Abolitionist Movement
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Twelve Years a Slave. Narrative
FIFTH THOUSAND TWELVE YEARS A SLAVE. NARRATIVE OF SOLOMON NORTHUP, A CITIZEN OF NEW-YORK, KIDNAPPED IN WASHINGTON CITY IN 1841, AND RESCUED IN 1853, FROM A COTTON PLANTATION NEAR THE RED RIVER, IN LOUISIANA. AUBURN: DERBY AND MILLER. BUFFALO: DERBY, ORTON AND MULLIGAN. LONDON: SAMPSON LOW, SON & COMPANY, 47 LUDGATE HILL. 1853. Entered according to Act of Congress, in the year one thousand eight hundred and fifty-three, by D E R B Y A N D M ILLER , In the Clerk's Office of the District Court of the Northern District of New-York. ENTERED IN LONDON AT STATIONERS' HALL. TO HARRIET BEECHER STOWE: WHOSE NAME, THROUGHOUT THE WORLD, IS IDENTIFIED WITH THE GREAT REFORM: THIS NARRATIVE, AFFORDING ANOTHER Key to Uncle Tom's Cabin, IS RESPECTFULLY DEDICATED "Such dupes are men to custom, and so prone To reverence what is ancient, and can plead A course of long observance for its use, That even servitude, the worst of ills, Because delivered down from sire to son, Is kept and guarded as a sacred thing. But is it fit, or can it bear the shock Of rational discussion, that a man Compounded and made up, like other men, Of elements tumultuous, in whom lust And folly in as ample measure meet, As in the bosom of the slave he rules, Should be a despot absolute, and boast Himself the only freeman of his land?" Cowper. [Pg vii] CONTENTS. PAGE. EDITOR'S PREFACE, 15 CHAPTER I. Introductory—Ancestry—The Northup Family—Birth and Parentage—Mintus Northup—Marriage with Anne Hampton—Good Resolutions—Champlain Canal—Rafting Excursion to Canada— Farming—The Violin—Cooking—Removal to Saratoga—Parker and Perry—Slaves and Slavery— The Children—The Beginning of Sorrow, 17 CHAPTER II. -
DOCUMENT RESUME AUTHOR Sayers, Evelyn M., Ed. Indiana
DOCUMENT RESUME ED 288 803 SO 018 629 AUTHOR Sayers, Evelyn M., Ed. TITLE Indiana: A Handbook for U.S. History Teachers. INSTITUTION Indiana State Dept. of Public Instruction, Indianapolis. SPONS AGENCY Indiana Committee for the Humanities, Indianapolis.; National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 87 NOTE 228p. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS American Indian History; Archaeology; *Citizenship Education; Cultural Education; Curriculum Development; Curriculum Guides; Geography Instruction; Instructional Materials; Middle Schools; *Social Studies; State Government; *State History; *United States History IDENTIFIERS *Indiana; Northwest Territories ABSTRACT This handbook was developed to encourage more effective state citizenship through the teaching of state history. Attention is given to geographical factors, politics, government, social and economic changes, and cultural development. The student is introduced to the study of Indiana history with a discussion of the boundaries, topography, and geologic processes responsible for shaping the topography of the state. The handbook contains 16 chapters, each written by an expert in the field. The chapters are: (1) Indiana Geography; (2) Archaeology and Prehistory; (3) The Indians: Early Residents of Indiana, to 1679; (4) Indiana as Part of the French Colonial Domain, 1679-1765; (5) The Old Northwest under British Control, 1763-1783; (6) Indiana: A Part of the Old Northwest, 1783-1800; (7) The Old Northwest: Survey, Sale and Government; (8) Indiana Territory and Early Statehood, 1800-1825; (9) Indiana: The Nineteenth State, 1820-1877; (10) Indiana Society, 1865-1920; (11) Indiana Lifestyle, 1865-1920; (12) Indiana: 1920-1960; (13) Indiana since 1960; (14) Indiana Today--Manufacturing, Agriculture, and Recreation; (15) Indiana Government; and (16) Indiana: Economic Development Toward the 21st Century. -
The Underground Railroad in Tennessee to 1865
The State of State History in Tennessee in 2008 The Underground Railroad in Tennesseee to 1865 A Report By State Historian Walter T. Durham The State of State History in Tennessee in 2008 The Underground Railroad in Tennessee to 1865 A Report by State Historian Walter T. Durham Tennessee State Library and Archives Department of State Nashville, Tennessee 37243 Jeanne D. Sugg State Librarian and Archivist Department of State, Authorization No. 305294, 2000 copies November 2008. This public document was promulgated at a cost of $1.77 per copy. Preface and Acknowledgments In 2004 and again in 2006, I published studies called The State of State History in Tennessee. The works surveyed the organizations and activities that preserve and interpret Tennessee history and bring it to a diverse public. This year I deviate by making a study of the Under- ground Railroad in Tennessee and bringing it into the State of State History series. No prior statewide study of this re- markable phenomenon has been produced, a situation now remedied. During the early nineteenth century, the number of slaves escaping the South to fi nd freedom in the northern states slowly increased. The escape methodologies and ex- perience, repeated over and over again, became known as the Underground Railroad. In the period immediately after the Civil War a plethora of books and articles appeared dealing with the Underground Railroad. Largely written by or for white men, the accounts contained recollections of the roles they played in assisting slaves make their escapes. There was understandable exag- geration because most of them had been prewar abolitionists who wanted it known that they had contributed much to the successful fl ights of a number of slaves, oft times at great danger to themselves. -
Can Words Lead to War?
Middle School Uncle Tom’s Cabin Inquiry Can Words Lead to War? Full-page illustration from first edition Uncle Tom’s Cabin by Hammatt Billings. Available in Uncle Tom’s Cabin & American Culture. Supporting Questions 1. How did Harriet Beecher Stowe describe slavery in Uncle Tom’s Cabin? 2. What led Harriet Beecher Stowe to write Uncle Tom’s Cabin? 3. How did northerners and southerners react to Uncle Tom’s Cabin? 4. How did Uncle Tom’s Cabin affect abolitionism? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 Middle School Uncle Tom’s Cabin Inquiry Can Words Lead to War? Framework for Summary Objective 12: Students will understand the growth of the abolitionist movement in the Teaching American 1830s and the Southern view of the movement as a physical, economic and political threat. Slavery Consider the power of words and examine a video of students using words to try to bring about Staging the Question positive change. Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 How did Harriet Beecher What led Harriet Beecher How did people in the How did Uncle Tom’s Stowe describe slavery in Stowe to write Uncle North and South react to Cabin affect abolitionism? Uncle Tom’s Cabin? Tom’s Cabin? Uncle Tom’s Cabin? Formative Formative Formative Formative Performance Task Performance Task Performance Task Performance Task Complete a source analysis List four quotes from the Make a T-chart comparing Participate in a structured chart to write a summary sources that point to the viewpoints expressed discussion regarding the of Uncle Tom’s Cabin that Stowe’s motivation and in northern and southern impact Uncle Tom’s Cabin includes main ideas and write a paragraph newspaper reviews of had on abolitionism. -
The Slave's Cause: a History of Abolition
Civil War Book Review Summer 2016 Article 5 The Slave's Cause: A History of Abolition Corey M. Brooks Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Brooks, Corey M. (2016) "The Slave's Cause: A History of Abolition," Civil War Book Review: Vol. 18 : Iss. 3 . DOI: 10.31390/cwbr.18.3.06 Available at: https://digitalcommons.lsu.edu/cwbr/vol18/iss3/5 Brooks: The Slave's Cause: A History of Abolition Review Brooks, Corey M. Summer 2016 Sinha, Manisha The Slave's Cause: A History of Abolition. Yale University Press, $37.50 ISBN 9780300181371 The New Essential History of American Abolitionism Manisha Sinha’s The Slave’s Cause is ambitious in size, scope, and argument. Covering the entirety of American abolitionist history from the colonial era through the Civil War, Sinha, Professor of Afro-American Studies at the University of Massachusetts, Amherst, presents copious original research and thoughtfully and thoroughly mines the substantial body of recent abolitionist scholarship. In the process, Sinha makes a series of potent, carefully intertwined arguments that stress the radical and interracial dimensions and long-term continuities of the American abolitionist project. The Slave’s Cause portrays American abolitionists as radical defenders of democracy against countervailing pressures imposed both by racism and by the underside of capitalist political economy. Sinha goes out of her way to repudiate outmoded views of abolitionists as tactically unsophisticated utopians, overly sentimental romantics, or bourgeois apologists subconsciously rationalizing the emergent capitalism of Anglo-American “free labor" society. In positioning her work against these interpretations, Sinha may somewhat exaggerate the staying power of that older historiography, as most (though surely not all) current scholars in the field would likely concur wholeheartedly with Sinha’s valorization of abolitionists as freedom fighters who achieved great change against great odds. -
K-12 Educators Guide
K–12 EDUCATION PROGRAM GUIDE FALL-15 THROUGH SUMMER-16 November 24, 2015 9:17 AM Discover educational opportunities TABLE OF CONTENTS throughout the state at the Indiana State Museum and Historic Sites. At the Indiana State Museum Stay Up To Date ...................................................................................................................................p3 Planning Your Visit .............................................................................................................................p4 Mission ....................................................................................................................................................p5 Changing Exhibitions ........................................................................................................................p6 School Workshops..............................................................................................................................p8 Educational Theater ..........................................................................................................................p9 Festivals and Events ......................................................................................................................... p11 Professional Development ............................................................................................................ p12 Educational Outreach ..................................................................................................................... p13 Homeschool -
The PAS and American Abolitionism: a Century of Activism from the American Revolutionary Era to the Civil War
The PAS and American Abolitionism: A Century of Activism from the American Revolutionary Era to the Civil War By Richard S. Newman, Associate Professor of History Rochester Institute of Technology The Pennsylvania Abolition Society was the world's most famous antislavery group during the late eighteenth and early nineteenth centuries. Indeed, although not as memorable as many later abolitionists (from William Lloyd Garrison and Lydia Maria Child to Frederick Douglass and Sojourner Truth), Pennsylvania reformers defined the antislavery movement for an entire generation of activists in the United States, Europe, and even the Caribbean. If you were an enlightened citizen of the Atlantic world following the American Revolution, then you probably knew about the PAS. Benjamin Franklin, a former slaveholder himself, briefly served as the organization's president. French philosophes corresponded with the organization, as did members of John Adams’ presidential Cabinet. British reformers like Granville Sharp reveled in their association with the PAS. It was, Sharp told told the group, an "honor" to be a corresponding member of so distinguished an organization.1 Though no supporter of the formal abolitionist movement, America’s “first man” George Washington certainly knew of the PAS's prowess, having lived for several years in the nation's temporary capital of Philadelphia during the 1790s. So concerned was the inaugural President with abolitionist agitation that Washington even shuttled a group of nine slaves back and forth between the Quaker State and his Mount Vernon home (still, two of his slaves escaped). The PAS was indeed a powerful abolitionist organization. PAS Origins The roots of the Pennsylvania Abolition Society date to 1775, when a group of mostly Quaker men met at a Philadelphia tavern to discuss antislavery measures. -
150Th Anniversary of the Emancipation Proclamation
Emancipation Proclamation Commemorative Coloring Book President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, announcing, "that all persons held as slaves. henceforward shall be free." This book belongs to I celebrated the 150th Anniversary of the Emancipation Proclamation at the National Archives, Washington, D.C. The Emancipation Proclamation The Emancipation Proclamation was an order issued by President Abraham Lincoln that began the process of freeing all the slaves in the United States. It was signed January 1, 1863. The order freed all slaves held by the Confederate States that were not in control of Union forces. The Eman- cipation Proclamation, followed by the 13th Amendment to the Constitution, would eventually free four million enslaved Americans. The order also allowed freed slaves to join the U.S. mili- tary. By the end of the Civil War in 1865, 200,000 African American troops, most of whom were former slaves, served in the Union armed forces. These added troops, as well as the political effect of the Emancipation Proclamation, helped the Union win the Civil War. As a milestone along the road to end slavery, with the post–Civil War struggles, and the modern legacy of civil rights, the Emancipation Proclamation has assumed a place among the great documents of human freedom. The Emancipation Proclamation Story and Legacy (MariaAbraham is writing) Lincoln, the 16th President of the United States, and his Cabinet members read over the Emancipation Proclamation, which proclaimed the freedom of slaves in the 10 states rebelling against the Union in the Civil War. Lincoln first presented the Emancipation Proclamation to his Cabinet on July 22, 1862, and issued the Preliminary Proclamation on September 22, 1862. -
Juneteenth” Comes Ployer and Free Laborer
J UNETEENTH 92 C ELEBRATIONS UNETEENTH is the oldest celebration in the and the connection h eretofore existing be- nation to commemorate the end of slavery in tween them becomes that between em- J the United States. The word “Juneteenth” comes ployer and free laborer. from a colloquial pronunciation of “June 19th,” which With this announcement the last 250,000 slaves in is the date celebrations commemorate. the United States were effectively freed. Afterward In 1863 President Abraham Lincoln signed the many of the former slaves left Texas. As they moved to Emancipation Proclamation, offi - other states to fi nd family mem- cially freeing slaves. However, bers and start new lives, they car- word of the Proclamation did not ried news of the June 19th event reach many parts of the country with them. In subsequent decades right away, and instead the news former slaves and their descendants spread slowly from state to state. continued to commemorate June The slow spread of this important 19th and many even made pilgrim- news was i n part because the A mer- ages back to Galveston, Texas to ican Civil War had not yet ended. celebrate the event. However, in 1865 the Civil War Most of the celebrations ini- ended and Union Army soldiers tially took place in rural areas and began spreading the news of the included activities such as fi shing, war’s end and Lincoln’s Emanci- barbeques, and family reunions. pation Proclamation. Church grounds were also often On June 19, 1865, Major Gen- the sites for these celebrations. As eral Gordon Granger and U nion more and more African Americans Army soldiers arrived in Galves- improved their economic condi- ton, Texas. -
Harriet Jacobs's Incidents in the Life of a Slave Girl; a Literary Weapon
PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA Ministry of Higher Education and Scientific Research University of Tlemcen Faculty of Letters and Languages Department of English Harriet Jacobs’s Incidents in the Life of a Slave Girl; a Literary Weapon Against Slavery Dissertation submitted to the Department of English as a partial fulfilment of the requirements for the degree of Master in Literature and Civilization Presented by Supervised by Ms.Tasnim BELAIDOUNI Ms.Meriem MENGOUCHI BOARD OF EXAMINERS Dr. Wassila MOURO Chairwoman Ms. Meriem MENGOUCHI Supervisor Dr. Frid DAOUDI Examiner Academic Year: 2016/2017 Dedications To those who believed in me To those who helped me through hard times To my Mother, my family and my friends I dedicate this work ii Acknowledgements Immense loads of gratitude and thanks are addressed to my teacher and supervisor Ms. Meriem MENGOUCHI; this work could have never come to existence without your vivacious guidance, constant encouragement, and priceless advice and patience. My sincerest acknowledgements go to the board of examiners namely; Dr. Wassila MOURO and Dr. Frid DAOUDI My deep gratitude to all my teachers iii Abstract Harriet Ann Jacobs’s Incidents in the Life of a Slave Girl seemed not to be the only literary work which tackled the issue of woman in slavery. However, this autobiography is the first published slave narrative written in the nineteenth century. In fact, the primary purpose of this research is to dive into Incidents in order to examine the author’s portrayal of a black female slave fighting for her freedom and her rights. On the other hand, Jacobs shows that despite the oppression and the persecution of an enslaved woman, she did not remain silent, but she strived to assert herself. -
Summer-2006.Pdf
A OHIO VALLEY EDITORIAL BOARD HISTORY STAFF Senior Editor Compton Allyn Christine L.Heyrman Joseph R Reidy Christopher Phillips Cinri?liiati Muse,im Center University ofDelazuare Ho'u)a,·d University History Advisory Board Depmtment of History j.Blaine Hudson Steve,!J. Ross University ofCincinnati Stepben ATon Uni'versity ofLouisville University ofSouthern Associate Editors University ofCalifornia California R.Douglas Hurt A.Glenn Crotbers Los Angeles at Purdue Unkersity Hany N. eiber&/, Department ofHistory Joan E Casbin University ofealifornia James C.Klotter University ofLouisville Ohio State University at Berkeley Georgetolun College David Stradling R.L.Cayton Steven M. Stowe Andrew Bruce Levine Department of History Miami University Indiana Unruersty University ofCalifornia University ofCincinnati R.David Edmunds at Santa Cruz Roger D.Tate Managing Editors ofTexas Dallas Somerset Community University nt Zane L.Miller John B.Westerji eid H College Ellen T Eslinger University ofCincinnati Ib¢Filson Historical Society Joe W.Trotter,Jn Depaul University Elizbeth A.Perkins Ruby Rogers Carnegie Mdion University CraigT Friend Centre College Cincinnati Museum Centr€ North Carolina State Aitina Waller Editorial Assistant james A.Ramage University Unioersity ofConnecticut Northern Kentucky University Cathy Collopy Department ofHistory University ofCinannati CINCINNATI MUSEUM THE FILSON HISTORICAL CENTER BOARD OF SOCIETY BOARD TRUSTEES OFDIRECTORS Cliair David Bobl C aig Meier President Ronaid D. Brmn jegq KMattbeg,M.D. Henry D Gms* Geoi·ge -
Essay for Harriet Tubman Underground Railroad National Monument by Kate Clifford Larsen
From: Kate Clifford Larson, Ph.D. To: Cherie Butler, Superintendant, HATU; Aiden Smith, OAH Date: January 15, 2014 RE: HATU National Monument Scholars Roundtable White Paper Response In November 2013, the National Park Service invited five scholars to Dorchester County, Maryland to participate in a roundtable discussion about interpretation of Harriet Tubman’s life and legacy for the newly established Harriet Tubman Underground Railroad National Monument.1 Joining the scholars and NPS professionals, were representatives from Maryland Department of Natural Resources, Blackwater National Wildlife Refuge (BNWR), Maryland Department of Economic Development, the Organization of American Historians, local residents, and Haley Sharpe Design, the exhibit design firm. Initially guided by a set of questions framed by four themes - Building Communities, Anchoring the Spirit, Paths Toward Freedom and Resistance, and Sharing Knowledge - the discussion drew from the specialties and skill sets of each scholar, complimenting and enhancing each other’s ideas and perspectives while examining the core elements of Tubman’s life and legacy. One of the goals of the roundtable was to enhance NPS partnerships and collaborations with stakeholders and historians to ensure the incorporation of varied perspectives and views into innovative and challenging interpretation at NPS sites, particularly sites associated with controversial and emotionally charged subjects such as slavery and freedom at the Tubman National Monument. NPS, Maryland State Parks, and the Maryland