We As Freemen
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Freedom Rides of 1961
The Freedom Rides of 1961 “If history were a neighborhood, slavery would be around the corner and the Freedom Rides would be on your doorstep.” ~ Mike Wiley, writer & director of “The Parchman Hour” Overview Throughout 1961, more than 400 engaged Americans rode south together on the “Freedom Rides.” Young and old, male and female, interracial, and from all over the nation, these peaceful activists risked their lives to challenge segregation laws that were being illegally enforced in public transportation throughout the South. In this lesson, students will learn about this critical period of history, studying the 1961 events within the context of the entire Civil Rights Movement. Through a PowerPoint presentation, deep discussion, examination of primary sources, and watching PBS’s documentary, “The Freedom Riders,” students will gain an understanding of the role of citizens in shaping our nation’s democracy. In culmination, students will work on teams to design a Youth Summit that teaches people their age about the Freedom Rides, as well as inspires them to be active, engaged community members today. Grade High School Essential Questions • Who were the key players in the Freedom Rides and how would you describe their actions? • Why do you think the Freedom Rides attracted so many young college students to participate? • What were volunteers risking by participating in the Freedom Rides? • Why did the Freedom Rides employ nonviolent direct action? • What role did the media play in the Freedom Rides? How does media shape our understanding -
Rhythm, Dance, and Resistance in the New Orleans Second Line
UNIVERSITY OF CALIFORNIA Los Angeles “We Made It Through That Water”: Rhythm, Dance, and Resistance in the New Orleans Second Line A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Ethnomusicology by Benjamin Grant Doleac 2018 © Copyright by Benjamin Grant Doleac 2018 ABSTRACT OF THE DISSERTATION “We Made It Through That Water”: Rhythm, Dance, and Resistance in the New Orleans Second Line by Benjamin Grant Doleac Doctor of Philosophy in Ethnomusicology University of California, Los Angeles, 2018 Professor Cheryl L. Keyes, Chair The black brass band parade known as the second line has been a staple of New Orleans culture for nearly 150 years. Through more than a century of social, political and demographic upheaval, the second line has persisted as an institution in the city’s black community, with its swinging march beats and emphasis on collective improvisation eventually giving rise to jazz, funk, and a multitude of other popular genres both locally and around the world. More than any other local custom, the second line served as a crucible in which the participatory, syncretic character of black music in New Orleans took shape. While the beat of the second line reverberates far beyond the city limits today, the neighborhoods that provide the parade’s sustenance face grave challenges to their existence. Ten years after Hurricane Katrina tore up the economic and cultural fabric of New Orleans, these largely poor communities are plagued on one side by underfunded schools and internecine violence, and on the other by the rising tide of post-disaster gentrification and the redlining-in- disguise of neoliberal urban policy. -
Haiti and New Orleans: Revolution, Migration, and Legacy
Haiti and New Orleans: Revolution, Migration, and Legacy “It is the independence of Haiti that led to the emancipation of the slaves in the British colonies, to the foundation of Liberia, and the emancipation of the slaves in Martinique, and, later, in the United States it was the independence and the sovereignty of Haiti that put an advantageous pressure on … various governments and then led to the emancipation of slaves in Puerto Rico and Brazil.” - Louis Joseph Janvier, La République d'Haïti et ses Visiteurs (1883) Unit Overview The 1791 Haitian Revolution, the largest slave rebellion in history, established the first independent state in Latin America, and the first black-led nation in the world. It also fostered waves of migration to Louisiana, and established a cultural, political, and economic connection between Haiti and New Orleans. This unit explores the bond between Haiti and New Orleans, a nation and city bound by shared history of colonialism, slavery, and rebellion. It further examines the role of political history, cultural identity, and migration in shaping people and their societies. Sections Part I: Perspectives on the Haitian Revolution Part II: Legacy and Contribution Part III: Haitian Immigration and the Construction of Racial Identities Part V: Toussaint Louverture and the Memorialization of History Southern History Project 1 Essential Questions: ● What common experiences unite and define the Atlantic World? ● How should historians memorialize history? Should heroes be evaluated in the context of their time, -
From Street Law Inc. and Supreme Court Historical Society on Plessy V
From Street Law Inc. and Supreme Court Historical Society on Plessy v. Ferguson Background In 1890, Louisiana passed a statute called the Separate Car Act, which stated "that all railway companies carrying passengers in their coaches in this state, shall provide equal but separate accommodations for the white, and colored races, by providing two or more passenger coaches for each passenger train, or by dividing the passenger coaches by a partition so as to secure separate accommodations. " The penalty for sitting in the wrong compartment was a fine of $25 or 20 days in jail. The Plessy case was carefully orchestrated by both the Citizens' Committee to Test the Constitutionality of the Separate Car Act, a group of blacks who raised $3000 to challenge the Act, and the East Louisiana Railroad Company, which sought to terminate the Act largely for monetary reasons. They chose a 30-year- old shoemaker named Homer Plessy, a citizen of the United States who was one-eighth black and a resident of the state of Louisiana. On June 7, 1892, Plessy purchased a first-class passage from New Orleans to Covington, Louisiana and sat in the railroad car designated for whites only. The railroad officials, following through on the arrangement, arrested Plessy and charged him with violating the Separate Car Act. Well known advocate for black rights Albion Tourgee, a white lawyer, agreed to argue the case without compensation. In the criminal district court for the parish of Orleans, Plessy argued that the Separate Car Act violated the Thirteenth and Fourteenth Amendments to the Constitution. -
The New Orleans Free People of Color and the Process of Americanization, 1803-1896
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2005 The New Orleans Free People of Color and the Process of Americanization, 1803-1896 Camille Kempf Gourdet College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, African History Commons, and the Social and Cultural Anthropology Commons Recommended Citation Gourdet, Camille Kempf, "The New Orleans Free People of Color and the Process of Americanization, 1803-1896" (2005). Dissertations, Theses, and Masters Projects. Paper 1539626484. https://dx.doi.org/doi:10.21220/s2-wf20-pk69 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. THE NEW ORLEANS FREE PEOPLE OF COLOR AND THE PROCESS OF AMERICANIZATION, 1803-1896 A Thesis Presented to The Faculty of the Department of Anthropology The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Camille K. Gourdet 2005 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts Camille Kempf feourdet Approved by the Committee, May 2005 sor, Chair kii HhtC'QuL. $you2, Kathleen Bragdon, Professor UX-— M. Lynn Weiss, Professor ii To my husband Nico, who has always stood firmly by my side. iii TABLE OF CONTENTS Page Acknowledgements vi Abstract vii Chapter I. -
The Emancipation Proclamation
The Emancipation Proclamation Directions: The students will first watch two videos on the Emancipation Proclamation. The students will then read the two documents on the proclamation and answer the questions that follow. https://www.youtube.com/watch?v=XWrQ5VBZi2E https://www.youtube.com/watch?v=SUVkXthLz4w President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, as the nation approached its third year of bloody civil war. The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward shall be free." Despite this expansive wording, the Emancipation Proclamation was limited in many ways. It applied only to states that had seceded from the United States, leaving slavery untouched in the loyal border states. It also expressly exempted parts of the Confederacy (the Southern secessionist states) that had already come under Northern control. Most important, the freedom it promised depended upon Union (United States) military victory. Although the Emancipation Proclamation did not end slavery in the nation, it captured the hearts and imagination of millions of Americans and fundamentally transformed the character of the war. After January 1, 1863, every advance of federal troops expanded the domain of freedom. Moreover, the Proclamation announced the acceptance of black men into the Union Army and Navy, enabling the liberated to become liberators. By the end of the war, almost 200,000 black soldiers and sailors had fought for the Union and freedom. From the first days of the Civil War, slaves had acted to secure their own liberty. The Emancipation Proclamation confirmed their insistence that the war for the Union must become a war for freedom. -
Plessy V. Ferguson (1896) BACKGROUND
Plessy v. Ferguson (1896) BACKGROUND In 1890, Louisiana passed a statute called the "Separate Car Act", which stated "that all railway companies carrying passengers in their coaches in this state, shall provide equal but separate accommodations for the white, and colored races, by providing two or more passenger coaches for each passenger train, or by dividing the passenger coaches by a partition so as to secure separate accommodations. .. " The penalty for sitting in the wrong compartment was a fine of $25 or 20 days in jail. The Plessy case was carefully orchestrated by both the Citizens' Committee to Test the Constitutionality of the Separate Car Act, a group of blacks who raised $3000 to challenge the Act, and the East Louisiana Railroad Company, which sought to terminate the Act largely for monetary reasons. They chose a 30-year-old shoemaker named Homer Plessy, a citizen of the United States who was one-eighth black and a resident of the state of Louisiana. On June 7, 1892, Plessy purchased a first-class passage from New Orleans to Covington, Louisiana and sat in the railroad car designated for whites only. The railroad officials, following through on the arrangement, arrested Plessy and charged him with violating the Separate Car Act. Well known advocate for black rights Albion Tourgee, a white lawyer, agreed to argue the case without compensation. In the criminal district court for the parish of Orleans, Plessy argued that the Separate Car Act violated the Thirteenth and Fourteenth Amendments to the Constitution. Thirteenth Amendment Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. -
We As Freemen Plessy V
we02efm_PB ed-2015.qxp 6/4/2015 11:54 AM Page 1 we02efm_PB ed-2015.qxp 6/4/2015 11:54 AM Page 2 We as Freemen Plessy v. Ferguson By Keith Weldon Medley In 1896, Plessy v. Ferguson, Louisiana’s famous Supreme Court case, established the separate-but-equal doctrine that pre- vailed in America until the Brown v. Board of Education decision in 1954. Homer Plessy’s arrest in a New Orleans railway car was not mere happenstance, but the result of a carefully choreographed campaign of civil disobedience planned by the Comité des Citoyens. This group of Republican free men of color had watched their rights disappear under the increasingly strict Jim Crow laws of the post-Reconstruction period. To contest these new restrictions, they arranged for Plessy, who could “pass” for white, to illegally seat himself in a whites-only carriage. Keith Weldon Medley brings to life the players in this landmark trial, from the crusading black columnist Rodolphe Des- dunes and the other members of the Comité des Citoyens to Albion W. Tourgee, the outspoken writer who repre- sented Plessy, to John Ferguson, a reformist carpetbagger who nonetheless found Plessy guilty. The U.S. Supreme Court sustained the finding, with only John Marshall Harlan, a Southern associ- ate justice, voting against the decision. we02efm_PB ed-2015.qxp 6/4/2015 11:54 AM Page 3 We as Freemen we02efm_PB ed-2015.qxp 6/4/2015 11:54 AM Page 4 we02efm_PB ed-2015.qxp 6/4/2015 11:54 AM Page 5 We as reemen FPlessy v. -
The Road to Civil Rights Table of Contents
The Road to Civil Rights Table of Contents Introduction Dred Scott vs. Sandford Underground Railroad Introducing Jim Crow The League of American Wheelmen Marshall “Major” Taylor Plessy v. Ferguson William A. Grant Woodrow Wilson The Black Migration Pullman Porters The International Brotherhood of Sleeping Car Porters The Davis-Bacon Act Adapting Transportation to Jim Crow The 1941 March on Washington World War II – The Alaska Highway World War II – The Red Ball Express The Family Vacation Journey of Reconciliation President Harry S. Truman and Civil Rights South of Freedom Brown v. Board of Education of Topeka Too Tired to Move When Rulings Don’t Count Boynton v. Virginia (1960) Freedom Riders Completing the Freedom Ride A Night of Fear Justice in Jackson Waiting for the ICC The ICC Ruling End of a Transition Year Getting to the March on Washington The Civil Rights Act of 1964 The Voting Rights March The Pettus Bridge Across the Bridge The Voting Rights Act of 1965 March Against Fear The Poor People’s Campaign Assassination of Dr. Martin Luther King, Jr. Completing the Poor People’s Campaign Bureau of Public Roads – Transition Disadvantaged Business Enterprises Rodney E. Slater – Beyond the Dreams References 1 The Road to Civil Rights By Richard F. Weingroff Perhaps it is easy for those who have never felt the stinging darts of segregation to say, "Wait." But when . you take a cross country drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you . then you will understand why we find it difficult to wait. -
Plessy V. Ferguson
Plessy v. Ferguson On June 7, 1892, a 30-year-old colored shoemaker named Homer Plessy was jailed for sitting in the "White" car of the East Louisiana Railroad. Plessy was only one-eighths black and seven- eighths white, but under Louisiana law, he was considered black and therefore required to sit in the "Colored" car. Plessy went to court and argued, in Homer Adolph Plessy v. The State of Louisiana, that the Separate Car Act violated the Thirteenth and Fourteenth Amendments to the Constitution. The judge at the trial was John Howard Ferguson, a lawyer from Massachusetts who had previously declared the Separate Car Act "unconstitutional on trains that traveled through several states" . In Plessy's case, however, he decided that the state could choose to regulate railroad companies that operated only within Louisiana. He found Plessy guilty of refusing to leave the white car . Plessy appealed to the Supreme Court of Louisiana, which upheld Ferguson's decision. In 1896, the Supreme Court of the United States heard Plessy's case and found him guilty once again. Speaking for a seven-person majority, Justice Henry Brown wrote: "That [the Separate Car Act] does not conflict with the Thirteenth Amendment, which abolished slavery...is too clear for argument...A statute which implies merely a legal distinction between the white and colored races -- a distinction which is founded in the color of the two races, and which must always exist so long as white men are distinguished from the other race by color -- has no tendency to destroy the legal -
People and Power at the Cabildo
People and Power at the Cabildo The Cabildo: A History of People and Power in Louisiana – Post-video Activity Watch the video at: https://youtu.be/3ul_PT0lcho Readings, Research Prompt, and Discussion Questions Objective: Students will learn the different ways that groups and individuals attempted to challenge laws or government power at the Cabildo in New Orleans. Through research and discussion, students will discover how people participate in similar types of civic engagement and social action today and will consider which methods they might use to engage with issues of importance to them. Louisiana Student Standard for Social Studies: 7.1.1, 7.4.3, 7.10.2, 8.1.1, 8.2.6, 8.8.1, 8.8.2, C.5.2, C.5.3 Introduction A government building has stood on the site of the Cabildo for nearly three hundred years. In the past, it was a place where the local government made and enforced laws. It was also a place where residents challenged those laws. Many types of civic engagement, activism, and public demonstrations took place at the Cabildo or in the Place d’Armes, now known as Jackson Square. Residents used different methods to make their voices heard in the political process. For example, they wrote letters to the French Superior Council or Cabildo (Spanish town council), voted for city council members, or brought cases to court. Other times, residents gathered in protest, practiced civil disobedience, or used violence in attempts to influence the government. Groups often combined many different strategies to express their desires and beliefs to government officials. -
A Negro Named Plessy
CHAPTER 1 A Negro Named Plessy On Tuesday evening, a Negro named Plessy was arrested by Pri- vate Detective Cain on the East Louisiana train and locked up for violating section 2 of act 111 of 1890, relative to separate coaches. He waived examination yesterday before Recorder Moulin and was sent before the criminal court under $500.00 bond. —New Orleans Daily Picayune, June 9, 1892 Homer Plessy arrived at the Press Street Depot for his date with history. June 7, 1892, was warm and cloudy. The temperature reached eighty-six degrees. That day, he challenged Louisiana’s Separate Car Act. That was his moment. Standing at the depot looking north, Plessy could view the New Orleans North Eastern Railroad’s Queen and Crescent line heave down the tracks and then through swampy woods, on its way to Northern destinations far removed from the travails of the post-Reconstruction South. However, it was Plessy’s mission to board the East Louisiana Railroad’s local line, which never left Louisiana but crossed a seven-mile bridge over Lake Pontchar- train, rolled past Lewisburg, Mandeville, and Abita Springs, and then terminated at the depot in Covington, Louisiana. Unlike his fellow travelers, Plessy was not there as a commuter or on a one-dollar excursion to the beaches across Lake Pontchartrain. He was there to test the constitutionality of “that infamous contrivance known as the ‘Jim Crow Law,’” according to a statement by the group that engineered Plessy’s act of civil disobedience. Later in 1892, Plessy appeared before John Howard Ferguson, a judge whose criminal-court ruling launched Plessy v.