial days, and was legal in all Thirteen Colonies at the time of the Declaration of Independence in 1776. It lasted until the end of the American Civil War. By the time of the American Revolution (1775–1783), the status of slave had been institutionalized as a racial caste associated with African ancestry.[1] When the United States Constitution was ratified (1789), a relatively small number of free people of color were among the voting citizens (male property owners).[2] During and immediately following the Revolutionary War, abolitionist laws were passed in most Northern states and a movement developed to abolish slavery. Most of these states had a higher proportion of free labor than in the South and economies based on different industries. They abolished slavery by the end of the 18th century, some with gradual systems that kept adults as slaves for two decades. However, the rapid expansion of the cotton industry in the Deep South after the invention of the cotton gin greatly increased demand for slave labor, and the An animation showing when United States territories and states Southern states continued as slave societies. Those states attempted to extend slavery into the new Western forbade or allowed slavery, 1789–1861. -
Law and the Creative Mind
Chicago-Kent Law Review Volume 74 Issue 1 Symposium on Commemorating the Two Hundredth Anniversary of Chancellor Article 7 Kent's Ascension to the Bench December 1998 Law and the Creative Mind Susanna L. Blumenthal Follow this and additional works at: https://scholarship.kentlaw.iit.edu/cklawreview Part of the Law Commons Recommended Citation Susanna L. Blumenthal, Law and the Creative Mind, 74 Chi.-Kent L. Rev. 151 (1998). Available at: https://scholarship.kentlaw.iit.edu/cklawreview/vol74/iss1/7 This Article is brought to you for free and open access by Scholarly Commons @ IIT Chicago-Kent College of Law. It has been accepted for inclusion in Chicago-Kent Law Review by an authorized editor of Scholarly Commons @ IIT Chicago-Kent College of Law. For more information, please contact [email protected], [email protected]. LAW AND THE CREATIVE MIND SUSANNA L. BLUMENTHAL* INTR O D U CTIO N .......................................................................................152 I. THE JUDGE AND HIS WORK .......................................................161 II. THE CHARACTER OF THE JUDGE, 1800-1850 ...........................166 A. The Antebellum Portrait....................................................... 170 B. Literary Manifestations of Judicial Character.................... 177 III. THE GENIUS OF THE JUDGE, 1850-1900 ....................................187 A. Remembering the Fathers of the Bench ...............................195 B. Reconstructions of the JudicialIdeal ...................................202 C. Providence -
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. -
Atlantic Slavery and the Making of the Modern World Wenner-Gren Symposium Supplement 22
T HE WENNER-GREN SYMPOSIUM SERIES CURRENT ANTHROPOLOGY A TLANTIC SLAVERY AND THE MAKING OF THE MODERN WORLD I BRAHIMA THIAW AND DEBORAH L. MACK, GUEST EDITORS A tlantic Slavery and the Making of the Modern World: Wenner-Gren Symposium Supplement 22 Atlantic Slavery and the Making of the Modern World: Experiences, Representations, and Legacies An Introduction to Supplement 22 Atlantic Slavery and the Rise of the Capitalist Global Economy V The Slavery Business and the Making of “Race” in Britain OLUME 61 and the Caribbean Archaeology under the Blinding Light of Race OCTOBER 2020 VOLUME SUPPLEMENT 61 22 From Country Marks to DNA Markers: The Genomic Turn S UPPLEMENT 22 in the Reconstruction of African Identities Diasporic Citizenship under Debate: Law, Body, and Soul Slavery, Anthropological Knowledge, and the Racialization of Africans Sovereignty after Slavery: Universal Liberty and the Practice of Authority in Postrevolutionary Haiti O CTOBER 2020 From the Transatlantic Slave Trade to Contemporary Ethnoracial Law in Multicultural Ecuador: The “Changing Same” of Anti-Black Racism as Revealed by Two Lawsuits Filed by Afrodescendants Serving Status on the Gambia River Before and After Abolition The Problem: Religion within the World of Slaves The Crying Child: On Colonial Archives, Digitization, and Ethics of Care in the Cultural Commons A “tone of voice peculiar to New-England”: Fugitive Slave Advertisements and the Heterogeneity of Enslaved People of African Descent in Eighteenth-Century Quebec Valongo: An Uncomfortable Legacy Raising -
The Pennsylvania State College Library 4
= a'P THE PENNSYLVANIA STATE COLLEGE LIBRARY 4 / li,' 1 l 11I o, j,, I I ' I I.. 1'r, t , THE PENNSYLVANIA STATE UNIVERSITY LIBRARIES j, 1, J,' id. l ... i. I' , il 1 s : _ ! at5 ' , . 1 _(st _ Berg % I 4 I A I i a Copyright Applied for by the Author . I ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~--- ALBERT H. BELL I MEMOIRS of THE BENCH AND BAR of Westmoreland County, Pennsylvania By ALBERT H. BELL, Esq., of The Westmorcland Bar 2 DEDICATION To the Honorable James S. Moorhead, whose great ability, profound learning, high ideals and en- gaging personality have long made him a, distinguish- ed ornament to the Westmoreland Bar, a worthy exemplar to its members and the object of their high regard, and To the Honorable John B. Head, late an honored Judge of the Superior Court of Pennsylvania, to whom like attributes are ascribed and like tribute is due; to -these joint preceptors, their law student of the long ago, the author of these memoirs, in token of his obligation and affection, ventures to dedicate this volume. I 3 PREFACE These Memoirs had their origin in the request of Mr. E. Arthur Sweeny, editor of the "Morning Re- view", of Greensburg, to the, writer to prepare some character sketches of the deceased members of the Bench and Bar of Westmoreland County, the serial publication of which was to become a feature of that enterprising journal. They soon passed the stage of experiment, and the conception of fragmentary his- tory, and, in some degree, have become comprehen- sive of more than a century of the legal annals of the county. -
2019 Lapidus Center Conference Schedule 9.16
2019 Lapidus Center Conference Enduring Slavery: Resistance, Public Memory, and Transatlantic Archives THURSDAY, OCTOBER 10 6:00 PM Langston Hughes Auditorium WELCOME Kevin Young, Director of the Schomburg Center for Research in Black Culture Michelle D. Commander, Associate Director and Curator of the Lapidus Center for the Historical Analysis of Transatlantic Slavery REMARKS Sid Lapidus, Philanthropist PRESENTATION OF THE 2019 HARRIET TUBMAN PRIZE PLENARY SESSION: 1619 IN U.S. MEMORY Ed Baptist, Cornell University Herman Bennett, The Graduate Center, CUNY Rebecca Goetz, New York University RECEPTION (Langston Hughes Lobby) 1 FRIDAY, OCTOBER 11 9:00-10:45 AM 1. Contours of Slavery in Brazil Margarita Rosa, Princeton University, “Partus sequitur ventrem and Roman Law on the Children of Enslaved Women” Mary Hicks, Amherst College, “Return Voyages: Enslaved Maritime Labor in the Bahian Transatlantic Slave Trade” Doriane Meyer, University of Kansas, “Disciplinary Spatial Organization on the Bahian Recôncavo Plantations” Eric Galm, Trinity College, “Rhythmic Explorations of the Brazilian Congado Mineiro That Connect Africa, Portugal, and the Catholic Church” 2. Abolitionist Contexts Anita Rupprecht, University of Brighton (UK), “Out of Sight: The Narrative of the Slave Ship, Le Rodeur (1819)” Katy L. Chiles, University of Tennessee, “Authoring Slavery” Isadora Moura Mota, Princeton University, “An Afro-Brazilian Atlantic: Slave Activism and the American Civil War” Jesse Olsavsky, Duke Kunshan University, “Reconstructing the Abolitionist Tradition” 11:00 AM-1:00 PM 3. Plenary: Slavery Archives and Speculation Marisa Fuentes, Rutgers University, “Archival Anonymity and the Violence of the Transatlantic Slave Trade” Ajay Kumar Batra, University of Pennsylvania, “And that is the writing of history”: C.L.R. -
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. -
Partus Sequitur Ventrem: Law, Race, and Reproduction in Colonial Slavery
Partus sequitur ventrem: Law, Race, and Reproduction in Colonial Slavery Jennifer L. Morgan Whereas some doubts have arisen whether children got by any Englishman upon a negro woman shall be slave or free, Be it therefore enacted and declared by this present grand assembly, that all children borne in this country shall be held bond or free only according to the condition of the mother—Partus Sequitur Ventrem. And that if any Christian shall commit fornication with a negro man or woman, hee or shee soe offending shall pay double the fines imposed by the former act. —Laws of Virginia, 1662 Act XII; Latin added by William Henig, The Statutes at Large, 1819 1 Atlantic slavery rested upon a notion of heritability. It thus relied on a reproductive logic that was inseparable from the explanatory power of race. As a result, women and their experiences of enslavement shed critical light on what it meant to be enslaved or free in the early modern Atlantic world. Regardless of the rate of reproduction among the enslaved—which remained low in all early American slave societies—the ideological solidity of those slave societies needed reproducing women. Building a system of racial slavery on the notion of heritability did not require the presence of natural population growth among the enslaved, but it did require a clear understanding that enslaved women gave birth to enslaved children. Resituating herita- bility was key in the practice of an enslavement that systematically alienated the enslaved from their kin and their lineage. Enslaved people had to be understood as dispossessed, outside of the normal networks of family and community, to justify the practice of mass enslavement.