Recommended Reading List for Black History Month

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Recommended Reading List for Black History Month Reading List Disclaimer The fact that a book is listed on this page does not mean that BJU Press endorses its entire contents, its author, or its publisher from the standpoint of ethics, philosophy, theology, or style. In order to provide a useful service to our customers, we have included books on this list which may be appropriate for youth and which contain content that is relevant to African American history. If you choose to use any of these books, you may want to read the book first or read and discuss the book’s contents with your child. If you have comments, suggestions, or questions, please e-mail us. Dust of the Earth—by Donnalynn Hess Amos Fortune, Free Man—by Elizabeth Yates Uncle Tom’s Cabin—by Harriet Beecher Stowe Meet Addy: an American girl—by Connie Porter God's Trombones: Seven Negro Sermons in Verse—by James Weldon Johnson Amazing Grace—by Mary Hoffman Up From Slavery—by Booker T. Washington I Thought My Soul Would Rise and Fly: the Diary of Patsy, a Freed Girl—by Joyce Hansen With the Might of Angels: the Diary of Dawnie Rae Johnson—by Andrea Davis Pinkney Heroes in Black History: True Stories from the Lives of Christian Heroes—by Dave and Neta Jackson Black Wings: Courageous Stories of African Americans in Aviation and Space History—by Von Hardesty American Patriots: Answering the Call to Freedom—by Rick Santorum Marian Anderson: a Great Singer—by Patricia and Frederick McKissack The Poems of Phillis Wheatley—by Julian D. Mason, Jr., editor George Washington Carver—by Renee Meloche Harriet Tubman: Freedombound—by Janet and Geoff Benge A Picture of Freedom: the Diary of Clotee, a Slave Girl—by Patricia C. McKissack .

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Recommended publications

Frederick Douglass
Central Library of Rochester and Monroe County · Historic Monographs Collection AMERICAN CRISIS BIOGRAPHIES Edited by Ellis Paxson Oberholtzer, Ph. D. Central Library of Rochester and Monroe County · Historic Monographs Collection Zbe Hmcrican Crisis Biographies Edited by Ellis Paxson Oberholtzer, Ph.D. With the counsel and advice of Professor John B. McMaster, of the University of Pennsylvania. Each I2mo, cloth, with frontispiece portrait. Price $1.25 net; by mail» $i-37- These biographies will constitute a complete and comprehensive history of the great American sectional struggle in the form of readable and authoritative biography. The editor has enlisted the co-operation of many competent writers, as will be noted from the list given below. An interesting feature of the undertaking is that the series is to be im- partial, Southern writers having been assigned to Southern subjects and Northern writers to Northern subjects, but all will belong to the younger generation of writers, thus assuring freedom from any suspicion of war- time prejudice. The Civil War will not be treated as a rebellion, but as the great event in the history of our nation, which, after forty years, it is now clearly recognized to have been. Now ready: Abraham Lincoln. By ELLIS PAXSON OBERHOLTZER. Thomas H. Benton. By JOSEPH M. ROGERS. David G. Farragut. By JOHN R. SPEARS. William T. Sherman. By EDWARD ROBINS. Frederick Douglass. By BOOKER T. WASHINGTON. Judah P. Benjamin. By FIERCE BUTLER. In preparation: John C. Calhoun. By GAILLARD HUNT. Daniel Webster. By PROF. C. H. VAN TYNE. Alexander H. Stephens. BY LOUIS PENDLETON. John Quincy Adams.
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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.
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Honorary Degree Recipients 1977 – Present
Board of Trustees HONORARY DEGREE RECIPIENTS 1977 – PRESENT Name Year Awarded Name Year Awarded Claire Collins Harvey, C‘37 Harry Belafonte 1977 Patricia Roberts Harris Katherine Dunham 1990 Toni Morrison 1978 Nelson Mandela Marian Anderson Marguerite Ross Barnett Ruby Dee Mattiwilda Dobbs, C‘46 1979 1991 Constance Baker Motley Miriam Makeba Sarah Sage McAlpin Audrey Forbes Manley, C‘55 Mary French Rockefeller 1980 Jesse Norman 1992 Mabel Murphy Smythe* Louis Rawls 1993 Cardiss Collins Oprah Winfrey Effie O’Neal Ellis, C‘33 Margaret Walker Alexander Dorothy I. Height 1981 Oran W. Eagleson Albert E. Manley Carol Moseley Braun 1994 Mary Brookins Ross, C‘28 Donna Shalala Shirley Chisholm Susan Taylor Eleanor Holmes Norton 1982 Elizabeth Catlett James Robinson Alice Walker* 1995 Maya Angelou Elie Wiesel Etta Moten Barnett Rita Dove Anne Cox Chambers 1983 Myrlie Evers-Williams Grace L. Hewell, C‘40 Damon Keith 1996 Sam Nunn Pinkie Gordon Lane, C‘49 Clara Stanton Jones, C‘34 Levi Watkins, Jr. Coretta Scott King Patricia Roberts Harris 1984 Jeanne Spurlock* Claire Collins Harvey, C’37 1997 Cicely Tyson Bernice Johnson Reagan, C‘70 Mary Hatwood Futrell Margaret Taylor Burroughs Charles Merrill Jewel Plummer Cobb 1985 Romae Turner Powell, C‘47 Ruth Davis, C‘66 Maxine Waters Lani Guinier 1998 Gwendolyn Brooks Alexine Clement Jackson, C‘56 William H. Cosby 1986 Jackie Joyner Kersee Faye Wattleton Louis Stokes Lena Horne Aurelia E. Brazeal, C‘65 Jacob Lawrence Johnnetta Betsch Cole 1987 Leontyne Price Dorothy Cotton Earl Graves Donald M. Stewart 1999 Selma Burke Marcelite Jordan Harris, C‘64 1988 Pearl Primus Lee Lorch Dame Ruth Nita Barrow Jewel Limar Prestage 1989 Camille Hanks Cosby Deborah Prothrow-Stith, C‘75 * Former Student As of November 2019 Board of Trustees HONORARY DEGREE RECIPIENTS 1977 – PRESENT Name Year Awarded Name Year Awarded Max Cleland Herschelle Sullivan Challenor, C’61 Maxine D.
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American Heritage Day
American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much.
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The Thirteenth Amendment: Modern Slavery, Capitalism, and Mass Incarceration Michele Goodwin University of California, Irvine
Cornell Law Review Volume 104 Article 4 Issue 4 May 2019 The Thirteenth Amendment: Modern Slavery, Capitalism, and Mass Incarceration Michele Goodwin University of California, Irvine Follow this and additional works at: https://scholarship.law.cornell.edu/clr Part of the Constitutional Law Commons Recommended Citation Michele Goodwin, The Thirteenth Amendment: Modern Slavery, Capitalism, and Mass Incarceration, 104 Cornell L. Rev. 899 (2019) Available at: https://scholarship.law.cornell.edu/clr/vol104/iss4/4 This Article is brought to you for free and open access by the Journals at Scholarship@Cornell Law: A Digital Repository. It has been accepted for inclusion in Cornell Law Review by an authorized editor of Scholarship@Cornell Law: A Digital Repository. For more information, please contact [email protected]. THE THIRTEENTH AMENDMENT: MODERN SLAVERY, CAPITALISM, AND MASS INCARCERATION Michele Goodwint INTRODUCTION ........................................ 900 I. A PRODIGIOUS CYCLE: PRESERVING THE PAST THROUGH THE PRESENT ................................... 909 II. PRESERVATION THROUGH TRANSFORMATION: POLICING, SLAVERY, AND EMANCIPATION........................ 922 A. Conditioned Abolition ....................... 923 B. The Punishment Clause: Slavery's Preservation Through Transformation..................... 928 C. Re-appropriation and Transformation of Black Labor Through Black Codes, Crop Liens, Lifetime Labor, Debt Peonage, and Jim Crow.. 933 1. Black Codes .......................... 935 2. Convict Leasing ........................ 941
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RIVERFRONT CIRCULATING MATERIALS (Can Be Checked Out)
SLAVERY BIBLIOGRAPHY TOPICS ABOLITION AMERICAN REVOLUTION & SLAVERY AUDIO-VISUAL BIOGRAPHIES CANADIAN SLAVERY CIVIL WAR & LINCOLN FREE AFRICAN AMERICANS GENERAL HISTORY HOME LIFE LATIN AMERICAN & CARIBBEAN SLAVERY LAW & SLAVERY LITERATURE/POETRY NORTHERN SLAVERY PSYCHOLOGICAL ASPECTS OF SLAVERY/POST-SLAVERY RELIGION RESISTANCE SLAVE NARRATIVES SLAVE SHIPS SLAVE TRADE SOUTHERN SLAVERY UNDERGROUND RAILROAD WOMEN ABOLITION Abolition and Antislavery: A historical encyclopedia of the American mosaic Hinks, Peter. Greenwood Pub Group, c2015. 447 p. R 326.8 A (YRI) Abolition! : the struggle to abolish slavery in the British Colonies Reddie, Richard S. Oxford : Lion, c2007. 254 p. 326.09 R (YRI) The abolitionist movement : ending slavery McNeese, Tim. New York : Chelsea House, c2008. 142 p. 973.71 M (YRI) 1 The abolitionist legacy: from Reconstruction to the NAACP McPherson, James M. Princeton, NJ: Princeton University Press, c1975. 438 p. 322.44 M (YRI) All on fire : William Lloyd Garrison and the abolition of slavery Mayer, Henry, 1941- New York : St. Martin's Press, c1998. 707 p. B GARRISON (YWI) Amazing Grace: William Wilberforce and the heroic campaign to end slavery Metaxas, Eric New York, NY : Harper, c2007. 281p. B WILBERFORCE (YRI, YWI) American to the backbone : the life of James W.C. Pennington, the fugitive slave who became one of the first black abolitionists Webber, Christopher. New York : Pegasus Books, c2011. 493 p. B PENNINGTON (YRI) The Amistad slave revolt and American abolition. Zeinert, Karen. North Haven, CT : Linnet Books, c1997. 101p. 326.09 Z (YRI, YWI) Angelina Grimke : voice of abolition. Todras, Ellen H., 1947- North Haven, Conn. : Linnet Books, c1999. 178p. YA B GRIMKE (YWI) The antislavery movement Rogers, James T.
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WGC Library Catalogue
Book Title Author (Last name, FirstAuthor name) Category Secondary Category Status Daughters of the Dreaming Bell, Diane Diane Bell Anthropology top shelf For Their Triumph and For Their Tears Bernstein, Hilda Hilda Bernstein Anthropology top shelf Women of the Shadows: The Wives and Mothers of Southern Italy Comelisen, Ann Ann Comelisen Anthropology top shelf Women of Deh Koh Fredi, Erika Erika Fredi Anthropology top shelf Women and the Anscestors: Black Carib Kinship and Ritual Kerns, Virginia Virginia Kerns Anthropology top shelf Sex and Temperament in Three Primitive Societies Mead, Margaret Margaret Mead Anthropology top shelf Murphy, Yolanda & Women of the Forest Robert Yolanda Murphy & Robert Murphy Anthropology top shelf Woman's Consciousness, Man's World Rowbotham, Sheila Anthropology top shelf Exposures: Womem and Their Art Brown, Betty Ann & Raven,Betty Arlene Ann Brown and Arlene Raven Art top shelf Crafting with Feminism Burton, Bonnie Bonnie Burton Art top shelf Feminist Icon Cross-Stitch Fleiss, Anna and Mancuso,Anna Lauren Fleiss and Lauren Mancuso Art Reel to Real: Race, Class, and Sex at the Movies hooks, bell bell hooks Art Sociology top shelf Displaced Allergies: Post-Revolutionary Iranian Cinema Mottahedeh, Negar Negar Mottahedeh Art top shelf Representing the Unrepresentable: Historical Images of National Reform from the Qajars Mottahedeh, Negar Negar Mottahedeh Art Middle Eastern Studies top shelf Sex, Art, and American Culture Paglia, Camile Camille Paglia Art top shelf Women Artists: Recognition and Reappraisal
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The Legacy of Marian Anderson
Date: Thursday, April 4th, 2013, 12:30pm Place: Hillwood Commons Lecture Hall Speaker: Marc Courtade newyorker.com Marian Anderson was one of the most celebrated singers of the twentieth century. She became an important figure in the struggle for black artists to overcome racial prejudice in the United States during the mid-twentieth century. In 1939, the Daughters of the American Revolution refused permission for Anderson to sing to an integrated audience in Constitution Hall. Instead, with the aid of Eleanor Roosevelt, Anderson performed a critically acclaimed open-air concert on the steps of the Lincoln Memorial on Easter Sunday, April 9, 1939. She sang before a crowd of more than 75,000 people and a radio audience in the millions. In 1955, Anderson broke the color barrier by becoming the first African-American to perform with the Metropolitan Opera. In 1958 she was officially designated delegate to the United Nations, a formalization of her role as "goodwill ambassador" of the U.S., and in 1972 she was awarded the UN Peace Prize. Anderson may have been a reluctant participant in the civil rights movement, but greatness was thrust upon her. A generation of African-American singers is indebted to her for blazing the trail towards equality. About the Speaker... Marc Courtade is Business Manager for Tilles Center for the Performing Arts at Long Island University, and Producer and Artistic Director of Performance Plus!, a pre-performance lecture series. He is a frequent lecturer for the Hutton House Lectures, specializing in Musicals and Opera courses, and Adjunct Professor in the Arts Management curriculum.
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Called to the Mall an Anthology of Stories About the National Mall Edited by Louise Parker Kelley
Called to the Mall An Anthology of Stories about the National Mall edited by Louise Parker Kelley Published by Shining Stars Montessori Academy Public Charter School of Washington, D.C., and the National Mall Coalition Called to the Mall © September 25, 2017 by Shining Stars Montessori Academy Public Charter School and the National Mall Coalition, of Washington, D.C. Second Edition, January 2018. Title page photograph courtesy of Carol Highsmith They Came: from Peacesong DC, Chapter 26, reprinted with permission © 2017 Carolivia Herron Graphic of John Lewis © 2017 Jackie Urbanovic Cover Design by Jackie Urbanovic, Donovan Simpson, Tariq Timberlake, Amanda Gary, Byron Johnson, Sia Rosalia Amhmadu, and Louise Parker Kelley. All rights reserved. www.shiningstarspcs.org Shining Stars Montessori Academy Public Charter School 1240 Randolph Street NE Washington, D.C. 20017 ISBN 978-1-938609-41-1 Called to the Mall is an anthology of original essays and graphics about the National Mall in Washington, D.C. by Washington area public school students and adults. COVER PHOTO: The colorful plan on the cover is the 1901-1902 McMillan Commission Plan for the National Mall, which is the basis for the Mall we know today, stretching from the Capitol Building to the Washington Monument westward to the Lincoln Memorial. This Plan developed and extended the original 1791 L’Enfant Plan for Washington, D.C., with the National Mall at its center. In both visionary plans, the Mall’s monuments, public buildings, and open landscape were intended to embody America’s founding principles and provide public space for use by the American people.
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HEALING the SCARS of SLAVERY: REFLECTIONS in 18Th CENTURY LITERATURE and BEYOND
HEALING THE SCARS OF SLAVERY: REFLECTIONS IN 18th CENTURY LITERATURE AND BEYOND DR. SANGITA GHODKE PDEA's Baburaoji Gholap College, Sangvi, Pune. India The main theme of the present paper is the socio-economic, religious and psychosomatic encounters in the literature written about the Slaves and the Oppressed. The paper is an attempt to explore psychosomatic and socio-economic consequences of the forced slave trade of eighteenth century through literature of the sufferers of Africa and America. Eighteenth century has been condemned for the scars and stigma of full-fledged slave trade. The European nations and the American States were the dominant players of the cruel inhuman but commercially motivated slave trade and socially and economically weak populace from the continents like Africa were the tragic sufferers. The present paper is divided into four parts: (i) origins of slavery, (ii) slave trade and its religious implications in Africa and America, (iii) the survey of the slave narratives with illustrations of healing the scars of slavery from Harriet Beecher Stowe's Uncle Tom's Cabin and (iv) present day scenario of neo slavery. The paper attempts to elaborate socio-economic and religious interests of the masters and psychosomatic problems of the slaves of the eighteenth century. All the philosophers and social reformers have guided the humanity by being virtuous. The concluding part will try to highlight guiding principle and spiritual path of enlightenment shown by Mahatma Gandhi from India, Martin Luther King Junior from the USA, Nelson Mandela from South Africa and Dalai Lama from Tibet by becoming non-violent and righteous.
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JOHN FOSTER DULLES PAPERS PERSONNEL SERIES The
JOHN FOSTER DULLES PAPERS PERSONNEL SERIES The Personnel Series, consisting of approximately 17,900 pages, is comprised of three subseries, an alphabetically arranged Chiefs of Mission Subseries, an alphabetically arranged Special Liaison Staff Subseries and a Chronological Subseries. The entire series focuses on appointments and evaluations of ambassadors and other foreign service personnel and consideration of political appointees for various posts. The series is an important source of information on the staffing of foreign service posts with African- Americans, Jews, women, and individuals representing various political constituencies. Frank assessments of the performances of many chiefs of mission are found here, especially in the Chiefs of Mission Subseries and much of the series reflects input sought and obtained by Secretary Dulles from his staff concerning the political suitability of ambassadors currently serving as well as numerous potential appointees. While the emphasis is on personalities and politics, information on U.S. relations with various foreign countries can be found in this series. The Chiefs of Mission Subseries totals approximately 1,800 pages and contains candid assessments of U.S. ambassadors to certain countries, lists of chiefs of missions and indications of which ones were to be changed, biographical data, materials re controversial individuals such as John Paton Davies, Julius Holmes, Wolf Ladejinsky, Jesse Locker, William D. Pawley, and others, memoranda regarding Leonard Hall and political patronage, procedures for selecting career and political candidates for positions, discussions of “most urgent problems” for ambassadorships in certain countries, consideration of African-American appointees, comments on certain individuals’ connections to Truman Administration, and lists of personnel in Secretary of State’s office.
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How Mixed-Race Americans Navigated the Racial Codes of Antebellum America
James Madison University JMU Scholarly Commons Masters Theses, 2020-current The Graduate School 5-7-2020 Under cover of lightness: How mixed-race Americans navigated the racial codes of Antebellum America Alexander Brooks Follow this and additional works at: https://commons.lib.jmu.edu/masters202029 Part of the United States History Commons Recommended Citation Brooks, Alexander, "Under cover of lightness: How mixed-race Americans navigated the racial codes of Antebellum America" (2020). Masters Theses, 2020-current. 48. https://commons.lib.jmu.edu/masters202029/48 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses, 2020-current by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Under Cover of Lightness: How Mixed-Race Americans Navigated the Racial Codes of Antebellum America Alex Brooks A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Master of Arts Department of History May 2020 FACULTY COMMITTEE: Committee Chair: Rebecca Brannon Committee Members/ Readers: Gabrielle Lanier David Owusu-Ansah Table of Contents 1. Introduction 2. Miscegenation 3. North 4. Upper South 5. Lower South 6. 1850s Turbulence 7. Liberia 8. Conclusion ii Abstract This thesis investigates the way people of mixed “racial” ancestry—known as mulattoes in the 18th and 19th centuries—navigated life in deeply racially divided society. Even understanding “mulatto strategies” is difficult because it is to study a group shrouded in historical ambiguity by choice.
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