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Discovering the Underground Railroad Junior Ranger Activity Book
Discovering the Underground Railroad Junior Ranger Activity Book This book to:___________________________________________belongs Parents and teachers are encouraged to talk to children about the Underground Railroad and the materials presented in this booklet. After carefully reading through the information, test your knowledge of the Underground Rail- road with the activities throughout the book. When you are done, ask yourself what you have learned about the people, places, and history of this unique yet difficult period of American history? Junior Rangers ages 5 to 6, check here and complete at least 3 activities. Junior Rangers ages 7 to 10, check here and complete at least 6 activities. Junior Rangers ages 10 and older, check here and complete 10 activities. To receive your Junior Ranger Badge, complete the activities and then send the booklet to our Omaha office at the address below. A ranger will go over your answers and then return your booklet along with an official Junior Ranger Badge for your efforts. Please include your name, age, and mailing address where you would like your Junior Ranger Badge to be sent. National Underground Railroad Network to Freedom Program National Park Service 601 Riverfront Drive Omaha, Nebraska 68102 For additional information on the Underground Railroad, please visit our website at http://www.nps.gov/ugrr This booklet was produced by the National Park Service Southeast Region, Atlanta, Georgia To Be Free Write about what “Freedom” means to you. Slavery and the Importance of the Underground Railroad “To be a slave. To be owned by another person, as a car, house, or table is owned. -
Essay for Harriet Tubman Underground Railroad National Monument
LaRoche HATU Essay Essay for Harriet Tubman Underground Railroad National Monument Submitted by Cheryl Janifer LaRoche, Ph. D. January 7, 2014 It was an honor to engage with the legacy of Harriet Tubman and to participate in the Scholar’s Roundtable in November of 2013. The discussions stimulated by the questions provided were both illuminating and thought-provoking. I was heartened to learn that more community leaders and interested—and not so interested—parties would be included in future vetting processes. As I indicated during our discussions, inclusion should cover a wide range of voices and opinions, sympathetic as well as challenging. Often, the challenging participants force new ideas and lay paths for new directions. “Ownership” of the legacy of Harriet Tubman is shifting away from the local community as they realize that her story is both a national and global treasure. Within that context, however, Tubman will always remain an important local icon and I believe it would benefit both the National Park Service and the Harriet Tubman Underground Railroad National Monument to be very mindful of Tubman’s local importance. Tubman’s legacy can be used to strengthen and empower the local community, particularly those whose families have been rooted on the Eastern Shore for generations. For this essay, I will elaborate on each of the four questions posed to the scholars or reiterate points I believe are important to the interpretation of Tubman’s significance. Many of the points I raise around literacy or religious freedom, for example, move beyond the literal story but were not part of the original questions 1 LaRoche HATU Essay posed for the Roundtable Scholars. -
James Russell Lowell - Poems
Classic Poetry Series James Russell Lowell - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive James Russell Lowell(22 February 1819 – 12 August 1891) James Russell Lowell was an American Romantic poet, critic, editor, and diplomat. He is associated with the Fireside Poets, a group of New England writers who were among the first American poets who rivaled the popularity of British poets. These poets usually used conventional forms and meters in their poetry, making them suitable for families entertaining at their fireside. Lowell graduated from Harvard College in 1838, despite his reputation as a troublemaker, and went on to earn a law degree from Harvard Law School. He published his first collection of poetry in 1841 and married Maria White in 1844. He and his wife had several children, though only one survived past childhood. The couple soon became involved in the movement to abolish slavery, with Lowell using poetry to express his anti-slavery views and taking a job in Philadelphia, Pennsylvania as the editor of an abolitionist newspaper. After moving back to Cambridge, Lowell was one of the founders of a journal called The Pioneer, which lasted only three issues. He gained notoriety in 1848 with the publication of A Fable for Critics, a book-length poem satirizing contemporary critics and poets. The same year, he published The Biglow Papers, which increased his fame. He would publish several other poetry collections and essay collections throughout his literary career. Maria White died in 1853, and Lowell accepted a professorship of languages at Harvard in 1854. -
203 N. Amity Street
http://knowingpoe.thinkport.org/ 203 N. Amity Street Content Overview In this interactive. students will take a virtual tour of the Edgar Allan Poe House and Museum located at 29 Amity Street, Baltimore. This outline includes all text on the tour. The activity also includes images. A special thanks to the Edgar Allan Poe House and Museum for authorizing this interactive tour. You might consider taking your class on a field trip to the “Poe House”. For more information: http://www.eapoe.org/balt/poehse.htm Intro Poe’s House at 203 N. Amity Street. Click on any of the highlighted rooms of the house (shown at left) to bring up a floorplan of the room. Then click on highlights in the room views shown below to see details. You may also see a larger version of any image by clicking on it at right. The Garret The About the According to most authorities, Poe lived in the garret, or attic, of the Garret Garret house on Amity Street. We don’t have any direct evidence of what kind of furniture Poe had in his room. However, scholars of the Edgar Allan Poe Society of Baltimore have recreated what the room probably looked like from records of other homes at the time. Though all the Poe house furniture has been long lost, the items in the room date to the 1830’s and are typical examples of what a poor family could have afforded. Roll over parts of the floor plan below to explore Poe’s bedroom at 3 Amity Street. -
Education on the Underground Railroad: a Case Study of Three Communities in New York State (1820-1870)
Syracuse University SURFACE Dissertations - ALL SURFACE 12-2013 Education on the Underground Railroad: A Case Study of Three Communities in New York State (1820-1870) Lenora April Harris Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons, and the History Commons Recommended Citation Harris, Lenora April, "Education on the Underground Railroad: A Case Study of Three Communities in New York State (1820-1870)" (2013). Dissertations - ALL. 30. https://surface.syr.edu/etd/30 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT In the mid-nineteenth century a compulsory education system was emerging that allowed all children to attend public schools in northern states. This dissertation investigates school attendance rates among African American children in New York State from 1850–1870 by examining household patterns and educational access for African American school-age children in three communities: Sandy Ground, Syracuse, and Watertown. These communities were selected because of their involvement in the Underground Railroad. I employed a combination of educational and social history methods, qualitative and quantitative. An analysis of federal census reports, state superintendent reports, city directories, area maps, and property records for the years 1820–1870 yielded comparative data on households, African American and European American, in which African American school-age children resided. The nature of schooling and the manner in which the household and community advocated for school attendance during this period are also described and compared. -
African American Childhood and the Nineteenth-Century Literary Imagination (1850S-1900)
BREWINGTON, PAULETTE YVONNE, Ph.D. Wild, Willful, and Wicked: African American Childhood and the Nineteenth-Century Literary Imagination (1850s-1900). (2013) Directed by Dr. Karen A. Weyler. 249 pp. This dissertation examines nineteenth-century depictions of African American children in Harriet Beecher Stowe’s Uncle Tom’s Cabin (1852), Frank J. Webb’s The Garies and Their Friends (1857), and Harriet E. Wilson’s Our Nig (1859). It explores Stowe’s characters as wild, willful, and unruly minstrel-inspired comic figures further exaggerated with nineteenth-century stereotypes such as: shiftlessness, ignorance heathenism, and demonism. Both novels of Webb and Wilson serve as respondents to Stowe’s creations. Frank J. Webb presents industrious, educated children whose pranks are born out of self-possession. Wilson, on the other hand, illustrates that for the African American child in servitude in the free North, hardship and violence can rival that of the slave-holding South. WILD, WILLFUL, AND WICKED: AFRICAN AMERICAN CHILDHOOD AND THE NINETEENTH-CENTURY LITERARY IMAGINATION (1850S-1900) by Paulette Yvonne Brewington A Dissertation Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Greensboro 2013 Approved by ____________________________ Committee Chair © 2013 Paulette Yvonne Brewington APPROVAL PAGE This dissertation has been approved by the following committee of the Faculty of The Graduate School at The University of North Carolina at Greensboro. Committee Chair ______________________________________ Committee Members ______________________________________ ______________________________________ ______________________________________ ___________________________ Date of Acceptance by Committee _________________________ Date of Final Oral Examination ii TABLE OF CONTENTS Page LIST OF FIGURES ............................................................................................................v CHAPTER I. -
University Microfilms International 300 N
INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand 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 you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. -
'Spirit Verse' Apocryphal Poems and Marketing in Composing Lizzie
International Journal of Linguistics, Literature and Culture (Linqua- LLC) June 2016 edition Vol.3 No.2 ISSN 2410-6577 ‘Spirit Verse’ Apocryphal Poems and Marketing in Composing Lizzie Doten’s Poems from the Inner Life Mashael Alhammad, MA in American Literature Prince Sattam University, Saudi Arabia Abstract This paper discusses Lizzie Doten’s book Poems from the Inner Life in which she had claimed that the spirits of dead famous poets, majorly Edgar Allen Poe, wrote most of the poems. I argue that Doten was successful in selling her book. She was able to accomplish this by taking advantage of the public interest of spiritualism during the 19th century and Edgar Allen Poe’s fan base. Keywords: Fandom, fan culture, literature, marketing, 19th century poetry. Introduction In 1909, New York Times newspaper published an article in its November issue under the name Laureate of Spookland: Strange Case of Lizzie Doten, Writer of ‘Spirit Verse.’ They acknowledged Lizzie Doten’s ability of communicating with dead poets and publishing their poems in her book titled Poems from the Inner Life (New York Times, 1909). Even though forty-five years had passed since the publication of her book, Doten still received notice from one of the leading newspapers. However, her popularity derived from communicating with spirits was not uncommon. Along with being seen as a movement that has helped in promoting radical political and cultural beliefs such as women’s rights and abolitionism, spiritualism, the belief in the possibility in communicating with the dead, has provided a profession and fame through many mediums. -
Underground Railroad
Resource Booklet 1 Underground Railroad To the Teacher… This booklet was created by Teaching with To access items in this booklet visit Primary Sources at Eastern Illinois University www.eiu.edu/~eiutps for links to the bibliography (www.eiu.edu/~eiutps) as a companion to the page of each at the Library of Congress website. EIU TPS website. The booklet features You may also locate them on the WWW by information and images of digitized primary entering the URL provided in the citation page at sources from the Library of Congress American the end of the booklet. This will take you to a Memory Collection that you may wish to use in descriptive page for the item which also your classroom. These images were selected for identifies the host collection - CHECK OUT THE their relevance and as a means to intrigue REST OF THE COLLECTION!! We hope you students and encourage inquiry. American find this booklet helpful. Memory (www.memory.loc.gov/ammem) is a multimedia web site of digitized historical documents, photographs, sound recordings, moving pictures, books, pamphlets, maps, and other resources from the Library of Congress’s Please feel free to print and share with vast holdings. colleagues and contact us with questions, comments or ideas! Why Teach with Primary Sources? For years historians and educators have understood the value of primary sources in K-12 education. 1. Primary sources expose students to multiple perspectives on great issues of the past and present. History, after all, deals with matters furiously debated by participants. Interpretations of the past are furiously debated among historians, policy makers, politicians, and ordinary citizens. -
Abolitionist Performance at the London Crystal Palace, 1851
Lisa Volpe Embodying the Octoroon: Abolitionist Performance at the London Crystal Palace, 1851 Nineteenth-Century Art Worldwide 15, no. 2 (Summer 2016) Citation: Lisa Volpe, “Embodying the Octoroon: Abolitionist Performance at the London Crystal Palace, 1851,” Nineteenth-Century Art Worldwide 15, no. 2 (Summer 2016), http://www. 19thc-artworldwide.org/summer16/volpe-on-abolitionist-performance-at-the-london-crystal- palace-1851. Published by: Association of Historians of Nineteenth-Century Art. Notes: This PDF is provided for reference purposes only and may not contain all the functionality or features of the original, online publication. Volpe: Embodying the Octoroon: Abolitionist Performance at the London Crystal Palace, 1851 Nineteenth-Century Art Worldwide 15, no. 2 (Summer 2016) Embodying the Octoroon: Abolitionist Performance at the London Crystal Palace, 1851 by Lisa Volpe On July 18, 1851, the American abolitionist newspaper the Liberator published a letter by William Farmer detailing a demonstration that took place in the American section of the Great Exhibition of the Works of Industry of All Nations, the first international exhibition: My Dear Sir, An interesting anti-slavery demonstration took place at the Great Exhibition on Saturday last. The same idea appears to have arisen simultaneously in the minds of [several] abolitionists—the propriety of exhibiting . some specimens not merely of hams, locks, revolvers and firearms, but of the more peculiar staple produce of America —Slavery.[1] As Farmer suggested, the American section in the Crystal Palace displayed a variety of American products but contained no reference to the three million slaves in the United States who helped to produce them. -
The Universal
David Faflik BOARDINGHOUSE LiFE, BOARDINGHOUSE LETTERS In 1842, journalist-poet Walt Whitman could pronounce "the universal Yankee nation" "a hoarding people." He went on to explain that ' |m]arried men and single men, old women and pretty girls; milliners and masons; cohhiers, colonels, and counter-jumpers; tailors and teachers; lieuten- ants, loafers, ladies, lackbrains, and lawyers; printers and parsons—'hlack spirits and white, hiue spirits and gay'—all 'go out to hoard'" ("New York" 22-23). Today his pronouncement mystifies. Not only has urhan hoarding as a social fact all hut vanished, hut the boardinghouse as a cultural phe- nomenon, as the kind of conspicuous ohject-image that invited commen- tary to hegin with, likewise has faded from view. Yet Americans of Whitmans day truly were "a hoarding people," drawn as they were to hoardinghouses in astonishing numhers. While the majority of United States residents still favored the stand-alone dwelling (Martin 148), Whitmans later claim that three-quarters of Manhattan's adult population had boarded or was boarding as of 1856 hints at the central place the hoardinghouse held not just in New York hut in nine- teenth-century American life generally ("Wicked" 95; Benedict 101).' But what Whitman's remarks most suggest is this: that the antehellum hoard- inghtjuse was otice glaringly worth writing about and that boarding car- ried discursive consequences for a people pressed hy urhan necessity into the improvised living arrangement that once upon a titne was boarding. Simply put, the process hy which hoardinghouse life was translated into a boardinghouse-oriented print tradition, and so hecame a legitimate literary genre in its own right, reveals much ahout the period. -
The Hall of Fantasy Nathaniel Hawthorne
The Hall of Fantasy Nathaniel Hawthorne *1 t has happened to me, on various occasions, to find myself in a certain edifice which would appear to have some of the characteristics of a I public exchange. Its interior is a spacious hall, with a pavement of white marble. Overhead is a lofty dome, supported by long rows of pillars of fantastic architecture, the idea of which was probably taken from the Moorish ruins of the Alhambra, or perhaps from some enchanted edifice in the Arabian tales. The windows of this hall have a breadth and grandeur of 1 “The Hall of Fantasy” was originally published in the Pioneer in 1843. It was col- lected in Mosses from an Old Manse (1846), upon the second edition of which (1854) this text is based. Pioneer released only three issues, in January, February, and March of 1843, in two of which Hawthorne’s work appeared: “The Hall of Fantasy” in the second issue, and “The Birth-mark” in the third. (See Edwin D. Mead, “Lowell’s Pioneer,” New England Magazine, volume V, October 1891, pp. 235-248, available at http://books.google.com/books?id=TbUVAAAAYAAJ.) The original Pioneer edition differed substantially from later versions, mainly in that it included some short phrases and two long sections that were altered or cut from subsequent editions; those smaller changes are described in these footnotes, and the two long sections are reproduced in the Appendix below. a public exchange – a building where local merchants meet to buy, sell, and do business fantastic – fantastical; fanciful, whimsical, marvelous the Moorish ruins of the Alhambra – Alhambra (the “red palace” in Arabic) was for several centuries the castle and fortress of the Moorish rulers of Granada in southern Spain.