Iowa and the Underground Railroad
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All Aboard! Escaping Slavery on the Underground Railroad by Monica Will
All Aboard! Escaping Slavery on the Underground Railroad by Monica Will Students will use critical thinking skills and applications to understand the strains of slavery and the risks associated with escape to freedom via the underground railroad through an in depth primary source analysis. The students will use two primary sources to analyze the escape of a fugitive slave. Students will then apply their knowledge gained to complete related extension activities. --- Overview------------------------------------------------------------------------------ Objectives: After completing the activity, students will be able to: • Perform a basic primary source analysis of a historic photograph • Interpret informational text using grade level reading strategies • List some of the risks associated with the underground railroad • Describe what slave owners did to aid in the return of their slaves • Apply reading and writing skills within the content area Understanding Slavery was something that once divided our country. All too often Goal: the slaves were treated in bad ways and dreamed of being free. Many of the people that lived as slaves would often risk their lives to gain freedom no matter what it took. The Underground Railroad helped many slaves escape to freedom. Investigative What challenges and risks did runaway slaves face as they traveled Question: along the Underground Railroad? How did the Underground Railroad help these fugitives escape? Time Required: Three class sessions Grade Level: 3 - 5 Topic: African American History, Maps Era: -
Discovering the Underground Railroad Junior Ranger Activity Book
Discovering the Underground Railroad Junior Ranger Activity Book This book to:___________________________________________belongs Parents and teachers are encouraged to talk to children about the Underground Railroad and the materials presented in this booklet. After carefully reading through the information, test your knowledge of the Underground Rail- road with the activities throughout the book. When you are done, ask yourself what you have learned about the people, places, and history of this unique yet difficult period of American history? Junior Rangers ages 5 to 6, check here and complete at least 3 activities. Junior Rangers ages 7 to 10, check here and complete at least 6 activities. Junior Rangers ages 10 and older, check here and complete 10 activities. To receive your Junior Ranger Badge, complete the activities and then send the booklet to our Omaha office at the address below. A ranger will go over your answers and then return your booklet along with an official Junior Ranger Badge for your efforts. Please include your name, age, and mailing address where you would like your Junior Ranger Badge to be sent. National Underground Railroad Network to Freedom Program National Park Service 601 Riverfront Drive Omaha, Nebraska 68102 For additional information on the Underground Railroad, please visit our website at http://www.nps.gov/ugrr This booklet was produced by the National Park Service Southeast Region, Atlanta, Georgia To Be Free Write about what “Freedom” means to you. Slavery and the Importance of the Underground Railroad “To be a slave. To be owned by another person, as a car, house, or table is owned. -
Iowa MRPC 2017 Annual Report
Iowa Mississippi River Parkway Commission 2016-2017 Annual Report September 2017 Edith Reiss Pfeffer, Chair Iowa Mississippi River Parkway Commission 2016-2017 Iowa Mississippi River Parkway Commission Explore Iowa’s Great River Road Jane Regan, Treasurer Allamakee County Jenna Pollack Clayton County John Goodmann, Secretary Dubuque County Vacant Jackson County Edith Pfeffer, Chair Clinton County Scott Tunnicliff Scott County Daniel Petersen, Vice-Chair Muscatine County Jay Schweitzer Louisa County Lisa Walsh Des Moines County Martin Graber Lee County Contents MISSION STATEMENT ................................................................................................................ 1 VISION .......................................................................................................................................... 1 GOALS AND OBJECTIVES......................................................................................................... 2 IOWA MRPC STRUCTURE ......................................................................................................... 3 Iowa MRPC Commission and Technical Members ....................................................................... 3 IOWA MRPC COMMISSION MEETINGS .................................................................................... 6 2016-2017 IOWA COMMISSION MEETING MINUTES ............................................................... 7 IOWA MRPC BUDGET ............................................................................................................. -
City of Iowa City’S Sustainability Offices
Table of Contents What is Green Iowa AmeriCorps?........................................................................................... 3 Energy and Community............................................................................................................ 4 Position Descriptions.............................................................................................................................. 5-7 Center for Energy & Environmental Education............................................................................. 8-9 City of Dubuque Sustainability Offices.............................................................................................. 10 City of Iowa City’s Sustainability Offices............................................................................................ 11 Greater DSM Habitat for Humanity..................................................................................................... 12 Matthew 25.................................................................................................................................................. 13 Winnieshiek Energy District................................................................................................................... 14 Land and Water Stewards...................................................................................................... 15 Center for Energy & Environmental Education........................................................................ 16-20 Dubuque County Conservation Board....................................................................................... -
State Abbreviations
State Abbreviations Postal Abbreviations for States/Territories On July 1, 1963, the Post Office Department introduced the five-digit ZIP Code. At the time, 10/1963– 1831 1874 1943 6/1963 present most addressing equipment could accommodate only 23 characters (including spaces) in the Alabama Al. Ala. Ala. ALA AL Alaska -- Alaska Alaska ALSK AK bottom line of the address. To make room for Arizona -- Ariz. Ariz. ARIZ AZ the ZIP Code, state names needed to be Arkansas Ar. T. Ark. Ark. ARK AR abbreviated. The Department provided an initial California -- Cal. Calif. CALIF CA list of abbreviations in June 1963, but many had Colorado -- Colo. Colo. COL CO three or four letters, which was still too long. In Connecticut Ct. Conn. Conn. CONN CT Delaware De. Del. Del. DEL DE October 1963, the Department settled on the District of D. C. D. C. D. C. DC DC current two-letter abbreviations. Since that time, Columbia only one change has been made: in 1969, at the Florida Fl. T. Fla. Fla. FLA FL request of the Canadian postal administration, Georgia Ga. Ga. Ga. GA GA Hawaii -- -- Hawaii HAW HI the abbreviation for Nebraska, originally NB, Idaho -- Idaho Idaho IDA ID was changed to NE, to avoid confusion with Illinois Il. Ill. Ill. ILL IL New Brunswick in Canada. Indiana Ia. Ind. Ind. IND IN Iowa -- Iowa Iowa IOWA IA Kansas -- Kans. Kans. KANS KS A list of state abbreviations since 1831 is Kentucky Ky. Ky. Ky. KY KY provided at right. A more complete list of current Louisiana La. La. -
Fugitive Slaves and the Legal Regulation of Black Mississippi River Crossing, 1804–1860
Strengthening Slavery’s Border, Undermining Slavery: Fugitive Slaves and the Legal Regulation of Black Mississippi River Crossing, 1804–1860 BY JESSE NASTA 16 | The Confluence | Spring/Summer 2017 In 1873, formerly enslaved St. Louisan James master’s consent, or of the passenger’s free status, P. Thomas applied for a United States passport. persisted until the Civil War.3 After collecting the passport at his attorney’s office, Yet, while the text of the Missouri statute Thomas hurried home “to take a look at it” because remained fairly constant, its meaning changed over he had “never expected to see” his name on such a the six tumultuous decades between the Louisiana document. He marveled that this government-issued Purchase and the Civil War because virtually passport gave him “the right to travel where he everything else in this border region changed. The choose [sic] and under the protection of the American former Northwest Territory, particularly Illinois, flag.” As Thomas recalled in his 1903 autobiography, was by no means an automatic destination for those he spent “most of the night trying to realize the great escaping slavery. For at least four decades after the change that time had wrought.” As a free African Northwest Ordinance of 1787 nominally banned American in 1850s St. Louis, he had been able to slavery from this territory, the enslavement and cross the Mississippi River to Illinois only when trafficking of African Americans persisted there. “known to the officers of the boat” or if “two or three Although some slaves risked escape to Illinois, reliable citizens made the ferry company feel they enslaved African Americans also escaped from this were taking no risk in carrying me into a free state.”1 “free” jurisdiction, at least until the 1830s, as a result. -
150Th Anniversary of the Emancipation Proclamation
Emancipation Proclamation Commemorative Coloring Book President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, announcing, "that all persons held as slaves. henceforward shall be free." This book belongs to I celebrated the 150th Anniversary of the Emancipation Proclamation at the National Archives, Washington, D.C. The Emancipation Proclamation The Emancipation Proclamation was an order issued by President Abraham Lincoln that began the process of freeing all the slaves in the United States. It was signed January 1, 1863. The order freed all slaves held by the Confederate States that were not in control of Union forces. The Eman- cipation Proclamation, followed by the 13th Amendment to the Constitution, would eventually free four million enslaved Americans. The order also allowed freed slaves to join the U.S. mili- tary. By the end of the Civil War in 1865, 200,000 African American troops, most of whom were former slaves, served in the Union armed forces. These added troops, as well as the political effect of the Emancipation Proclamation, helped the Union win the Civil War. As a milestone along the road to end slavery, with the post–Civil War struggles, and the modern legacy of civil rights, the Emancipation Proclamation has assumed a place among the great documents of human freedom. The Emancipation Proclamation Story and Legacy (MariaAbraham is writing) Lincoln, the 16th President of the United States, and his Cabinet members read over the Emancipation Proclamation, which proclaimed the freedom of slaves in the 10 states rebelling against the Union in the Civil War. Lincoln first presented the Emancipation Proclamation to his Cabinet on July 22, 1862, and issued the Preliminary Proclamation on September 22, 1862. -
1 United States District Court
UNITED STATES DISTRICT COURT EASTERN DISTRICT OF TENNESSEE AT CHATTANOOGA JAMES A. BARNETT, ) ) Plaintiff,) v. ) No. 1:06-cv-235 ) Edgar/Lee LENDA CLARK; KEN COX; ) DEPUTY SILER; SHERIFF BILLY LONG; ) JIM HART, CHIEF OF CORRECTIONS; ) HAMILTON DISTRICT ATTORNEY BILL ) COX; ) ) Defendants. ) MEMORANDUM James A. Barnett ("Plaintiff"), a former Tennessee inmate brings this pro se complaint for damages pursuant to 42 U.S.C. § 1983, contending that he was illegally extradited to Tennessee in violation of his constitutional rights. Plaintiff has been released and now resides in Georgia (Court File # 67). The defendants are Lt. Lenda Clark ("Lt. Clark"), Ken Cox ("Deputy Cox"), Deputy Siler ("Deputy Siler"), Sheriff Billy Long ("Sheriff Long"), and Jim Hart, Chief of Corrections at Hamilton County Jail ("Chief Hart"). Hamilton County District Attorney Bill Cox was dismissed from this litigation by previous Order of this Court (Court File #53). Plaintiff asserts Defendants violated his constitutional rights when they extradited him from Georgia to Tennessee in absence of a signed Governor's extradition warrant, wavier of extradition rights, or habeas hearing. Plaintiff contends he is entitled to damages for these constitutional violations. Defendants contend that a violation of the procedures provided in the Uniform Criminal 1 Case 1:06-cv-00235 Document 76 Filed 01/22/08 Page 1 of 21 PageID #: <pageID> Extradition Act (“UCEA”), codified in Tennessee at Tenn. Code Ann. § 40-9-101 et. seq.1 does not create a cognizable constitutional claim under § 1983 in the Sixth Circuit and the release of Plaintiff in September of 2006 to the Hamilton County Sheriff’s Department is governed by the UCEA. -
Iowa Department of Education Des Moines, IA 50319 Des Moines, IA 50319
THE SECRETARY OF EDUCATION WASHINGTON, DC 20202 August 18, 2021 The Honorable Kim Reynolds The Honorable Ann Lebo Governor Education Director State Capitol Iowa Department of Education Des Moines, IA 50319 Des Moines, IA 50319 Dear Governor Reynolds and Director Lebo: As the new school year begins in school districts across Iowa, it is our shared priority that students return to in-person instruction safely. The safe return to in-person instruction requires that school districts be able to protect the health and safety of students and educators, and that families have confidence that their schools are doing everything possible to keep students healthy. Iowa’s actions to block school districts from voluntarily adopting science-based strategies for preventing the spread of COVID-19 that are aligned with the guidance from the Centers for Disease Control and Prevention (CDC) puts these goals at risk and may infringe upon a school district’s authority to adopt policies to protect students and educators as they develop their safe return to in-person instruction plans required by Federal law. We are aware that Iowa has enacted a State law prohibiting local educational agencies (LEAs) from adopting requirements for the universal wearing of masks.1 This State level action against science-based strategies for preventing the spread of COVID-19 appears to restrict the development of local health and safety policies and is at odds with the school district planning process embodied in the U.S. Department of Education’s (Department’s) interim final requirements. As you know, the American Rescue Plan Act of 2021 (ARP Act) requires each LEA that receives Elementary and Secondary School Emergency Relief (ARP ESSER) funds to adopt a plan for the safe return to in-person instruction and continuity of services. -
State Capitol
Iowa Capitol Visitor Information Free self-guided and formal tours available Monday through Saturday. Photo by Mark Iwig. Website: markiwigphotography.smugmug.com Schedule a Capitol Tour Online: https://www.legis.iowa.gov/resources/tourCapitol/request 515-281-5591 1007 E. Grand Ave. Des Moines, Iowa 50319 Capitol Tour Information Tours are provided at no cost. Schedule a tour by calling 515-281-5591. Tour guides strive to accommodate every tour request, even those without a scheduled tour. Tours are conducted Monday through Saturday. Please call for tour times: 515-281-5591. The tour guides and gift shop are located on the ground floor of the rotunda in the Iowa State Capitol. Groups of 10 or more should schedule a tour of the Capitol online at www.legis.iowa.gov. Self-guided tours of the Capitol and Capitol grounds are available anytime during normal business hours. Capitol Building Hours 8 a.m. - 5 p.m. Monday - Friday 9 a.m. - 4 p.m. Saturday The Capitol is closed Sundays, New Year’s Day, Martin Luther King Jr. Day, Memorial Day, Fourth of July, Labor Day, Veterans Day, Thanksgiving (and day after), and Christmas Day. Capitol Entrances Public entrances are located on the ground floor of the Iowa State Capitol on the south and west sides of the building. Upon entrance into the building, the public will walk through a security scan. Tour the Capitol Online https://www.legis.iowa.gov/resources/tourCapitol Schedule a Tour of the Capitol/Virtual Tour/Videos of the Interior and Grounds/Videos of Behind the Ropes in the Capitol. -
The Emancipation Proclamation Was Greeted with Great Enthusiasm by Northern Free Blacks in 1863 Whose Enthusiasm Was Heightened
“NEW JERSEY REACTIONS TO THE EMANCIPATION PROCLAMATION” By Larry A. Greene, Ph.D. The Emancipation Proclamation was greeted with great enthusiasm by northern free blacks in 1863 whose enthusiasm was heightened by the Union’s final acquiesce to their demand for inclusion in the Union army’s two-year-old fight against the Confederacy. Black volunteers would no longer be turned away by recruiters and would play a significant role in their own liberation. By the end of the Civil War, ten percent of the Union Army was black. Freedom was not simply bestowed upon African-Americans, but rather is one of the great historic examples of a people participating in their own liberation from those southern blacks who earlier sought freedom via the Underground Railroad in the ante-bellum years preceding the Civil War to the more than 180,000 blacks soldiers and sailors, many former slaves as well as northern free blacks, fighting not just to preserve the United States of America, but bravely engaging the Confederacy upon the battlefield even when that very Confederate government threatened to summarily execute any black prisoners of war wearing Union uniforms and white officers commanding such companies or regiments. From Fort Wagner in South Carolina to the Battle of the Crater in Virginia, black Civil War troops engaged in a war of self-liberation. The Emancipation Proclamation, while unanimously applauded today in public school textbooks and celebrated as one of Lincoln’s greatest accomplishments was not received with unanimous approval but with severe criticism by a significant part of the northern electorate. -
Underground Railroad Byway Delaware
Harriet Tubman Underground Railroad Byway Delaware Chapter 3.0 Intrinsic Resource Assessment The following Intrinsic Resource Assessment chapter outlines the intrinsic resources found along the corridor. The National Scenic Byway Program defines an intrinsic resource as the cultural, historical, archeological, recreational, natural or scenic qualities or values along a roadway that are necessary for designation as a Scenic Byway. Intrinsic resources are features considered significant, exceptional and distinctive by a community and are recognized and expressed by that community in its comprehensive plan to be of local, regional, statewide or national significance and worthy of preservation and management (60 FR 26759). Nationally significant resources are those that tend to draw travelers or visitors from regions throughout the United States. National Scenic Byway CMP Point #2 An assessment of the intrinsic qualities and their context (the areas surrounding the intrinsic resources). The Harriet Tubman Underground Railroad Byway offers travelers a significant amount of Historical and Cultural resources; therefore, this CMP is focused mainly on these resource categories. The additional resource categories are not ignored in this CMP; they are however, not at the same level of significance or concentration along the corridor as the Historical and Cultural resources. The resources represented in the following chapter provide direct relationships to the corridor story and are therefore presented in this chapter. A map of the entire corridor with all of the intrinsic resources displayed can be found on Figure 6. Figures 7 through 10 provide detailed maps of the four (4) corridors segments, with the intrinsic resources highlighted. This Intrinsic Resource Assessment is organized in a manner that presents the Primary (or most significant resources) first, followed by the Secondary resources.