Fall 2020 Active Retiree
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
How to Use This Guide
How to Use this Guide The New-York Historical Society, one of America’s pre-eminent cultural institutions, is dedicated to fostering research, presenting history and art exhibitions, and public programs that reveal the dynamism of history and its influence on the world of today. Founded in 1804, New-York Historical has a mission to explore the richly layered political, cultural and social history of New York City and State and the nation, and to serve as a national forum for the discussion of issues surrounding the making and meaning of history. Student Historians are high school interns at New-York Historical who explore our museum and library collection and conduct research using the resources available to them within a museum setting. Their project this academic year was to create a guide for fellow high school students preparing for U.S. History Exams, particularly the U.S. History & Government Regents Exam. Each Student Historian chose a piece from our collection that represents a historical event or theme often tested on the exam, collected and organized their research, and wrote about their piece within its historic context. The intent is that this catalog will provide a valuable supplemental review material for high school students preparing for U.S. History Exams. The following summative essays are all researched and written by the 2015-16 Student Historians, compiled in chronological order, and organized by unit. Each essay includes an image of the object or artwork from the N-YHS collection that serves as the foundation for the U.S. History content reviewed. Additional educational supplementary materials include a glossary of frequently used terms, review activities including a crossword puzzle as well as questions and answers taken from past U.S. -
Copyright by Jacob Charles Maguire 2011
Copyright by Jacob Charles Maguire 2011 The Report Committee for Jacob Charles Maguire Certifies that this is the approved version of the following report: “Though It Blasts Their Eyes”: Slavery and Citizenship in New York City, 1790-1821 APPROVED BY SUPERVISING COMMITTEE: Supervisor: Shirley Thompson Jeffrey Meikle “Though It Blasts Their Eyes”: Slavery and Citizenship in New York City, 1790-1821 by Jacob Charles Maguire, B.A. Report Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2011 Dedication For my dad, who always taught me about citizenship Abstract “Thought It Blasts Their Eyes”: Slavery and Citizenship in New York City, 1790-1821 Jacob Charles Maguire, M.A. The University of Texas at Austin, 2011 Supervisor: Shirley Thompson Between 1790 and 1821, New York City underwent a dramatic transformation as slavery slowly died. Throughout the 1790s, a massive influx of runaways from the hinterland and black refugees from the Caribbean led to the rapid expansion of the city’s free black population. At the same time, white agitation for abolition reached a fever pitch. The legislature’s decision in 1799 to enact a program of gradual emancipation set off a wave of arranged manumissions that filled city streets with black bodies at all stages of transition from slavery to freedom. As blacks began to organize politically and develop a distinct social, economic and cultural life, they both conformed to and defied white expectations of republican citizenship. -
The African Free School Page 1 of 7
The African Free School Page 1 of 7 Relevant Unit Objectives Module 1: African American Community and Culture This lesson addresses the following Essential Questions: . How did the existence of slavery shape African American communal life and cultural expression? . How is community defined? . How was the African American community defined? Objectives of the Lesson Aim How did the establishment of free schools for African Americans in 18th- and 19th-century New York help transform the lives and identities of its students? At the conclusion of this lesson, students will be able to: . Evaluate the significance of education and literacy to the larger African American community in New York City . Situate the development of schools for African American students within the larger development of public education in New York City . Assess how the education received at the African Free School helped create a class of important African American leaders . Evaluate the importance of education and literacy to democratic participation . Identify some of the literary contributions of James Weldon Johnson and Frances E.W. Harper Introduction Distribute Handout 1, the poem “Learning to Read” by Frances E. W. Harper, an abolitionist and poet born in Maryland in 1825. The poem describes the experience of a freedwoman who was taught to read during Reconstruction. Ask students to consider the following in terms of the poem: 1. Why did southern slaveholders try to prevent slaves from learning to read? 2. What were some of the strategies slaves used to try to learn to read? 3. Why was it so important to the slaves and freedmen to learn to read? What did literacy represent to them? 4. -
Teacher Guide.Qxd
Classroom Materials developed by the New-YYork Historical Society as a companion to the exhibit Generous support provided by THE NEW-YYORK HISTORICAL SOCIETY Since its founding in 1804, the New-York Historical Society (N-YHS) has been a mainstay of cultural life in New York City and a center of historical scholarship and education. For generations, students and teachers have been able to benefit directly from the N-YHS’s mission to collect, preserve and interpret materials relevant to the history of our city, state and nation. N-YHS consistently creates opportunities to experience the nation’s history through the prism of New York. Our uniquely integrated collection of documents and objects are par- ticularly well-suited for educational purposes, not only for scholars but also for school children, teachers and the larger public. The story of New York’s rootedness in the enslavement of Africans is largely unknown to the general public. Over the next two years, the New-York Historical Society, together with the Schomburg Center for Research in Black Culture, will stage two major exhibitions, with walking tours, educational materials and programs for learners of all ages. The first of these exhibits, entitled “Slavery in New York,” explores the vital roles enslaved labor and the slave trade played in making New York one of the wealthiest cities in the world. In bringing this compelling and dramatic story to the forefront of historical inquiry, “Slavery in New York” will transform col- lective understanding of this great city’s past, present and future. The enclosed resources have been devel- oped to facilitate pre- and post-visit lessons in the classroom and provide learning experiences beyond the duration of the exhibit. -
Annie E. Amos
University of North Dakota UND Scholarly Commons The Digital Press at the University of North Digital Press Books Dakota 2020 One Hundred Voices: Harrisburg’s Historic African American Community, 1850-1920 Calobe Jackson Jr. Katie Wingert McArdle David Pettegrew Follow this and additional works at: https://commons.und.edu/press-books Recommended Citation Jackson, Calobe Jr.; McArdle, Katie Wingert; and Pettegrew, David, "One Hundred Voices: Harrisburg’s Historic African American Community, 1850-1920" (2020). Digital Press Books. 17. https://commons.und.edu/press-books/17 This Book is brought to you for free and open access by the The Digital Press at the University of North Dakota at UND Scholarly Commons. It has been accepted for inclusion in Digital Press Books by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. ONE HUNDRED VOICES The bronze pedestal of the Commonwealth Memorial. The relief image on top depicts aerial view of the Eighth Ward before its demolition. One Hundred Voices, No. 26-50 ONE HUNDRED VOICES Harrisburg’s Historic African American Community, 1850-1920 Edited by Calobe Jackson, Jr. Katie Wingert McArdle David Pettegrew With a foreword by Lenwood Sloan The Digital Press at the University of North Dakota Grand Forks, ND Unless otherwise indicated, all other content of this book is licensed under a Creative Commons By Attribution 4.0 International License. http://creativecommons.org/licenses/by/4.0/ 2020 The Digital Press @ The University of North Dakota Library of Congress Control Number: 2020941984 The Digital Press at the University of North Dakota, Grand Forks, North Dakota ISBN-13: 978-1-7345068-5-3 (paperback) ISBN-13: 978-1-7345068-6-0 (Ebook/PDF) 100 Voices is an initiative of the International Institute for Peace through Tourism - Harrisburg Peace Promenade. -
The Justinian Volume 1942 Article 1 Issue 2 August
The Justinian Volume 1942 Article 1 Issue 2 August 1942 The uJ stinian Follow this and additional works at: https://brooklynworks.brooklaw.edu/justinian Recommended Citation (1942) "The usJ tinian," The Justinian: Vol. 1942 : Iss. 2 , Article 1. Available at: https://brooklynworks.brooklaw.edu/justinian/vol1942/iss2/1 This Article is brought to you for free and open access by the Special Collections at BrooklynWorks. It has been accepted for inclusion in The usJ tinian by an authorized editor of BrooklynWorks. et al.: The Justinian FALL FALL 1 SEMESTER SEMESTER ISSUE ISSUE Brooklyn Law School . St. Lawrence University VOL. :XII. NO. 1. Brooklyn, N. Y. Wed., Aug. 26, 1942 By Subscription Brooklyn Law School Opens 42 nd Year Justice Theodore Stitt SUMMER Stitt, '12, Named COMMENCEMENT Fall Semester EXERCISES Starts Sept. 28; Jurist, Domestic will be held September 10, Relations Court at 8:30 P. M. Plans Announced Brooklyn Attorney Designated in the Accelerated Courses Available by Mayor to Seat A UDITO RI UM Under Court of Appeals on Bench Brooklyn Law School New R ules of TERM RUNS TO 1944 St. Lawrence University DEAN NOTES CHANGES Designee to Important Judicial Post Speaker Had Long Career in J ustice Edward Lannsky Tells of Curriculum Readjustments Public Service Presi ding Justice. Appellate to Meet N eede of Present· Division, Second Department Day Students Theodore Stitt, '12, Brooklyn attorney, was sworn in by Mayor A cordial invitation to attend The Brooklyn Law Scbool of LaGuardia as a justice of the is extended to all alumni and other friends of the School St. -
James Mccune Smith
James McCune Smith: Medical doctor, anti-slavery leader, and prominent intellectual James McCune Smith, MD. Engraving by Patrick H. Reason, New-York Historical Society. Public domain Petros C. Karakousis, MD Dr. Karakousis (AΩA, Washington University School of argely overlooked by historians, Dr. James McCune Medicine, St. Louis, 1998) is Professor of Medicine, Smith played a major role in the struggle for racial Division of Infectious Diseases, Department of Medicine, equality in antebellum America. As the first pro- Johns Hopkins University School of Medicine, Baltimore, Lfessionally trained Black physician in the United States, Maryland. McCune Smith served as the medical director of New York City’s Colored Orphan Asylum for more than 20 years, caring for hundreds of poor children, until it was burned “No man in this country more thoroughly understands the down by an angry mob in 1863. whole struggle between freedom and slavery, than does In addition to being a first-rate physician, McCune Smith Dr. Smith, and his heart is as broad as his understanding.” 1 was a leading abolitionist and preeminent essayist, drawing —Frederick Douglass on his training in medicine and statistics to debunk com- mon misconceptions about race, intelligence, medicine, and myriad social constructs. Well ahead of his time, he en- visioned a society based on the unity of the human race, in The Pharos/Spring 2021 19 James McCune Smith which “…the colored people will act just like any other men of 28 years. A subsequent abolition law passed in 1817 ef- placed in their circumstances, and therefore will attain high fectively terminated slavery among State residents on July influence in the destiny of our common country.” 2 4, 1827. -
Race and the American Constitution: a Struggle Toward National Ideals by James O
THE CONSTITUTION Race and the American Constitution: A Struggle toward National Ideals by James O. Horton The fugitive slave clause in Article 4, Section 2 of the US Constitution. (Gilder Lehrman Collection) In the summer of 1852 Frederick Douglass took the platform at Rochester, New York’s Corinthian Hall at the invitation of the Rochester Ladies AntiSlavery Society. The society had asked the former slave, who had become one of the most recognized antislavery speakers in the nation, to deliver an oration as a part of its Fourth of July observance. Since the Fourth of July fell on a Sunday in 1852, the society moved its observance to Monday, July 5, a decision with which Douglass agreed. For years, free African Americans and many white abolitionists had refused to celebrate the Fourth of July. Their refusal was a protest against the nation’s continuance of slavery, even as its Declaration of Independence professed its commitment to human freedom. At New York City’s African Free School, for example, students vowed to use the Fourth to attack the nation’s hypocrisy. In agreeing to address the Rochester group on July 5, Douglass determined to use the occasion for his own personal protest. On July 5, 1852, a crowd of at least six hundred filled Corinthian Hall as Douglass delivered one of the most striking lectures the residents of Rochester or any other American city had ever heard. It was, in fact, one of America’s most memorable orations, presented at a critical moment in American history. Barely two years before, in 1850, the federal government had issued an assault on the rights of African Americans in the form of a harsh fugitive slave law. -
Confirmation Hearing on the Nomination of William G
S. HRG. 109–38 CONFIRMATION HEARING ON THE NOMINATION OF WILLIAM G. MYERS III, OF IDAHO, TO BE CIRCUIT JUDGE FOR THE NINTH CIRCUIT HEARING BEFORE THE COMMITTEE ON THE JUDICIARY UNITED STATES SENATE ONE HUNDRED NINTH CONGRESS FIRST SESSION March 1, 2005 Serial No. J–109–21 Printed for the use of the Committee on the Judiciary ( U.S. GOVERNMENT PRINTING OFFICE 21–544 PDF WASHINGTON : 2005 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2250 Mail: Stop SSOP, Washington, DC 20402–0001 VerDate 0ct 09 2002 14:53 Jun 10, 2005 Jkt 021544 PO 00000 Frm 00001 Fmt 5011 Sfmt 5011 S:\GPO\HEARINGS\21544.TXT SJUD4 PsN: CMORC COMMITTEE ON THE JUDICIARY ARLEN SPECTER, Pennsylvania, Chairman ORRIN G. HATCH, Utah PATRICK J. LEAHY, Vermont CHARLES E. GRASSLEY, Iowa EDWARD M. KENNEDY, Massachusetts JON KYL, Arizona JOSEPH R. BIDEN, JR., Delaware MIKE DEWINE, Ohio HERBERT KOHL, Wisconsin JEFF SESSIONS, Alabama DIANNE FEINSTEIN, California LINDSEY O. GRAHAM, South Carolina RUSSELL D. FEINGOLD, Wisconsin JOHN CORNYN, Texas CHARLES E. SCHUMER, New York SAM BROWNBACK, Kansas RICHARD J. DURBIN, Illinois TOM COBURN, Oklahoma DAVID BROG, Staff Director MICHAEL O’NEILL, Chief Counsel BRUCE A. COHEN, Democratic Chief Counsel and Staff Director (II) VerDate 0ct 09 2002 14:53 Jun 10, 2005 Jkt 021544 PO 00000 Frm 00002 Fmt 5904 Sfmt 5904 S:\GPO\HEARINGS\21544.TXT SJUD4 PsN: CMORC C O N T E N T S TUESDAY, MARCH 1, 2005 STATEMENTS OF COMMITTEE MEMBERS Page Durbin, Hon. -
Governors Island National Monument Foundation Document
NATIONAL PARK SERVICE • U.S. DEPARTMENT OF THE INTERIOR Foundation Document Governors Island National Monument New York November 2018 Foundation Document HUDSON NEW YORK RIVER MANHATTAN NEW Castle Clinton EAST RIVER JERSEY National Ellis Island Monument Battery Maritime Immigration Building Museum BATTERY PARK Y Governors Island R R E Statue of National F Liberty Monument National BROOKLYN Monument Castle Williams Governors Island Fort Jay Historic District Statue of Liberty UPPER North 0 0.5 Kilometer NEW YORK BAY 0 0.5 Mile Governors Island National Monument Contents Mission of the National Park Service 1 Introduction 2 Part 1: Core Components 3 Brief Description of the Park 3 Park Purpose 5 Park Significance 6 Fundamental Resources and Values 7 Other Important Resources and Values 10 Related Resources 11 Interpretive Themes 12 Part 2: Dynamic Components 13 Special Mandates and Administrative Commitments 13 Assessment of Planning and Data Needs 13 Analysis of Fundamental Resources and Values 13 Analysis of Other Important Resources and Values 26 Identification of Key Issues and Associated Planning and Data Needs 29 Planning and Data Needs 30 Part 3: Contributors 36 Governors Island National Monument 36 NPS Northeast Region 36 Other NPS Staff 36 Appendixes 37 Appendix A: Presidential Proclamations for Governors Island National Monument 37 Appendix B: Inventory of Special Mandates and Administrative Commitments 41 Foundation Document Governors Island National Monument Mission of the National Park Service The National Park Service (NPS) preserves unimpaired the natural and cultural resources and values of the national park system for the enjoyment, education, and inspiration of this and future generations. -
Rt-T-- Charge up the Hill to the Cannon Surrounded by Re Flos.Ers
ãm ffi ffi ffi A Do-lt-Yourself Walking Tour 'SØelcome to Governors Island! This self-guided tour will help you explore some of the wonderful places GOVERNORS Start Here Small Ferry Dock on the island. All of the stops on the tour are in bold ISLAND FERRY ,/ Dock 101 and correspond to the building numbers on the map. LANDING d o NATIONAL MONUMENT cJo Building 140 was originally part of the New York Arsenal. ün PARADE Tour begins at Buildingr4S,the ferrywaiting GROUNDS room, which has restrooms and vending machines 4 withwater, soft drinks and snacks. I Across the street is Building r4o, the National Park Service visitor information center and bookstore, dú books aboutthe history of New York City, its harbor and the military eras connected with Governors Island. National Park Service rangers and volunteers can help answer questions. Please fill out a comment sheet and, if you're an island "alumnus," share your experiences about living here. rt-T-- Charge up the hill to the cannon surrounded by re flos.ers. IEilEEI Turn right at the cannon onto Andes Road and walk past the long brick Building rro. It is the last and largest in a series of warehouses constructed for the New York Arsenal, located here from t833to r9zo. F Because of its location, Governors Island was ffiqE strategically important in the defense of New York Harbor. It was a key distribution center for arms and ammunition for other army posts up and down the lnterior of Quarters 403 on Brick Row, 1995. Atlantic Coast, and the island arsenal was always officers and their families. -
The United States Flag in the American West: the Evolution Of
The United States Flag in the American West: The Evolution of the United States Flags Produced by or for U.S. Government Entities During the Westward Movement, 1777 – 1876 Howard Michael Madaus Our Janus-like perspective of the flag of the United States, like all historical endeavors, is tinted by factors that tend to distort not only how we look at the past but also what we are looking for. As we all recognize, our speculation about the flags of our past is limited by the documentation available, both in quantity and in quality. The physical evidence that survives from the early history of the United States flag is limited, whether scribblings on paper, interpretations of artists of the period, or sur- viving flags themselves. This paucity of evidence concerning the United States flag in its first century of existence can mystify us as we leap into the early phases of the 21st-century communication revolution. Yet another, equally challenging problem exists when we attempt to study the history of the United States flag—the distortion caused by the 20th-century pervasiveness of flags in our everyday life. Today, the United States flag is everywhere—flying above most American businesses, in our schools, in our churches, in our sports facilities, and in private homes. And of course, it flies from nearly every facility owned, leased, or rented by the government of the United States—and at the close of the 20th century those facilities seem ubiquitous. However, as we peer back across two centuries, we must realize that the perva- siveness of the government of the United States was not a common feature of American culture during the first hundred years of our flag’s existence.