The Religious Development of the Negro in Virginia
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A Framework for Teaching American Slavery
K–5 FRAMEWORK TEACHING HARD HISTORY A FRAMEWORK FOR TEACHING AMERICAN SLAVERY ABOUT THE SOUTHERN POVERTY LAW CENTER The Southern Poverty Law Center, based in Montgomery, Alabama, is a nonpar- tisan 501(c)(3) civil rights organization founded in 1971 and dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. ABOUT TEACHING TOLERANCE A project of the Southern Poverty Law Center founded in 1991, Teaching Tolerance is dedicated to helping teachers and schools prepare children and youth to be active participants in a diverse democracy. The program publishes Teaching Tolerance magazine three times a year and provides free educational materials, lessons and tools for educators commit- ted to implementing anti-bias practices in their classrooms and schools. To see all of the resources available from Teaching Tolerance, visit tolerance.org. © 2019 SOUTHERN POVERTY LAW CENTER Teaching Hard History A K–5 FRAMEWORK FOR TEACHING AMERICAN SLAVERY 2 TEACHING TOLERANCE // TEACHING HARD HISTORY // A FRAMEWORK FOR TEACHING AMERICAN SLAVERY CONTENTS Introduction 4 About the Teaching Hard History Elementary Framework 6 Grades K-2 10 Grades 3-5 18 Acknowledgments 28 Introduction Teaching about slavery is hard. It’s especially hard in elementary school classrooms, where talking about the worst parts of our history seems at odds with the need to motivate young learners and nurture their self-confidence. Teaching about slavery, especially to children, challenges educators. Those we’ve spoken with—especially white teachers—shrink from telling about oppression, emphasizing tales of escape and resistance instead. They worry about making black students feel ashamed, Latinx and Asian students feel excluded and white students feel guilty. -
Social Studies Resources for Inclusion of Negro History and Culture in the Dade County Curriculum
DOCUMENT RESUME ED 048 029 SO 000 542 TITLE Social Studies Resources for Inclusion of Negro History and Culture in the Dade County Curriculum. INSTITUTION Dade County Doard of Public instruction, Miami, Fla. PUB DATE 69 NOTE 57p. EDRS PRICE EDRS Price MF-$0.65 HC-$3.29 DESCRIPTORS African American Studies, Annotated Bibliographies, Books, Concept Teaching, *Curriculum Guides, Human Relations Programs, *Learning Activities, *Negro History, *Resource Guides, Secondary Grades, *Social Studies Units ABSTRACT The guide is intended to help social studies teachers incorporate activities and materials into the curriculum that reflect the role of the Negro in history, and to encourage the development of student understanding of Negro history and culture. Suggested units are: Race and Culture, African Heritage, The Legacy of Slavery, Striving for Freedom, Twentieth Century Struggle for Civil and Human Fights, and The New Negro Movement: Freedom Now. Material resources are described and learning activities are suggested for each grade level 7 through 12. They are related to concepts in these particular courses: Basic Education and Civics 7, World Cultural Gecoraphy 9, American History 8 and 11, World History, Psychology, Sociology, United States Government, and Economics 12. The units, activities, and materials could be used to support a one semester, half-credit, elective course in Negro History and Culture. A 16-page annotated bibliography of books and a list of social studies consultants are appended. (SHE) U.S, OEPARTMENT OF HEALTH. EDUCATION &WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEH REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- N^^ INATING IT. POINTS CF VIEW CR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT ONNCIAL OFFICE OF EDU- co CATION POSITION OR POLICY. -
Black History, 1877-1954
THE BRITISH LIBRARY AFRICAN AMERICAN HISTORY AND LIFE: 1877-1954 A SELECTIVE GUIDE TO MATERIALS IN THE BRITISH LIBRARY BY JEAN KEMBLE THE ECCLES CENTRE FOR AMERICAN STUDIES AFRICAN AMERICAN HISTORY AND LIFE, 1877-1954 Contents Introduction Agriculture Art & Photography Civil Rights Crime and Punishment Demography Du Bois, W.E.B. Economics Education Entertainment – Film, Radio, Theatre Family Folklore Freemasonry Marcus Garvey General Great Depression/New Deal Great Migration Health & Medicine Historiography Ku Klux Klan Law Leadership Libraries Lynching & Violence Military NAACP National Urban League Philanthropy Politics Press Race Relations & ‘The Negro Question’ Religion Riots & Protests Sport Transport Tuskegee Institute Urban Life Booker T. Washington West Women Work & Unions World Wars States Alabama Arkansas California Colorado Connecticut District of Columbia Florida Georgia Illinois Indiana Kansas Kentucky Louisiana Maryland Massachusetts Michigan Minnesota Mississippi Missouri Nebraska Nevada New Jersey New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina Tennessee Texas Virginia Washington West Virginia Wisconsin Wyoming Bibliographies/Reference works Introduction Since the civil rights movement of the 1960s, African American history, once the preserve of a few dedicated individuals, has experienced an expansion unprecedented in historical research. The effect of this on-going, scholarly ‘explosion’, in which both black and white historians are actively engaged, is both manifold and wide-reaching for in illuminating myriad aspects of African American life and culture from the colonial period to the very recent past it is simultaneously, and inevitably, enriching our understanding of the entire fabric of American social, economic, cultural and political history. Perhaps not surprisingly the depth and breadth of coverage received by particular topics and time-periods has so far been uneven. -
Booker T. Washington and WEB Dubois
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1978 Volume II: 20th Century Afro-American Culture Booker T. Washington and W. E. B. DuBois: The Problem of Negro Leadership Curriculum Unit 78.02.02 by Robert A. Gibson The problem of Negro leadership during the twenty years between 1895 and 1915 will be covered in this unit of Afro-American History. The issues raised by the celebrated debate between Booker T. Washington and W. E. B. DuBois will be its central theme. For two decades Washington established a dominant tone of gradualism and accommodationism among blacks, only to find in the latter half of this period that the leadership was passing to more militant leaders such as W. E. B. DuBois. During the four decades following reconstruction, the position of the Negro in America steadily deteriorated. The hopes and aspirations of the freedmen for full citizenship rights were shattered after the federal government betrayed the Negro and restored white supremacist control to the South. Blacks were left at the mercy of ex-slaveholders and former Confederates, as the United States government adopted a laissez-faire policy regarding the “Negro problem” in the South. The era of Jim Crow brought to the American Negro disfranchisement, social, educational, and occupational discrimination, mass mob violence, murder, and lynching. Under a sort of peonage, black people were deprived of their civil and human rights and reduced to a status of quasi-slavery or “second-class” citizenship. Strict legal segregation of public facilities in the southern states was strengthened in 1896 by the Supreme Court’s decision in the Plessy vs. -
2011/2012 Black History Trivia Bowl Study Questions # CATEGORY
2011/2012 Black History Trivia Bowl Study Questions # CATEGORY QUESTION ANSWER Along the Gulf Coast of Louisiana, what type of music is played 1 Arts with the accordion? Zydeco 2 Arts Who wrote "Their Eyes Were Watching God" ? Zora Neale Hurston Which one of composer/pianist Anthony Davis' operas premiered in Philadelphia in 1985 and was performed by the X: The Life and Times of 3 Arts New York City Opera in 1986? Malcolm X Since 1987, who has held the position of director of jazz at 4 Arts Lincoln Center for the Performing Arts in New York City? Wynton Marsalis Of what profession were Langston Hughes, Zora Neale Hurston, and Countee Cullen, major contributors to the Harlem 5 Arts Renaissance? Writers Who wrote Clotel , or The President’s Daughter , the first 6 Arts published novel by a Black American in 1833? William Wells Brown Who published The Escape , the first play written by a Black 7 Arts American? William Wells Brown 8 Arts What is the given name of blues great W.C. Handy? William Christopher Handy What aspiring fiction writer, journalist, and Hopkinsville native, served as editor of three African American weeklies: the Indianapolis Recorder , the Freeman , and the Indianapolis William Alexander 9 Arts Ledger ? Chambers 10 Arts Nat Love wrote what kind of stories? Westerns Cartoonist Morrie Turner created what world famous syndicated 11 Arts comic strip? Wee Pals Who was born in Florence, Alabama in 1873 and is called 12 Arts “Father of the Blues”? WC Handy Georgia Douglas Johnson was a poet during the Harlem Renaissance era. -
W. E. B. Du Bois, Black Agency and the Slaves' Civil War
W. E. B. Du Bois, Black Agency and the Slaves' Civil War Kelly, B. (2016). W. E. B. Du Bois, Black Agency and the Slaves' Civil War. International Socialist Review, (100), 48-68. http://isreview.org/issue/100/w-e-b-du-bois-black-agency-and-slaves-civil-war Published in: International Socialist Review Document Version: Publisher's PDF, also known as Version of record Queen's University Belfast - Research Portal: Link to publication record in Queen's University Belfast Research Portal Publisher rights Copyleft 2016 The Author General rights Copyright for the publications made accessible via the Queen's University Belfast Research Portal is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The Research Portal is Queen's institutional repository that provides access to Queen's research output. Every effort has been made to ensure that content in the Research Portal does not infringe any person's rights, or applicable UK laws. If you discover content in the Research Portal that you believe breaches copyright or violates any law, please contact [email protected]. Download date:27. Sep. 2021 W. E. B. Du Bois, Black agency and the slaves’ Civil War By Brian Kelly or most of the century and a half that has passed since the end of the US Civil War, the four mil- Flion African Americans held as slaves in the Confederate South were wrien out of any meaningful role in their own emancipation. -
Vuu/Chamberlayne Neighborhood Plan
vuu/Chamberlayne Neighborhood Plan Richmond, Virginia urban design associates ADOPTED November 16, 2015 MA YOR DWIGHT C. JONES PLANNING COMMISSION STEERING COMMITTEE Erica Wheeler, Rodney M. Poole, Esquire, Chait Tonya Scott-Hickman, VUU/Chamberlayne CHIEF ADMINISTRATORS President, Edgehill Civic VUU School of Business Association Selena Cuffee-Glenn Melvin Law, Vice Chair Neighborhood Plan Chief Administrative Officer Dr. Juritsa Ford, Anita Hackett Ellen F. Robertson, VUU School of Business Peter L. Downey, City Council Representative Eugertha Minnicks Acting Deputy CAO, Economic Dr. Julius Scipio, Selena Cuffee-Glenn, Margaret Houchens PREPARED FOR Development and Planning Provost, Academic Affairs, VUU CAO Representative City of Richmond Jean Williams CITY COUNCIL Thomasina Binga, David Johannas The Metropolitan Business League PREPARED BY Michelle R. Mosby Willie Williams President, South Central (9th) Lynn McAteer Urban Design Associates Julie Paul Danene Brown, VHB Chris A. Hilbert, Doug Cole Doug Cole, Cite Design Edgehill Civic Association RDS Vice President, Northside (3rd) Vik Murthy Willie Lanier, Jr., Paul Weissend, Snead Jonathan T. Baliles, Dovetail Construction Jeffrey W. Sadler Lanier United Miles Agency West End (1st) D EPARTMENT OF PLANNING & Julie Wray, Julie Weissend, Charles R. Samuels, Dovetail Construction DEVELOPMENT REVIEW Human Resources, Pfizer North Central (2nd) Mark A. Olinger, Director Sharon Darby, Michele Martel, Kathy C. Graziano, Children’s Hospital of District Communications Kim Chen, Senior Planner Southwest (4th) Richmond at VCU Coordinator, USPS ADOPTED by CITY PLANNING Jeffrey Eastman, Senior Planner Parker C. Agelasto, Leslie G. Wyatt, Laura Lafayette, COMMISSION: NOVEMBER 16, 2015 Central (5th) Matthew Ebinger, Senior Planner Executive Director, Richmond Association of Realtors Children’s Hospital of Resolution No. -
Rebellions in America.Indd
enslaved Africans. They didn’t Enslaved Africans Rebel speak English. It would usually Enslaved Africans plotted insurrections. take 6-8 months before they could speak English. Like other Enslaved Africans in the North Fight enslaved Africans they didn’t A rebellion would only have a chance have any maps, and didn’t know to succeed if Africans were armed. where they were. Whether they Unfortunately whites had more weapons, were on a plantation in Georgia since it was against the law for an African or Louisiana, it might take years to own a weapon. before they knew whether they were close to a free state or far In 1712 enslaved Africans were able to arm away. themselves. Twenty-fi ve enslaved Africans with guns and clubs decided to burn down But back home in Africa, the homes of white enslavers in New York many of these “new” enslaved City. Nine whites were killed in the attack. Africans had been warriors or Eventually, soldiers arrived and they leaders, and they were not defeated the rebelling Africans. Eighteen willing to accept slavery. Africans involved in the rebellion were Drums were used by killed. Whenever a rebellion was defeated Africans in America to Stono Rebellion usually everyone involved in the rebellion communicate and orga- One African, a man named was executed. nize. Jemmy, organized a rebellion in by using drums Africans could 1739. Jemmy had just recently Born in Africa, Enslaved in America communicate. At the time been kidnapped and brought Not every enslaved African planned a whites would have to walk or to America from Angola. -
WEB Du Bois and the Rhetoric of Social Change, 1897-1907
Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations 2008 W.E.B. Du Bois and the Rhetoric of Social Change, 1897-1907: Attitude as Incipient Action Fendrich Clark Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Clark, F. (2008). W.E.B. Du Bois and the Rhetoric of Social Change, 1897-1907: Attitude as Incipient Action (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/415 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. W.E.B. DU BOIS AND THE RHETORIC OF SOCIAL CHANGE, 1897-1907: ATTITUDE AS INCIPIENT ACTION A Dissertation Submitted to the McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Fendrich R. Clark May 2009 Copyright by Fendrich R. Clark 2009 W.E.B. DU BOIS AND THE RHETORIC OF SOCIAL CHANGE, 1897-1907: ATTITUDE AS INCIPIENT ACTION By Fendrich R. Clark Approved November 14, 2008 _________________________________ _________________________________ Richard H. Thames, Ph.D. Janie Harden Fritz, Ph.D. Associate Professor of Communication Associate Professor of Communication (Dissertation Director) (Committee Member) _________________________________ Pat Arneson, Ph.D. Associate Professor of Communication (Committee Member) _________________________________ _________________________________ Albert C. Labriola, Ph.D. Ronald C. Arnett, Ph.D. Acting Dean, McAnulty College and Professor and Chair, Department of Graduate School of Liberal Arts Communication and Rhetorical Studies (External Member) iii ABSTRACT W.E.B. -
Niagara, the Birth of the Modern Civil Rights Movement Introductory Overview and Resources
Copyright © 2005 – Charles D’Aniello. All rights reserved. This document, either in whole or in part, may NOT be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way, except that you may download one copy of it on any single computer for your personal, non-commercial home use only, provided you keep intact this copyright notice. Niagara, The Birth of the Modern Civil Rights Movement Introductory Overview and Resources Charles D'Aniello Associate Librarian Arts and Sciences Libraries State University of New York at Buffalo Part One: Introductory Overview (Note: Hyperlinks are to some of the resources freely available on the World Wide Web; however, please review the many resources that follow this essay. The “overview” is intended as an introduction and is based on the secondary sources “cited” throughout the guide and in the essay itself.) The Niagara Movement (overview sources, 1, 2, 3, 4 select 2005 Summer/Fall) – the immediate “informal” predecessor of the NAACP – had a Buffalo connection. The organizational meeting that preceded its first gathering was held in July 1905 in the Buffalo home of William H. and Mary Burnett Talbert (1865-1923). Today a building on the University at Buffalo North Campus is named in Mary Talbert’s honor, Talbert Hall. Its driving force was sociologist and activist W.E.B. Du Bois (1868- 1963). Du Bois was the first African American to earn a Ph.D. from Harvard University (history, 1895). His dissertation on the suppression of the African slave trade to the United States, 1638-1870, was published in 1896 as the first volume in the Harvard Historical Studies Series. -
Educational Directory 1°30
UNITED STATESDEPARTMENT OF THE INTERIOR RAY LYMAN WILBUR. Secretary s. OFFICE OF EDUCATION WILLIAM JOHN COOPER. Commissioner BULLETIN, 1930, No. 1 EDUCATIONAL DIRECTORY 1°30 1 --"16. ,0 DANIA el 9-111911,- , Al.. s."2:1,_ 111 %. a a. Al. UNITED STATES GOVEANNIENT PRINTING OFFICE WASHINGTON:1930 - bes oh by the Swerintendept ofDocuments, Yashington, D. C. e . Price 30 casts o ) ..:41 1\1 456391 g. JUrl-71118 AC4 1,69 \ '30 ,1101141117111.... swim r-" R :7) - - -.40- - t .1.111= CONTENTS I 1 Page I. United StatesOffice ofEducation___ _ _ 1 II. PrincipalState schoolofficers .. ______ .. ... s .;2 III. Countyand other localsuperintendents of schools'_ _...... _ .............. 16 Iv. Superintendentsof public schoolsin cities andtowns 40 I V. Public-schoolbusiness managers_______- ____---.--..... --- 57, VI. Presidentsof tiniversitiesand colleges 58 VII. Presidents of juniorcolleges _ , 65 VIII. Headsof departmentsof education_ 68 "P r Ix. Presidentsor WM OW .N. deans of sehoolsof theology__ m =0 MMM .. ../ Mt o. w l0 X. Presidentsordeans of schools oflaw _ 78 XI. Presidentsor deans of schools of medicinP M Mo". wt. MP OM mm .. 80 XII. Presidentsordeans of schoolsof dentistry__.---- ___--- - 82 XIII. Prusidentsordeans of dchoolsof pharmacy_____ .. 82 XIV. PNsidentsofrschools ofosteopathy : 84 XV. Deansof schools ofveterinary medicine . 84 XVI. Deansof collegiateschools ofcommerce 84 XVII. Schools, colleges,ordepartments ofengineering _ 86 XVIII. Presidents,etc., of institutions forthetraini;igof teachers: , (1) Presidents ofteachers colleges__:__aft do am IND . _ . _ 89 (2) Principals of Statenormal schools_______ _ N.M4, 91 (3) Principals ofcity public normalschools___ __ _ 92 (4) Principals ofprivate physicaltraining schoolss.,__ _ 92 (5) Prinoipals ofprivatenursery,kindergarten, andprimary training schools 93 (6) Principals of privategeneral training schools 93 XIX. -
26103470.Pdf
92 DL6b Broderick, Francis L $>5,00 *EBo Du Bois, Megro leader lii a time of crisis. Stanford, Calif 0, Stanford University Press, 1959* 259p* MOV 10 1!75 WEF ,HJ1 STACKS 92 D816b Broderick, Francis L. W.E.B. Du Bois, Negro leader in a time of 1959. Photograph by Carl Van Vechten William Edward Burghardt DuBois W. 8. ft NEGRO LEADER IN A TIME OF CRISIS by Francis . Roderick STANFORD UNIVERSITY PRESS Stanford, California 1939 STANFORD UNIVERSITY PRESS STANFORD, CALIFORNIA 1959 by the Board of Trustees of the Leland Stanford Junior University All rights reserved Printed in the United States of America Library of Congress Catalog Card Number: 59-7422 PUBLISHED WITH THE ASSISTANCE OF THE FORD FOUNDATION To Mother and Dad W^TPORT OCT 29 1959 ACKNOWLEDGMENTS A study of the public career of a complex figure like William Edward Burghardt DuBois, who has put so much on the record and who has been a controversial figure for over half a century, of invites controversy at almost every chapter. It is not the job the historian to avoid controversy. It is his job to reconstruct the his past as accurately as his limitations permit, even when judg I done. ments contradict existing judgments. This is what have My intention has been neither to exalt nor to demean Dr. DuBois; it has been to understand him in the context of his time. My work has put me in debt to many people. At the head of the list is Dr. DuBois himself. Not only did he ease my way into sources of information, such as the Harvard archives, which other wise would have been unavailable; he also gave me unlimited access to his own voluminous papers.