All Aboard! Escaping Slavery on the Underground Railroad by Monica Will
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Trepang Fisherman
Georges BaUdoux’s jean m’baraÏ THE trepang fIsherman Translated and with a Critical Introduction by Karin Speedy Georges BaUdoux’s jean m’baraÏ THE trepang fIsherman Translated and with a Critical Introduction by Karin Speedy PUBLICATION INFORMATION UTS ePRESS University of Technology Sydney Sydney NSW 2007 AUSTRALIA epress.lib.uts.edu.au Copyright Information This book is copyright. The work is licensed under a Creative Commons Attribution-Non Commercial-Non Derivatives License CC BY-NC-ND http://creativecommons.org/licenses/by-nc-nd/4.0/ First Published 2015 © 2015 in the text, Karin Speedy © 2015 in the cover artwork, book artwork, design and layout, Emily Gregory and UTS ePRESS Publication Details DOI citation: http://dx.doi.org/10.5130/978-0-9945039-1-6 Creator: Baudoux, Georges, 1870-1949, author. Other Creators/Contributors: Speedy, Karin, translator, writer of introduction. Title: Georges Baudoux’s Jean M’Barai^ the trepang fisherman / Translated and with a critical introduction by Karin Speedy. ISBN: 9780994503916 (ebook) Subjects: New Caledonian fiction (French) – Translations into English. New Caledonian fiction (French) – Translations into English—History and criticism. Dewey Number: 843.8 UTS ePRESS Manager: Julie-Anne Marshall Book Editor: Matthew Noble Design: Emily Gregory Enquiries: [email protected] For enquiries about third party copyright material reproduced in this work, please contact UTS ePRESS. OPEN ACCESS UTS ePRESS publishes peer reviewed books, journals and conference proceedings and is the leading publisher of peer reviewed open access journals in Australasia. All UTS ePRESS online content is free to access and read. CULTURALLY SENSITIVE INFORMATION Aboriginal and Torres Strait Islander people, and people of the Melanesian, Micronesian and Polynesian islands, should be aware that this book contains images of people who are now deceased. -
Hu Jia on Behalf of the Silenced Voices of China and Tibet
Sakharov Prize 2008 Year for China Hu Jia On behalf of the silenced voices of China and Tibet Hu Jia and his wife, Zeng Jinyan, were nominated for last year's Sakharov Prize and were among the final three short-listed candidates. Hu Jia was consequently imprisoned and remains in prison to this day. Hu Jia is a prominent human rights activist who works on various issues including civil rights, environmental protection and AIDS advocacy. He was arrested shortly after his testimony on 26 November 2007 via conference call before the European Parliament's sub-committee on Human Rights. In his statement, he expressed his desire that 2008 be the “year of human rights in China”. He also pointed out that the Chinese national security department was creating a human rights disaster with one million people persecuted for fighting for human rights and many of them detained in prison, in camps or mental hospitals. He also said: "The irony is that one of the people in charge of organising the Olympics is the head of the Public Security Bureau in Beijing who is responsible for so many human rights violations. The promises of China are not being kept before the games." As a direct result of his address to members of the European Parliament, Hu Jia was arrested, charged with "inciting subversion of state power", and sentenced on 3 April 2008 to three-and-a-half years' in jail with one year denial of political rights. He was found guilty of writing articles about the human rights situation in the run-up to the Olympic Games. -
Experiences of Youth in the Sex Trade in Chicago: Issues in Youth Poverty and Homelessness
The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: Experiences of Youth in the Sex Trade in Chicago: Issues in Youth Poverty and Homelessness Author(s): Laurie Schaffner, Grant Buhr, Deana Lewis, Marco Roc, Haley Volpintesta Document No.: 249954 Date Received: June 2016 Award Number: 2009-MC-CX-0001 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this federally funded grant report available electronically. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Experiences of Youth in the Sex Trade in Chicago Issues in Youth Poverty and Homelessness By Laurie Schaffner, Grant Buhr, deana lewis, Marco Roc, and Haley Volpintesta 520 Eighth Avenue, 18th Floor New York, New York 10018 646.386.3100 fax 212.397.0985 www.courtinnovation.org This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Experiences of Youth in the Sex Trade in Chicago: Issues in Youth Poverty and Homelessness By Laurie Schaffner, Grant Buhr, deana lewis, Marco Roc, and Haley Volpintesta © March 2016 Center for Court Innovation 520 Eighth Avenue, 18th Floor New York, New York 10018 646.386.3100 fax 212.397.0985 www.courtinnovation.org This document is a research report submitted to the U.S. -
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. -
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. -
Slavery and the Underground Railroad at the Eppes Plantations, Petersburg National Battlefield Cover: Appomattox Manor at City Point, Virginia
National Park Service U.S. Department of the Interior Petersburg National Battlefield Petersburg, Virginia Slavery and the Underground Railroad at the Eppes Plantations, Petersburg National Battlefield Cover: Appomattox Manor at City Point, Virginia. Photo courtesy National Park Service. SLAVERY AND THE UNDERGROUND RAILROAD At the Eppes Plantations Petersburg National Battlefield Special History Study by Marie Tyler-McGraw Prepared for Organization of American Historians Under cooperative agreement with Northeast Region National Park Service U. S. Department of the Interior Printed December 2005 Contents Acknowledgements 10 Executive Summary Research Methods and Summary of Findings 11 Chapter 1 Frontiers and Boundaries (1640s – 1765) 15 Landscape and settlement on the James River and Appomattox colonial frontier. Origins of slavery and early resistance Chapter 2 Revolutions (1765 – 1816) 20 Revolutions in Agricultural Production, Government, Religious Practice and Belief in Eastern Virginia Escape to the British and service in the Continental Armies during the Revolution Slavery in early Federal Virginia Chapter 3 The Great Divide (1816 – 1844) 26 East Virginia slavery, fugitives and free blacks in the national political divisions over slavery Chapter 4 Calculating the Costs (1848 – 1862) 31 Leaving and staying in the age of sectional hostility Shrinking distances and a nearby Underground Railroad Daily life on the late antebellum Eppes plantations Chapter 5 Contraband: Escape During the Civil War (1861 – 1867) 42 Escape and return in the Civil War era Chapter 6 The Underground Railroad in Petersburg 46 In the region of the Eppes plantations Footnotes 57 Appendices I. Richard Eppes’s Code of Laws for the Island Plantation 66 II. Enslaved Families on the Eppes Plantations 70 III. -
The Emancipation Proclamation Was Greeted with Great Enthusiasm by Northern Free Blacks in 1863 Whose Enthusiasm Was Heightened
“NEW JERSEY REACTIONS TO THE EMANCIPATION PROCLAMATION” By Larry A. Greene, Ph.D. The Emancipation Proclamation was greeted with great enthusiasm by northern free blacks in 1863 whose enthusiasm was heightened by the Union’s final acquiesce to their demand for inclusion in the Union army’s two-year-old fight against the Confederacy. Black volunteers would no longer be turned away by recruiters and would play a significant role in their own liberation. By the end of the Civil War, ten percent of the Union Army was black. Freedom was not simply bestowed upon African-Americans, but rather is one of the great historic examples of a people participating in their own liberation from those southern blacks who earlier sought freedom via the Underground Railroad in the ante-bellum years preceding the Civil War to the more than 180,000 blacks soldiers and sailors, many former slaves as well as northern free blacks, fighting not just to preserve the United States of America, but bravely engaging the Confederacy upon the battlefield even when that very Confederate government threatened to summarily execute any black prisoners of war wearing Union uniforms and white officers commanding such companies or regiments. From Fort Wagner in South Carolina to the Battle of the Crater in Virginia, black Civil War troops engaged in a war of self-liberation. The Emancipation Proclamation, while unanimously applauded today in public school textbooks and celebrated as one of Lincoln’s greatest accomplishments was not received with unanimous approval but with severe criticism by a significant part of the northern electorate. -
Underground Railroad Byway Delaware
Harriet Tubman Underground Railroad Byway Delaware Chapter 3.0 Intrinsic Resource Assessment The following Intrinsic Resource Assessment chapter outlines the intrinsic resources found along the corridor. The National Scenic Byway Program defines an intrinsic resource as the cultural, historical, archeological, recreational, natural or scenic qualities or values along a roadway that are necessary for designation as a Scenic Byway. Intrinsic resources are features considered significant, exceptional and distinctive by a community and are recognized and expressed by that community in its comprehensive plan to be of local, regional, statewide or national significance and worthy of preservation and management (60 FR 26759). Nationally significant resources are those that tend to draw travelers or visitors from regions throughout the United States. National Scenic Byway CMP Point #2 An assessment of the intrinsic qualities and their context (the areas surrounding the intrinsic resources). The Harriet Tubman Underground Railroad Byway offers travelers a significant amount of Historical and Cultural resources; therefore, this CMP is focused mainly on these resource categories. The additional resource categories are not ignored in this CMP; they are however, not at the same level of significance or concentration along the corridor as the Historical and Cultural resources. The resources represented in the following chapter provide direct relationships to the corridor story and are therefore presented in this chapter. A map of the entire corridor with all of the intrinsic resources displayed can be found on Figure 6. Figures 7 through 10 provide detailed maps of the four (4) corridors segments, with the intrinsic resources highlighted. This Intrinsic Resource Assessment is organized in a manner that presents the Primary (or most significant resources) first, followed by the Secondary resources. -
The Underground Railroad: a Study of the Routes from Texas to Mexico
The Underground Railroad: A Study of the Routes From Texas to Mexico Georgia Redonet Long Middle School INTRODUCTION The Underground Railroad gave the hope of freedom to enslaved people living in the American South. Most Americans are familiar with the basic workings of the Railroad and most know the story of Harriet Tubman, one of its famous conductors. The intricacies of the plans for escape are not as familiar to most people. Few are aware that not everyone ran away to the northern states and Canada. Texas was too far to the west to make escaping to the American North a practical choice. Texas slaves were more likely to runaway to Mexico. Whether the term ―Underground Railroad‖ was actually used to describe the pathways followed by those escaping to freedom in Mexico is not clear. I have chosen to use it in my title because it is recognizable to most people as an identification of escape routes from servitude in the United States. The lesson plans for this curriculum unit will be centered on geography, the process of planning, and research. There will be a contemporary connection to this unit of study. Many of our students at Jane Long Middle School in Houston, Texas are refugees. Their families also had to make plans for escape. They have also gained freedom at a price. Like those who escaped slavery, they too have been separated from family and friends and may never see them again. Any projects involving my students‘ experiences will be on a voluntary basis. For some, the memories may be too recent to share with others. -
Driving Tour Map Byway Sites Along Your Journey
EXPLORE THE UNDERGROUND RAILROAD was a Follow in Harriet Tubman’s footsteps as she secret network of courageous people throughout the escaped in 1849 and traveled from Maryland’s Eastern United States who broke the law to offer transportation, Shore through Delaware to reach her freedom in refuge, food and comfort to escaping slaves during the Philadelphia, Pennsylvania. 1700s and early 1800s. It was named symbolically after Explore authentic escape missions and discover the new steam trains and used terms such as “passengers,” how hundreds of men and women risked everything “depots,” and “conductors.” to pursue their freedom. ENHANCE YOUR EXPERIENCE Chesapeake landscapes – extensive waterways, Download the companion audio guide for your tour from marshes and woodlands – both helped and www.harriettubmanbyway.org, or access a free smart hindered Tubman and other freedom seekers. phone app by searching “Harriet Tubman Byway” in the Apple App Store or Google Play. Or you can access the HARRIET TUBMAN was a famous tour at http://tubman.oncell.com. CDs are available at the Underground Railroad conductor. Born Araminta Dorchester Visitor Center, Caroline Visitor Center and Ross in Dorchester County, Maryland, she spent her Harriet Tubman Underground Railroad Visitor Center. early years in slavery, serving several masters You will hear escape stories from the experiences of in Bucktown and Madison. Harriet Tubman, her family and friends, Underground After escaping, she made 13 trips back to the Eastern Railroad operatives, and slave owners. Shore and rescued at least 70 family members and Look for the tall Tubman Byway Markers to find friends from slavery. Driving Tour Map byway sites along your journey. -
The Civil War
Soldiers HISTORY AND GEOGRAPHY The Civil War Reader Ulysses S. Grant Robert E. Lee Harriet Tubman and the Underground Railroad Abraham Lincoln THIS BOOK IS THE PROPERTY OF: STATE Book No. PROVINCE Enter information COUNTY in spaces to the left as PARISH instructed. SCHOOL DISTRICT OTHER CONDITION Year ISSUED TO Used ISSUED RETURNED PUPILS to whom this textbook is issued must not write on any page or mark any part of it in any way, consumable textbooks excepted. 1. Teachers should see that the pupil’s name is clearly written in ink in the spaces above in every book issued. 2. The following terms should be used in recording the condition of the book: New; Good; Fair; Poor; Bad. The Civil War Reader Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. -
Harriet Tubman: Conductor on the Underground Railroad
BIOGRAPHY from Harriet Tubman CONDUCTOR ON THE UNDERGROUND RAILROAD by Ann Petry How much should a person sacrifi ce for freedom? QuickTalk How important is a person’s individual freedom to a healthy society? Discuss with a partner how individual freedom shapes American society. Harriet Tubman (c. 1945) by William H. Johnson. Oil on paperboard, sheet. 29 ⁄" x 23 ⁄" (73.5 cm x 59.3 cm). 496 Unit 2 • Collection 5 SKILLS FOCUS Literary Skills Understand characteristics Reader/Writer of biography; understand coherence. Reading Skills Notebook Identify the main idea; identify supporting sentences. Use your RWN to complete the activities for this selection. Vocabulary Biography and Coherence A biography is the story of fugitives (FYOO juh tihvz) n.: people fl eeing someone’s life written by another person. We “meet” the people in from danger or oppression. Traveling by a biography the same way we get to know people in our own lives. night, the fugitives escaped to the North. We observe their actions and motivations, learn their values, and incomprehensible (ihn kahm prih HEHN see how they interact with others. Soon, we feel we know them. suh buhl) adj.: impossible to understand. A good biography has coherence—all the details come The code that Harriet Tubman used was together in a way that makes the biography easy to understand. incomprehensible to slave owners. In nonfi ction a text is coherent if the important details support the incentive (ihn SEHN tihv) n.: reason to do main idea and connect to one another in a clear order. something; motivation. The incentive of a warm house and good food kept the Literary Perspectives Apply the literary perspective described fugitives going.