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Stewart Dissertation 20126.Pdf
Copyright by Anna Rebecca Stewart 2012 The Dissertation Committee for Anna Rebecca Stewart certifies that this is the approved version of the following dissertation: Beyond Obsolescence: The Reconstruction of Abolitionist Texts Committee: Coleman Hutchison, Co-Supervisor Michael Winship, Co-Supervisor Evan Carton Gretchen Murphy Jacqueline Jones Beyond Obsolescence: The Reconstruction of Abolitionist Texts by Anna Rebecca Stewart, B.A., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August 2012 Dedication For Sam, with love and gratitude. Acknowledgements As an avid reader of acknowledgements sections, I am always curious about the conversations that sparked and enlivened projects as well as the relationships that sustained their writers. As I turn to write my own for this dissertation project, I realize just how impossible it is to sum up those intellectual and personal debts—the many kindnesses, questions, and encouragements that have helped me navigate this dissertation process and my own development as a thinker and writer. Coleman Hutchison and Michael Winship have been staunch supporters and careful readers, modeling the kind of mentor-teacher-scholars that we all aspire to be but can often only hope to become through the gift of such examples. Early in my graduate school career, Michael taught me a valuable lesson about not committing to projects, even short semester papers, that did not capture my imagination and interest. Our conversations kept me engaged and deep in the archive, where my project first began to take shape and where I found my footing as a researcher. -
Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 I I 75-3032
INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns 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 thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
A Comparison of Two Female Slave Narratives Miya Hunter-Willis
Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 1-1-2008 Writing the Wrongs : A Comparison of Two Female Slave Narratives Miya Hunter-Willis Follow this and additional works at: http://mds.marshall.edu/etd Part of the African American Studies Commons, American Literature Commons, and the Women's Studies Commons Recommended Citation Hunter-Willis, Miya, "Writing the Wrongs : A Comparison of Two Female Slave Narratives" (2008). Theses, Dissertations and Capstones. Paper 658. This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected]. Writing the Wrongs: A Comparison of Two Female Slave Narratives Thesis submitted to The Graduate College of Marshall University In partial fulfillment of The requirements for the degree of Master of Arts In History By Miya Hunter-Willis Dr. Robert Sawrey, Ph.D., Committee Chairperson Dr. Daniel Holbrook, Ph.D. Dr. Jerome Handler, Ph.D. Marshall University October 2008 ABSTRACT This thesis compares slave narratives written by Mattie J. Jackson and Kate Drumgoold. Both narrators recalled incidents that showed how slavery and the environment during the Reconstruction period created physical and psychological obstacles for women. Each narrator challenged the Cult of True Womanhood by showing that despite the stereotypes created to keep them subordinate there were African American women who successfully used their knowledge of white society to circumvent a system that tried to keep their race enslaved. Despite the 30 years that separate the publication of these two narratives, the legacy of education attainment emerges as a key part of survival and binds the narrators together under a common goal. -
Early African-American Literature
Early African American Voices: Cries for Freedom Lanena Berry Johnston Middle School The very existence of slavery causes the basic desire for freedom. One can not exist without the other. Just as the slaveholder enacts laws, establishes rules, and prohibits learning in order to keep his institution running efficiently, the slave himself enacts practices, establishes codes, and desires learning as means to eventually eliminate that same institution. While the slaveholder has the power and freedom to publicly announce and enforce his will, the slave or freedman must use all his cunning to convey his message. Thus it was in America during the century of the Civil War when African Americans began being successful with their not-so-loud cries for freedom. The black man‟s cry for freedom most likely began the moment he was bound and taken away. It is simply natural to somehow protest such an act. If not allowed to speak in his native language, he most certainly resorted to gestures. If not allowed to use gestures, some other form of communication would have occurred until discovered and then another created, and so on, until we have the first writings of such protest occur in America, writings that had to work within an established system of oppression. The slaveholder had what he considered a possession to protect, and he would do so by any means necessary. These means were constantly changing to adapt to the creative counter- measures developed by the slave and his sympathizers. In order to keep the institution of slavery working, the slaveholder had to first and foremost prohibit slaves from learning. -
Slavery's Messages of Hope
Slavery’s Messages of Hope Submitted by Peggy Smyth Sweetwater Elementary School Sweetwater, Tennessee Unit: Slavery’s Messages of Hope Lesson Title: Underground Railroad Quilts Grade Level: 4th Essential Question related to Vital Theme: How important was it to be able to read a quilt? Lesson Time: Two class periods. Curriculum Standards: 4.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading. 4.1.10 Develop skills to facilitate reading to learn in a variety of content areas. 4.1.12 Experience various literary and media genres. 4.6.spi.1. recognize how groups work cooperatively to accomplish goals and encourage change (i.e., American. Revolution, founding of Tennessee, the failure of the Articles of Confederation, colonies). 4.6.spi.2. determine how the issue of slavery caused political and economic tensions between government policy and people's beliefs (i.e., abolitionists, plantation owners, state's rights, central government, Loyalists). Technology used and how: Class will view website <http://home.columbus.rr.com/bradshaw/UNDERRR/quilt/underground_railroad_quilt.htm> Materials: Students choice: markers, crayons, construction paper, paper, fabric, etc. Activity description (s) and overview of instructional strategies: Students will view the website that shows different designs and meanings. The class will divide into groups and each group will make a quilt section with message Supporting Assignment/Homework: Students will complete their section at home. The pieces will be connected together the next class period. Assessment: The groups will present their quilts to the class and explain the meaning of their design. Slave’s Messages of Hope Submitted by Peggy Smyth Sweetwater Elementary School Sweetwater, Tennessee Personal freedom was always at the core when people were looking for reasons to settle in the New World. -
Philanthropy and the New England Emigrant Aid Company, 1854-1900
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Dissertations, Theses, & Student Research, History, Department of Department of History Spring 4-13-2015 Philanthropy and The ewN England Emigrant Aid Company, 1854-1900 Courtney Elizabeth Buchkoski University of Nebraska-Lincoln Follow this and additional works at: http://digitalcommons.unl.edu/historydiss Part of the History of Gender Commons, Intellectual History Commons, United States History Commons, and the Women's History Commons Buchkoski, Courtney Elizabeth, "Philanthropy and The eN w England Emigrant Aid Company, 1854-1900" (2015). Dissertations, Theses, & Student Research, Department of History. 81. http://digitalcommons.unl.edu/historydiss/81 This Article is brought to you for free and open access by the History, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Dissertations, Theses, & Student Research, Department of History by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Philanthropy and The New England Emigrant Aid Company, 1854-1900. By Courtney Buchkoski A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In partial Fulfillment of Requirements For the Degree of Master of Arts Major: History Under the Supervision of Professor Kenneth Winkle Lincoln, Nebraska May, 2015 PHILANTHROPY AND THE NEW ENGLAND EMIGRANT AID COMPANY, 1854- 1900. Courtney Buchkoski, M.A. University of Nebraska, 2015 Advisor: Kenneth Winkle This project examines the New England Emigrant Aid Company colonization of Kansas in 1854 as a solution to the growing debate over popular sovereignty and slave labor. It uses the Company as a lens to reinterpret the intellectual history of philanthropy, tracing its roots from Puritan ideas of charity to the capitalistic giving of the nineteenth century. -
Freedom Road: Black Refugee Settlements in Northwestern Pennsylvania, 1820-1870
Graduate Theses, Dissertations, and Problem Reports 2010 Freedom road: Black refugee settlements in northwestern Pennsylvania, 1820-1870 Timothy P. Konhaus West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Konhaus, Timothy P., "Freedom road: Black refugee settlements in northwestern Pennsylvania, 1820-1870" (2010). Graduate Theses, Dissertations, and Problem Reports. 3234. https://researchrepository.wvu.edu/etd/3234 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Freedom Road: Black Refugee Settlements in Northwestern Pennsylvania, 1820 - 1870 Timothy P. Konhaus Dissertation submitted to the College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Kenneth Fones-Wolf, Ph.D., Committee Chair Elizabeth Fones-Wolf, Ph.D. Michal McMahon, Ph.D. Tyler Boulware, Ph.D. Diane Barnes, Ph.D. Department of History Morgantown, West Virginia 2010 ABSTRACT Freedom Road: Black Refugee Settlements in Northwestern Pennsylvania, 1820 – 1870 Timothy P. -
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title Charlotte Forten: Coming of Age as a Radical Teenage Abolitionist, 1854-1856 Permalink https://escholarship.org/uc/item/9ss7c7pk Author Glasgow, Kristen Hillaire Publication Date 2019 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Charlotte Forten: Coming of Age as a Radical Teenage Abolitionist, 1854-1856 A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Kristen Hillaire Glasgow 2019 © Copyright by Kristen Hillaire Glasgow 2019 ABSTRACT OF THE DISSERTATION Charlotte Forten: Coming of Age as a Radical Teenage Abolitionist, 1854-1856 by Kristen Hillaire Glasgow Doctor of Philosophy in History University of California, Los Angeles, 2019 Professor Brenda Stevenson, Chair In 1854, Charlotte Forten, a free teenager of color from Philadelphia, was sent by her family to Salem, Massachusetts. She was fifteen years old. Charlotte was relocated to obtain an education worthy of the teenager’s socio-elite background. The 1850 Fugitive Slave Law had a tremendous impact on her family in the City of Brotherly Love. Even though they were well-known and affluent citizens and abolitionists, the law’s passage took a heavy toll on all people of color in the North including rising racial tensions, mob attacks, and the acute possibility of kidnap. Charlotte Forten: Coming of Age as a Radical Teenage Abolitionist is an intellectual biography that spans her teenage years from 1854-1856. Scholarship has maintained that Charlotte was sent to Salem solely as a result of few educational opportunities in Philadelphia. -
Or the Spook Who Sat by the Cabin Door from Black Ex-Slave Narratives to White Abolitionist Fiction: Understanding the First African American Novel and Its Origins
Bard College Bard Digital Commons Senior Projects Spring 2018 Bard Undergraduate Senior Projects Spring 2018 William Wells Brown; or the Spook Who Sat by the Cabin Door From Black Ex-slave Narratives to White Abolitionist Fiction: Understanding the First African American Novel and Its Origins Elijah Coleman Jackson Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2018 Part of the American Literature Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Jackson, Elijah Coleman, "William Wells Brown; or the Spook Who Sat by the Cabin Door From Black Ex- slave Narratives to White Abolitionist Fiction: Understanding the First African American Novel and Its Origins" (2018). Senior Projects Spring 2018. 137. https://digitalcommons.bard.edu/senproj_s2018/137 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. William Wells Brown; or the Spook Who Sat by the Cabin Door From black ex-slave narratives to white abolitionist fiction: understanding the first African American novel and its origins Senior Project Submitted to The Division of Languages and Literature of Bard College by Elijah M.C. -
The Life and Achievements of William Wells Brown Autumn Lawson
A Voice for Freedom 55 A Voice for Freedom: The Life and Achievements of William Wells Brown Autumn Lawson The issue of slavery was a widely debated topic during the antebellum period, which created a division in American society. The partition was quite prominent between those who wanted to continue the "peculiar institution" and the abolitionists who wanted to see an end to slavery. The abolitionist movement grew rapidly in the United States. Many outstanding white Americans and African-Americans, several of whom were former slaves, joined the movement. William Wells Brown was an African-American abolitionist who rose from the chains of slavery to significant status within the abolitionist movement and ultimately in American society. Brown enjoyed a wide-ranging career in the abolitionist movement, more so than many other notable African-American abolitionists. Brown's popular literary works, and the awareness he brought to the capabilities of African-Americans, earned him a well-known spot in history. William Wells Brown was born in Lexington, Kentucky, the slave of Dr. John Young. The date of Brown's birth is unknown as it was never recorded by his master. It was not uncommon for masters to neglect recording birth dates of their slaves because they wanted to keep their chattel unaware of their ages. Keeping a slave from knowing one's age was for the purpose of making sure that a slave would not learn how to count. Masters feared that slaves would learn basic arithmetic, aiding them in discovering how to calculate odds and averages, which would ultimately help them to escape. -
EMANCIPATIONS the Following Is a List of Emancipations Registered In
EMANCIPATIONS The following is a list of emancipations registered in the St. Louis Circuit Court, 1817-1865. The list was compiled by Jefferson National Expansion Memorial historian Bob Moore and Dr. Kris Zapalac from a thorough examination of the Circuit Court Record Books at the St. Louis Civil Courts Building at Tucker and Market Streets, and the examination of papers at the Missouri Historical Society. The location of the original listing in the Circuit Court Record Books is noted by two numbers (example, 24:230). The first number is the Circuit Court book number, the second is the page number in that book. {MOHIS} denotes the use of papers in the slavery collection of the archives of the Missouri Historical Society. Other collections and sources used are noted in the individual cases. May 12, 1817 - Terrace (mulatto woman), Joseph (mulatto boy), Agathe (mulatto girl), Antoine, Francois, Edward, Julia, Matilda, and George Spears (mulatto man) by Esther, a free woman of color. {Original document, St. Louis Civil Courts} Oct. 21, 1817 - Winny (mulatto) by Loring Burk 1:106 Oct. 20, 1818 - Caroline Matilda (infant) [Frederick Bates, Guardian] by H. Renard and Marie Louise Renard (Manumitted on 8/18/1817) 1:318 Oct. 21, 1818 - Jack by Eusebius Hubbard 1:318 Sept. 20, 1820 – Fanny by Rufus Easton and Abeal Easton. 2:276 July 3, 1822 – Frances by Nicholas Hebert alias Lecompte. 3:168 July 3, 1822 - Rosita by Nicholas Hebert alias Lecompte. 3:168 July 2, 1823 - Jonathan by Robert Duncan on Nov. 1, 1822. 3:260 October 25, 1823 – Baptiste LaPou[n]piere by Antoine Chenie. -
Advocating for Abolition: Staging an Abolitionist Society Convention Andy Robinson and Joan Brodsky Schur
Social Education 74(4), pp 178–183 ©2010 National Council for the Social Studies Advocating for Abolition: Staging an Abolitionist Society Convention Andy Robinson and Joan Brodsky Schur hat do our students remember about their 8th grade study of American In order for students to understand history? Invariably they tell us that it is the historical simulations and how reviled the abolitionists were in their Wthe roles they played in them that stick in their memories, and vividly so. own day, they need to know about the Other teachers across America have had similar successes implementing role-plays, forces that were arrayed against them. and possibly some similar misgivings to ours; students often feel uncomfortable Even those who supported the eventual advocating for causes they find deeply offensive, such as the rights of monarchy or end of slavery believed that the fiery slaveholders. Of course, these role-plays have an important place in the curriculum; rhetoric of the abolitionists would cre- to understand the controversies of antebellum America, students must re-imagine ate a backlash counterproductive to their them from all sides. goals. In effect, the abolitionists chal- lenged the political, economic, social, But is there a way to set up a role-play anti-slavery societies, while others and religious status quo of Antebellum in which all students are on the right thought this step so radical that it would America. Abolitionists struck at the heart side of history? To solve this dilemma dissuade people from joining the move- of the U.S. Constitution itself, which Andy Robinson developed the idea for ment.