The Persistent Use of Forced Labor in the Postbellum South
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Southern Slave Vs. Military Laborer: Black Ambivalence Toward Joining the Union Army Lisa Clark
Southern Adventist University KnowledgeExchange@Southern Senior Research Projects Southern Scholars 1996 Southern Slave vs. Military Laborer: Black Ambivalence Toward Joining the Union Army Lisa Clark Follow this and additional works at: https://knowledge.e.southern.edu/senior_research Part of the History Commons Recommended Citation Clark, Lisa, "Southern Slave vs. Military Laborer: Black Ambivalence Toward Joining the Union Army" (1996). Senior Research Projects. 119. https://knowledge.e.southern.edu/senior_research/119 This Article is brought to you for free and open access by the Southern Scholars at KnowledgeExchange@Southern. It has been accepted for inclusion in Senior Research Projects by an authorized administrator of KnowledgeExchange@Southern. For more information, please contact [email protected]. Southern Slave vs. Military Laborer: Black Ambivalence Toward Joining the Union Army by Usa Clark Aprfi 17, 1996 2 Fort Sumter was under fire! The war was on! The news flashed through the cotton fields and tobacco plantations of the South. For most slaves, the commencement of the Civil War brought hope. Enslaved, oppressed, denied education and self-determination, the southern black looked with eagerness to his emancipation. In many cases, the negro slave desired to help fight his former owners, to bring down the institution of slavery. Imagine his surprise, then, upon greeting the northern army with open arms, only to be forced to serve the white officers, cook for and clean up after the troops, and perform hard, manual labor for the military. There was D~glory on the battlefield. Promises made for equal pay were broken so many times they became meaningless. The mixed emotions engendered by this reality resulted in confusion and contradiction. -
Arkansas Department of Health 1913 – 2013
Old State House, original site of the Arkansas Department of Health 100 years of service Arkansas Department of Health 1913 – 2013 100yearsCover4.indd 1 1/11/2013 8:15:48 AM 100 YEARS OF SERVICE Current Arkansas Department of Health Location Booklet Writing/Editing Team: Ed Barham, Katheryn Hargis, Jan Horton, Maria Jones, Vicky Jones, Kerry Krell, Ann Russell, Dianne Woodruff, and Amanda Worrell The team of Department writers who compiled 100 Years of Service wishes to thank the many past and present employees who generously provided information, materials, and insight. Cover Photo: Reprinted with permission from the Old State House Museum. The Old State House was the original site of the permanent Arkansas State Board of Health in 1913. Arkansas Department of Health i 100 YEARS OF SERVICE Table of Contents A MESSAGE FROM THE DIRECTOR ................................................................................................. 1 PREFACE ................................................................................................................................................. 3 INTRODUCTION ................................................................................................................................... 4 INFECTIOUS DISEASE .......................................................................................................................... 4 IMMUNIZATIONS ................................................................................................................................. 8 ENVIRONMENTAL HEALTH -
George Washington Carver
George Washington LEVELED BOOK • O Carver A Reading A–Z Level O Leveled Book Word Count: 646 George Washington • R Carver L • O Written by Cynthia Kennedy Henzel Visit www.readinga-z.com www.readinga-z.com for thousands of books and materials. Photo Credits: Front cover: © Corbis; back cover, pages 6, 9: © The Granger Collection, NYC; title page: © Christopher Gannon/Tribune/AP Images; pages 3, 11: © AP Images; page 5 (top): courtesy of George Washington Carver National Monument; page George Washington 5 (bottom): courtesy of Library of Congress, Prints & Photographs Division, [HABS MO,73-DIA.V,1--1]; pages 10, 15: © Bettmann/Corbis; page 12: © Tetra Images/ Carver Alamy; page 14: © Hulton-Deutsch Collection/Corbis George Washington Carver Written by Cynthia Kennedy Henzel Level O Leveled Book © Learning A–Z Correlation Written by Cynthia Kennedy Henzel LEVEL O Illustrated by Stephen Marchesi Fountas & Pinnell M All rights reserved. Reading Recovery 20 DRA 28 www.readinga-z.com www.readinga-z.com States Where Carver Lived and Worked Iowa Nebraska Indiana Ohio Illinois Kansas Missouri Kentucky Tennessee Oklahoma Arkansas Mississippi Georgia Alabama Texas Louisiana Florida Carver grew up in Missouri, studied in Kansas and Iowa, and worked in Alabama. Born a Slave George Washington Carver in the lab, 1940 George Washington Carver was born in Table of Contents Missouri in 1864, during the Civil War. Born a Slave ............................................... 4 The Civil War (1861–1865) The Civil War was a fight between two sides of the Learning on His Own .............................. 6 United States, the North and the South. When it began, slavery was legal in fifteen “slave states” in the South and Making a Difference ................................ -
Supreme Court Merits Stage Amicus Brief
i TABLE OF CONTENTS Page TABLE OF CONTENTS ............................................i TABLE OF AUTHORITIES ................................... iii INTEREST OF AMICI CURIAE ..............................1 SUMMARY OF ARGUMENT...................................2 ARGUMENT .............................................................4 I. THE PRIVILEGES OR IMMUNITIES CLAUSE OF THE FOURTEENTH AMENDMENT PROTECTS SUBSTANTIVE FUNDAMENTAL RIGHTS AGAINST STATE INFRINGEMENT…………………....4 A. Crafted Against A Backdrop Of Rights- Suppression In The South, The Privileges Or Immunities Clause Was Written To Protect Substantive Fundamental Rights……………………………………………4 B. By 1866, The Public Meaning Of “Privileges” And “Immunities” Included Fundamental Rights………………………….8 C. The Congressional Debates Over The Fourteenth Amendment Show That The Privileges Or Immunities Clause Encompassed Substantive Fundamental Rights, Including The Personal Rights In The Bill Of Rights……………………………14 ii TABLE OF CONTENTS—continued D. The Wording Of The Privileges Or Immunities Clause Is Broader Than The Privileges And Immunities Clause Of Article IV…………………………………….. 21 II. THE FOURTEENTH AMENDMENT’S PRIVILEGES OR IMMUNITIES CLAUSE INCLUDED AN INDIVIDUAL RIGHT TO BEAR ARMS…………………………………. 24 III. PRECEDENT DOES NOT PREVENT THE COURT FROM RECOGNIZING THAT THE PRIVILEGES OR IMMUNITIES CLAUSE PROTECTS AN INDIVIDUAL RIGHT TO BEAR ARMS AGAINST STATE INFRINGEMENT…………………………... 29 A. Slaughter-House And Its Progeny Were Wrong As A Matter Of Text And History And Have Been Completely Undermined -
Famous African Americans
African American Leaders African American Leaders Martin Luther King Jr. was an African American leader who lived from 1929 to 1968. He worked to help people be treated fairly and equally. We remember him with a national holiday. Look inside to learn about other African Americans who have made a difference in the history of the United States. Lyndon B. Johnson Library Rev. Martin Luther King Famous African Americans Look at our scrapbook of some African American leaders who have changed history. Rosa Parks fought for civil rights for African Americans. Civil rights make sure people are treated equally under the law. In 1955, she was arrested in Alabama for not giving up her bus seat to a white man. ReadWorks.org Copyright © 2006 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation. African American Leaders Jackie Robinson batted his way into history. In 1947, he became the first African American to play major-league baseball. Condoleezza Library of Congress Rice is the first Jackie Robinson African American woman to be the U.S. Secretary of State. In this important job, she helps the President work with the governments of other countries. World Almanac for Kids Condoleezza Rice George Washington Carver was a famous inventor who found more than 300 uses for peanuts. He discovered that peanuts could be used to make soap, glue, and paint. A Special Speech In 1963, Martin Luther King Jr. gave his famous "I Have a Dream" speech. He spoke in Washington, D.C., in front ReadWorks.org Copyright © 2006 Weekly Reader Corporation. -
The Rhetoric of Education in African American Autobiography and Fiction
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2006 Dismantling the Master’s Schoolhouse: The Rhetoric of Education in African American Autobiography and Fiction Miya G. Abbot University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the English Language and Literature Commons Recommended Citation Abbot, Miya G., "Dismantling the Master’s Schoolhouse: The Rhetoric of Education in African American Autobiography and Fiction. " Master's Thesis, University of Tennessee, 2006. https://trace.tennessee.edu/utk_gradthes/1487 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Miya G. Abbot entitled "Dismantling the Master’s Schoolhouse: The Rhetoric of Education in African American Autobiography and Fiction." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of , with a major in English. Miriam Thaggert, Major Professor We have read this thesis and recommend its acceptance: Mary Jo Reiff, Janet Atwill Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a thesis written by Miya G. -
The Brute Caricature
The Brute Caricature MORE PICTURES The brute caricature portrays black men as innately savage, animalistic, destructive, and criminal -- deserving punishment, maybe death. This brute is a fiend, a sociopath, an anti-social menace. Black brutes are depicted as hideous, terrifying predators who target helpless victims, especially white women. Charles H. Smith (1893), writing in the 1890s, claimed, "A bad negro is the most horrible creature upon the earth, the most brutal and merciless"(p. 181). Clifton R. Breckinridge (1900), a contemporary of Smith's, said of the black race, "when it produces a brute, he is the worst and most insatiate brute that exists in human form" (p. 174). George T. Winston (1901), another "Negrophobic" writer, claimed: When a knock is heard at the door [a White woman] shudders with nameless horror. The black brute is lurking in the dark, a monstrous beast, crazed with lust. His ferocity is almost demoniacal. A mad bull or tiger could scarcely be more brutal. A whole community is frenzied with horror, with the blind and furious rage for vengeance.(pp. 108-109) During slavery the dominant caricatures of blacks -- Mammy, Coon, Tom, and picaninny -- portrayed them as childlike, ignorant, docile, groveling, and generally harmless. These portrayals were pragmatic and instrumental. Proponents of slavery created and promoted images of blacks that justified slavery and soothed white consciences. If slaves were childlike, for example, then a paternalistic institution where masters acted as quasi-parents to their slaves was humane, even morally right. More importantly, slaves were rarely depicted as brutes because that portrayal might have become a self-fulfilling prophecy. -
Twin Cities Public Television, Slavery by Another Name
Narrative Section of a Successful Application The attached document contains the grant narrative and selected portions of a previously funded grant application. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the Public Programs application guidelines at http://www.neh.gov/grants/public/americas-media-makers-production-grants for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Public Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative and selected portions, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Slavery By Another Name Institution: Twin Cities Public Television, Inc. Project Director: Catherine Allan Grant Program: America’s Media Makers: Production Grants 1100 Pennsylvania Ave., N.W., Rm. 426, Washington, D.C. 20506 P 202.606.8269 F 202.606.8557 E [email protected] www.neh.gov SLAVERY BY ANOTHER NAME NARRATIVE A. PROGRAM DESCRIPTION Twin Cities Public Television requests a production grant from the National Endowment for the Humanities (NEH) for a multi-platform initiative entitled Slavery by Another Name based upon the 2008 Pulitzer Prize-winning book written by Wall Street Journal reporter Douglas Blackmon. Slavery by Another Name recounts how in the years following the Civil War, insidious new forms of forced labor emerged in the American South, keeping hundreds of thousands of African Americans in bondage, trapping them in a brutal system that would persist until the onset of World War II. -
Lyman Trumbull: Author of the Thirteenth Amendment, Author of the Civil Rights Act, and the First Second Amendment Lawyer
KOPEL (1117–1192).DOCX (DO NOT DELETE) 5/2/16 4:20 PM Lyman Trumbull: Author of the Thirteenth Amendment, Author of the Civil Rights Act, and the First Second Amendment Lawyer David B. Kopel* This Article provides the first legal biography of lawyer and Senator Lyman Trumbull, one of the most important lawyers and politicians of the nineteenth century. Early in his career, as the leading anti-slavery lawyer in Illinois in the 1830s, he won the cases constricting and then abolishing slavery in that state; six decades later, Trumbull represented imprisoned labor leader Eugene Debs in the Supreme Court, and wrote the Populist Party platform. In between, Trumbull helped found the Republican Party, and served three U.S. Senate terms, chairing the judiciary committee. One of the greatest leaders of America’s “Second Founding,” Trumbull wrote the Thirteenth Amendment, the Civil Rights Act, and the Freedmen’s Bureau Act. The latter two were expressly intended to protect the Second Amendment rights of former slaves. Another Trumbull law, the Second Confiscation Act, was the first federal statute to providing for arming freedmen. After leaving the Senate, Trumbull continued his fight for arms rights for workingmen, bringing Presser v. Illinois to the U.S. Supreme Court in 1886, and Dunne v. Illinois to the Illinois Supreme Court in 1879. His 1894 Populist Party platform was a fiery affirmation of Second Amendment principles. In the decades following the end of President James Madison’s Administration in 1817, no American lawyer or legislator did as much as Trumbull in defense of Second Amendment. -
Slavery by Another Name History Background
Slavery by Another Name History Background By Nancy O’Brien Wagner, Bluestem Heritage Group Introduction For more than seventy-five years after the Emancipation Proclamation and the end of the Civil War, thousands of blacks were systematically forced to work against their will. While the methods of forced labor took on many forms over those eight decades — peonage, sharecropping, convict leasing, and chain gangs — the end result was a system that deprived thousands of citizens of their happiness, health, and liberty, and sometimes even their lives. Though forced labor occurred across the nation, its greatest concentration was in the South, and its victims were disproportionately black and poor. Ostensibly developed in response to penal, economic, or labor problems, forced labor was tightly bound to political, cultural, and social systems of racial oppression. Setting the Stage: The South after the Civil War After the Civil War, the South’s economy, infrastructure, politics, and society were left completely destroyed. Years of warfare had crippled the South’s economy, and the abolishment of slavery completely destroyed what was left. The South’s currency was worthless and its financial system was in ruins. For employers, workers, and merchants, this created many complex problems. With the abolishment of slavery, much of Southern planters’ wealth had disappeared. Accustomed to the unpaid labor of slaves, they were now faced with the need to pay their workers — but there was little cash available. In this environment, intricate systems of forced labor, which guaranteed cheap labor and ensured white control of that labor, flourished. For a brief period after the conclusion of fighting in the spring of 1865, Southern whites maintained control of the political system. -
In Memoriam Frederick Dougla
Central Library of Rochester and Monroe County · Historic Monographs Collection Central Library of Rochester and Monroe County · Historic Monographs Collection CANNOT BE PHOTOCOPIED * Not For Circulation Central Library of Rochester and Monroe County · Historic Monographs Collection / III llllllllllll 3 9077 03100227 5 Central Library of Rochester and Monroe County · Historic Monographs Collection jFrebericfc Bouglass t Central Library of Rochester and Monroe County · Historic Monographs Collection fry ^tty <y /z^ {.CJ24. Central Library of Rochester and Monroe County · Historic Monographs Collection Hn flDemoriam Frederick Douglass ;?v r (f) ^m^JjZ^u To live that freedom, truth and life Might never know eclipse To die, with woman's work and words Aglow upon his lips, To face the foes of human kind Through years of wounds and scars, It is enough ; lead on to find Thy place amid the stars." Mary Lowe Dickinson. PHILADELPHIA: JOHN C YORSTON & CO., Publishers J897 Central Library of Rochester and Monroe County · Historic Monographs Collection Copyright. 1897 & CO. JOHN C. YORSTON Central Library of Rochester and Monroe County · Historic Monographs Collection 73 7^ In WLzmtxtrnm 3fr*r**i]Ch anglais; "I have seen dark hours in my life, and I have seen the darkness gradually disappearing, and the light gradually increasing. One by one, I have seen obstacles removed, errors corrected, prejudices softened, proscriptions relinquished, and my people advancing in all the elements I that make up the sum of general welfare. remember that God reigns in eternity, and that, whatever delays, dis appointments and discouragements may come, truth, justice, liberty and humanity will prevail." Extract from address of Mr. -
37Th Congress
Thirty-Seventh Congress July 4, 1861-Mar. 3, 1863 First Administration of Abraham Lincoln Historical Background ............................................................................................................. 1 War or Peace? ............................................................................................................................. 2 Economic Trends and Conditions ....................................................................................... 4 1861 Events ................................................................................................................................. 5 1862 Events ................................................................................................................................. 6 Major Acts ..................................................................................................................................... 9 President Abraham Historical Background Lincoln By early June 1861, ten additional slave States had followed South Carolina into secession, and a convention of seceding States met in Montgomery, Alabama, to form a new government, the Confederate States of America. House Senate Although compromises continued to be proposed, neither the North nor the Majority Majority South really believed that they could agree to any further modification of Party: Party: their principles. President Abraham Lincoln insisted in his inaugural address Republican Republican (108 Seats) (31 seats) on March 4, 1861, that the Union was older than the Constitution,