DOCSLIB.ORG

Women's Journeys, Women's Stories: in Search of Our Multicultural Future

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Women's Journeys, Women's Stories: in Search of Our Multicultural Future DOCUMENT RESUME ED 418 161 UD 032 220 AUTHOR Shevitz, Linda Pollack; Shaffer, Susan Morris TITLE Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Teacher Guide. INSTITUTION Educational Development Center, Inc., Newton, MA. WEEA Equity Resource Center. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 1997-00-00 NOTE 129p.; For the accompanying "Student Manual," see UD 032 221 CONTRACT RP92136001 AVAILABLE FROM Women's Educational Equity Act Resource Center, Education Development Center, Inc., 55 Chapel Street, Newton, MA 02158-1060; toll-free phone: 800-225-3088; world wide web: http://www.edc.org/WomensEquity PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS American Indians; Asian Americans; *Curriculum; *Females; *Futures (of Society); Guides; Hispanic Americans; Immigrants; Intermediate Grades; Jews; Junior High School Students; Junior High Schools; Middle Schools; Multicultural Education; *United States History; *Womens Studies IDENTIFIERS Middle School Students; United States (South) ABSTRACT This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both this "Teacher's Guide" and the "Student Manual." Each unit of the teacher's guide contains an overview of the unit, an introduction to the topic and background on the topic, ideas for additional student activities, and selected annotated resources. Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass sections on the following cultural or historical groups:(1) American Indian women;(2) native Hawaiian women; (3) women of the South (from Civil War to civil rights);(4) Gullah women; (5) immigrant women;(6) Latinas;(7) Soviet Jewish women; and (8) contemporary women from Southeast Asia. (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** I I ',et( W\ U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy 1 11. I . - I g 2 B PYAVAILABE E Teacher Guide WOMEN'S JOURNEYS, WOMEN'S STORIES In Search of Our Multicultural Future Units in U.S. Women's History Project Directors Linda Pollack Shevitz Maryland State Department of Education and Susan Morris Shaffer Mid-Atlantic Equity Consortium WEEA Equity Resource Center Education Development Center, Inc. 3 WOMEN'S JOURNEYS, WOMEN'S STORIES This curriculum is divided into two volumes, a Teacher Guide and its compan- ion Student Manual. To order additional sets of Women's Journeys, Women's Stories contact WEEA / EDC, P. 0. Box 1020, Sewickley, PA 15143-1020, or (800) 793-5076. Discrimination Prohibited: No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any, program or activity receiving Federal financial assistance, or be so treated on the basis of sex under most education programs or activities receiving Federal financial assistance. This material was developed under a grant from the U.S. Department of Educa- tion, under the auspices of the Women's Educational Equity Act. The WEEA Equity Resource Center operates under contract #RP92136001 from the Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the Department of Education, and no official endorse- ment by the Department should be inferred. 1997 Women's Educational Equity Act (WEEA) Resource Center Education Development Center, Inc. 55 Chapel Street Newton, Massachusetts 02158-1060 Book design by Word Wizards, Chevy Chase, Maryland Original illustrations by Denny Bond ii WOMEN'S JOURNEYS, WOMEN'S STORIES ACKNOWLEDGMENTS The Project Team gratefully acknowledges the assistance of the following indi- viduals and organizations: ' The women whose interviews are included in these units, for openly sharing their inspirational journeys and stories of courage and determination Elizabeth R. Leading Fox-Black Owl, Kathaleen Salmon Daniels, Geraldine Smith Howell, Lokelani Lindsey, Genevieve Nahulu, Mary A. Jackson, Helen Matthews Lewis, Ella Butler Scarborough, Vertamae Smart-Grosvenor, Eva Wright, Ida Milner, Socorro Herrera, Ana Sol Gutierrez, Carmen Delgado Votaw, Inna Gil ler, Faina Vaynerman, Galina Borodkina, Margarita Kononova, Jennifer Noznitsky, Huong Tran Nguyen, Thanh Van Anderson, Mary Jo Thu Nguyen, Nha N. Nguyen. The Maryland State Department of Education, the Mid-Atlantic Equity Con- sortium, the Curriculum Transformation Project at the University of Mary- land at College Park, and the National Women's History Project for their continuing support. The students and teachers who field-tested unit materials. The many individuals and organizations who contributed to the content development of specific units: Native Women Unit: Jen Shunatona Cale, Stacey Eaton, B. C. Echo Hawk, Terza Garcia, Bonnie Nahulu, Helen Norris, Noelani Schilling. Women of the South Unit: Mary A. Jackson for weaving baskets and weav- ing tales, Julie Dash for taking us on a journey in her beautiful film, Daugh- ters of the Dust, the McKissick Museum in South Carolina for preserving Gullah history and culture, Eva Wright and Vertamae Smart-Grosvenor for sharing their stories and their hearts, Si Kahn and Grassroots Leadership, the Highlander Research and Education Center, Bonnie Thornton Dill, Pat Arno, Southern Exposure. Immigrant Women Unit: U.S. Immigration and Naturalization Service, Bu- reau of the Census, Maryland Office for New Americans, New York Associa- tion for New Americans, Hebrew Immigrant Aid Society, Union of Councils for Soviet Jews, National Conference on Soviet Jewry, Charles E. Smith Day School, Baltimore Jewish Services, Natasha Stonov, Sara Rose, Michelle Berman, Sandra Yamate, National Association for the Education and Ad- vancement of Cambodian, Laotian, and Vietnamese Americans, Karen Narasaki, Ngoc-Diep Thi Nguyen, Organization of Pan Asian American Women. iii WOMEN'S JOURNEYS, WOMEN'S STORIES PERMISSIONS TO REPRINT Appreciation is given to the following for granting permission to reprint materials used throughout the units: TEACHER GUIDE Immigrant Women: Teacher Introduction Indiana University Press for permission to print excerpts from From the Other Side: Women, Gender and Immigrant Life in the U.S., 1820-1990, Donna Gabaccia, Indiana University Press, Bloomington, IN, 1994. Immigrant Women: Soviet Jewish Women Many Cultures Publishing for permission to print excerpts from Jews from the Former U.S.S.R. in the United States, Steven J. Gould and Mia Tuan, New Faces of Liberty Series, Many Cultures Publishing, San Francisco, CA, 1993. STUDENT MANUAL General Random House, Inc. for permission to use quotes from Wouldn't Take Nothing for My Journey Now, Maya Angelou, Random House, New York, NY, 1993. Photographs and Graphics Additional credits are listed individually throughout the manual for each photograph and graphic reprinted from published materials. Women of the South: Gullah Women Muriel M. Branch for permission to reprint photographs from The Water Brought Us: The Story of the Gullah People, Muriel Miller Branch, Cobblehill Books, New York, NY, 1995. The New Press for permission to print excerpts from The Making ofan Ameri- can Woman's Film: Daughters of the Dust, Julie Dash, The New Press, New York, NY, 1990. iv WOMEN'S JOURNEYS, WOMEN'S STORIES Immigrant Women: Latino Women Susan Bergholz Agency, New York, NY, for permission to reprint "My Name" from The House on Mango Street, Sandra Cisneros, reprinted in Mexican American Literature, Virginia Seeley, ed., Vintage Books, New York, NY, 1993. The Feminist Press for permission to reprint photographs from Moving the Mountain: Women Working for Social Change, Ellen Cantarow, The Femi- nist Press at the City University of New York, New York, NY, 1980. Immigrant Women: Soviet Jewish Women Hebrew Immigrant Aid Society for permission to reprint student artwork from 1995 HIAS Calendar, New York, NY. Hyperion Press for permission to print excerpts from No Words to Say Goodbye, Raimonda Kopelnitsky and Kelli Pryor, Hyperion Books, New York, NY, 1994. Copyright © 1994 Raimonda Kopelnitsky and Kelli Pryor. Immigrant Women: Vietnamese Women Greenfield Review Press for permission to print excerpts from On the. Other Side of the War, A Story, Elizabeth Gordon; first published in Home to Stay Asian American Women's Fiction,
Load more

Recommended publications
  • Mack Studies
    DOCUMENT RESUME ED 381 472 SO 024 893 AUTHOR Botsch, Carol Sears; And Others TITLE African-Americans and the Palmetto State. INSTITUTION South Carolina State Dept. of Education, Columbia. PUB DATE 94 NOTE 246p. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Area Studies; *Black Culture; *Black History; Blacks; *Mack Studies; Cultural Context; Ethnic Studies; Grade 8; Junior High Schools; Local History; Resource Materials; Social Environment' *Social History; Social Studies; State Curriculum Guides; State Government; *State History IDENTIFIERS *African Americans; South Carolina ABSTRACT This book is part of a series of materials and aids for instruction in black history produced by the State Department of Education in compliance with the Education Improvement Act of 1984. It is designed for use by eighth grade teachers of South Carolina history as a supplement to aid in the instruction of cultural, political, and economic contributions of African-Americans to South Carolina History. Teachers and students studying the history of the state are provided information about a part of the citizenry that has been excluded historically. The book can also be used as a resource for Social Studies, English and Elementary Education. The volume's contents include:(1) "Passage";(2) "The Creation of Early South Carolina"; (3) "Resistance to Enslavement";(4) "Free African-Americans in Early South Carolina";(5) "Early African-American Arts";(6) "The Civil War";(7) "Reconstruction"; (8) "Life After Reconstruction";(9) "Religion"; (10) "Literature"; (11) "Music, Dance and the Performing Arts";(12) "Visual Arts and Crafts";(13) "Military Service";(14) "Civil Rights"; (15) "African-Americans and South Carolina Today"; and (16) "Conclusion: What is South Carolina?" Appendices contain lists of African-American state senators and congressmen.
    [Show full text]
  • "Or This Whole Affair Is a Failure": a Special Treasury Agent's Observations of the Port Royal Experiment, Port Royal, South Carolina, April to May, 1862
    Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 2016 "Or this whole affair is a failure": a special treasury agent's observations of the Port Royal Experiment, Port Royal, South Carolina, April to May, 1862 Michael Edward Scott Emett [email protected] Follow this and additional works at: https://mds.marshall.edu/etd Part of the American Studies Commons, and the United States History Commons Recommended Citation Emett, Michael Edward Scott, ""Or this whole affair is a failure": a special treasury agent's observations of the Port Royal Experiment, Port Royal, South Carolina, April to May, 1862" (2016). Theses, Dissertations and Capstones. 1028. https://mds.marshall.edu/etd/1028 This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. “OR THIS WHOLE AFFAIR IS A FAILURE”: A SPECIAL TREASURY AGENT’S OBSERVATIONS OF THE PORT ROYAL EXPERIMENT, PORT ROYAL, SOUTH CAROLINA, APRIL TO MAY, 1862 A thesis submitted to The Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Master of Arts in History by Michael Edward Scott Emett Approved by Dr. Michael Woods, Committee Chairperson Dr. Robert Deal Dr. Tyler Parry Marshall University July 2016 APPROVAL OF THESIS We, the faculty supervising the work of Michael Edward Scott Emett, affirm that the thesis, "Or This Whole ffiir Is A Failure": A Special Treasury Agent's Observations of the Port Royal Experiment, Port Royal, South Carolins, April to May, 1865, meets dre high academic standards for original scholarship and creative work established by the Masters of History Program and the College of Liberal Arts.
    [Show full text]
  • Dead Zone Back to the Beach I Scored! the 250 Greatest
    Volume 10, Number 4 Original Music Soundtracks for Movies and Television FAN MADE MONSTER! Elfman Goes Wonky Exclusive interview on Charlie and Corpse Bride, too! Dead Zone Klimek and Heil meet Romero Back to the Beach John Williams’ Jaws at 30 I Scored! Confessions of a fi rst-time fi lm composer The 250 Greatest AFI’s Film Score Nominees New Feature: Composer’s Corner PLUS: Dozens of CD & DVD Reviews $7.95 U.S. • $8.95 Canada �������������������������������������������� ����������������������� ���������������������� contents ���������������������� �������� ����� ��������� �������� ������ ���� ���������������������������� ������������������������� ��������������� �������������������������������������������������� ����� ��� ��������� ����������� ���� ������������ ������������������������������������������������� ����������������������������������������������� ��������������������� �������������������� ���������������������������������������������� ����������� ����������� ���������� �������� ������������������������������� ���������������������������������� ������������������������������������������ ������������������������������������� ����� ������������������������������������������ ��������������������������������������� ������������������������������� �������������������������� ���������� ���������������������������� ��������������������������������� �������������� ��������������������������������������������� ������������������������� �������������������������������������������� ������������������������������ ��������������������������
    [Show full text]
  • Life on the Sea Islands, 1864, Charlotte Forten
    Life on the Sea Islands, 1864 Charlotte Forten Introduction The Civil War began just off the coast of Charleston, South Carolina in April, 1861. By November, the United States Army controlled the South Carolina coast including the Sea Islands, a collection of barrier islands stretching 185 miles. The Guale Indians lived on the Islands for hundreds of years before the Spanish colonized the southeastern coast of North America during the sixteenth century. Mainland South Carolina became a British colony in 1663, and unlike neighboring Virginia, was founded as a slave society. South Carolina had the largest population of enslaved people as a colony and later, a state. In fact, South Carolina still had the largest population of enslaved people when the Civil War broke out in 1861. The Spanish ceded the Sea Islands to the British following the end of the French and Indian War in 1763. The low-tides and fertile soil of the Sea Islands made the them ideal for cultivating rice and sugar, and later, cotton. The rice plantations in the Sea Islands were some of the largest and most lucrative in South. Rice planters were the wealthiest men in America, primarily because enslaved bodies were the most valuable property before the Civil War. Rice plantations relied on hundreds of enslaved people. Several Sea Island plantations had over one thousand enslaved people. Enslaved people on the Sea Islands essentially lived in small towns, where they developed their own distinct identity, culture, and language known as Gullah. The Gullah language was rooted in the Creek language of the Guale Indians, but included elements of Spanish, French, English, African, and Afro-Caribbean languages.
    [Show full text]
  • The Emergence of the Gullah: Thriving Through 'Them Dark Days'
    John Carroll University Carroll Collected Masters Essays Theses, Essays, and Senior Honors Projects Summer 2015 The meE rgence of the Gullah: Thriving Through ‘Them Dark Days’ Brian Coxe John Carroll University, [email protected] Follow this and additional works at: http://collected.jcu.edu/mastersessays Part of the African History Commons, Social History Commons, and the United States History Commons Recommended Citation Coxe, Brian, "The meE rgence of the Gullah: Thriving Through ‘Them Dark Days’" (2015). Masters Essays. 19. http://collected.jcu.edu/mastersessays/19 This Essay is brought to you for free and open access by the Theses, Essays, and Senior Honors Projects at Carroll Collected. It has been accepted for inclusion in Masters Essays by an authorized administrator of Carroll Collected. For more information, please contact [email protected]. The Emergence of the Gullah: Thriving Through ‘Them Dark Days’ An Essay Submitted to the Office of Graduate Studies College of Arts & Sciences of John Carroll University in Partial Fulfillment of the Requirements for the Degree of Master of Arts By Brian Coxe 2015 Spanish moss clings to the branches of oak trees south of the sand hills which run the width of South Carolina from Aiken to Chesterfield County separating what is known as the “Up” and the “Low” Country of this region. The geographic barrier of the Sandhills created two distinct regions with vastly different climates. The Low Country’s sub tropical climate left it nearly uninhabitable in many places due to malarial swamps, with Charleston as the exception. The city of Charleston became a major commercial hub and one of the most populated cities in America during the antebellum era.
    [Show full text]
  • Use of Copula and Auxiliary BE by African American Children With
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2015 Use of Copula and Auxiliary BE by African American Children with Gullah/Geechee Heritage Jessica Richardson Berry Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Communication Sciences and Disorders Commons Recommended Citation Berry, Jessica Richardson, "Use of Copula and Auxiliary BE by African American Children with Gullah/Geechee Heritage" (2015). LSU Doctoral Dissertations. 3513. https://digitalcommons.lsu.edu/gradschool_dissertations/3513 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. USE OF COPULA AND AUXILIARY BE BY AFRICAN AMERICAN CHILDREN WITH GULLAH/GEECHEE HERITAGE A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Communication Sciences and Disorders by Jessica Richardson Berry B.A., Winthrop University, 2008 M.A., SC State University, 2010 May 2015 This dissertation is dedicated to my parents Don and Sharon Richardson, who have supported me unconditionally. You told me that I could do anything and I believed you. This is also dedicated to my angels who look down on me daily and smile with the love of God. I’m sad that you had to leave but I know that you are always with me.
    [Show full text]
  • Chapter 4: the Imprint of History (17:28-28:30)
    CHAPTER 4: THE IMPRINT OF HISTORY (17:28-28:30) This section discusses the historical context, particularly the slave trade, that developed African American Language (AAL) in the United States. Various linguistic origins and influences on AAL are described. KEY POINTS Slave history and linguistic isolation From the 16th to 19th centuries, approximately 12.5 million Africans were shipped to the New World via the transatlantic slave trade. 10.7 million survived and disembarked in the Americas and the Caribbean. Approximately 450,000 arrived in the United States. These Africans spoke a variety of West African languages, yet none of these languages survived the Atlantic crossing intact. As linguist John Baugh explains, this slave history produced a unique immigrant group in regards to language use due to the extreme extent of linguistic isolation. Individuals were typically isolated from other speakers of their language while on the coast of West Africa and during the Atlantic crossing. Once they arrived in the United States, they were sold and segregated into households including some larger plantations. They were prohibited from reading and writing and denied access to education for hundreds of years. Linguistic origins and influences As linguist Walter Edwards explains, slaves had to form languages using linguistic properties from surrounding language varieties. Varieties of AAL emerged from these linguistic contact situations with influences from West African Languages and Southern American English varieties, as well as those with roots in England and Ireland. There is some disagreement among linguists regarding the precise origins of AAL. Some believe that the roots of AAL were heavily influenced by earlier European American dialects.
    [Show full text]
  • Implications of a Feminist Narratology: Temporality, Focalization and Voice in the Films of Julie Dash, Mona Smith and Trinh T
    Wayne State University Wayne State University Dissertations 11-4-1996 Implications of a Feminist Narratology: Temporality, Focalization and Voice in the Films of Julie Dash, Mona Smith and Trinh T. Minh-ha Jennifer Alyce Machiorlatti Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the Critical and Cultural Studies Commons, and the Film and Media Studies Commons Recommended Citation Machiorlatti, Jennifer Alyce, "Implications of a Feminist Narratology: Temporality, Focalization and Voice in the Films of Julie Dash, Mona Smith and Trinh T. Minh-ha" (1996). Wayne State University Dissertations. 1674. http://digitalcommons.wayne.edu/oa_dissertations/1674 This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. IMPLICATIONS OF A FEMINIST NARRATOLOGY: TEMPORALITY, FOCALIZATION AND VOICE IN THE FILMS OF JULIE DASH, MONA SMITH AND TRINH T. MINH-HA Volume I by JENNIFER ALYCE MACHIORLATTI DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 1996 MAJOR: COMMUNICATION (Radio/Television/Film) Approved by- © COPYRIGHT BY JENNIFER ALYCE MACHIORLATTI 1996 All Rights Reserved her supportive feminist perspective as well as information from the speech communication and rhetorical criticism area of inquiry. Robert Steele approached this text from a filmmaker's point of view. I also thank Matthew Seegar for guidance in the graduate program at Wayne State University and to Mark McPhail whose limited presence in my life allowed me consider the possibilities of thinking in new ways, practicing academic activism and explore endless creative endeavors.
    [Show full text]
  • JAMES D. BABCOCK, MBA, CFA, CPA 191 South Salem Road  Ridgefield, Connecticut 06877 (203) 994-7244  [email protected]
    JAMES D. BABCOCK, MBA, CFA, CPA 191 South Salem Road Ridgefield, Connecticut 06877 (203) 994-7244 [email protected] List of Addendums First Addendum – Middle Ages Second Addendum – Modern and Modern Sub-Categories A. 20th Century B. 21st Century C. Modern and High Modern D. Postmodern and Contemporary E. Descrtiption of Categories (alphabetic) and Important Composers Third Addendum – Composers Fourth Addendum – Musical Terms and Concepts 1 First Addendum – Middle Ages A. The Early Medieval Music (500-1150). i. Early chant traditions Chant (or plainsong) is a monophonic sacred form which represents the earliest known music of the Christian Church. The simplest, syllabic chants, in which each syllable is set to one note, were probably intended to be sung by the choir or congregation, while the more florid, melismatic examples (which have many notes to each syllable) were probably performed by soloists. Plainchant melodies (which are sometimes referred to as a “drown,” are characterized by the following: A monophonic texture; For ease of singing, relatively conjunct melodic contour (meaning no large intervals between one note and the next) and a restricted range (no notes too high or too low); and Rhythms based strictly on the articulation of the word being sung (meaning no steady dancelike beats). Chant developed separately in several European centers, the most important being Rome, Hispania, Gaul, Milan and Ireland. Chant was developed to support the regional liturgies used when celebrating Mass. Each area developed its own chant and rules for celebration. In Spain and Portugal, Mozarabic chant was used, showing the influence of North Afgican music. The Mozarabic liturgy survived through Muslim rule, though this was an isolated strand and was later suppressed in an attempt to enforce conformity on the entire liturgy.
    [Show full text]
  • Pugh-Sellers 1 Seeing Humans, Making Commodities: Slave Ship
    Pugh-Sellers 1 Seeing Humans, Making Commodities: Slave Ship Rebellions on Film Senior Thesis Presented to The Faculty of the School of Arts and Sciences Brandeis University Undergraduate Program in African and African-American Studies and History Chad Williams, Adviser In partial fulfillment of the requirements for the degree of Bachelor of Arts By Lucia Pugh-Sellers April 2020 Committee members: Name: Chad Williams Signature:___________________________________ Name: Alice Kelikian Signature:___________________________________ Name: Faith Smith Signature:___________________________________ Pugh-Sellers 2 ACKNOWLEDGEMENTS I would like to thank my committee members, who have inspired and helped me enormously during my time at Brandeis. I am grateful to know Professors Faith Smith and Alice Kelikian, who each influenced me so much, and ultimately changed my life. Professor Chad Williams, my thesis advisor, was a model of patience, offering step-by-step guidance and sage advice. His dedication to teaching was evident from the first day I stepped into his class, when he showed himself willing to engage with an intimidated first-year student. I could not have finished this thesis without these profoundly important academic mentors. I also want to thank everyone else who helped me through this thesis process, particularly: Kavita, for being my thesis-writing buddy and commiserator; Yael, for her empathy; Allison, for advice and laughter; Tamar; my thesis cohort (Dannie, Victoria, and Jake). Finally, I would like to acknowledge my family, especially my parents and sisters, for their wholehearted support, which keeps me going. I recognize and wrestle with my positionality as white woman, and one who has largely benefited from the systems of racism I describe here.
    [Show full text]
  • Bunce Island: a British Slave Castle in Sierra Leone
    BUNCE ISLAND A BRITISH SLAVE CASTLE IN SIERRA LEONE HISTORICAL SUMMARY By Joseph Opala James Madison University Harrisonburg, Virginia (USA) This essay appears as Appendix B in Bunce Island Cultural Resource Assessment and Management Plan By Christopher DeCorse Prepared on behalf of the United States Embassy, Sierra Leone and Submitted to the Sierra Leone Monuments and Relics Commission November, 2007 INTRODUCTION Bunce Island is a slave castle located in the West African nation of Sierra Leone. Slave castles were commercial forts operated by European merchants during the period of the Atlantic slave trade. They have been called “warehouses of humanity.” Behind their high protective walls, European slave traders purchased Africans, imprisoned them, and loaded them aboard the slave ships that took them on the middle passage to America. Today, there were about 40 major slave castles located along the 2,000 miles of coastline stretching between Mauritania in the north and Benin in the south. British slave traders operated on Bunce Island from about 1670 to 1807, exiling about 30,000 Africans to slavery in the West Indies and North America. While most of Bunce Island’s captives were taken to sugar plantations in the Caribbean Basin, a substantial minority went to Britain’s North American Colonies, and especially South Carolina and Georgia. Given the fact that only about 4% of the African captives transported during the period of the Atlantic slave trade went to North America, Bunce Island’s strong link to that region makes it unique among the West African slave castles. Bunce Island’s commercial ties to North America resulted, as we shall see, in this particular castle and its personnel being linked to important economic, political, and military developments on that continent.
    [Show full text]
  • Encyclopedia of African American Music Advisory Board
    Encyclopedia of African American Music Advisory Board James Abbington, DMA Associate Professor of Church Music and Worship Candler School of Theology, Emory University William C. Banfield, DMA Professor of Africana Studies, Music, and Society Berklee College of Music Johann Buis, DA Associate Professor of Music History Wheaton College Eileen M. Hayes, PhD Associate Professor of Ethnomusicology College of Music, University of North Texas Cheryl L. Keyes, PhD Professor of Ethnomusicology University of California, Los Angeles Portia K. Maultsby, PhD Professor of Folklore and Ethnomusicology Director of the Archives of African American Music and Culture Indiana University, Bloomington Ingrid Monson, PhD Quincy Jones Professor of African American Music Harvard University Guthrie P. Ramsey, Jr., PhD Edmund J. and Louise W. Kahn Term Professor of Music University of Pennsylvania Encyclopedia of African American Music Volume 1: A–G Emmett G. Price III, Executive Editor Tammy L. Kernodle and Horace J. Maxile, Jr., Associate Editors Copyright 2011 by Emmett G. Price III, Tammy L. Kernodle, and Horace J. Maxile, Jr. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publisher. Library of Congress Cataloging-in-Publication Data Encyclopedia of African American music / Emmett G. Price III, executive editor ; Tammy L. Kernodle and Horace J. Maxile, Jr., associate editors. p. cm. Includes bibliographical references and index. ISBN 978-0-313-34199-1 (set hard copy : alk.
    [Show full text]