Key Moments in Black History, Starting in the 1600S and Ending in 2014
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A Framework for Teaching American Slavery
K–5 FRAMEWORK TEACHING HARD HISTORY A FRAMEWORK FOR TEACHING AMERICAN SLAVERY ABOUT THE SOUTHERN POVERTY LAW CENTER The Southern Poverty Law Center, based in Montgomery, Alabama, is a nonpar- tisan 501(c)(3) civil rights organization founded in 1971 and dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. ABOUT TEACHING TOLERANCE A project of the Southern Poverty Law Center founded in 1991, Teaching Tolerance is dedicated to helping teachers and schools prepare children and youth to be active participants in a diverse democracy. The program publishes Teaching Tolerance magazine three times a year and provides free educational materials, lessons and tools for educators commit- ted to implementing anti-bias practices in their classrooms and schools. To see all of the resources available from Teaching Tolerance, visit tolerance.org. © 2019 SOUTHERN POVERTY LAW CENTER Teaching Hard History A K–5 FRAMEWORK FOR TEACHING AMERICAN SLAVERY 2 TEACHING TOLERANCE // TEACHING HARD HISTORY // A FRAMEWORK FOR TEACHING AMERICAN SLAVERY CONTENTS Introduction 4 About the Teaching Hard History Elementary Framework 6 Grades K-2 10 Grades 3-5 18 Acknowledgments 28 Introduction Teaching about slavery is hard. It’s especially hard in elementary school classrooms, where talking about the worst parts of our history seems at odds with the need to motivate young learners and nurture their self-confidence. Teaching about slavery, especially to children, challenges educators. Those we’ve spoken with—especially white teachers—shrink from telling about oppression, emphasizing tales of escape and resistance instead. They worry about making black students feel ashamed, Latinx and Asian students feel excluded and white students feel guilty. -
Chapter 7 Interact with History
The port of New Orleans, Louisiana, a major center for the cotton trade 1820 James Monroe is 1817 reelected president. 1824 John Construction 1819 U.S. Quincy Adams begins on the acquires Florida 1820 Congress agrees to is elected Erie Canal. from Spain. the Missouri Compromise. president. USA 1815 WORLD 1815 1820 1825 1815 Napoleon 1819 Simón 1822 Freed 1824 is defeated at Bolívar becomes U.S. slaves Mexico Waterloo. president of found Liberia on becomes Colombia. the west coast a republic. of Africa. 210 CHAPTER 7 INTERACT WITH HISTORY The year is 1828. You are a senator from a Southern state. Congress has just passed a high tax on imported cloth and iron in order to protect Northern industry. The tax will raise the cost of these goods in the South and will cause Britain to buy less cotton. Southern states hope to nullify, or cancel, such federal laws that they consider unfair. Would you support the federal or state government? Examine the Issues • What might happen if some states enforce laws and others don't? • How can Congress address the needs of different states? •What does it mean to be a nation? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 7 links for more information about Balancing Nationalism and Sectionalism. 1838 1828 Removal of Andrew 1836 Martin the Cherokee 1840 William Jackson 1832 Andrew Van Buren along the Henry Harrison is elected Jackson is elected Trail of Tears is elected president. is reelected. president. begins. president. 1830 1835 1840 1830 France 1833 British 1837 Victoria 1839 Opium invades Algeria. -
Civil Rights Movement and the Legacy of Martin Luther
RETURN TO PUBLICATIONS HOMEPAGE The Dream Is Alive, by Gary Puckrein Dr. Martin Luther King, Jr.: Excerpts from Statements and Speeches Two Centuries of Black Leadership: Biographical Sketches March toward Equality: Significant Moments in the Civil Rights Movement Return to African-American History page. Martin Luther King, Jr. This site is produced and maintained by the U.S. Department of State. Links to other Internet sites should not be construed as an endorsement of the views contained therein. THE DREAM IS ALIVE by Gary Puckrein ● The Dilemma of Slavery ● Emancipation and Segregation ● Origins of a Movement ● Equal Education ● Montgomery, Alabama ● Martin Luther King, Jr. ● The Politics of Nonviolent Protest ● From Birmingham to the March on Washington ● Legislating Civil Rights ● Carrying on the Dream The Dilemma of Slavery In 1776, the Founding Fathers of the United States laid out a compelling vision of a free and democratic society in which individual could claim inherent rights over another. When these men drafted the Declaration of Independence, they included a passage charging King George III with forcing the slave trade on the colonies. The original draft, attributed to Thomas Jefferson, condemned King George for violating the "most sacred rights of life and liberty of a distant people who never offended him." After bitter debate, this clause was taken out of the Declaration at the insistence of Southern states, where slavery was an institution, and some Northern states whose merchant ships carried slaves from Africa to the colonies of the New World. Thus, even before the United States became a nation, the conflict between the dreams of liberty and the realities of 18th-century values was joined. -
Invention of a Slave
University of Kentucky UKnowledge Law Faculty Scholarly Articles Law Faculty Publications Winter 2018 Invention of a Slave Brian L. Frye University of Kentucky College of Law, [email protected] Follow this and additional works at: https://uknowledge.uky.edu/law_facpub Part of the Civil Rights and Discrimination Commons, Intellectual Property Law Commons, and the Legal History Commons Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Repository Citation Frye, Brian L., "Invention of a Slave" (2018). Law Faculty Scholarly Articles. 619. https://uknowledge.uky.edu/law_facpub/619 This Article is brought to you for free and open access by the Law Faculty Publications at UKnowledge. It has been accepted for inclusion in Law Faculty Scholarly Articles by an authorized administrator of UKnowledge. For more information, please contact [email protected]. Invention of a Slave Notes/Citation Information Brian L. Frye, Invention of a Slave, 68 Syracuse L. Rev. 181 (2018). This article is available at UKnowledge: https://uknowledge.uky.edu/law_facpub/619 INVENTION OF A SLAVE Brian L. Fryet CONTENTS INTRODUCTION ........................................ ..... 1 81 I. ANTEBELLUM REQUIREMENTS FOR PATENTABILITY ........... 183 II. ANTEBELLUM AFRICAN-AMERICAN PATENTS ....... ...... 185 III. INVENTION OF A SLAVE ............................... 1 87 A. Ned's "Double Plow and Scraper....... ....... 189 B. Benjamin T. Montgomery's "Canoe-Paddling" Propeller. ................................ 210 1. Benjamin T. Montgomery ............. ..... 210 2. Jefferson Davis's Attempt to PatentMontgomery's Propeller ......................... .... 212 3. Davis Bend During the Civil War...... ...... 213 4. Montgomery's Attempt to PatentHis Propeller... 214 5. Davis Bend After the Civil War .... -
LYCEUM-THE CIRCLE HISTORIC DISTRICT Page 1 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form
NATIONAL HISTORIC LANDMARK NOMINATION NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 LYCEUM-THE CIRCLE HISTORIC DISTRICT Page 1 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 1. NAME OF PROPERTY Historic Name: Lyceum-The Circle Historic District Other Name/Site Number: 2. LOCATION Street & Number: University Circle Not for publication: City/Town: Oxford Vicinity: State: Mississippi County: Lafayette Code: 071 Zip Code: 38655 3. CLASSIFICATION Ownership of Property Category of Property Private: Building(s): ___ Public-Local: District: X Public-State: X Site: ___ Public-Federal: Structure: ___ Object: ___ Number of Resources within Property Contributing Noncontributing 8 buildings buildings 1 sites sites 1 structures structures 2 objects objects 12 Total Total Number of Contributing Resources Previously Listed in the National Register: ___ Name of Related Multiple Property Listing: NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 LYCEUM-THE CIRCLE HISTORIC DISTRICT Page 2 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 4. STATE/FEDERAL AGENCY CERTIFICATION As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this ____ nomination ____ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property ____ meets ____ does not meet the National Register Criteria. -
The NAACP and the Black Freedom Struggle in Baltimore, 1935-1975 Dissertation Presented in Partial Fulfillm
“A Mean City”: The NAACP and the Black Freedom Struggle in Baltimore, 1935-1975 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By: Thomas Anthony Gass, M.A. Department of History The Ohio State University 2014 Dissertation Committee: Dr. Hasan Kwame Jeffries, Advisor Dr. Kevin Boyle Dr. Curtis Austin 1 Copyright by Thomas Anthony Gass 2014 2 Abstract “A Mean City”: The NAACP and the Black Freedom Struggle in Baltimore, 1935-1975” traces the history and activities of the Baltimore branch of the National Association for the Advancement of Colored People (NAACP) from its revitalization during the Great Depression to the end of the Black Power Movement. The dissertation examines the NAACP’s efforts to eliminate racial discrimination and segregation in a city and state that was “neither North nor South” while carrying out the national directives of the parent body. In doing so, its ideas, tactics, strategies, and methods influenced the growth of the national civil rights movement. ii Dedication This dissertation is dedicated to the Jackson, Mitchell, and Murphy families and the countless number of African Americans and their white allies throughout Baltimore and Maryland that strove to make “The Free State” live up to its moniker. It is also dedicated to family members who have passed on but left their mark on this work and myself. They are my grandparents, Lucious and Mattie Gass, Barbara Johns Powell, William “Billy” Spencer, and Cynthia L. “Bunny” Jones. This victory is theirs as well. iii Acknowledgements This dissertation has certainly been a long time coming. -
IN HONOR of FRED GRAY: MAKING CIVIL RIGHTS LAW from ROSA PARKS to the TWENTY-FIRST CENTURY - Introduction
Case Western Reserve Law Review Volume 67 Issue 4 Article 10 2017 SYMPOSIUM: IN HONOR OF FRED GRAY: MAKING CIVIL RIGHTS LAW FROM ROSA PARKS TO THE TWENTY-FIRST CENTURY - Introduction Jonathan L. Entin Follow this and additional works at: https://scholarlycommons.law.case.edu/caselrev Part of the Law Commons Recommended Citation Jonathan L. Entin, SYMPOSIUM: IN HONOR OF FRED GRAY: MAKING CIVIL RIGHTS LAW FROM ROSA PARKS TO THE TWENTY-FIRST CENTURY - Introduction, 67 Case W. Rsrv. L. Rev. 1025 (2017) Available at: https://scholarlycommons.law.case.edu/caselrev/vol67/iss4/10 This Symposium is brought to you for free and open access by the Student Journals at Case Western Reserve University School of Law Scholarly Commons. It has been accepted for inclusion in Case Western Reserve Law Review by an authorized administrator of Case Western Reserve University School of Law Scholarly Commons. Case Western Reserve Law Review·Volume 67·Issue 4·2017 —Symposium— In Honor of Fred Gray: Making Civil Rights Law from Rosa Parks to the Twenty-First Century Introduction Jonathan L. Entin† Contents I. Background................................................................................ 1026 II. Supreme Court Cases ............................................................... 1027 A. The Montgomery Bus Boycott: Gayle v. Browder .......................... 1027 B. Freedom of Association: NAACP v. Alabama ex rel. Patterson ....... 1028 C. Racial Gerrymandering: Gomillion v. Lightfoot ............................. 1029 D. Constitutionalizing the Law of -
Reflecting on Our Past, Present, and Future Heroes
Due Date______________ Reflecting on our Past, Present, and Future Heroes Student Activity Sheet I. Folder with Brads A. Paste a picture of selected hero on the cover B. Cover Sheet C. Table of Contents II. Choose one of the people listed below and write a report. Please include the following information: birth date, early childhood, education, career, and why they are important. You may also include pictures. Ralph Abernathy Shirley Chisholm Fannie Lou Hamer Angela Davis Kweisi Mfume Ella Baker Julian Bond Greensboro Four Benjamin Hooks Little Rock Nine Jesse Jackson Annie Devine Condaleeza Rice Thurgood Marshall James Meredith Medgar Evers Robert Lawrence Colin Powell Black Panther Party Edward A. Bouchet Stokely Carmichael Amira Baraka Marian Anderson Eldridge Cleaver Bob Marley Malcolm X Medgar Evers Myrlie Evers-Williams James Farmer Marcus Garvey Huey Newton A. Philip Randolph Bayard Rustin Bobby Seale Rev. Fred Shuttlesworth Mary Church Terrell Walter White Roy Wilkins Andrew Young Barack Obama *You may choose any other past or present hero with teacher approval. III. Poems- Choose one of the following: A. Copy your favorite poem. Please provide the author’s name. B. Write an original poem about the Civil Rights Movement. C. Make a collage using pictures or a collection of words to describe the struggles of the Civil Rights Movement. D. Other illustrations with teacher approval IV. Expository Essay A. Write a five paragraph essay explaining your dream and contributions to our society. B. Bring an 8x10 or 5x7 picture of yourself. V. Rubric A. Folder, Cover Sheet, Table of Contents………………………..10% B. Biography (Grammar and Content)……………………………..50% C. -
Year 4 - Course Book History
history year 4 - course book History ONLY Year 4 Course BookUSE FOR SAMPLE This book has been compiled and written by Jenny Phillips, NOTMaggie Felsch, Megan Bolich, and Chris Jones. ©2019 Jenny Phillips | www.GoodandBeautiful.com All rights reserved. No part of this book may be copied or reproduced in any way without written permission from the publisher. Table of Contents About this Course .................................................................................................iv Read-Aloud Suggestions .......................................................................................vii Unit 1: Ancient Rome Lesson 1: An Introduction to Ancient Rome ..........................................................3 Lesson 2: The Founding of Rome ..........................................................................5 Lesson 3: The Expansion of Rome .........................................................................6 Lesson 4: From Republic to Empire .......................................................................7 Lesson 5: Daily Life in Rome .................................................................................15 Lesson 6: The Spread of Christianity .....................................................................ONLY16 Lesson 7: Constantine the Great ...........................................................................17 Lesson 8: Theodosius I to the Fall of Rome ...........................................................USE18 Lesson 9: The Byzantine Empire............................................................................20 -
2011/2012 Black History Trivia Bowl Study Questions # CATEGORY
2011/2012 Black History Trivia Bowl Study Questions # CATEGORY QUESTION ANSWER Along the Gulf Coast of Louisiana, what type of music is played 1 Arts with the accordion? Zydeco 2 Arts Who wrote "Their Eyes Were Watching God" ? Zora Neale Hurston Which one of composer/pianist Anthony Davis' operas premiered in Philadelphia in 1985 and was performed by the X: The Life and Times of 3 Arts New York City Opera in 1986? Malcolm X Since 1987, who has held the position of director of jazz at 4 Arts Lincoln Center for the Performing Arts in New York City? Wynton Marsalis Of what profession were Langston Hughes, Zora Neale Hurston, and Countee Cullen, major contributors to the Harlem 5 Arts Renaissance? Writers Who wrote Clotel , or The President’s Daughter , the first 6 Arts published novel by a Black American in 1833? William Wells Brown Who published The Escape , the first play written by a Black 7 Arts American? William Wells Brown 8 Arts What is the given name of blues great W.C. Handy? William Christopher Handy What aspiring fiction writer, journalist, and Hopkinsville native, served as editor of three African American weeklies: the Indianapolis Recorder , the Freeman , and the Indianapolis William Alexander 9 Arts Ledger ? Chambers 10 Arts Nat Love wrote what kind of stories? Westerns Cartoonist Morrie Turner created what world famous syndicated 11 Arts comic strip? Wee Pals Who was born in Florence, Alabama in 1873 and is called 12 Arts “Father of the Blues”? WC Handy Georgia Douglas Johnson was a poet during the Harlem Renaissance era. -
Vivian Malone Jones, Luchadora Por Los Derechos Civiles En La Educación Pública
NECROLÓGICAS Vivian Malone Jones, luchadora por los derechos civiles en la educación pública BARBARA CELIS. EL PAÍS - Gente - 16-10-2005. El Pais. Vivian Marlone Jones. Vivian Malone Jones, la primera mujer de raza negra que se matriculó en la Universidad de Alabama en 1963, en plena lucha por los derechos civiles y que consiguió graduarse dos años más tarde, pese a los múltiples episodios racistas a los que tuvo que enfrentarse, falleció el pasado jueves en Atlanta a los 63 años, víctima de un infarto. Su nombre saltó a los periódicos el 12 de junio de 1963 cuando ella y James Hood, otro estudiante de raza negra, llegaron a la puerta de aquella universidad escoltados por la Guardia Nacional y se encontraron frente al gobernador de Alabama, George C. Wallace, quien en su discurso inaugural había hecho del segregacionismo su caballo de batalla. "Segregación ahora, mañana y para siempre", había proclamado Wallace. Durante su campaña había prometido bloquear físicamente la entrada de estudiantes negros en las escuelas y universidades públicas para blancos, que, tras una sentencia del Supremo, se veían obligadas desde 1956 a aceptar a estudiantes de todas las razas. Sin embargo, lo que en aquel momento pareció una confrontación real, resultó ser, según se supo años más tarde, una escena orquestada entre el presidente John Fitzgerald Kennedy y la oficina del gobernador para evitar que la llegada de los estudiantes provocara derramamientos de sangre. Wallace prometió dejar clara su opinión, ser breve y se comprometió a dejarles entrar una vez que llegara la Guardia Nacional. Y así fue. -
Vuu/Chamberlayne Neighborhood Plan
vuu/Chamberlayne Neighborhood Plan Richmond, Virginia urban design associates ADOPTED November 16, 2015 MA YOR DWIGHT C. JONES PLANNING COMMISSION STEERING COMMITTEE Erica Wheeler, Rodney M. Poole, Esquire, Chait Tonya Scott-Hickman, VUU/Chamberlayne CHIEF ADMINISTRATORS President, Edgehill Civic VUU School of Business Association Selena Cuffee-Glenn Melvin Law, Vice Chair Neighborhood Plan Chief Administrative Officer Dr. Juritsa Ford, Anita Hackett Ellen F. Robertson, VUU School of Business Peter L. Downey, City Council Representative Eugertha Minnicks Acting Deputy CAO, Economic Dr. Julius Scipio, Selena Cuffee-Glenn, Margaret Houchens PREPARED FOR Development and Planning Provost, Academic Affairs, VUU CAO Representative City of Richmond Jean Williams CITY COUNCIL Thomasina Binga, David Johannas The Metropolitan Business League PREPARED BY Michelle R. Mosby Willie Williams President, South Central (9th) Lynn McAteer Urban Design Associates Julie Paul Danene Brown, VHB Chris A. Hilbert, Doug Cole Doug Cole, Cite Design Edgehill Civic Association RDS Vice President, Northside (3rd) Vik Murthy Willie Lanier, Jr., Paul Weissend, Snead Jonathan T. Baliles, Dovetail Construction Jeffrey W. Sadler Lanier United Miles Agency West End (1st) D EPARTMENT OF PLANNING & Julie Wray, Julie Weissend, Charles R. Samuels, Dovetail Construction DEVELOPMENT REVIEW Human Resources, Pfizer North Central (2nd) Mark A. Olinger, Director Sharon Darby, Michele Martel, Kathy C. Graziano, Children’s Hospital of District Communications Kim Chen, Senior Planner Southwest (4th) Richmond at VCU Coordinator, USPS ADOPTED by CITY PLANNING Jeffrey Eastman, Senior Planner Parker C. Agelasto, Leslie G. Wyatt, Laura Lafayette, COMMISSION: NOVEMBER 16, 2015 Central (5th) Matthew Ebinger, Senior Planner Executive Director, Richmond Association of Realtors Children’s Hospital of Resolution No.