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Negro Historiography with Special Emphasis on Negro Historians of the New School
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-1968 Negro Historiography With Special Emphasis on Negro Historians of the New School Ella D. Lewis Douglas Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Sociology Commons Recommended Citation Douglas, Ella D. Lewis, "Negro Historiography With Special Emphasis on Negro Historians of the New School" (1968). All Graduate Plan B and other Reports. 689. https://digitalcommons.usu.edu/gradreports/689 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. NEGROHISTORIOGRA PHY WITH SPECIAL EMPHASIS ON NEGROHISTORIANS OF THE NEWSCHOOL by Ella D. Lewis Douglas Report No. 1 submitted in partial fulfillment of the requirements for the degree of MASTEROF SCIENCE in Socia l Scie nc e Plan B UTAH STATE UNIVERSITY Logan , Uta h 1968 ii ACKNOWLEDGMENTS Special attention is given here to the racial leaders of twenty years ago who spoke of developing race-pride an d stimulating race consciousness, and of the desirability of rac e solidarity. This report is a special tribute to them. The writer is also indebted to Dr s. G, S. Huxford and Douglas D. Alder for the courtesy and encourageme nt which they extended in the construct ing of this report. Ella D. Lewis Douglas TABLE OF CONTENTS Page ACKNOWLEDGMENTS ii Chapter I. -
Virginia's Massive Folly
Undergraduate Research Journal at UCCS Volume 2.1, Spring 2009 Virginia’s “Massive Folly”: Harry Byrd, Prince Edward County, and the Front Line Laura Grant Dept. of History, University of Colorado at Colorado Springs Abstract This paper examines the closure of public schools in Prince Edward County, Virginia from 1959- 1964 in an effort to avoid desegregation. Specifically, the paper traces the roots of the political actions which led to the closure and then-Governor Harry Byrd's role in Virginia's political machine at the time. The paper argues that it was Byrd's influence which led to the conditions that not only made the closure possible in Virginia, but encouraged the white citizens of Prince Edward County to make their stand. In September, 1959, the public schools in Prince Edward County, Virginia closed their doors to all students. While most white students were educated in makeshift private schools, the doors of public education remained closed until the Supreme Court ordered the schools to reopen in 1964. This drastic episode in Virginia’s history was a response to the public school integration mandated by the Brown vs. Board of Education decision in 1954. Prince Edward County was not the only district in Virginia to take this action; it was merely the most extreme case of resistance after state laws banning integration were struck down as unconstitutional. Schools all over the state closed, most only temporarily, and the white community rallied to offer white students assistance to attend segregated private schools rather than face integration in a movement termed “Massive Resistance.” While this “Brown backlash” occurred all over the South, it was most prevalent in the Deep South. -
Self-Determination in Recent Writings on Black Virginians
Virginia Commonwealth University VCU Scholars Compass History Publications Dept. of History 1989 "A Sense Of Their Own Power": Self- Determination in Recent Writings on Black Virginians Philip J. Schwarz Virginia Commonwealth University, [email protected] Follow this and additional works at: http://scholarscompass.vcu.edu/hist_pubs Part of the United States History Commons Copyright © 1989 Virginia Magazine of History and Biography Downloaded from http://scholarscompass.vcu.edu/hist_pubs/4 This Article is brought to you for free and open access by the Dept. of History at VCU Scholars Compass. It has been accepted for inclusion in History Publications by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. "A SENSE OF THEIR OWN POWER" Self-Determination in Recent Writings on Black Virginians by PHILIP J. SCHWARZ >I- BLACK Virginians have attained historical visibility in reverse proportion to their presence in the colony and state. A mere "20. and odd" Africans captured the attention of John Rolfe and Virginia officials in 1619 as .well as that of millions of Americans in later years. l As the slave population expanded, however, white Virginians denied a history to their human chattel whose unknown past was socially useless to a society bas~d on racial slavery. Planters and officials rarely showed awareness of the historical development these African-Americans experienced. It was the immediate economic and social usefulness of the blacks with which whites were most concerned. 2 After Appomattox, white leaders at tempted to "explain the Negro's past" in order to control their changed status. 3 Perhaps wearying of being explained, some twentieth-century black Virginians attempted to explain themselves by becoming historians of their ancestors. -
Robert Cowley: Living Free During Slavery in Eighteenth-Century Richmond, Virginia
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2020 Robert Cowley: Living Free During Slavery in Eighteenth-Century Richmond, Virginia Ana F. Edwards Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the African American Studies Commons, Other American Studies Commons, Social History Commons, and the United States History Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/6362 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Robert Cowley: Living Free During Slavery in Eighteenth-Century Richmond, Virginia A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts from the Department of History at Virginia Commonwealth University. by Ana Frances Edwards Wilayto Bachelor of Arts, California State Polytechnic University at Pomona, 1983 Director of Record: Ryan K. Smith, Ph. D., Professor, Department of History, Virginia Commonwealth University Adviser: Nicole Myers Turner, Ph. D., Professor, Department of Religious Studies, Yale University Outside Reader: Michael L. Blakey, Ph. D., Professor, Department of Anthropology, College of William & Mary Virginia Commonwealth University Richmond, Virginia June 2020 © Ana Frances Edwards Wilayto 2020 All Rights Reserved 2 of 115 For Grandma Thelma and Grandpa Melvin, Grandma Mildred and Grandpa Paul. For Mom and Dad, Allma and Margit. For Walker, Taimir and Phil. Acknowledgements I am grateful to the professors--John Kneebone, Carolyn Eastman, John Herman, Brian Daugherty, Bernard Moitt, Ryan Smith, and Sarah Meacham--who each taught me something specific about history, historiography, academia and teaching. -
Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 by Jarvis R
Culture, Curriculum, and Consciousness: Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 By Jarvis R. Givens A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in African American Studies in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Ula Y. Taylor, Chair Professor Na’ilah Suad Nasir Professor Daniel H. Perlstein Spring 2016 Culture, Curriculum, and Consciousness: Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 © 2016 by Jarvis R. Givens Abstract Culture, Curriculum, and Consciousness: Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 by Jarvis Ray Givens Doctor of Philosophy in African American Studies University of California, Berkeley Professor Ula Y. Taylor, Chair While Black educational history generally centers the infamous debate between Booker T. Washington and W.E.B. Du Bois, this dissertation re-conceptualizes this framing through an innovative exploration of the work of Dr. Carter G. Woodson (1875-1950). Culture, Curriculum, and Consciousness analyzes Woodson’s argument that the ideological foundations of schools relied on a human history of the world that centered Whiteness and distorted the humanity of Black people. He not only advocated for a transformation that would supplant the ideological stronghold White supremacy had on Black education, but he simultaneously created an alternative model that centered Black humanity and cultural achievements. Coupling archival methods with critical text analysis and coding schemes, I examine how Woodson institutionalized his educational praxis through the Association for the Study of Negro Life and History (ASNLH), self- published textbooks, and his close relationship with Black teacher networks. -
Omega Psi Phi Fraternity and the Fight for Civil Rights
6 LAYBOURN_PARKS_FINAL.DOCX (DO NOT DELETE) 2/20/2016 4:48 PM OMEGA PSI PHI FRATERNITY AND THE FIGHT FOR CIVIL RIGHTS WENDY MARIE LAYBOURN† & GREGORY S. PARKS†† I. INTRODUCTION he narrative of African Americans’ quest for racial equality T and social justice in the twentieth century is typically construed in the context of main-line civil rights organizations— NAACP, SCLC, SNCC, and the like. However, for decades, black fraternal networks helped lay the groundwork for the major civil rights campaigns that culminated in the Civil Rights Act of 1964.1 Much of this history emerged from the efforts of the predecessors to black Greek-letter collegiate organizations—black secret societies. Black secret societies were created in response to the racialization and racism experienced by blacks in the late eighteenth and nineteenth centuries.2 Blacks were subjected to legal, political, financial, and social exclusion, and this marginalization was institutionalized, which allowed for its perpetuation.3 As a result, black secret societies formed, not only as an act of self- and race-consciousness, but also to combat these oppressions.4 † Sociology Doctoral Student, University of Maryland-College Park. †† Assistant Professor of Law, Wake Forest University School of Law; National Chair, Commission on Racial Justice for Alpha Phi Alpha Fraternity, Incorporated. This was a massive undertaking. Thank you to the Wake Forest Journal of Law & Policy staff for the incredible work. Also, thank you to my research assistants for the tremendous effort: Alena Baker, Ashley Escoe, Steven Franklin, Ashlee Johnson, Brian Kuppleweiser, Eli Merger, Ryan McIntrye, Adam Nyenhuis, Hannah Rudder, and Sarah Walton. -
Bridgebuilders 2001–2016 Charlottesville, VA Drewary J
BridgeBuilders 2001–2016 Charlottesville, VA DREWARY J. BROWN was a Charlottesville community leader who worked across racial and economic barriers to create opportunity for all within the community. The Bridge Builders are honored because they exemplified Drewary’s spirit in their own lifetimes building bridges between people to improve the lives of all. Preservation Piedmont, the nonprofit grassroots organization sponsoring this project, is dedicated to preservation, public awareness, and advocacy of historic resources in Charlottesville, Albemarle County, and adjacent localities. CONTENTS 2 Introduction 1998 Honoree 4 Drewary J. Brown 2001 Honorees 6 Sarah Patton Boyle 7 Mary Ann Elwood and William Allen Elwood 8 Edith “Winx” Lawrence 9 Mary Pierce Reese 9 Franz Gerhard Stillfried 10 Robert L. Tinsley, Sr. and Grace Quarles Tinsley 2002 Honorees 12 Frances C. Brand 13 John G. Conover 13 Alicia B. Lugo 15 Booker T. Reaves 2003 Honorees 17 Rev. Benjamin F. Bunn and Mrs. Imogene Bunn 19 Emily Couric 20 Francis H. Fife 21 Jane B. Foster 2004 Honorees 22 Raymond Lee Bell 23 Thomas Jerome Sellers 24 Helen B. “Sandy” Snook and John L. Snook, Jr. 25 Jay W. Worrall, Jr. 2005 Honorees 26 Paul M. Gaston 27 Matilda Kobre Miller 28 Rev. Henry B. Mitchell 29 Nancy K. O’Brien 30 Gerald C. Speidel 31 Eugene Williams 2006 Honorees 32 Virginia Banks Carrington 33 Elizabeth “Betz” Behrendt Gleason and Charles H. Gleason, M.D. 34 William W. Washington, Jr. 2016 Honorees 35 Luther Dow Cooley 36 Holly Marie Edwards 37 Teresa Jackson Walker Price 38 Mitchell Van Yahres BRIDGE BUILDers 1998–2016 1 INTRODUCTION When Charlottesville’s West Main Street Bridge adjacent to the Amtrak Railroad Station was redesigned in 1998, the City Council proposed naming it for Drewary J. -
The First Generation: Thirty Years of the Office of African-American Affairs at the University of Virginia”
“The First Generation: Thirty Years of the Office of African-American Affairs at the University of Virginia” An abridgement of a lecture by Professor Ervin L. Jordan Jr. (University of Virginia Records Manager & Research Archivist), for the Office of African-American Affairs’ 30th Anniversary Kickoff Celebration, Minor Hall Auditorium, University of Virginia, 7 November 2006 This lecture, derived from a forthcoming history of African-Americans at UVA, is copyrighted © 2006 by Prof. Ervin L. Jordan Jr. and reproduced here by permission. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means without his written permission. African-American males survive and succeed within a double consciousness as blacks and as men. Five have served as deans of the Office of African-American Affairs and its story is reflected by this generation of excellence: Dr. William L. Harris (1976-1981); Dr. Paul L. Puryear (1981-1986); Father Joseph A. Brown (1986-1988); Dr. M. Rick Turner (1988-2006), and, Dr. Maurice Apprey (August 2006-present). During this lecture I will differentiate their tenures as the Harris Era, the Puryear Period, the Brown Years, the Turner Age, and the Apprey Interregnum. THE 19TH CENTURY BLACK UVA EXPERIENCE The OAAA’s antecedents are based on slavery. A farm bequeathed to the University in 1835 by Martin Dawson, university commissioner of accounts, was sold at public auction for $19,500 and six faculty houses constructed during 1859 were later converted into dormitories. Dawson’s sixty-two slaves were housed in two “Negro quarters” near the Grounds while employed at UVA. -
Dr. Luther Porter Jackson Luther Porter
Dr. Luther Porter Jackson Luther Porter Jackson, Sr. (1892-1950) was born on July 11, 1892 in Lexington, Kentucky, the ninth of twelve children born to former slaves Edward and Delilah Culverson Jackson. He began teaching in 1913 at Topeka Industrial and Educational Institute in Kansas as an Instructor of History and Music. He also taught and served as Director of the Academic Department at Voorhees Industrial School (now HBCU Voorhees College) in Denmark, South Carolina from 1915 to 1918. While teaching in South Carolina Jackson researched his first two articles that eventually appeared in the Journal of Negro History. He was instrumental in helping his good friend Carter G. Woodson establish the Association for the Study of Negro Life and History in 1916. Desiring more education, he entered Columbia University in 1920; however, Columbia did not consider his degrees from Fisk up to their standards. He enrolled for one year at New York City College and returned to Columbia in 1921, graduating from their Teachers College in 1922. After completing his second Master’s degree, Jackson joined the faculty of Virginia Normal and Industrial Institute (now Virginia State University) and married Johnella M. Frazer (1896 - 1981), a music professor whom he met while they were students at Fisk University. Johnella Frazer, a native of Shelbyville, Kentucky, was the daughter of Laura and Patterson Tilford Frazer, President of Hopkinsville College in Kentucky. She completed the conservatory course at Fisk University at the age of seventeen and toured with the Fisk Jubilee Singers for two years. In 1915, a concert was given in Richmond and a few Fisk graduates on the faculty at Virginia Normal and Industrial Institute came to hear it. -
The Opponents of Virginia's Massive Resistance
A RUMBLING IN THE MUSEUI^t: THE OPPONENTS OF VIRGINIA'S MASSIVE RESISTANCE James Howard Hershman, Jr. Leesburg, Virginia B.A., Lynchburg College, 1969 M.A., Wake Forest University, 1971 A Dissertation Presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Corcoran Department of History University of Virginia August, 1978 0 Copyright by James Howard Hershman, Jr 1978 All Rights Reserved ABSTRACT A Rumbling in the Museum: The Opponents of Virginia's Massive Resistance James Howard Hershman, Jr. University of Virginia, 1978 This dissertation is a study of the blacks and white liberals and moderates who opposed Virginia's policy of mas- sive resistance to the United States Supreme Court's school desegregation ruling in the Brown case. The origin of and continued demand for desegregation came from black Virginians who were challenging an oppressive racial caste system that greatly limited their freedom as American citizens. In the 1930's they b^gan demanding teacher salaries and school facilities equal to their white counter- parts. The National Association for the Advancement of Colored People provided lawyers and organizational assistance as the school protests became a mass movement among black Virginians. In 1951, the protest became an attack on public school segre- gation itself. /V The Brown decision and the response to it split white opinion into three groups. A few white liberals publicly ac- cepted racial integration as good; extreme segregationists vehemently rejected any change in the racial caste system; a third group occupied the more complex middle or moderate posi- tion. -
Student You Guide 2015-2016
STUDENT YOU GUIDE 2015-2016 Student Handbook PARENT INFO For A Path to Success on in Grades 5-12 BACK CCS STRATEGIC PLAN 2011-2017 GOAL 2: Our schools will be partners with families and the community to meet the academic, physical, social, and emotional needs of every student. Dear Parents, Guardians, and Charlottesville Community, This activity guide is intended to help you and your child to understand life at the secondary level in Charlottesville City Public Schools. As students transition from elementary school to middle school to high school, it is important that they use all of the resources of our schools to their advantage. From clubs, activities, and athletics, to Gifted and Special Education services, opportunities abound for students. Please use this guide as your personal reference to the resources available. In order to meet Goal 2 of our updated CCS Strategic Plan, we invite families to partner with us in meeting the physical, social, and emotional needs of students. We are looking forward to providing the best education available for our students and the community. Sincerely, Jill Dahl Principal Charlottesville High School Eric Johnson Principal Buford Middle School Vernon Bock Principal Walker Upper Elementary School CONTENTS School Information . .2 Bell Schedules . 3 Athletics and VHSL Activities . 9 Clubs and School Activities . 14 Fine Arts . .21 Scholarships and Awards . .23 SCHOOL INFORMATION Walker Upper elementary School 1564 Dairy Road ERIN (434) 245-2412 LV ES (434) 245-2612 FAX O http://www.charlottesvilleschools.org/walker W W Vernon Bock, Principal A L Blue and Yellow, School Colors K L E O R O SCH Wolverine, Mascot IDDLE BUForD mIDDle School M SC RD H 1000 Cherry Avenue O O F O (434) 245-2411 U L (434) 245-2611 FAX B http://www.charlottesvilleschools.org/buford Eric Johnson, Principal Blue and White, School Colors R e ! a s Trojan, Mascot dy es forGreatn charlotteSVIlle hIGh School 1400 Melbourne Rd. -
Slavery and the Underground Railroad at the Eppes Plantations, Petersburg National Battlefield Cover: Appomattox Manor at City Point, Virginia
National Park Service U.S. Department of the Interior Petersburg National Battlefield Petersburg, Virginia Slavery and the Underground Railroad at the Eppes Plantations, Petersburg National Battlefield Cover: Appomattox Manor at City Point, Virginia. Photo courtesy National Park Service. Slavery and the Underground Railroad At The Eppes Plantations Petersburg National Battlefield Special History Study by Marie Tyler-McGraw A Study Prepared Under the Cooperative Agreement between the National Park Service and the Organization of American Historians Northcast Region National Park Service U.S. Department of the Interior 2005 Recommended: Kathleen L. Dilonardo Date Chief of Interpretation Northeast Region Tara Morrison Date Network to Freedom Coordinator Northeast Region Concurred: Paul Weinbaum Date History Program Manager Northeast Region Approved: Bob Kirby Date Superintendent Petersburg National Battlefield SLAVERY AND THE UNDERGROUND RAILROAD At the Eppes Plantations Petersburg National Battlefield Special History Study by Marie Tyler-McGraw Prepared for Organization of American Historians Under cooperative agreement with Northeast Region National Park Service U. S. Department of the Interior Printed December 2005 Contents Acknowledgements 10 Executive Summary Research Methods and Summary of Findings 11 Chapter 1 Frontiers and Boundaries (1640s – 1765) 15 Landscape and settlement on the James River and Appomattox colonial frontier. Origins of slavery and early resistance Chapter 2 Revolutions (1765 – 1816) 20 Revolutions in Agricultural