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From Hostess to Political Surrogate: the Evolving Role of the First Lady of the United States
Cultural and Religious Studies, ISSN 2328-2177 March 2014, Vol. 2, No. 3, 181-193 D DAVID PUBLISHING From Hostess to Political Surrogate: The Evolving Role of the First Lady of the United States Allison R. Levin, Esq Southern Illinois University Edwardsville, USA This paper investigates the evolution of the role of the first lady of the United States, which is of particular interest because of its non-constitutional and non-formal nature that has become one of the most prominent and visible non-paid positions in the world. The first lady’s responsibility has evolved from serving as a social hostess and a ceremonial presence at the side of the President, to serving as a spokeswoman for the country. More recently, in addition to her other duties, the first lady has acted as a political surrogate for the President. This study conducts a social movement rhetorical analysis, using the technique of discourse tracing, to examine how and why the culture of the office of the first lady has evolved. Finally, this study will add current political culture scholarship by investigating issues surrounding the 2016 presidential election. Keywords: politics, first Ladies, organizational culture, elections Introduction Prior to 1933 and the election of Franklin Roosevelt, the first lady was a non-essential member of the White House. The spouse of the President did not even have an official name or position for many years. These women were expected to fill traditional wifely roles including supporting their husbands, hosting parties, and being ready to make the President look good to the public. -
Black Women, Educational Philosophies, and Community Service, 1865-1965/ Stephanie Y
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2003 Living legacies : Black women, educational philosophies, and community service, 1865-1965/ Stephanie Y. Evans University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Evans, Stephanie Y., "Living legacies : Black women, educational philosophies, and community service, 1865-1965/" (2003). Doctoral Dissertations 1896 - February 2014. 915. https://scholarworks.umass.edu/dissertations_1/915 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. M UMASS. DATE DUE UNIVERSITY LIBRARY UNIVERSITY OF MASSACHUSETTS AMHERST LIVING LEGACIES: BLACK WOMEN, EDUCATIONAL PHILOSOPHIES, AND COMMUNITY SERVICE, 1865-1965 A Dissertation Presented by STEPHANIE YVETTE EVANS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2003 Afro-American Studies © Copyright by Stephanie Yvette Evans 2003 All Rights Reserved BLACK WOMEN, EDUCATIONAL PHILOSOHIES, AND COMMUNITY SERVICE, 1865-1964 A Dissertation Presented by STEPHANIE YVETTE EVANS Approved as to style and content by: Jo Bracey Jr., Chair William Strickland, -
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. -
Than Segregation, Racial Identity: the Neglected Question in Plessy V
Washington and Lee Journal of Civil Rights and Social Justice Volume 10 | Issue 1 Article 3 Spring 4-1-2004 MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON Thomas J. Davis Follow this and additional works at: https://scholarlycommons.law.wlu.edu/crsj Part of the Civil Rights and Discrimination Commons, and the Legal History Commons Recommended Citation Thomas J. Davis, MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON, 10 Wash. & Lee Race & Ethnic Anc. L. J. 1 (2004). Available at: https://scholarlycommons.law.wlu.edu/crsj/vol10/iss1/3 This Article is brought to you for free and open access by the Washington and Lee Journal of Civil Rights and Social Justice at Washington & Lee University School of Law Scholarly Commons. It has been accepted for inclusion in Washington and Lee Journal of Civil Rights and Social Justice by an authorized editor of Washington & Lee University School of Law Scholarly Commons. For more information, please contact [email protected]. MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON Thomas J. Davis* I. INTRODUCTION The U.S. Supreme Court's 1896 decision in Plessy v. Ferguson' has long stood as an ignominious marker in U.S. law, symbolizing the nation's highest legal sanction for the physical separation by race of persons in the United States. In ruling against thirty-four-year-old New Orleans shoemaker Homer Adolph Plessy's challenge to Louisiana's Separate Railway Act of 1890,2 the Court majority declared that we think the enforced separation of the races, as applied to the internal commerce of the state, neither abridges the privileges or immunities of the colored man, deprives him of his property without due process of law, nor denies him the equal protection of the laws, within the meaning of the Fourteenth Amendment.3 One commentator on the Court's treatment of African-American civil rights cast the Plessy decision as "the climactic Supreme Court pronouncement on segregated institutions."4 Historian C. -
Five Black Educators: Founders of Schools in the South, 1881-1915 Arnold Cooper Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1983 Five black educators: founders of schools in the South, 1881-1915 Arnold Cooper Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Other Education Commons, and the Other History Commons Recommended Citation Cooper, Arnold, "Five black educators: founders of schools in the South, 1881-1915 " (1983). Retrospective Theses and Dissertations. 7636. https://lib.dr.iastate.edu/rtd/7636 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. -
The 19Th Amendment
National Park Service U.S. Department of the Interior Women Making History: The 19th Amendment Women The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Congress shall have power to enforce this article by appropriate legislation. —19th Amendment to the United States Constitution In 1920, after decades of tireless activism by countless determined suffragists, American women were finally guaranteed the right to vote. The year 2020 marks the 100th anniversary of the 19th Amendment. It was ratified by the states on August 18, 1920 and certified as an amendment to the US Constitution on August 26, 1920. Developed in partnership with the National Park Service, this publication weaves together multiple stories about the quest for women’s suffrage across the country, including those who opposed it, the role of allies and other civil rights movements, who was left behind, and how the battle differed in communities across the United States. Explore the complex history and pivotal moments that led to ratification of the 19th Amendment as well as the places where that history happened and its continued impact today. 0-31857-0 Cover Barcode-Arial.pdf 1 2/17/20 1:58 PM $14.95 ISBN 978-1-68184-267-7 51495 9 781681 842677 The National Park Service is a bureau within the Department Front cover: League of Women Voters poster, 1920. of the Interior. It preserves unimpaired the natural and Back cover: Mary B. Talbert, ca. 1901. cultural resources and values of the National Park System for the enjoyment, education, and inspiration of this and All rights reserved, including the right to reproduce this work future generations. -
Publishing Blackness: Textual Constructions of Race Since 1850
0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE publishing blackness publishing blackness Textual Constructions of Race Since 1850 George Hutchinson and John K. Young, editors The University of Michigan Press Ann Arbor Copyright © by the University of Michigan 2013 All rights reserved This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publisher. Published in the United States of America by The University of Michigan Press Manufactured in the United States of America c Printed on acid- free paper 2016 2015 2014 2013 4 3 2 1 A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging- in- Publication Data Publishing blackness : textual constructions of race since 1850 / George Hutchinson and John Young, editiors. pages cm — (Editorial theory and literary criticism) Includes bibliographical references and index. ISBN 978- 0- 472- 11863- 2 (hardback) — ISBN (invalid) 978- 0- 472- 02892- 4 (e- book) 1. American literature— African American authors— History and criticism— Theory, etc. 2. Criticism, Textual. 3. American literature— African American authors— Publishing— History. 4. Literature publishing— Political aspects— United States— History. 5. African Americans— Intellectual life. 6. African Americans in literature. I. Hutchinson, George, 1953– editor of compilation. II. Young, John K. (John Kevin), 1968– editor of compilation PS153.N5P83 2012 810.9'896073— dc23 2012042607 acknowledgments Publishing Blackness has passed through several potential versions before settling in its current form. -
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. -
Through the Eyes of Pioneers: Accounts of the Women╎s
Wright State University CORE Scholar Master of Humanities Capstone Projects Master of Humanities Program 2015 Through the Eyes of Pioneers: Accounts of the Women’s Suffrage Movement in Dayton, Ohio (1890-1920) Michelle Schweickart Wright State University - Main Campus Follow this and additional works at: https://corescholar.libraries.wright.edu/humanities Part of the Arts and Humanities Commons Repository Citation Schweickart, M. (2015). Through the Eyes of Pioneers: Accounts of the Women’s Suffrage Movement in Dayton, Ohio (1890-1920) (Master's thesis). Wright State University, Dayton, Ohio. This Thesis is brought to you for free and open access by the Master of Humanities Program at CORE Scholar. It has been accepted for inclusion in Master of Humanities Capstone Projects by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. 1 Through the Eyes of Pioneers: Accounts of the Women’s Suffrage Movement in Dayton, Ohio (1890-1920) By: Michelle Schweickart “I believe in woman suffrage because I believe in fundamental democracy. There can be no fundamental democracy where half the population, being of sound mind, are compelled to obey laws in the making of which they have had no voice . But if I must say more, then I would say that women today need, and are asking for the ballot not because they wish to forsake their homes, but because they wish to make their homes better places to live in. Woman needs the ballot to protect her home and her children, now as always her first care . .” - Grace Isabel Colbron, “Why I Believe in Woman Suffrage,” n.d. -
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. -
Portraiture and Text in African-American Illustrated Biographical Dictionaries, 1876 to 1917
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2014 Portraiture and Text in African-American Illustrated Biographical Dictionaries, 1876 to 1917 Dennis Williams II Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the American Literature Commons, American Material Culture Commons, Book and Paper Commons, and the Interdisciplinary Arts and Media Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/3666 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Portraiture and Text in African-American Illustrated Biographical Dictionaries, 1876 to 1917 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at Virginia Commonwealth University by Dennis Williams II, Bachelor of Arts, Virginia Commonwealth University, 2012 Director: Eric Garberson, Ph.D. Associate Professor, Department of Art History, and Director, Media, Art and Text Program Virginia Commonwealth University Richmond, Virginia December, 2014 ii Acknowledgements I am indebted to Dr. Eric Garberson for his perseverance, direction, patience, and breadth of knowledge and am grateful for the high expectations and standards to which he holds his students. I would like to thank Dr. Brian Daugherity and Dr. Babatunde Lawal for their assistance throughout this process and for their undergraduate courses which I took and which helped form the epistemological foundations for this thesis. I must also thank the following professors: Dr. Charles Brownell for setting me on the path which ultimately led to the study of portraiture, Dr. -
Racialized Actuarial Science in the United States, 1881-1948
Managing Risk, Managing Race: Racialized Actuarial Science in the United States, 1881-1948 A DISSERTATION SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY BENJAMIN ALAN WIGGINS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY ADVISORS JOHN ARCHER, RICHARD LEPPERT MAY, 2013 © Benjamin Wiggins 2013 Acknowledgements The seed of this dissertation was planted in my freshman year at a small liberal arts college in St. Paul, Minnesota. Just before my first spring break, I received an assignment that fundamentally shaped the concerns of the next decade of my life. That spring, sociology professor Martin Markowitz told us we’d be using the vacation to read Melvin Oliver and Thomas Shapiro’s Black Wealth/White Wealth. He requested we come back ready to explain whether wealth or income tells us more about inequality in the contemporary United States. Bored and with no plans to go to a warm weather destination, I spent the week of the cold Minnesota spring actually reading the book. I read it cover to cover. Then I read parts of it again, and again. Each chapter, each page, even each paragraph challenged me to rethink my view of inequality. It became clear to me that income is a shallow measure, but wealth runs deep. For the first time in my life, I grasped the importance of history. In studying the accumulation of assets I saw the accumulated effects of settler colonialism, slavery, Jim Crow, and more. I’d like to begin this dissertation by acknowledging the deep debt I owe Martin for acting as my intellectual optometrist.