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Aalseth Aaron Aarup Aasen Aasheim Abair Abanatha Abandschon Abarca Abarr Abate Abba Abbas Abbate Abbe Abbett Abbey Abbott Abbs
BUSCAPRONTA www.buscapronta.com ARQUIVO 35 DE PESQUISAS GENEALÓGICAS 306 PÁGINAS – MÉDIA DE 98.500 SOBRENOMES/OCORRÊNCIA Para pesquisar, utilize a ferramenta EDITAR/LOCALIZAR do WORD. A cada vez que você clicar ENTER e aparecer o sobrenome pesquisado GRIFADO (FUNDO PRETO) corresponderá um endereço Internet correspondente que foi pesquisado por nossa equipe. Ao solicitar seus endereços de acesso Internet, informe o SOBRENOME PESQUISADO, o número do ARQUIVO BUSCAPRONTA DIV ou BUSCAPRONTA GEN correspondente e o número de vezes em que encontrou o SOBRENOME PESQUISADO. Número eventualmente existente à direita do sobrenome (e na mesma linha) indica número de pessoas com aquele sobrenome cujas informações genealógicas são apresentadas. O valor de cada endereço Internet solicitado está em nosso site www.buscapronta.com . Para dados especificamente de registros gerais pesquise nos arquivos BUSCAPRONTA DIV. ATENÇÃO: Quando pesquisar em nossos arquivos, ao digitar o sobrenome procurado, faça- o, sempre que julgar necessário, COM E SEM os acentos agudo, grave, circunflexo, crase, til e trema. Sobrenomes com (ç) cedilha, digite também somente com (c) ou com dois esses (ss). Sobrenomes com dois esses (ss), digite com somente um esse (s) e com (ç). (ZZ) digite, também (Z) e vice-versa. (LL) digite, também (L) e vice-versa. Van Wolfgang – pesquise Wolfgang (faça o mesmo com outros complementos: Van der, De la etc) Sobrenomes compostos ( Mendes Caldeira) pesquise separadamente: MENDES e depois CALDEIRA. Tendo dificuldade com caracter Ø HAMMERSHØY – pesquise HAMMERSH HØJBJERG – pesquise JBJERG BUSCAPRONTA não reproduz dados genealógicos das pessoas, sendo necessário acessar os documentos Internet correspondentes para obter tais dados e informações. DESEJAMOS PLENO SUCESSO EM SUA PESQUISA. -
Buffalo & Erie County Public Library
The great American abolitionist, writer and Those enslaved TELLING THE STORY: orator Frederick suffered greatly during Douglass once the Middle Passage, or said, “Slavery is the transatlantic crossing, Enslavement great test question and upon arrival, endured unimaginable of African People of our age and Solomon Northup Twelve Years a Slave physical, cultural, and in the United States nation.” Now, 400 intellectual brutality years after the first by their enslavers. This inhumanity is well African people were Buffalo & Erie County documented in shipping records, bills of sale, Public Library captured, enslaved Slave Auction advertisements and personal and transported to Slave Ship Diagram accounts of the the United States, the enslaved. repercussions of this horrific practice remain with us today. This Library exhibit highlights its Supporters of History of Slavery Collection slavery were and, perhaps more typically enslavers ambitiously, to provoke themselves. community conversations Early arguments for slavery were about our country’s Notice of Slave Auction history of enslavement simplistic and merely and its continuing to defend against On display through July 2020 attacks made against the aftermath. practice. Later arguments Downtown Central Library or rationalizations were From antiquity to 1 Lafayette Square protective, religious and modern day, enslavement has existed racist. Slavery was an Grosvenor Room in one form or another. Institutionalized institution of power and Rare Book Display Room slavery—mostly for the powerful people who Ring of Knowledge agricultural labor— protected it to protect Main floor thrived in the American their own profits. English colonies and was central to the Protections for slavery Buffalo & Erie County Public development and were embedded in Cotton is King and Olaudah Equiano - economic growth of America’s founding , The Life of Olaudah Equiano Pro-Slavery Arguments LIBRARYwww.BuffaloLib.org the United States. -
Appalling! Terrifying! Wonderful! Blaxploitation and the Cinematic Image of the South
Antoni Górny Appalling! Terrifying! Wonderful! Blaxploitation and the Cinematic Image of the South Abstract: The so-called blaxploitation genre – a brand of 1970s film-making designed to engage young Black urban viewers – has become synonymous with channeling the political energy of Black Power into larger-than-life Black characters beating “the [White] Man” in real-life urban settings. In spite of their urban focus, however, blaxploitation films repeatedly referenced an idea of the South whose origins lie in antebellum abolitionist propaganda. Developed across the history of American film, this idea became entangled in the post-war era with the Civil Rights struggle by way of the “race problem” film, which identified the South as “racist country,” the privileged site of “racial” injustice as social pathology.1 Recently revived in the widely acclaimed works of Quentin Tarantino (Django Unchained) and Steve McQueen (12 Years a Slave), the two modes of depicting the South put forth in blaxploitation and the “race problem” film continue to hold sway to this day. Yet, while the latter remains indelibly linked, even in this revised perspective, to the abolitionist vision of emancipation as the result of a struggle between idealized, plaintive Blacks and pathological, racist Whites, blaxploitation’s troping of the South as the fulfillment of grotesque White “racial” fantasies offers a more powerful and transformative means of addressing America’s “race problem.” Keywords: blaxploitation, American film, race and racism, slavery, abolitionism The year 2013 was a momentous one for “racial” imagery in Hollywood films. Around the turn of the year, Quentin Tarantino released Django Unchained, a sardonic action- film fantasy about an African slave winning back freedom – and his wife – from the hands of White slave-owners in the antebellum Deep South. -
History of Slavery in America - Student Success Day
9/22/20 History of Slavery in America - Student Success Day 1619 or 1776? Presented by Chris Stout Sep 22, 2020 11:00 AM 1 A Global Enterprise • All Western European nations participated in the African slave trade. • The slave trade was dominated by the Portuguese in the sixteenth century, the Dutch in the sugar boom of the seventeenth century, and the English who entered the trade in the seventeenth century. • Over 10 – 12 million slaves between 1700 – 1800 • Majority were between the age of 15 and 30 • New England slavers entered the trade in the eighteenth century. • Newport RI, more than 100K slaves carried in the 18th century • Collaboration between American, European, and Africans enabled the trade http://www.youtube.com/watch?v=B0geOQ25Pyw 2 2 1 9/22/20 MAP 4.2 Slave Colonies of the Seventeenth and Eighteenth Centuries By the eighteenth century, the system of slavery had created societies with large African populations throughout the Caribbean and along the southern coast of North America. 3 3 The Tobacco Colonies https://www.youtube.c om/watch?v=DSDek9M • Tobacco was the most important -hSk commodity produced in eighteenth century North America, accounting for 25% of the value of all colonial exports. • Slavery allowed the expansion of tobacco production since it was labor- intensive. • Using slave labor, tobacco was grown on large plantations and small farms. • The slave population in this region grew largely by natural increase. 4 4 2 9/22/20 FIGURE 4.3 Value of Colonial Exports by Region, Annual Average, 1768–72 With tobacco, rice, grain, and indigo, the Chesapeake and Lower South accounted for nearly two-thirds of colonial exports in the late eighteenth century. -
Sankofaspirit
SankofaSpirit Looking Back to Move Forward (770) 234-5890 ▪ www.sankofaspirit.com P.O Box 54894 ▪ Atlanta, Georgia 30308 Movies with a Mission 2009 Season The APEX Museum, 135 Auburn Avenue, Atlanta Gallery Walk, Screening and Dialogue Schedule Subject to Change Season Premiere, Saturday, February 7, 6:00-8:00pm “Traces of the Trade: A Story From the Deep North” A unique and disturbing journey of discovery into the history and "living consequences" of one of the United States' most shameful episodes — slavery. In this bicentennial year of the U.S. abolition of the slave trade, one might think the tragedy of African slavery in the Americas has been exhaustively told. Katrina Browne thought the same, until she discovered that her slave-trading ancestors from Rhode Island were not an aberration. Rather, they were just the most prominent actors in the North's vast complicity in slavery, buried in myths of Northern innocence. Browne — a direct descendant of Mark Anthony DeWolf, the first slaver in the family — took the unusual step of writing to 200 descendants, inviting them to journey with her from Rhode Island to Ghana to Cuba and back, recapitulating the Triangle Trade that made the DeWolfs the largest slave-trading family in U.S. history. Nine relatives signed up. Traces of the Trade: A Story from the Deep North is Browne's spellbinding account of the journey that resulted. Thursday, March 5, 6:00-8:00pm “500 Years Later” Beautifully filmed with compelling discussions with the world's leading scholars, 500 Years Later explores the collective atrocities that uprooted Africans from their culture and homeland, and scattered them into the vehement winds of the New World, 500 years ago. -
Making Mandingo: Racial Archetypes, Pornography, and Black Male Subjectivity
Making Mandingo: Racial Archetypes, Pornography, and Black Male Subjectivity By Phillip Samuels © 2019 M.A., University of Kansas, 2007 B.A., Emporia State University, 2004 Submitted to the graduate degree program in Communication Studies and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Chair: Dr. Dorothy Pennington Dr. Scott Harris Dr. Beth Innocenti Dr. Jeffery Jarman Dr. Randal Maurice Jelks _____________________________ Dr. Robert McDonald Date Defended: 6 December 2019 ii Acceptance Page Making Mandingo: Racial Archetypes, Pornography, and Black Male Subjectivity The dissertation committee for Phillip Samuels certifies that this is the approved version of the following dissertation: Chair: Dr. Dorthy Pennington Date Approved: iii Abstract Mandingo is a reference to a longstanding myth in American culture, that black men have an unquenchable desire for white woman. I will argue that Mandingo is an example of a racial archetype. Racial archetypes are specific images of a long-standing stereotypes. Mandingo is one such archetype. Mandingo conjures up an entire history of the rhetoric of miscegenation. For some it is the excitement of the big black cock (BBC) and crossing the color line, but for most blacks it invokes images of lynching, slavery, and police brutality brought on by the fear of black men while at the same time trafficking in a prurient landscape of American racial and sexual relations. Whether through words, pictures or movies, the Mandingo has become a dominant archetype in the pantheon of the African American experience. Charting the Mandingo emergence and articulation is critical project to discern how these rhetorical markers are part of a larger mythic narrative. -
Developing a Culture-Centered History Curriculum
KNOW YOUR HISTORY: DEVELOPING A CULTURE-CENTERED HISTORY CURRICULUM Lisa Marie Daniels B.A., San Francisco State University, San Francisco, 2004 PROJECT Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in EDUCATION (Multicultural Education) at CALIFORNIA STATE UNIVERSITY, SACRAMENTO FALL 2010 © 2010 Lisa Marie Daniels ALL RIGHTS RESERVED ii KNOW YOUR HISTORY: DEVELOPING A CULTURE-CENTERED HISTORY CURRICULUM A Project By Lisa Marie Daniels Approved by: __________________________________________, Committee Chair Forrest Davis, Ph.D. ______________________________________ Date iii Student: Lisa Marie Daniels I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the Project. _______________________________, Graduate Coordinator Date:_______________ Maria Mejorado, Ph.D. Department of Bilingual/Multicultural Education iv Abstract of KNOW YOUR HISTORY: DEVELOPING A CULTURE-CENTERED HISTORY CURRICULUM by Lisa Marie Daniels Statement of Problem - The absence of African-American history from the standard curriculum has created a disconnection with African-American’s identity, culture and heritage, and continues to be an important issue in education. The study of African American history indicates that the American ethnic populations were deliberately divided for exploitation and specifically for economic gain. Proponents of African American history believe it will promote cultural identity, develop self-esteem, and correct many of the myths supported by the Eurocentric curriculum. The teaching methodologies of African American history in secondary grades (7-12) are inequitable and need a different strategy to empower students. African American students feel alienated because their culture is underrepresented in school curriculum. -
RIVERFRONT CIRCULATING MATERIALS (Can Be Checked Out)
SLAVERY BIBLIOGRAPHY TOPICS ABOLITION AMERICAN REVOLUTION & SLAVERY AUDIO-VISUAL BIOGRAPHIES CANADIAN SLAVERY CIVIL WAR & LINCOLN FREE AFRICAN AMERICANS GENERAL HISTORY HOME LIFE LATIN AMERICAN & CARIBBEAN SLAVERY LAW & SLAVERY LITERATURE/POETRY NORTHERN SLAVERY PSYCHOLOGICAL ASPECTS OF SLAVERY/POST-SLAVERY RELIGION RESISTANCE SLAVE NARRATIVES SLAVE SHIPS SLAVE TRADE SOUTHERN SLAVERY UNDERGROUND RAILROAD WOMEN ABOLITION Abolition and Antislavery: A historical encyclopedia of the American mosaic Hinks, Peter. Greenwood Pub Group, c2015. 447 p. R 326.8 A (YRI) Abolition! : the struggle to abolish slavery in the British Colonies Reddie, Richard S. Oxford : Lion, c2007. 254 p. 326.09 R (YRI) The abolitionist movement : ending slavery McNeese, Tim. New York : Chelsea House, c2008. 142 p. 973.71 M (YRI) 1 The abolitionist legacy: from Reconstruction to the NAACP McPherson, James M. Princeton, NJ: Princeton University Press, c1975. 438 p. 322.44 M (YRI) All on fire : William Lloyd Garrison and the abolition of slavery Mayer, Henry, 1941- New York : St. Martin's Press, c1998. 707 p. B GARRISON (YWI) Amazing Grace: William Wilberforce and the heroic campaign to end slavery Metaxas, Eric New York, NY : Harper, c2007. 281p. B WILBERFORCE (YRI, YWI) American to the backbone : the life of James W.C. Pennington, the fugitive slave who became one of the first black abolitionists Webber, Christopher. New York : Pegasus Books, c2011. 493 p. B PENNINGTON (YRI) The Amistad slave revolt and American abolition. Zeinert, Karen. North Haven, CT : Linnet Books, c1997. 101p. 326.09 Z (YRI, YWI) Angelina Grimke : voice of abolition. Todras, Ellen H., 1947- North Haven, Conn. : Linnet Books, c1999. 178p. YA B GRIMKE (YWI) The antislavery movement Rogers, James T. -
Triangular Trade and the Middle Passage
Lesson 3 Museum Connection: Labor and the Black Experience Lesson Title: Triangular Trade Purpose: In this lesson students will read individually for information in order to examine the history of the Atlantic slave trade. In cooperative groups, they will analyze primary and secondary documents in order to determine the costs and benefits of the slave trade to the nations and peoples involved. As an individual assessment, students will write and deliver a speech by a member of the British Parliament who wished to abolish the slave trade. Grade Level and Content Area: Middle, Social Studies Time Frame: 3-5 class periods Correlation to State Social Studies Standards: WH 3.10.12.4 Describe the origins of the transatlantic African slave trade and the consequences for Africa, America, and Europe, such as triangular trade and the Middle Passage. GEO 4.3.8.8 Describe how cooperation and conflict contribute to political, economic, geographic, and cultural divisions of Earth’s surface. ECON 5.1.8.2 Analyze opportunity costs and trade-offs in business, government, and personal decision-making. ECON 5.1.8.3 Analyze the relationship between the availability of natural, capital, and human resources, and the production of goods and services now and in the past. Social Studies: Maryland College and Career Ready Standards 3.C.1.a (Grade 6) Explain how the development of transportation and communication networks influenced the movement of people, goods, and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam. 4.A.1.a (Grade 6) Identify the costs, including opportunity cost, and the benefits of economic decisions made by individuals and groups, including governments in early world history, such as the decision to engage in trade. -
Blaxploitation and the Cinematic Image of the South
Antoni Górny Appalling! Terrifying! Wonderful! Blaxploitation and the Cinematic Image of the South Abstract: The so-called blaxploitation genre – a brand of 1970s film-making designed to engage young Black urban viewers – has become synonymous with channeling the political energy of Black Power into larger-than-life Black characters beating “the [White] Man” in real-life urban settings. In spite of their urban focus, however, blaxploitation films repeatedly referenced an idea of the South whose origins lie in antebellum abolitionist propaganda. Developed across the history of American film, this idea became entangled in the post-war era with the Civil Rights struggle by way of the “race problem” film, which identified the South as “racist country,” the privileged site of “racial” injustice as social pathology.1 Recently revived in the widely acclaimed works of Quentin Tarantino (Django Unchained) and Steve McQueen (12 Years a Slave), the two modes of depicting the South put forth in blaxploitation and the “race problem” film continue to hold sway to this day. Yet, while the latter remains indelibly linked, even in this revised perspective, to the abolitionist vision of emancipation as the result of a struggle between idealized, plaintive Blacks and pathological, racist Whites, blaxploitation’s troping of the South as the fulfillment of grotesque White “racial” fantasies offers a more powerful and transformative means of addressing America’s “race problem.” Keywords: blaxploitation, American film, race and racism, slavery, abolitionism The year 2013 was a momentous one for “racial” imagery in Hollywood films. Around the turn of the year, Quentin Tarantino released Django Unchained, a sardonic action- film fantasy about an African slave winning back freedom – and his wife – from the hands of White slave-owners in the antebellum Deep South. -
A Bibliography of Contemporary North American Indians : Selected and Partially Annotated with Study Guides / William H
A Catalog of the National Underground Railroad Freedom Center Library Materials On‐Loan to the Public Library of Cincinnati and Hamilton County Cataloged by the Staff of the Cataloging Services Department Public Library of Cincinnati and Hamilton County Edited by Roger M. Miller Cataloging Services Department Public Library of Cincinnati and Hamilton County September 2008 The Public Library of Cincinnati and Hamilton County 800 Vine Street Cincinnati, Ohio 45202‐2071 513‐369‐6900 www.cincinnatilibrary.org The National Underground Railroad Freedom Center, located on the banks of the Ohio River in downtown Cincinnati, Ohio, opened its doors on August 23, 2004. The Freedom Center facility initially included the John Rankin Library, but funding issues eventually lead to the elimination of the librarian position and closing the library to the public. In the fall of 2007, the Public Library of Cincinnati and Hamilton County and The National Underground Railroad Freedom Center entered into an agreement for their John Rankin Library to be housed at the Main Library in downtown Cincinnati as a long‐term loan. The initial loan period is 10 years. The items from the Freedom Center have been added to the Library’s catalog and have been incorporated into the Main Library’s Genealogy & Local History collection. These materials are available for the public to check out, if a circulating item, or to use at the Main Library, if a reference work. The unique nature of the Freedom Center’s collection enhances the Main Library’s reference and circulating collections while making the materials acquired by the Freedom Center again available to the public. -
Erin Pederson
“LIKE A STONE THROWN IN STILL WATER”: 41 A HISTORIOGRAPHY OF AFRICAN MUSLIMS IN EARLY AMERICA its African-American adherents into their colonial and antebellum contexts. Erin Pederson This study examines six of the most important works written between 1977 and 2010 on African Muslims in early America.2 From Terry Alford’s foundational biography on Abd al-Rahman Ibrahima to the most recent com- In the past several decades, a handful of scholars across the social sci- prehensive history on Islam in America by Kambiz GhaneaBassiri, these ences have explored the history of Islam and the experience of Muslims in the works vary in focus, breadth, and depth, but share a common purpose to ignite United States. Aiming to make the Muslim-American experience an American scholarly curiosity about this fascinating yet little-explored part of America’s one, these scholars have woven Muslims into the fabric of this nation’s past by past. Placing these works under a microscope reveals a passionate dialogue and unearthing the stories of its original Muslim population—African slaves. His- handful of important themes that are central to all of the narratives. First, all torians have paid special attention to the presence and experiences of African of these histories are concerned with the preservation and survivability of or- Muslims in colonial and antebellum America. Historians from diverse fields in- thodox African Islam as practiced by slaves in America. Scholars have probed cluding Africa, Islam, the Old South, slavery, religion, colonial and antebellum such questions as: Did orthodox African Islam survive, and what efforts did America, and the Atlantic slave trade have slowly brought this rich, complex, African-Americans Muslims make to preserve their religion? What were their and little-known history out from the shadows.