John Fox Slater: an American Legacy Appointed to Create School Districts, Had Increased by Vivian F
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Study Guide Who Is Booker T
STUDY GUIDE WHO IS BOOKER T. WASHINGTON? KEY TERMS: influential practical education leadership social equality civil rights black achievement NOTE-TAKING COLUMN: Complete this section during the CUE COLUMN: Complete this section video. Include definitions and key terms. after the video. What cause did Mr. Washington dedicate his life to? What was Mr. Washington’s plan for getting blacks from the disastrous state they were in after the Civil War to being equal, successful, and empowered citizens of the United States? How many students were waiting at the Tuskegee Institute when Mr. Washington arrived to take over? In what ways have Mr. Washington’s ideas and actions influenced the course of events for blacks from his lifetime to the present time? What was the theme of Mr. Washington’s speech at the Atlanta Exposition in 1895? WWW.PRAGERU.COM DISCUSSION & REVIEW QUESTIONS: • Towards the beginning of the video, Dr. Green explains what Booker T. Washington decided to do when freed after the Civil War was over: “His journey began in 1872, seven years after the Civil War ended. He traveled 500 miles, most of it on foot, to a small Virginia school dedicated to the education of freed blacks, The Hampton Normal and Agricultural Institute.” Why do you think that going to school was so important to Mr. Washington that he braved such a long and arduous journey? • After Dr. Green shares with us that Mr. Washington was appointed to head the Tuskegee Institute with only 30 students, Dr. Green explains: “Under his [Mr. Washington’s] leadership, they got to work. -
INFORMATION to USERS the Most Advanced Technology Has Been Used to Photo Graph and Reproduce This Manuscript from the Microfilm Master
INFORMATION TO USERS The most advanced technology has been used to photo graph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re produced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. These are also available as one exposure on a standard 35mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI University Microfilms International A Bell & Howell Information Company 300 Nortfi Z eeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9001986 The mission of women’s colleges in an era of cultural revolution, 1890-1930 Leone, Janice Marie, Ph.D. -
Five Black Educators: Founders of Schools in the South, 1881-1915 Arnold Cooper Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1983 Five black educators: founders of schools in the South, 1881-1915 Arnold Cooper Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Other Education Commons, and the Other History Commons Recommended Citation Cooper, Arnold, "Five black educators: founders of schools in the South, 1881-1915 " (1983). Retrospective Theses and Dissertations. 7636. https://lib.dr.iastate.edu/rtd/7636 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. -
How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913
How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913 The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Sawe, Joseph. 2015. How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078367 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA ! How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913 Joseph Sawe A Thesis in the Field of International Relations for the Degree of Master of Liberal Arts in Extension Studies Harvard University November 2015 ! ! ! ! ! ! Abstract The following investigation is intended to determine how the large-cap US multinational corporation was further advanced during the pivotal years of 1895-1913 by a leading private unincorporated institution—House of Morgan. Historical review and assessment focused on the broader US society, government, monetary landscape, the House of Morgan, leading large cap US multinationals; looking at both the key organizations and underlying people in power. The report framework focuses upon the development of the US super structure within which all major companies work down to the way actual institutions organize economic assets in the form of a multinational corporation. Questions that have been considered include: how was business conducted globally with so little formal mechanisms in place, the importance of the various forms of capital for business, and the various roles politics played in business development. -
Mary S. Peake Barbara Johns
MARY S. PEAKE + BARBARA JOHNS A FIGHT FOR ACADEMIC EQUALITY 1 In a partnership with VMHC, the John Marshall Center has created a set of lesson plans to complement the VMHC’s exhibition, Determined: the 400-year struggle for Black Equality This is lesson 4: MARY S. PEAKE + BARBARA JOHNS A FIGHT FOR FREEDOM AND EQUALITY (MS) Triangular Civil War 13th Barbara Civil Rights Slave Madison begins Amendment Johns Fugitive Act of 1964 + Trade Declaration of Washington + ratified leads Slave Voting Rights Established Independence leads a Peake starts a + student Act Act of 1965 rebellion on school near Chimborazo strike the Creole Fort Monroe School opens 1964- July 4, January June 2, January April 1954 1500s 1619 1841 1849 1850 1861 1863 1871 1965 1776 1787 1854 1865 1951 First James Henry “Box” Anthony Burns Emancipation Peter Brown v. Enslaved Armistead Brown ships convicted of Proclamation Jacob Carter Board Africans Lafayette himself to being a signed elected of arrive in receives Philadelphia fugitive slave Education Jamestown freedom 2 THROUGHOUT U.S. HISTORY, AFRICAN AMERICAN WOMEN HAVE PLAYED AN UNDENIABLE ROLE IN FIGHTING FOR FREEDOM AND EQUALITY. VISIONARY TEACHERS AND STUDENTS ALIKE RADICALLY IMAGINED A NEW WORLD OUTSIDE OF WHAT THEIR EXISTING CONDITIONS PRESCRIBED. BY UTILIZING EDUCATION AS A PRIMARY TOOL FOR THEIR RESISTANCE, TEACHING BECAME A WAY TO FIGHT FOR EQUALITY, BOTH IN SLAVERY AND FREEDOM. -OUR ANCESTOR’S WILDEST DREAMS BY DUNN + NEAL O B J E C T I V E DESCRIBE HOW THE ACTIONS OF MARY S. PEAKE AND BARBARA JOHNS SHOW THEIR COMMITMENT TO THEIR FIGHT FOR EQUALITY, DESPITE THE CHALLENGES THEY FACED. -
African American TOUR
AFRICAN-AMERICAN HERITAGE IN HAMPTON - ONE-DAY TRIP • Arrive in Hampton and visit the Hampton History Museum. Even as the history of Hampton is aligned with major events in American history, so too is the city’s history intertwined with the story of African Americans in this country. From the Seventeenth Century Gallery with its commentary on the coming of the first Africans to Virginia in 1619 through the descriptions of black sailors on merchant ships and the bravery of the slave Cesar Tarrant in Virginia’s Revolutionary War Navy, each gallery addresses the contributions of African Americans to Hampton history. • Visit the Hampton University Museum, one of the most outstanding multicultural museums in the country. Founded in 1868, the same year as the university, it is among the oldest museums in Virginia. The collection of more than 9,000 objects and works of art is representative of cultures and nations from around the world and is the largest of its kind in southeastern United States. • Continue your Hampton University experience with a tour of the waterfront campus. The campus contains five National Historic Landmarks. First opened in 1868 as the Hampton Normal & Agricultural Institute, the school was dedicated to the education of thousands of newly freed Southern slaves. The school provided African Americans with the manual and teaching skills they would need to survive in post-Civil War America. Campus sites include the Memorial Chapel, the Booker T. Washington Memorial Garden & Statue and Emancipation Oak, where Hampton residents gathered in 1863 to hear President Abraham Lincoln's Emancipation Proclamation read for the first time. -
National Landmarks at Risk How Rising Seas, Floods, and Wildfires Are Threatening the United States’ Most Cherished Historic Sites
National Landmarks at Risk How Rising Seas, Floods, and Wildfires Are Threatening the United States’ Most Cherished Historic Sites National Landmarks at Risk How Rising Seas, Floods, and Wildfires Are Threatening the United States’ Most Cherished Historic Sites Debra Holtz Adam Markham Kate Cell Brenda Ekwurzel May 2014 © 2014 Union of Concerned Scientists All rights reserved Debra Holtz is a communications consultant for the Union of Concerned Scientists (UCS). She is also a professional journalist whose work includes the book Of Unknown Origin and many articles for publications including the San Francisco Chronicle. Adam Markham is director of the Climate Impacts Initiative at UCS. He has more than 20 years of experience working on conservation and climate change issues in the United States and Europe. Kate Cell is a senior campaign organizer at UCS. She specializes in involving new expert constituencies such as economists, social scientists, and health professionals in the work of the UCS Climate & Energy Program. Brenda Ekwurzel is a senior climate scientist with the UCS Climate & Energy Program. She is leading the organization’s climate science education work aimed at strengthening support for sound U.S. climate policies. The Union of Concerned Scientists puts rigorous, independent science to work to solve our planet’s most pressing problems. Joining with citizens across the country, we combine technical analysis and effective advocacy to create innovative, practical solutions for a healthy, safe, and sustainable future. More information about UCS is available on the UCS website (www.ucsusa.org). Designed by: Tyler Kemp-Benedict, Bangkok, Thailand www.hardworkingtype.com Cover photo: © William Trinkle Photography North America’s oldest masonry fort, the Castillo de San Marcos in St. -
Memorating the 150Th Anniversary of the Passing of the Emancipation Proclamation
Media Release FOR IMMEDIATE RELEASE January 15, 2013 Contact: Ryan LaFata, 757/728-5328 [email protected] Calvin Pearson, 757/380-1319 [email protected] Project 1619 Celebrates Emancipation Proclamation Day of Remembrance on January 26 -- Emancipation Proclamation anniversary events to be held at Hampton History Museum and Emancipation Oak-- Hampton, VA- On January 26, Project 1619 Inc., the Contraband Historical Society, and the Sankofa Projects will sponsor an Emancipation Proclamation Day of Remembrance with two very special events commemorating the 150th anniversary of the passing of the Emancipation Proclamation. “Although the Emancipation Proclamation did not free any Africans who were enslaved, the Proclamation has become one of the most important documents in America’s history,” said Project 1619 Inc. Founder Calvin Pearson. Beginning at Noon, the Hampton History Museum (120 Old Hampton Lane Hampton VA 23669) will host a panel discussion on the cause and effects of the Emancipation Proclamation. Panelists include Dr. William Wiggins, Professor and Historian of African Culture and Politics; Professor Robert Watson, Hampton University History Department; -More- Project 1619 Celebrates Emancipation Proclamation Day of Remembrance on January 26- Page 2 and Dr. Cassandra Newby-Alexander, History Professor at Norfolk State University. A Q & A discussion will follow on the strategic implications of the contraband decision. At 2:00 p.m., the Emancipation Proclamation Day of Remembrance concludes with a Ritual of Remembrance ceremony at Emancipation Oak (Emancipation Drive, on the campus of Hampton University). Sankofa Projects Founder Chadra Pittman Walke will coordinate the Emancipation ritual that includes an invocation by Dr. Joanne M. Braxton, Founder and Director of the Middle Passage Project at the College of William and Mary and a drum call to the ancestors. -
Jeanes Fund on Black Schooling in the South, 1900–1930
The Next Needed Thing: The impact of the Jeanes Fund on Black schooling in the South, 1900{1930 Daniel Kreisman Georgia State University [email protected] December, 2015 Abstract At the outset of the 20th century, two large philanthropies targeted southern black schools to combat \separate but equal". The first, The Rosenwald Fund, built nearly 5,000 school- houses. The second, The Jeanes Fund, built a corps of trained \Supervisors" who undertook tasks ranging from teacher training to fundraising { hence their motto, \the next needed thing." I exploit variation in the timing and placement of Jeanes and Rosenwald to esti- mate the impact of the Jeanes Fund, to revise estimates of the effects of Rosenwald, and to compare per-dollar effects of investments in human resources (Jeanes) and physical capital (Rosenwald) respectively. JEL No. I24, I25, N01, N32. Keywords: Education, Achievement Gap, Philanthropy, Jeanes, Rosenwald. ∗Dept. of Economics, Georgia State University, P.O. Box 3992, Atlanta, GA 30302-3992. Thanks to Jeff Grog- ger, Kerwin Charles, Bob Lalonde and two anonymous referees for two rounds of suggestions and insight, to Dan Aaronson and Bhash Mazumder for Rosenwald data and helpful suggestions, to Celeste Carruthers and Marianne Wanamaker for county level educational records, and to Josiah Pamoja, Kayin Shabazz, Katherine Hollis and Peyman Firouzi for archival work and research assistance. Thanks also to seminar participants at the University of Chicago, the University of Michigan, UPenn and UMass Amherst, and to Chicago's Committee on Education and the Institute of Education Science for fellowship support. This research was directly supported by a grant from the American Educational Research Association which receives funds for its Grants Program from the National Science Foundation under Grant #DRL-0941014. -
The Education of African Americans INTRODUCTION the CONTEXT
100 Chapter 6 The Education of African Americans Jayne R Beilke Ball State University INTRODUCTION The education of African Americans includes both formal and informal attempts by Blacks to gain literacy and develop skills that would allow them to survive in a racialized society. In the nineteenth century, literacy was perceived as a means of emancipation from a life of servitude and a path to eventual citizenship. When slaves were emancipated in 1863, churches, benevolent societies, and philanthropies addressed the need for educational services. During the Reconstruction Era (1865-1877), Black leaders and White elites debated the issue of “Black education.” The outcome was industrial education and second-class citizenship. The existence of the slave economy, an agrarian society, and a dispersed rural geography circumvented the development of a systematic approach to education by Southern states for both Whites and Blacks. With the founding of the National Association for the Advancement of Colored People (NAACP) in 1909, political and legal action overturned the segregation codified in Plessy v. Ferguson (1896). Currently, school integration has been eroded due to White flight, the abandonment of busing, and residential segregation. THE CONTEXT FOR BLACK EDUCATION PRIOR TO THE ANTEBELLUM PERIOD The Africans who were brought to North America as a result of the slave trade represented a variety of languages and cultures. Nevertheless, Africans were able to preserve and transmit their cultural customs and traditions to the New World. According to historian Ira Berlin, “Slowly, almost imperceptibly, transplanted Africans became a 101 new people. They spoke English, worked with English tools, and ate food prepared in the English manner. -
The Traditionally Black Institutions of Higher Education 1860 to 1982
e radfronafi aBcK Lnstllwtoms o r d~nucanonil AD0 --': ThYj7 Chant A.-I'storic landmarks =dgrowth of the black pop dafion: 1854-1982 Historic landmarks 1854 Lincoln University, Pa., is first black college founded 186 1-18 65 Civil 'War divides the North and South 1862 Morrill Act (Land-Grant College Act) is passed by U.S. Congress 1865-1872 Freedmen's Bureau operates in the former Confederate States 1890 Second Morrill Act provides impetus for establishing black land-grant colleges 1896 U.S. Supreme Court, Plessy v. Ferguson legalizes "separate but equal" doctrine 1917-19 19 United States fights in World War I 1929 Stock market crashes; Great Depression begins 1941-1945 United States fights in World War II 1944 U.S. 'Congress passes 6.1. Bill, providing benefits for veterans to attend college 1950 Korean conflict begins 1954 Brown v. Board of Education - U.S. Supreme Court declares that "racially separate schools are inherently unequal" 1956 Civil rights demonstrations begin 1963 Civil rights march on Washington, D.C. 1964 U.S. Congress passes Civil Rights Act 1965 U.S. Congress begins grant programs for needy college students 1970 Adoans suit is filed to desegregate higher education 1972 Congress greatly expands grant programs for needy college students 1973 American combat forces leave Vietnam 1982 Public colleges and universities in most Southern States still involved in desegregation plans or in Adams litigation Population (in millions) 30 25 20 15 10 5 0 1860 1880 1900 1920 1940 19640 1980 SOURCES: U.S. Department of Commerce, Bureau of the Census. The Social an d Economic Statis of the Black Population in the United States: An Historical Viewv 1790 - 1978, p.ll3; data for 1980 obtained from 1980 Census of Population and H ousing; Advance Report PFi-C80-'/-1, p. -
The Emancipation Oak
THE EMANCIPATION OAK Jeff Krueger 790 Grand A' enue. #J St Paul. M '55105 CSA [email protected] The Emancipation Oak on the grounds of Hampton Uni,ersny. Hampton. Vir ginia. is the ~ile \\here the African Amencans of Hampton first heard the Emanclpa uon Proclamation n.:ad . Variou\ ources credll Umon '>Oldiers a" having read the proclamauon aloud to the assembled refugee~ and townspeople under the bough\ of this live oak <Querm.\ ri~iniana). Besides the dramatic events of that legendary day. the Lmanclpa tion Oak has been witnes-. to the gradually growing education of an op pre\\cd people. which itself is an other form of eman cipation. Mar) Sm1th Kehey Peake ( 18:!3 1862) was born 10 orfolk. VA to a free mulatto woman and white The Emancipation oak (Quernts rirginiana) dwarf~ admirers. 1 Enghshman. In her 1'/ww 0 Jeff Kr~~t·ger. twenues Mary taught children of her Hampton Bapltsl church how to read and write. By the 1850's Mary Peake ~ecretl) was teachtng free and enslaved African American adults and youth to read and write. This courageous act of educating slaves was actively opposed in the South at this time When her Hampton church burned down. she taught her classes under the Emancipation Oak.z E'en before the Emancipation Proclamation. nearby Fort Monroe attracted llee tng sla' es. ln ~a> of 1861. commanding officer MaJor Gener.1l Benjamin J. Butler pro,ided shelter to three escaped slaves who sought refuge 10 his camp. Instead of allo'\\tng Confederate authorities to recapture the runa'\\U)S as \\as customaJ').