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The Redeemers
CHAPTER I THE REDEEMERS y honest genealogy of the ruling family of Southern Demo• crats would reveal a strain of mixed blood. The mixture A sprang from a forced union with the house that had been Democracy's bitter rival for the throne. A Mississippian once whimsically acknowledged this union. "A few years after the war," he wrote, "all lovers of good government in the South concluded to celebrate a marriage. The high contracting parties were Whiggism and Democracy and the ceremony took place in 1875, though the betrothal may antedate that time .... As is usual in such cases the parties have now one and the same name, but the Whig party is no more dead than is one of our fair damsels, because she has concluded to cast her lot with the man of her choice for weal or for woe." 1 The fact was that instead of assuming the submissive role sug• gested by a change of name, Whiggery often took the dominant position-along with the bulk of desirable offices. A North Caro• lina editor who described himself as one of the "unterrified Democ• racy" boasted that "the Democratic nominees for Governor since the war had been Worth, a Whig; Ashe, a Whig; Merrimon, a Whig; Vance, a Whig; and Jarvis, who was too young before the War to have had much political leaning one way or another." The Democrats of the First North Carolina District had in that period nominated five men for Congress, "every one of them former Whigs," and the state supreme court was "composed of three ster• ling Democrats, all former Whigs." By 1884 it appeared that "the Democrats of today admire Henry Clay just as much as the men of 1Ja ckson Clarion, September 19, 1883. -
Reconstruction in Political Cartoons: Varied Experiences and Perceptions
1 RECONSTRUCTION IN POLITICAL CARTOONS: VARIED EXPERIENCES AND PERCEPTIONS Designed by EmmaLee Kuhlmann The period of America’s history known as Reconstruc- tion was a tumultuous experience for everyone who ex- perienced it, even as they experienced it in different ways. Following the Civil War, from 1865-1877, the United States government established a set of pro- grams and new legislation in an attempt to reorganize society and re-integrate the disillusioned and defeated southern states into the Union. Society, politics and the economy had all been affected by the war, especially in the South, where South- erner’s way of life had been completely destroyed. By the end of the war, millions of slaves had been freed, upsetting the agricul- tural economy of the southern states. Not only had they been freed, but they had also been granted citizenship by the 14th Amendment. However, the amendment was not explicit in its pro- visions: it was unclear as to what African American citizenship would entail. Indeed, American society was in turmoil, attempt- ing to rebuild following the war and re-establish what it meant to be American. This internal conflict that was an integral part of Reconstruction was highly publicized. Newspapers across the country printed highly opinionated depictions of what Reconstruction policies meant to the readers in their cities. At this time, political cartoons were also highly utilized methods of satirizing political debate. In this lesson, students will examine various political cartoons and other images from around the United States printed during Reconstruction. They will be asked questions of each image which will help them perform close reading skills and help them Broad Street Charleston South Carolina 1865; Link Here come to a conclusion about how the different types of American citizens experienced Reconstruction. -
Civil War and Reconstruction Exhibit to Have Permanent Home at National Constitution Center, Beginning May 9, 2019
FOR IMMEDIATE RELEASE Contact: Annie Stone, 215-409-6687 Merissa Blum, 215-409-6645 [email protected] [email protected] CIVIL WAR AND RECONSTRUCTION EXHIBIT TO HAVE PERMANENT HOME AT NATIONAL CONSTITUTION CENTER, BEGINNING MAY 9, 2019 Civil War and Reconstruction: The Battle for Freedom and Equality will explore constitutional debates at the heart of the Second Founding, as well as the formation, passage, and impact of the Reconstruction Amendments Philadelphia, PA (January 31, 2019) – On May 9, 2019, the National Constitution Center’s new permanent exhibit—the first in America devoted to exploring the constitutional debates from the Civil War and Reconstruction—will open to the public. The exhibit will feature key figures central to the era— from Abraham Lincoln and Frederick Douglass to John Bingham and Harriet Tubman—and will allow visitors of all ages to learn how the equality promised in the Declaration of Independence was finally inscribed in the Constitution by the 13th, 14th, and 15th Amendments, collectively known as the Reconstruction Amendments. The 3,000-square-foot exhibit, entitled Civil War and Reconstruction: The Battle for Freedom and Equality, will feature over 100 artifacts, including original copies of the 13th, 14th, and 15th Amendments, Dred Scott’s signed petition for freedom, a pike purchased by John Brown for an armed raid to free enslaved people, a fragment of the flag that Abraham Lincoln raised at Independence Hall in 1861, and a ballot box marked “colored” from Virginia’s first statewide election that allowed black men to vote in 1867. The exhibit will also feature artifacts from the Civil War Museum of Philadelphia—one of the most significant Civil War collections in the country—housed at and on loan from the Gettysburg Foundation and The Union League of Philadelphia. -
A History of Appalachia
University of Kentucky UKnowledge Appalachian Studies Arts and Humanities 2-28-2001 A History of Appalachia Richard B. Drake Click here to let us know how access to this document benefits ou.y Thanks to the University of Kentucky Libraries and the University Press of Kentucky, this book is freely available to current faculty, students, and staff at the University of Kentucky. Find other University of Kentucky Books at uknowledge.uky.edu/upk. For more information, please contact UKnowledge at [email protected]. Recommended Citation Drake, Richard B., "A History of Appalachia" (2001). Appalachian Studies. 23. https://uknowledge.uky.edu/upk_appalachian_studies/23 R IC H ARD B . D RA K E A History of Appalachia A of History Appalachia RICHARD B. DRAKE THE UNIVERSITY PRESS OF KENTUCKY Publication of this volume was made possible in part by grants from the E.O. Robinson Mountain Fund and the National Endowment for the Humanities. Copyright © 2001 by The University Press of Kentucky Paperback edition 2003 Scholarly publisher for the Commonwealth, serving Bellarmine University, Berea College, Centre College of Kenhlcky Eastern Kentucky University, The Filson Historical Society, Georgetown College, Kentucky Historical Society, Kentucky State University, Morehead State University, Murray State University, Northern Kentucky University, Transylvania University, University of Kentucky, University of Louisville, and Western Kentucky University. All rights reserved. Editorial and Sales Offices: The University Press of Kentucky 663 South Limestone Street, Lexington, Kentucky 40508-4008 www.kentuckypress.com 12 11 10 09 08 8 7 6 5 4 Library of Congress Cataloging-in-Publication Data Drake, Richard B., 1925- A history of Appalachia / Richard B. -
Carlotta Walls
Grade 8: Module 3B: Unit 1: Lesson 2 Analyzing Experiences: Carlotta Walls This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 8: MODULE 3B: UNIT 1: LESSON 2 Analyzing Experiences: Carlotta Walls Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1) I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3) Supporting Learning Targets Ongoing Assessment • I can cite evidence that supports my analysis of A Mighty Long Way. • Structured notes, Chapter 1, pages 3–26 (from homework) • I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions. Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G8:M3B:U1:L2 • February 2014 • 1 GRADE 8: MODULE 3B: UNIT 1: LESSON 2 Analyzing Experiences: Carlotta Walls Agenda Teaching Notes 1. Opening • This lesson, like every lesson in this unit, deals with sensitive issues of race. See Lesson 1 Teaching A. Engaging the Reader: Structured Notes and Family Notes and Talking about Race (Lesson 1 supporting materials) for more information about supporting Tree Activity (5 minutes) students in talking about these sensitive issues with care and respect. -
1425 Remembering and Learning from History (Tulsa
#1425 Remembering and Learning from History (Tulsa Massacre and Juneteenth) JAY TOMLINSON - HOST, BEST OF THE LEFT: [00:00:00] Welcome to this episode of the award-winning Best of the Le* podcast in which we shall take a look at the purposeful effort to erase the history of an=-black terrorism in America and the renewed efforts to expose our true history in order to learn from it and create the opportunity for healing. Clips today are from Vox; CounterSpin; Into America; Today, Explained; Democracy now!; The Al Franken Podcast and The Majority Report. The massacre of Tulsa's "Black Wall Street" - Vox - Air Date 2-27-19 RANJANI CHAKRABORTY - HOST, VOX: [00:00:29] We're driving in what's known as Black Wall Street. It's where one of the na=on's worst episodes of racial violence took place. In 1921, a neighborhood in Tulsa, Oklahoma called the Greenwood District was a bustling community of Black owned businesses. Tulsa locals know that period of Greenwood's history as a kind of golden age. UNKNOWN TULSA RESIDENT 1: [00:00:53] If you can imagine just a like an old =me downtown. Things like movie theaters, pharmacies, hair salons, and so forth. RANJANI CHAKRABORTY - HOST, VOX: [00:01:04] They called it Black Wall Street. UNKNOWN TULSA RESIDENT 2: [00:01:06] It was a Mecca. It was a huge success. RANJANI CHAKRABORTY - HOST, VOX: [00:01:08] But Black Wall Street was also an anomaly. It thrived at a =me when the KKK was incredibly ac=ve in Oklahoma. -
Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900
Civil War Book Review Winter 2005 Article 39 Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900 Giselle Roberts Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Roberts, Giselle (2005) "Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900," Civil War Book Review: Vol. 7 : Iss. 1 . Available at: https://digitalcommons.lsu.edu/cwbr/vol7/iss1/39 Roberts: Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Arde Review Roberts, Giselle Winter 2005 Currie, Ruth Douglas Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900. Fordham University Press, $75.00 ISBN 082322273X Reconstructing female identity Marriage wed Antebellum ideals and independence Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900 provides valuable insight into the ways northern women rebuilt their lives and their identities in the post-Civil War South. Edited by Ruth Douglas Currie, this new volume brings together correspondence, diaries, memoirs and published documents held in archives and private collections to tell the story of one northern woman's difficult journey from adversity to activism. Born in the small farming village of Buckfield, Maine, on February 16, 1844, Emma Frances Spaulding was the fourth child of Cynthia Bray Spaulding and James Spaulding, a prominent town official. Emma's great-grandfather had been one of the first settlers in the region, and Emma enjoyed the material and social benefits of membership in one of Buckfield's leading families. -
Crittenden County and the Demise of African American Political Participation Krista Michelle Jones University of Arkansas, Fayetteville
University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 8-2012 "It Was Awful, But It Was Politics": Crittenden County and the Demise of African American Political Participation Krista Michelle Jones University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the African American Studies Commons, American Politics Commons, Other History Commons, Political History Commons, and the United States History Commons Recommended Citation Jones, Krista Michelle, ""It Was Awful, But It Was Politics": Crittenden County and the Demise of African American Political Participation" (2012). Theses and Dissertations. 466. http://scholarworks.uark.edu/etd/466 This Thesis is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. ―IT WAS AWFUL, BUT IT WAS POLITICS‖: CRITTENDEN COUNTY AND THE DEMISE OF AFRICAN AMERICAN POLITICAL PARTICIPATION ―IT WAS AWFUL, BUT IT WAS POLITICS‖: CRITTENDEN COUNTY AND THE DEMISE OF AFRICAN AMERICAN POLITICAL PARTICIPATION A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History By Krista Michelle Jones University of Arkansas Bachelor of Arts in History, 2005 August 2012 University of Arkansas ABSTRACT Despite the vast scholarship that exists discussing why Democrats sought restrictive suffrage laws, little attention has been given by historians to examine how concern over local government drove disfranchisement measures. This study examines how the authors of disfranchisement laws were influenced by what was happening in Crittenden County where African Americans, because of their numerical majority, wielded enough political power to determine election outcomes. -
Black Lives and Whitened Stories: from the Lowcountry to the Mountains?
National Park Service <Running Headers> <E> U.S. Department of the Interior Historic Resource Study of Black History at Rock Hill/Connemara Carl Sandburg Home NHS BLACK LIVES AND WHITENED STORIES: From the Lowcountry to the Mountains David E. Whisnant and Anne Mitchell Whisnant CULTURAL RESOURCES SOUTHEAST REGION BLACK LIVES AND WHITENED STORIES: From the Lowcountry to the Mountains By David E. Whisnant, Ph.D. Anne Mitchell Whisnant, Ph.D. Primary Source History Services A HISTORIC RESOURCE STUDY OF BLACK HISTORY AT ROCK HILL/CONNEMARA Presented to Carl Sandburg Home National Historic Site In Partnership with the Organization of American Historians/National Park Service Southeast Region History Program NATIONAL PARK SERVICE U.S. DEPARTMENT OF THE INTERIOR NOVEMBER 2020 Cultural Resources Division Southeast Regional Office National Park Service 100 Alabama Street, SW Atlanta, Georgia 30303 (404) 507-5847 Black Lives and Whitened Stories: From the Lowcountry to the Mountains By David E. Whisnant and Anne Mitchell Whisnant http://www.nps.gov Cover Photos: Smyth Servants: Black female servant rolling children in stroller. Photograph, Carl Sandburg National Historic Site archives, (1910; Sadie “Boots” & Rosana [?]). Smyth Servants: Swedish House HSR, p. 22; (Collection of William McKay, great-grandson of the Smyths). Also Barn Complex HSR Fig. 11, p. 7: Figure 11. The Smyths’ servants in front of the kitchen building, ca. 1910. (Collection of Smyth great-grandson William McKay). Sylvene: From HSR, Main House, pp. 10, 37: Collection of Juliane Heggoy. Man and 3: Swedish House HSR, p. 22; (Collection of William McKay, great-grandson of the Smyths). Also Barn Complex HSR Fig. -
Reconstruction Report
RECONSTRUCTION IN AMERICA RECONSTRUCTION 122 Commerce Street Montgomery, Alabama 36104 334.269.1803 eji.org RECONSTRUCTION IN AMERICA Racial Violence after the Civil War, 1865-1876 © 2020 by Equal Justice Initiative. All rights reserved. No part of this publication may be reproduced, modified, or distributed in any form or by any electronic or mechanical means without express prior written permission of Equal Justice Initiative. RECONSTRUCTION IN AMERICA Racial Violence after the Civil War, 1865-1876 The Memorial at the EJI Legacy Pavilion in Montgomery, Alabama. (Mickey Welsh/Montgomery Advertiser) 5 CONTENTS INTRODUCTION 6 THE DANGER OF FREEDOM 56 Political Violence 58 Economic Intimidation 63 JOURNEY TO FREEDOM 8 Enforcing the Racial Social Order 68 Emancipation and Citizenship Organized Terror and Community Massacres 73 Inequality After Enslavement 11 Accusations of Crime 76 Emancipation by Proclamation—Then by Law 14 Arbitrary and Random Violence 78 FREEDOM TO FEAR 22 RECONSTRUCTION’S END 82 A Terrifying and Deadly Backlash Reconstruction vs. Southern Redemption 84 Black Political Mobilization and White Backlash 28 Judicial and Political Abandonment 86 Fighting for Education 32 Redemption Wins 89 Resisting Economic Exploitation 34 A Vanishing Hope 93 DOCUMENTING RECONSTRUCTION 42 A TRUTH THAT NEEDS TELLING 96 VIOLENCE Known and Unknown Horrors Notes 106 Acknowledgments 119 34 Documented Mass Lynchings During the Reconstruction Era 48 Racial Terror and Reconstruction: A State Snapshot 52 7 INTRODUCTION Thousands more were assaulted, raped, or in- jured in racial terror attacks between 1865 and 1876. The rate of documented racial terror lynchings during Reconstruction is nearly three In 1865, after two and a half centuries of brutal white mobs and individuals who were shielded It was during Reconstruction that a times greater than during the era we reported enslavement, Black Americans had great hope from arrest and prosecution. -
SOCIAL ORDER RECOISTJRUCTIOT ERA THESIS Presented to The
14*7 THE DISRUPTION OF THE SOCIAL ORDER IN THE SOUTH DURING THE RECOISTJRUCTIOT ERA THESIS Presented to the Graduate Council of the North Texas State Teachers College in Partial Fulfilment of the Requirements For the Degree of MASTeR OF SCIEJOE By Leo Bennett, B. S. Denton, Texas Aut,, 1937 P2EFACE Perhaps no other period in American history has been so permeated with political corruption, economic upheaval, and social disorganization, as was the Reconstruction Era follow- ing the American Civil Tar. It is the purpose of this thesis to define wherein the social order of the South was disrupted, --- the conditions that brought about such a sweeping trans- formation of social structures --- and to show the growth of new social attitudes and practices evolving from the chaotic dismemberment of the old. Although primary significance is placed upon changes in the social order, it is necessary to consider certain poli- tical and economic trends that were interwoven into the fab- ric of social life during Reconstruction --- factors influen- cing, determining, or evolving from, social changes. In the first chapter is sketched briefly the ante-bellum society of the South, and in following chapters is shown the evolution of social culture during the first twelve years following the Civil War. The writer gratefully acknowledges invaluable assist- ance rendered by two members of the History Faculty of North Texas State T eachers College: Dr. L. W. Newton, who so will- ingly devoted much of his time to the careful examination of -ii- the manuscript and to the giving o constructive advice as the work progressed toward completion; and Dr. -
The Backlash Against Interracial Democracy
High School | Grades 9–12 THE BACKLASH AGAINST INTERRACIAL DEMOCRACY ESSENTIAL QUESTION How was racial violence and terror used against Black Americans during Reconstruction and what were the goals of its perpetrators? OBJECTIVES Students will: → Discuss the backlash and violence against Black communities during the Reconstruction era. → Analyze images from the 1860s and 1870s depicting the promises of Reconstruction and threats to Black progress. → Identify the motivations of the Ku Klux Klan and the tactics they employed to dehumanize Black people. → Interpret primary source documents demonstrating ways in which some Black people resisted intimidation by white supremacist groups. LEARNING STANDARDS See the standards alignment chart to learn how this lesson supports New Jersey State Standards. TIME NEEDED 90 minutes MATERIALS → AV equipment to watch a video → W.E.B Du Bois on Reconstruction handout (one to project) → See-Think-Wonder handout (one per small group) → Images from Reconstruction handout (one image per small group) → Background: Images from Reconstruction handout (one for teacher reference) → The Ku Klux Klan Trials handout (one per student) VOCABULARY Confederate 15th Amendment Reconstruction emancipation Ku Klux Klan white supremacist 64 Procedures 3 NOTE During this lesson, there are numerous references to U.S. political parties during the 1860s and 1870s that may be confusing to students. In that era, the Republicans (the “party of Lincoln” and Ulysses S. Grant) were the more liberal party and generally The Democrats (including James Buchanan and Andrew Johnson) were more conservative and generally opposed Radical Recon- struction and Black civil and political rights. Make sure students understand the inconsistency between present and historical conceptions of the parties before they delve into lesson sources.