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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. -
Introduction Writer Biographies for B&N Classics A. Michael Matin Is a Professor in the English Department of Warren Wilson
Introduction Writer Biographies for B&N Classics A. Michael Matin is a professor in the English Department of Warren Wilson College, where he teaches late-nineteenth-century and twentieth-century British and Anglophone postcolonial literature. His essays have appeared in Studies in the Novel, The Journal of Modern Literature, Scribners’ British Writers, Scribners’ World Poets, and the Norton Critical Edition of Kipling’s Kim. Matin wrote Introductions and Notes for Conrad’s Lord Jim and Heart of Darkness and Selected Short Fiction. Alfred Mac Adam, Professor at Barnard College–Columbia University, teaches Latin American and comparative literature. He is a translator of Latin American fiction and writes extensively on art. He has written an Introductions and Notes for H. G. Wells’s The Time Machine and The Invisible Man and The War of the Worlds, Pierre Choderlos de Laclos’ Les Liasons Dangereuses, and Jane Austen’s Northanger Abbey. Amanda Claybaugh is Associate Professor of English and comparative literature at Columbia University. She is currently at work on a project that considers the relation between social reform and the literary marketplace in the nineteenth-century British and American novel. She has written an Introductions and Notes for Harriet Beecher Stowe’s Uncle Tom’s Cabin and Jane Austen’s Mansfield Park. Amy Billone is Assistant Professor at the University of Tennessee, Knoxville where her specialty is 19th Century British literature. She is the author of Little Songs: Women, Silence and the Nineteenth-Century Sonnet and has published articles on both children’s literature and poetry in numerous places. She wrote the Introduction and Notes for Peter Pan by J. -
Women's History Is Everywhere: 10 Ideas for Celebrating in Communities
Women’s History is Everywhere: 10 Ideas for Celebrating In Communities A How-To Community Handbook Prepared by The President’s Commission on the Celebration of Women in American History “Just think of the ideas, the inventions, the social movements that have so dramatically altered our society. Now, many of those movements and ideas we can trace to our own founding, our founding documents: the Constitution and the Bill of Rights. And we can then follow those ideas as they move toward Seneca Falls, where 150 years ago, women struggled to articulate what their rights should be. From women’s struggle to gain the right to vote to gaining the access that we needed in the halls of academia, to pursuing the jobs and business opportunities we were qualified for, to competing on the field of sports, we have seen many breathtaking changes. Whether we know the names of the women who have done these acts because they stand in history, or we see them in the television or the newspaper coverage, we know that for everyone whose name we know there are countless women who are engaged every day in the ordinary, but remarkable, acts of citizenship.” —- Hillary Rodham Clinton, March 15, 1999 Women’s History is Everywhere: 10 Ideas for Celebrating In Communities A How-To Community Handbook prepared by the President’s Commission on the Celebration of Women in American History Commission Co-Chairs: Ann Lewis and Beth Newburger Commission Members: Dr. Johnnetta B. Cole, J. Michael Cook, Dr. Barbara Goldsmith, LaDonna Harris, Gloria Johnson, Dr. Elaine Kim, Dr. -
Textile Society of America Newsletter 21:3 — Fall 2009 Textile Society of America
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Textile Society of America Newsletters Textile Society of America Fall 2009 Textile Society of America Newsletter 21:3 — Fall 2009 Textile Society of America Follow this and additional works at: https://digitalcommons.unl.edu/tsanews Part of the Art and Design Commons Textile Society of America, "Textile Society of America Newsletter 21:3 — Fall 2009" (2009). Textile Society of America Newsletters. 56. https://digitalcommons.unl.edu/tsanews/56 This Article is brought to you for free and open access by the Textile Society of America at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Textile Society of America Newsletters by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. T VOLUME 21 NUMBER 3 FALL, 2009 S A Conservation of Three Hawaiian Feather Cloaks by Elizabeth Nunan and Aimée Ducey CONTENTS ACRED GARMENTS ONCE to fully support the cloaks and and the feathers determined the worn by the male mem- provide a culturally appropriate scope of the treatment. 1 Conservation of Three Hawaiian bers of the Hawaiian ali’i, display. The museum plans to The Chapman cloak is Feather Cloaks S or chiefs, feather cloaks and stabilize the entire collection in thought to be the oldest in the 2 Symposium 2010: Activities and capes serve today as iconic order to alternate the exhibition collection, dating to the mid-18th Exhibitions symbols of Hawaiian culture. of the cloaks, therefore shorten- century, and it is also the most 3 From the President During the summer of 2007 ing the display period of any deteriorated. -
The Poetry of Rita Dove
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Winter 1999 Language's "bliss of unfolding" in and through history, autobiography and myth: The poetry of Rita Dove Carol Keyes University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Keyes, Carol, "Language's "bliss of unfolding" in and through history, autobiography and myth: The poetry of Rita Dove" (1999). Doctoral Dissertations. 2107. https://scholars.unh.edu/dissertation/2107 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMi films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
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. -
© 2019 Kaisha Esty ALL RIGHTS RESERVED
© 2019 Kaisha Esty ALL RIGHTS RESERVED “A CRUSADE AGAINST THE DESPOILER OF VIRTUE”: BLACK WOMEN, SEXUAL PURITY, AND THE GENDERED POLITICS OF THE NEGRO PROBLEM 1839-1920 by KAISHA ESTY A dissertation submitted to the School of Graduate Studies Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in History Written under the co-direction of Deborah Gray White and Mia Bay And approved by ________________________ ________________________ ________________________ ________________________ ________________________ New Brunswick, New Jersey MAY 2019 ABSTRACT OF THE DISSERTATION “A Crusade Against the Despoiler of Virtue”: Black Women, Sexual Purity, and the Gendered Politics of the Negro Problem, 1839-1920 by KAISHA ESTY Dissertation Co-Directors: Deborah Gray White and Mia Bay “A Crusade Against the Despoiler of Virtue”: Black Women, Sexual Purity, and the Gendered Politics of the Negro Problem, 1839-1920 is a study of the activism of slave, poor, working-class and largely uneducated African American women around their sexuality. Drawing on slave narratives, ex-slave interviews, Civil War court-martials, Congressional testimonies, organizational minutes and conference proceedings, A Crusade takes an intersectional and subaltern approach to the era that has received extreme scholarly attention as the early women’s rights movement to understand the concerns of marginalized women around the sexualized topic of virtue. I argue that enslaved and free black women pioneered a women’s rights framework around sexual autonomy and consent through their radical engagement with the traditionally conservative and racially-exclusionary ideals of chastity and female virtue of the Victorian-era. -
Virginia: Birthplace of America
VIRGINIA: BIRTHPLACE OF AMERICA Over the past 400 years AMERICAN EVOLUTION™ has been rooted in Virginia. From the first permanent American settlement to its cultural diversity, and its commerce and industry, Virginia has long been recognized as the birthplace of our nation and has been influential in shaping our ideals of democracy, diversity and opportunity. • Virginia is home to numerous national historic sites including Jamestown, Mount Vernon, Monticello, Montpelier, Colonial Williamsburg, Arlington National Cemetery, Appomattox Court House, and Fort Monroe. • Some of America’s most prominent patriots, and eight U.S. Presidents, were Virginians – George Washington, Thomas Jefferson, James Madison, James Monroe, William Henry Harrison, John Tyler, Zachary Taylor, and Woodrow Wilson. • Virginia produced explorers and innovators such as Lewis & Clark, pioneering physician Walter Reed, North Pole discoverer Richard Byrd, and Tuskegee Institute founder Booker T. Washington, all whose genius and dedication transformed America. • Bristol, Virginia is recognized as the birthplace of country music. • Virginia musicians Maybelle Carter, June Carter Cash, Ella Fitzgerald, Patsy Cline, and the Statler Brothers helped write the American songbook, which today is interpreted by the current generation of Virginian musicians such as Bruce Hornsby, Pharrell Williams, and Missy Elliot. • Virginia is home to authors such as Willa Cather, Anne Spencer, Russell Baker, and Tom Wolfe, who captured distinctly American stories on paper. • Influential women who hail from the Commonwealth include Katie Couric, Sandra Bullock, Wanda Sykes, and Shirley MacLaine. • Athletes from Virginia – each who elevated the standards of their sport – include Pernell Whitaker, Moses Malone, Fran Tarkenton, Sam Snead, Wendell Scott, Arthur Ashe, Gabrielle Douglas, and Francena McCorory. -
December 26, 1848: Ellen and William Craft Escape Slavery Learn More
December 26, 1848: Ellen and William Craft Escape Slavery Learn More Suggested Readings R. J. M. Blackett, Beating Against the Barriers: Biographical Essays in Nineteenth-Century Afro- American History (Baton Rouge: Louisiana State University Press, 1986). Sarah Brusky, "The Travels of William and Ellen Craft: Race and Travel Literature in the Nineteenth Century," Prospects 25 (2000): 177-91. William and Ellen Craft, Running a Thousand Miles for Freedom: The Escape of William and Ellen Craft from Slavery (Athens: University of Georgia Press, 1999). Barbara McCaskill, "Ellen Craft: The Fugitive Who Fled as a Planter," in Georgia Women: Their Lives and Times, vol. 1., ed. Ann Short Chirhart and Betty Wood (Athens: University of Georgia Press, 2009). Barbara McCaskill, "'Yours Very Truly': Ellen Craft—The Fugitive as Text and Artifact," African American Review 28 (winter 1994). Ellen Samuels, "'A Complication of Complaints': Untangling Disability, Race, and Gender in William and Ellen Craft's Running a Thousand Miles for Freedom," MELUS 31 (fall 2006): 15-47. Dorothy Sterling, Black Foremothers: Three Lives (Old Westbury, N.Y.: Feminist Press, 1998). Daneen Wardrop, "Ellen Craft and the Case of Salomé Muller in Running a Thousand Miles for Freedom," Women's Studies 33 (2004): 961-84. “William and Ellen Craft (1824-1900; 1826-1891).” New Georgia Encyclopedia. http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-622&sug=y Georgia Women of Achievement: http://www.georgiawomen.org/2010/10/craft-ellen-smith/ “Voices From the Gap.” University of Minnesota. http://voices.cla.umn.edu/artistpages/craftEllen.php Documenting the American South: http://docsouth.unc.edu/neh/craft/menu.html Stories of the Fugitive Slaves. -
Antiracism and Restorative Justice in Classics Pedagogy
ANTIRACISM AND RESTORATIVE JUSTICE IN CLASSICS PEDAGOGY: RACE, SLAVERY, AND THE FUNCTION OF LANGUAGE IN BEGINNING GREEK AND LATIN TEXTBOOKS by KELLY P. DUGAN (Under the Direction of RUTH HARMAN) ABSTRACT In Greek and Latin textbooks, verbal and visual discourses function together to construe Greco-Roman systems of enslavement. This dissertation is a critical discourse analysis of this construal based on the theories and methodologies of multicultural education and systemic functional linguistics. The findings illustrate how the linguistic resources of appraisal (feelings and character) and transitivity (agency and action) function to sanitize and normalize enslavement. The accompanying comparative analysis to 19th-century American discourses on enslavement demonstrates how the use of these linguistic resources are consistent across time and context. Therefore, although systems of enslavement in the Greco-Roman world were not race-based, the presentation of enslavement in Greek and Latin textbooks today engages in racist discourses that permeate the American education system. The eight chapters of this dissertation examine the context, theoretical framework, methodology, findings, and implications of the research. I begin with a discussion of the current context of Classics in America including its connection to White supremacy. I then narrow the scope by examining the situational context of Greek and Latin classrooms in America. At the center of this work is the analysis of Greek and Latin textbooks using multicultural education and systemic functional linguistics theory and methodology. After discussing the findings, I explore the pedagogical implications of this research. To conclude, the final chapter reflects on the research and offers a look toward future studies on enslavement discourses in American classrooms. -
Harriet Powers
Bowling Green State University ScholarWorks@BGSU 21st Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 8th, 10:30 AM - 11:45 AM A Modern Mother: Harriet Powers Alyssa Johnson Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Johnson, Alyssa, "A Modern Mother: Harriet Powers" (2019). Africana Studies Student Research Conference. 1. https://scholarworks.bgsu.edu/africana_studies_conf/2019/003/1 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. 1 A Modern Mother: Harriet Powers (1837-1911) [Catalogue Essay] In her conclusion to the widely-known essay “Why Have There Been No Great Women Artists” Linda Nochlin declared, “Disadvantage may indeed be an excuse; it is not, however, an intellectual position.”1 This statement, while intended to be a charge for future contemporary artists and art historians alike, very well could have similarly been a salute to the artists of the past who worked from a place of disadvantage. The exhibition A Modern Mother: Harriet Powers (1837-1911) aims to identify one such woman, Harriet Powers, who lived nearly 150 years prior to the publication of Nochlin’s essay, in relationship with shift toward the avant-garde abstract art at the start of the modern era. The legacy left behind from the quilts of Harriet Powers, a freed slave from Georgia, is humble, but displays an example of great art coming from intersectional disadvantage. -
Exploring Literature Second Edition
Instructor's Manual to accompany Madden Exploring Literature Second Edition Frank Madden SUNY Westchester Community College New York Boston San Francisco London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEB SITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific Web site, please use the following information: Username: awlbook Password: adopt Instructor's Manual to accompany Madden, Exploring Literature, Second Edition Copyright ©2004 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. ISBN: 0-321-17979-X 1 2 3 4 5 6 7 8 9 10–DPC–06 05 04 03 Table of Contents Preface xv Alternate Table of Contents by Genre 1 PART I MAKING CONNECTIONS CHAPTER 1 Participation: Personal Response and Critical Thinking 10 Writing to Learn 10 Collaboration and Privacy 11 Ourselves as Readers 11 Different Kinds of Reading 12 Peter Meinke, Advice to My Son 12 Making Connections 13 Images of Ourselves: 13 Paul Zimmer, Zimmer in Grade School 13 Stevie Smith, Not Waving, But Drowning 14 Culture, Values, and Experience 14 Robert Hayden, Those Winter Sundays, 15 Marge Piercy, Barbie Doll 16 Being in the Moment 17 Dudley Randall, Ballad of Birmingham 17 Participation and Imagination