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Rescuing American History from Revisionists and Race Hustlers
American Enterprise Institute Web event — Rescuing American history from revisionists and race hustlers Welcome and introduction: Robert Doar, President, AEI Panel discussion Panelists: Stephanie Deutsch, Author Wilfred Reilly, Assistant Professor, Kentucky State University Robert L. Woodson Sr., President, Woodson Center Moderator: Ian Rowe, Resident Fellow, AEI Thursday, May 20, 2021 7:00–8:00 p.m. Event page: https://www.aei.org/events/rescuing-american-history-from- revisionists-and-race-hustlers/ Robert Doar: Good evening everyone. I’m Robert Doar, president of AEI, and I’m very pleased to welcome you to tonight’s event celebrating the release of a new book, “Red, White, and Black: Rescuing American History from Revisionists and Race Hustlers.” This volume, produced by the Woodson Center’s 1776 Unites campaign and edited by Robert Woodson, features essays that seek to offer a more complete picture of the African American experience by acknowledging struggles but also recognizing successes. The current narrative on race and American history in the popular media and in many of our schools tells a narrow story focused increasingly on oppression and discrimination. “Red, White, and Black,” tells a more complete story of black American history. And in so doing, it demonstrates the rich variety of perspectives and achievements in the black American community. These essays show that although there is a need to be honest about our nation’s shortcomings, progress has been built on courage, work, creativity, intelligence and on aspiration, faith, and hope. These are the same lessons that have underpinned 40 years of work at the Woodson Center in finding local solutions to poverty in low-income neighborhoods across the country. -
DAILY FAVORITES from 2020: Note the Dates Are in Reverse Order with the Most Recent at the Top of the Page
DAILY FAVORITES from 2020: Note the dates are in reverse order with the most recent at the top of the page. [December 25-31, 2020] My Daily Favorites will restart on Jan 1, 2021. [December 24, 2020] The American Mind: 1. Professor John Eastman’s Response to the Latest Manifestation of Chapman Cancel Culture - https://americanmind.org/salvo/professor-john-eastmans-response-to-the-latest- manifestation-of-chapman-cancel-culture/ 2. In Defense of Stigma - https://americanmind.org/salvo/in-defense-of-stigma/ [December 23, 2020] Gatestone Institute: 1. Drug Trafficking: The Dirtiest Little Secret - https://www.gatestoneinstitute.org/16874/mexico-border-drug-trafficking 2. The EU Needs to Stand Up for the Human Rights It Proclaims - https://www.gatestoneinstitute.org/16871/eu-human-rights-china [December 22, 2020] Manhattan Contrarian: 1. Your Christmas Present: Our Political Leaders Are Killing Off New York City - https://www.manhattancontrarian.com/blog/2020-12-21-christmas-present-our-political- leaders-are-killing-off-new-york-city 2. Our Meaningless Measure of Poverty - https://www.manhattancontrarian.com/annals-of- poverty/ [December 21, 2020] George Shultz: 1. The 10 most important things I’ve learned about trust over my 100 years - https://www.washingtonpost.com/opinions/2020/12/11/10-most-important-things-ive- learned-about-trust-over-my-100-years/ 2. George Shultz: A Century of Wisdom - https://www.hoover.org/research/george-shultz- century-wisdom [December 20, 2020] Gatestone Institute: 1. China: The Conquest of Hollywood - https://www.gatestoneinstitute.org/16842/china- films-hollywood-censorship 2. To Europe with Love: "Diplomats" or Terrorists from Iran's Mullahs? - https://www.gatestoneinstitute.org/16867/iran-diplomats-terrorists-europe [December 19, 2020] The American Prospect: 1. -
School of Journalism and Mass Communications at the University of South Carolina Provides Outstanding Education, Research and Service
Social Justice and the Media 2021 WE ARE SOUTH CAROLINA The School of Journalism and Mass Communications at the University of South Carolina provides outstanding education, research and service. South Carolina is one of only a few universities to combine its communications and information science programs – two rapidly evolving and converging fields united by a shared belief that information accessibility and integrity is the cornerstone of a strong democracy. OUR GRADUATE PROGRAMS School of Journalism and Mass Communications • Master of Mass Communication • Master of Arts • Mass Communication + Law • Ph.D. LEARN MORE AT SC.EDU/CIC WELCOME Tom Reichert, CIC Dean Kenneth Campbell, MCRHS Chairman It is with great pleasure that we offer you a big virtual welcome to the School of Journalism and Mass Communications at the University of South Carolina. We are excited to engage with you during our biennial Media & Civil Rights History Symposium. Similar to past years, this symposium promises to offer another wonderful discussion and scholarly conversation. This year’s keynote is a joint effort with the College of Information and Communications Diversity, Equity and Inclusion Research Symposium. Our speaker is Nikole Hannah-Jones, a staff writer for the New York Times Magazine who won the Pulitzer Prize in 2020 for the introduction to her 1619 Project. Her work has shaped recent national conversations about race in America while garnering a great deal of praise. You can watch her Friday at noon. On behalf of everyone here at the SJMC and the CIC, we want to thank you for joining us for this special event that brings together scholars from a spectrum of disciplines to examine the intersection of civil rights and public communication. -
From Twitter
H-Slavery From Twitter Discussion published by Amanda McGee on Sunday, September 8, 2019 This week in the twittersphere, the Dalhousie University offered an apology to Black Nova Scotians for its role in the Atlantic Slave trade and its historical ties to slavery. Learn more here. A piece by the Liberty Africa Writers highlights an enslaved Ghanaian woman named Breffu who led a revolt against the Danish army stationed in the West Indies in 1733. Read more about Breffu’s revolt here. A new podcast episode by Teaching Tolerance explores the relationship between the institution of slavery and indigenous populations in North America. The episode, "Indigenous Enslavement," is hosted by Hasan Kwame Jeffries and Meredith McCoy and features an interview with Christina Snyder who discusses how European invasion changed indigenous ideas about bondage. Find the episode here. In her article, “A Downtown Jackson Alley Was Renamed After a Woman Who Escaped Slavery," Sarah Clinkscales details the renaming and transformation of a street in Jackson City, Michigan, to honor Emma Nichols, an enslaved woman who came to the city on the Underground Railroad. Learn more here. Also this week, The 1619 Project published its second podcast episode, “The Economy that Slavery Built." In it, Nikole Hannah-Jones, Jesmyn Ward, and Matthew Desmond investigate the relationshjp between American Capitalism and the brutality of slavery on the plantation. Listen to the episode or read the transcript here. Citation: Amanda McGee. From Twitter. H-Slavery. 09-08-2019. https://networks.h-net.org/node/11465/discussions/4654441/twitter Licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. -
Intro African-American History
Photo Credit: Chandan Khanna, June 2, 2020, Minneapolis State Capitol, Minnesota. Fall 2020 Course Title: Introduction to African-American History (History BC2440) Class Days/Times: MW, 2:40-3:55 p.m. (NYC/EST) Venue: Zooming in From Wherever You are in The World Instructor: Professor Celia E. Naylor Office: 817 Milstein Center Zoom Office Hours: Tuesdays, 4:00-6:00 pm EST and by appt. Office Tele: 854-4876 E-mail: [email protected] Time Zone: EASTERN CENTRAL MOUNTAIN PACIFIC Mon: 2:40-3:55 pm 1:40-2:55 pm 12:40-1:55 pm 11:40 am-12:55 pm Weds: 2:40-3:55 pm 1:40-2:55 pm 12:40-1:55 pm 11:40 am-12:55 pm COURSE OVERVIEW (AKA THE PURPOSE OF THIS COURSE) We are in the midst of a global pandemic that has disproportionately impacted people of African descent (as well as Indigenous and Latinx people) and those living in impoverished and insecure conditions in this country. We are still reckoning with nationwide and global uprisings in response to the litany of incidents of anti-Black state-sanctioned violence and acts of vigilante violence/domestic terrorism, while simultaneously attempting to understand this moment, this movement, along the long arc of history. We are witnessing history and recognizing the importance of looking back in history to tease out more capacious understandings of the present moment and the future possibilities ahead of us. Over the past several months some of you may have read about, watched, and/or participated in the recent worldwide protests/uprisings; others may have decided to disengage from (or avoid) these images, videos, news reports, and protests/uprisings. -
From the Spies of Mississippi to the Eyes of the White House: Surveilling and Obstructing Antiracist Work in the U.S
The Professional Educator 2021, © 2021 Kamden K. Strunk, Leslie Ann Locke, Jin Chang, Peter W. Clancy, & Logan Drake Advance Online Publication https://doi.org/10.47038/tpe.44.01.03 From the Spies of Mississippi to the Eyes of the White House: Surveilling and Obstructing Antiracist Work in the U.S. Kamden K. Strunk Leslie Ann Locke Jin Chang Peter W. Clancy Logan Drake Auburn University University of Iowa University of Iowa University of Iowa University of Iowa We write this editorial at the end of the Trump described neo-Nazi demonstrators as “very fine presidential administration. There is much to be written people” (Phelps, 2019, para. 1), was widely interpreted about this period in U.S. government and public life. as being supportive of white supremacist militia groups As of this writing, the current U.S. president and his like the Proud Boys (Aleem, 2019) and rejected an lawyers continue pursuing ill-destined litigation to opportunity to denounce them during a presidential attempt to overturn an election result that saw him debate, called antiracist demonstrators during the ousted from office (Landau et al., 2020). The U.S., and summer of 2020 “thugs” (Wise, 2020, para. 9), most of the world, remain embroiled in the worst public dispatched federal agents to violently suppress protests health crisis in over a century (Freire-Paspuel et al., in several U.S. cities (Zimmerman, 2020), and 2020). The onslaught of police violence against people deployed teargas outside of a church in order to clear and communities of Color continues (Hayes et al., clergy and protestors to enable a presidential 2000), as do mass protest movements and efforts to photoshoot (Schake, 2020). -
Dialogue Session Resources
Dialogue Session Resources This document is not exhaustive of resources to fight police brutality, organizations to follow on social media, resources for addressing racism and for engaging in anti-racism work and practicing solidarity Resources for Fighting Police Brutality ● https://www.joincampaignzero.org/ ● https://www.obama.org/wp-content/uploads/Toolkit.pdf ● https://www.aclu.org/other/fighting-police-abuse-community-action-manual A summary of research-based solutions to stop police violence from Data Scientist & Policy Analyst Samuel Sinyangwe: https://twitter.com/samswey/status/1180655701271732224 A Physician/Activist, Dr. Quinn Capers IV introduces some of his medical role models that were also activists for African American civil rights and calls all of us to use our careers to create positive change. https://www.youtube.com/watch?v=5y5nPSjNNZs&app=desktop This link provides resources compiled by Autumn Gupta with Bryanna Wallace’s oversight for the purpose of providing a starting place for individuals trying to become better allies. https://docs.google.com/document/d/1H- Vxs6jEUByXylMS2BjGH1kQ7mEuZnHpPSs1Bpaqmw0/mobilebasic Organizations to follow on social media: ● Antiracism Center: Twitter ● Audre Lorde Project: Twitter | Instagram | Facebook ● Black Women’s Blueprint: Twitter | Instagram | Facebook ● Color Of Change: Twitter | Instagram | Facebook ● Colorlines: Twitter | Instagram | Facebook ● The Conscious Kid: Twitter | Instagram | Facebook ● Equal Justice Initiative (EJI): Twitter | Instagram | Facebook ● Families Belong -
Reading Guide for The 1619 Project Essays
1 of 11 Reading Guide for The 1619 Project Essays The index below offers a preview and guiding questions for the 18 essays included in The 1619 Project from The New York Times Magazine. 1. “The Idea of America” by Nikole Hannah-Jones (pages 14–26) Excerpt “Our Declaration of Independence, signed on July 4, 1776, proclaims that ‘all men are created equal’ and ‘endowed by their Creator with certain inalienable rights.’ But the white men who drafted those words did not believe them to be true for the hundreds of thousands of black people in their midst. ‘Life, Liberty and the pursuit of Happiness’ did not apply to fully one-fifth of the country. Yet despite being violently denied the freedom and justice promised to all, black Americans believed fervently in the American creed. Through centuries of black resistance and protest, we have helped the country to live up to its founding ideals…Without the idealistic, strenuous and patriotic efforts of black Americans, our democracy today would most likely look very different — it might not be a democracy at all.” Key Names, abolitionist, American Revolution, Civil Rights Act, Crispus Attucks, Dates, and Declaration of Independence, Immigration and Nationality Act of 1965, Jim Terms Crow, Mason-Dixon Line, National Association for the Advancement of Colored People (N.A.A.C.P.), Reconstruction, W.E.B. Du Bois Guiding 1. How have laws, policies, and systems developed to enforce the Questions enslavement of black Americans before the Civil War influenced laws, policies, and systems in years since? 2. How has activism by black Americans throughout U.S. -
The American Contradiction: Conceived in Liberty, Born in Shackles Kenneth C
Social Education 84(2), p. 76–82 ©2020 National Council for the Social Studies The American Contradiction: Conceived in Liberty, Born in Shackles Kenneth C. Davis America was conceived in liberty and But “The past is never dead,” as must acknowledge that slavery rocked born in shackles. This is the Great William Faulkner, a son of the South, the cradle of American history. Contradiction at the heart of our nation’s once wrote. “It’s not even past.” We need a new framework to teach story. Let’s be clear. American slavery was that subject. I believe it must begin When the United States of America not a minor subplot in the American with five central points about the role was founded in 1776, the Founding drama, but one of the central acts in its that racial slavery played in the found- Fathers declared the lofty ideal of “all history. For many years, the long, tragic ing, creation, and development of the Men are created equal.” The Framers narrative of slavery’s destructive power American republic. We must weave of the Constitution later set out to form and its cruel savagery were concealed these fundamental facts into the bed- a “more perfect Union” to secure “the rock of how we teach American History Blessings of Liberty.” and Civics. But among their ranks were many men “Let’s be clear. American who bought, sold, and enslaved people. •Enslaved people were in America Slavery was present at the nation’s birth slavery was not a minor before the Mayflower Pilgrims. and was essential to the foundation of subplot in the American the political and economic power that In August 1619, a shipload of Africans built the country in the early nineteenth drama, but one of the captured to be sold arrived in Jamestown, century. -
Allyship and Antiracism Reading List
ROCKY TOPICS: ALLYSHIP AND ANTIRACISM READING LIST Racial Justice Resources Compiled by the UTK Women, Gender and Sexuality Program and Dr. Patrick R. Grzanka 75 Actions for Racial Justice: https://medium.com/equality-includes-you/what-white-people-can-do-for-racial- justice-f2d18b0e0234 How to be an Anti-Racist by Ibram X. Kendi: https://www.youtube.com/watch?v=TzuOlyyQlug The African American Policy Forum: https://aapf.org INCITE! Women of Color Collective: https://incite-national.org/resources-for-organizing/ Black Mama’s Bail Out: https://nationalbailout.org/black-mamas-bail-out/ Locally: @knoxvillesblackmamasbailout The Bail Project: bailproject.org Race: The Power of an Illusion (film and resources) https://www.racepowerofanillusion.org/ Dismantling Racism Resources: https://www.dismantlingracism.org/resources.html?fbclid=IwAR1qLTwd- kD6p23tYmrhzqJjvYGyZv5aGFNRVlz9e5N2wttug3jcLub3wWE Black Feminism & the Movement for Black Lives: https://www.youtube.com/watch?v=eV3nnFheQRo&feature=youtu.be Philadelphia MOVE Bombing Documentary: https://www.youtube.com/watch?v=vpbGgysqE4c The 1619 Project: https://www.nytimes.com/interactive/2019/08/14/magazine/1619-america- slavery.html (also available at lib.utk.edu) 30+ Resources to Help White Americans Learn about Race and Racism: https://everydayfeminism.com/2015/07/white-americans-learn-race/ Movement for Black Lives: https://m4bl.org (see especially The Platform) Southerners on New Ground: https://southernersonnewground.org Reading toward Abolition: A Reading List on Policing Rebellion, and -
Alternative Reading Guide for the 1619 Project Essays ©2021
Alternative Reading Guide for The 1619 Project Essays ©2021 Below are essays from the New York Times 1619 Project and a Pulitzer Center designed reading guide along with a supplemental reading guide and questions. You can find the 1619 essays below in the full issue from the Pulitzer Center. The 1619 Project, while being accused of some historically fallacious claims, created a groundswell of conversation in the United States. In fact, the response was so monumental that many schools began to use the 1619 Project in their curriculum. This adds a necessary richness to American classrooms where too often the voices and experiences of black Americans, who were instrumental in helping to shape and define America’s place in history, have often been downplayed or even ignored. We welcome the new discussion and hope that it continues. The danger we see in using only the 1619 Project as a guide to race relations and black American history is that it drowns out some of the voices of black resilience, strength and true heroism. Much of the 1619 Project focuses on oppression and grievance as the collective voice of the black American experience. This alternative reading guide takes the Pulitzer Center’s guide and adds an additional reading to each 1619 Project essay for a more complete picture of the black American experience and contribution to American society. We encourage all classrooms using the 1619 Project to consider adding these or other supplemental readings to expand their curriculum, promote robust dialogue and discussion, and add further dimension to the nuance and complexity of the building of America. -
A Review of the 1619 Project Curriculum Lucas E
BACKGROUNDER No. 3570 | DECEMBER 15, 2020 CIVIL SOCIETY AND THE AMERICAN DIALOGUE A Review of the 1619 Project Curriculum Lucas E. Morel, PhD he New York Times Magazine published its KEY TAKEAWAYS “1619 Project” in August 2019 to commemorate the 400th anniversary of the landing of the first Study of slavery’s impact on economic life T Africans in the English colony of Virginia. The project is critical to understanding how slavery is a collection of essays and artwork that argue that the affected the economic development and character of American capitalism. legacy of American slavery can be seen today in areas as disparate as traffic patterns in Atlanta, sugar consump- tion, health care, incarceration, the racial wealth gap, However, 1619 is a political project riddled American capitalism, and reactionary politics. with factual errors and its theories on The curator of the entire project is Nikole Han- capitalism should not be conflated as an nah-Jones, a staff writer and investigative reporter accurate historical account. for the New York Times Magazine and author of the lead essay for the 1619 Project. Her essay garnered a Only complete and accurate histories Pulitzer Prize for Commentary in 2020 (along with belong in classroom curricula, and thus, many other awards), and she is the previous recipient the 1619 Project must not be taught as of a MacArthur Fellowship, Peabody Award, George history in our schools. Polk Award, and other awards for journalism. This paper, in its entirety, can be found at http://report.heritage.org/bg3570 The Heritage Foundation | 214 Massachusetts Avenue, NE | Washington, DC 20002 | (202) 546-4400 | heritage.org Nothing written here is to be construed as necessarily reflecting the views of The Heritage Foundation or as an attempt to aid or hinder the passage of any bill before Congress.