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Witness for Freedom: Curriculum Guide for Using Primary Documents
WITNESS FOR FREEDOM A Curriculum Guide for Using Primary Documents to teach Abolitionist History By Wendy Kohler and Gaylord Saulsberry Published by The Five College Public School Partnership 97 Spring Street, Amherst, MA 01002 ACKNOWLEDGMENTS The Witness for Freedom project began in 1995 with the vision of Christine Compston, then Director of the National History Education Network. She approached Mary Alice Wilson at the Five College Public School Partnership with the idea of developing an institute for social studies teachers that would introduce them to the documents recently published by C. Peter Ripley in Witness for Freedom: African American Voices on Race, Slavery, and Emancipation. Together they solicited the participation of David Blight, Professor of History at Amherst College, and author of Frederick Douglass’ Civil War: Keeping Faith in Jubilee. The Witness for Freedom Summer Institute was held in 1996 under their direction and involved twenty teachers from Western Massachusetts. The project was made possible by a grant from the National Historical Publications and Records Commission of the National Archives with additional support from the Nan and Matilda Heydt Fund of the Community Foundation of Western Massachusetts. The publication of this guide by Wendy Kohler and Gaylord Saulsberry of the Amherst Public Schools offers specific guidance for Massachusetts teachers and district personnel concerned with aligning classroom instruction with the state curriculum frameworks. The Five College Public School Partnership thanks all of the above for their involvement in this project. Additional copies of this guide and the Witness for Freedom Handbook for Professional Development are available from the Five College Public School Partnership, 97 Spring Street, Amherst, MA 01002. -
Slavery in America: the Montgomery Slave Trade
Slavery In America The Montgomery Trade Slave 1 2 In 2013, with support from the Black Heritage Council, the Equal Justice Initiative erected three markers in downtown Montgomery documenting the city’s prominent role in the 19th century Domestic Slave Trade. The Montgomery Trade Slave Slavery In America 4 CONTENTS The Montgomery Trade Slave 6 Slavery In America INTRODUCTION SLAVERY IN AMERICA 8 Inventing Racial Inferiority: How American Slavery Was Different 12 Religion and Slavery 14 The Lives and Fears of America’s Enslaved People 15 The Domestic Slave Trade in America 23 The Economics of Enslavement 24–25 MONTGOMERY SLAVE TRADE 31 Montgomery’s Particularly Brutal Slave Trading Practices 38 Kidnapping and Enslavement of Free African Americans 39 Separation of Families 40 Separated by Slavery: The Trauma of Losing Family 42–43 Exploitative Local Slave Trading Practices 44 “To Be Sold At Auction” 44–45 Sexual Exploitation of Enslaved People 46 Resistance through Revolt, Escape, and Survival 48–49 5 THE POST SLAVERY EXPERIENCE 50 The Abolitionist Movement 52–53 After Slavery: Post-Emancipation in Alabama 55 1901 Alabama Constitution 57 Reconstruction and Beyond in Montgomery 60 Post-War Throughout the South: Racism Through Politics and Violence 64 A NATIONAL LEGACY: 67 OUR COLLECTIVE MEMORY OF SLAVERY, WAR, AND RACE Reviving the Confederacy in Alabama and Beyond 70 CONCLUSION 76 Notes 80 Acknowledgments 87 6 INTRODUCTION Beginning in the sixteenth century, millions of African people The Montgomery Trade Slave were kidnapped, enslaved, and shipped across the Atlantic to the Americas under horrific conditions that frequently resulted in starvation and death. -
Clotel; Or, the President's Daughter
Clotel; or, The President's Daughter William Wells Brown Project Gutenberg Etext of Clotel; or, The President's Daughter by William Wells Brown (1853 edition) See Apr 1995 Clotelle; or The Colored Heroine by Wm Wells Brown [clotlxxx.xxx] 241 Based on a separate source edition. Copyright laws are changing all over the world, be sure to check the copyright laws for your country before posting these files!! Please take a look at the important information in this header. We encourage you to keep this file on your own disk, keeping an electronic path open for the next readers. Do not remove this. **Welcome To The World of Free Plain Vanilla Electronic Texts** **Etexts Readable By Both Humans and By Computers, Since 1971** *These Etexts Prepared By Hundreds of Volunteers and Donations* Information on contacting Project Gutenberg to get Etexts, and further information is included below. We need your donations. Clotel; or, The President's Daughter by William Wells Brown January, 2000 [Etext #2046] ******The Project Gutenberg Etext of Clotel, by W.W. Brown****** *****This file should be named clotl10a.txt or clol110a.zip***** Corrected EDITIONS of our etexts get a new NUMBER, clotl11a.txt VERSIONS based on separate sources get new LETTER, clotl10b.txt Project Gutenberg Etexts are usually created from multiple editions, all of which are in the Public Domain in the United States, unless a copyright notice is included. Therefore, we usually do NOT keep any of these books in compliance with any particular paper edition. We are now trying to release all our books one month in advance of the official release dates, leaving time for better editing. -
University of Florida Thesis Or Dissertation Formatting
FREE IN THOUGHT, FETTERED IN ACTION: ENSLAVED ADOLESCENT FEMALES IN THE SLAVE SOUTH By COURTNEY A. MOORE A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2010 1 © 2010 Courtney A. Moore 2 To my parents, Brenda W. Moore and George Moore, my first teachers, and my wonderful family in North Carolina and Florida, my amazing village 3 ACKNOWLEDGMENTS Throughout the course of this process I have received the support of countless individuals who have tirelessly given of themselves to make my dream a reality. Professionally, many teachers and professors have shaped my intellectual growth, equipping me with the skills and confidence needed to excel academically. I would like to thank the faculty and staff at Southwood Elementary, Central Davidson Middle and Central Davidson High Schools, especially Ms. Dorothy Talbert. Since elementary school Ms. Talbert encouraged me to conquer my fears and move toward the wonderful opportunities life held, even up to her untimely passing this year she was a constant source of encouragement and cheer. I am also indebted to the Department of History at North Carolina Central University, specifically Drs. Carlton Wilson, Lydia Lindsey and Freddie Parker. Observing these amazing scholars, I learned professionalism, witnessed student-centered teaching at its best, and had the embers of my love for history erupt into an unquenchable fire as I learned of black men and women who impacted the world. My sincerest gratitude to the History Department and African American Studies Program faculty and staff at the University of North Carolina at Greensboro. -
Centralizing the History of Slavery, Racism, and Resistance Why Race Still Matters
Introduction Centralizing the History of Slavery, Racism, and Resistance Why Race Still Matters In the preface to The Souls of Black Folk (1903/2007, 9), W. E. B. DuBois described the “problem of the Twentieth Century” as the “problem of the color-line.” The more research and reading I did for this book and the more discussion and teaching I engaged in on the legacy of slavery, race, and racism in the United States, it became clearer that if DuBois were alive today he would amend this statement. It has become increasingly apparent that the “problem of the color-line” in the United States was not just the“prob- lem of the Twentieth Century,” but is also the “problem” of the eighteenth, nineteenth, and early twenty-first centuries. This book, written just before and after the election of Donald Trump as president of the United States, builds on DuBois’s claim to place slavery, racism, and resistance to oppression at the center of American history. During the last three decades, sociologist William Julius Wilson, who is African American, has been one of the principle researchers and writers about race in the United States. In The Declining Significance of Race (1978), he argued that race played a dimin- ished role in determining opportunity in American society and that problems faced by African Americans were increasingly related to economic issues and social class. This was a controversial position at the time, lauded by conservatives, and some liberals, who saw it as a justification for abandoning, or at least retreating on, federal Great Society and civil rights initiatives from the 1960s. -
Slave Narratives and African American Women’S Literature
UNIVERSIDAD DE SALAMANCA Facultad de Filología Departamento de Filología Inglesa HARRIET JACOBS: FORERUNNER OF GENDER STUDIES IN SLAVE NARRATIVES AND AFRICAN AMERICAN WOMEN’S LITERATURE Sonia Sedano Vivanco 2009 UNIVERSIDAD DE SALAMANCA Facultad de Filología Departamento de Filología Inglesa HARRIET JACOBS: FORERUNNER OF GENDER STUDIES IN SLAVE NARRATIVES AND AFRICAN AMERICAN WOMEN’S LITERATURE Vº Bº Tesis doctoral que presenta SONIA LA DIRECTORA, SEDANO VIVANCO, dirigida por la Dra. OLGA BARRIOS HERRERO Salamanca 2009 UNIVERSIDAD DE SALAMANCA Facultad de Filología Departamento de Filología Inglesa HARRIET JACOBS: FORERUNNER OF GENDER STUDIES IN SLAVE NARRATIVES AND AFRICAN AMERICAN WOMEN’S LITERATURE Sonia Sedano Vivanco 2009 a Manu por el presente a Jimena, Valeria y Mencía por el futuro People will forget what you said, people will forget what you did, but people will never forget how you made them feel. (Maya Angelou) Keep in mind always the present you are constructing. It should be the future you want. (Alice Walker) ACKNOWLEDGMENTS When I decided to undertake this project, enthusiasm and passion filled my heart. I did not know then that this would be such a demanding, complex—but at the same time enjoyable and gratifying—enterprise. It has been a long journey in which I have found the support, encouragement and help of several people whom I must now show my gratitude. First of all, I would like to thank Dr. Olga Barrios for all her support, zealousness, and stimulus. The thorough revisions, sharp comments, endless interest, and continuous assistance of this indefatigable professor have been of invaluable help. Thank you also to well-known scholar of African American literature Frances Smith Foster, whose advice in the genesis of this dissertation served to establish a valid work hypothesis. -
Classic African American Fiction Montgomery County-Norristown Public Library 1001 Powell Street, Norristown, Pa
Classic African American Fiction Montgomery County-Norristown Public Library 1001 Powell Street, Norristown, Pa. 19401-3817 (610)-278-5100 Andrews, Raymond Appalachee Red Ansa, Tina McElroy The Hand I Fan With Austin, Doris Jean After The Garden Baldwin, James Go Tell It On The Mountain Bambara, Toni Cade The Salt Eaters Baraka, Amiri The Fiction Of LeRoi Jones/Amiri Baraka Bontemps, Arna Black Thunder Bowen, Michele Church Folk Bradley, David The Chaneysville Incident Brooks, Gwendolyn Maud Martha Brown, Cecil Days Without Weather Brown, William Wells Clotel, Or The President’s Daughter Butler, Octavia Kindred Cary, Lorene The Price Of A Child Chesnutt, Charles W. The Quarry Cleage, Pearl I Wish I Had A Red Dress Colter, Cyrus Rivers Of Eros Conde, Maryse Windward Heights Corbin, Steve No Easy Place To Be Delany, Samuel R. Stars In My Pocket Like Grains Of Sand Demby, William Beetlecreek Douglass, Frederick The Heroic Slave Dove, Rita Through The Ivory Gate Dumas, Henry Echo Tree: The Collected Short Fiction Of Henry Dumas Dunbar, Paul Laurence Folks From Dixie Edwards, Grace In The Shadows Of The Peacock Ellis, Trey Platitudes Ellison, Ralph Invisible Man French, Albert Patches Of Fire Golden, Marita And Do Remember Me Guy, Rosa A Measure Of Time Hambly, Barbara Fever Season Harper, Frances E.W. Iola Leroy, Or, Shadows Uplifted Haynes, David Somebody Else’s Mama Himes, Chester Yesterday Will Make You Cry Hughes, Langston Simple’s Uncle Sam Hurston, Zora Neale Their Eyes Were Watching God James, Kelvin Christopher Fling With A Demon -
American Slavery: 1619 to 1865
American Slavery: 1619 to 1865 The “Triangle of Trade” from Europe, to Africa, to America, and back to Europe across the northern Atlantic Early 1500s: Portuguese, Spanish, and Dutch instigate the trans-Atlantic slave trade 1619: Dutch traders brought the first African slaves to the Jamestown colony 1865: Slavery was outlawed in all American states and territories by the 13th Amendment I. Middle Passage a. Slave “castles” in equatorial western Africa b. Slaves traded for weapons, textiles, iron tools c. More than a voyage: a psychological torture to dehumanize people i. High mortality: disease, torture, murder, suicide d. Ended with slave auction block in American port cities II. Arrival in the New World a. Most slaves brought to North America had already lived in the Caribbean and South America (little direct trade with western Africa) b. Mixing of west African culture i. polytheistic/animistic religion ii. oral communication culture iii. foodways: okra, rice, yams iv. balanced sex ratio led to natural population increase c. Geographic distribution (originally all British North American colonies included slaves) i. New Amsterdam/New York and Narragansett Bay ii. Chesapeake Bay: tobacco iii. Carolina and Georgia coast: rice, indigo iv. Louisiana and Gulf Coast: sugar v. “Black Belt” across the South: cotton vi. Little slavery in Appalachia, Ozarks, and “piney woods” III. The Slave Code and Control a. Person vs. Property: chattel slavery i. No legal rights, no citizenship, no literacy b. Slave patrol: posse of local white males who monitored slave behavior c. Punishments: Colonial mutilation vs. Antebellum whipping IV. The Slaves’ World a. Family & Marriage (non-legal, but recognized) i. -
Tourism and Heritage Sites of the Atlantic Slave Trade and Slavery
CHAPTER NINETEEN Tourism and Heritage Sites of the Atlantic Slave Trade and Slavery ANA LUCIA ARAUJO Since the end of the Cold War in the late 1980s and early 1990s, a growing number of initiatives started highlighting slavery and the Atlantic slave trade in the public spaces of cities in Europe, Africa, and the Americas. Part of a broader interest in all issues related to past human atrocities, which was also visible in the memorialization of the Holocaust, this trend can be associated with the emergence of local identities that became more prominent as a reaction to an era when globalization interconnected societies and populations. The dialogue between history and memory, which also orients public history initia- tives, has shaped the phenomenon of memorialization of slavery and the Atlantic slave trade in former slave societies. On the one hand, collective memory is defined by Maurice Halbwachs (1950) as a mode of memory carried out by social groups and societies who associate their common remembrances with historical events. Conceived within particu- lar social frameworks, this mode of memory becomes public memory when it is trans- formed into a political instrument to build, assert, and reinforce particular identities of social groups. In this context, public memory can be defined as the common way socie- ties or groups recover, recreate, and represent the past to themselves and to others in the public sphere. On the other hand, in societies marked by traumatic events and human atrocities like the Atlantic slave trade, in which the transmission of past experiences was disrupted, collective memory gives way to historical memory that can take more perma- nent forms like monuments, memorials, and museums, in processes that have been defined as memorialization. -
Welcome to Our First ACTJAM Big Sing!
Welcome to our first ACTJAM Big Sing! This fall we looked at the history of racism in our country from different perspectives. Four hundred years of history in the book Stamped. A closeup of the civil rights movement and Jim Crow south of 1961 in the movie Hidden Figures. Now we turn to Black music and the stories told through song about the struggle for freedom and of hope. Since we can’t be together in person, we’re doing the next best thing -- a do-it-yourself BIG SING. It’s like a do-it-yourself walking tour of a city. There’s a map and a route. There’s a description to read about each sight. Finally, there’s a ticket to get you inside. Amy will be our guide through this Big Sing. She’s chosen the songs, mapped our route and written a short description of each selection. After you’ve read it, click on the YouTube link(s) to listen to the recording that Amy selected. That’s your ticket ‘in’ to the song. If it’s familiar –sing along! Hello Bethel! I’m so honored to lead this tour of Black music and its influence on music and culture in the U.S. First, a bit of history. When slaves were brought to our shores starting in 1619, they brought with them their spiritualities and religions. Once here, they mixed their African musical inspirations with the stories of Jesus and his Jewish ancestors, especially the stories of Israel’s struggles, enslavement and freedom in the promised land. -
Tubman Home for the Aged/Harriet Tubman Residence/Thompson
NATIONAL HISTORIC LANDMARK NOMINATION NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 TUBMAN HOME FOR THE AGED, HARRIET TUBMAN RESIDENCE AND THOMPSON A.M.E. ZION CHURCH Page 1 United States Department of the Interior, National Park Service__________________________________________National Register of Historic Places Registration Form 1. NAME OF PROPERTY Historic Name: TUBMAN HOME FOR THE AGED, HARRIET TUBMAN RESIDENCE, THOMPSON A.M.E. ZION CHUCH Other Name/Site Number: Harriet Tubman District Properties Relating to Harriet Tubman in Auburn, NY 2. LOCATION Street & Number: 180 South Street Not for publication: 182 South Street 33 Parker Street City/Town: Auburn Vicinity: State: NY County: Cayuga Code: Oil Zip Code: 13201 3. CLASSIFICATION Ownership of Property Category of Property Private: X Building(s): X Public-Local: __ District: ___ Public-State: __ Site: ___ Public-Federal: Structure: Object: Number of Resources within Property Contributing Noncontributing 3 4 buildings _ sites __ structures __ objects 4 Total Number of Contributing Resources Previously Listed in the National Register: 4 Name of Related Multiple Property Listing: (National Register)Historic Properties Relating to Harriet Tubman in Auburn, New York 4. STATE/FEDERAL AGENCY CERTIFICATION NFS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 TUBMAN HOME FOR THE AGED, HARRIET TUBMAN RESIDENCE AND THOMPSON A.M.E. ZION CHURCH Page 2 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 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. -
Conducting the Coded Message Songs of Slavery: Context
CONDUCTING THE CODED MESSAGE SONGS OF SLAVERY: CONTEXT, CONNOTATIONS, AND PERFORMANCE PREPARATION A Dissertation Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Rebecca Lynn Raber In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF MUSICAL ARTS Major Department: Music July 2018 Fargo, North Dakota North Dakota State University Graduate School Title CONDUCTING THE CODED MESSAGE SONGS OF SLAVERY: CONTEXT, CONNOTATIONS, AND PERFORMANCE PREPARATION By Rebecca Lynn Raber The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of DOCTOR OF MUSICAL ARTS SUPERVISORY COMMITTEE: Dr. Michael Weber Chair Dr. Jo Ann Miller Dr. Robert Groves Dr. William Martin Dr. Ashley Baggett Approved: November 16, 2018 Dr. John Miller Date Department Chair ii ABSTRACT The coded message songs of slavery are a mysterious and fascinating entity. Within the lyrics of these seemingly innocuous plantation songs are coded messages for escape, messages that provided secret information to enslaved workers on Antebellum plantations. Over the course of more than 250 years of slavery on American soil, countless enslaved Africans found freedom through the use of coded message songs and the Underground Railroad. What are these songs? Which lyrics provided this secret information? How can a study of this music provide a better musical experience for conductors, singers, and listeners? This disquisition offers answers to these important questions, as well as a presentation of this body of repertoire from the choral conductor’s perspective. First, I provide a brief historical context for the music of slavery.