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The Negro in American History. Ey- Cohen, Irving S

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The Negro in American History. Ey- Cohen, Irving S R E F O R T R ESUMES ED 011 529 UD001 736 THE NEGRO IN AMERICAN HISTORY. EY- COHEN, IRVING S. NEW YORK CITY BOARD OF EDUCATION, BROOKLYN, N.Y. REPORT NUMBER CURR-BULL-1964-65-SERIES-4 PUB DATE JUL 64 ECRS PRICEMF-$0,27HC-$6.86 172P. DESCRIPTORS- CURRICULUM GUIDES, *NEGROES, AMERICAN HISTORY, *SLAVERY, *NEGRO HISTORY, *UNITED STATES HISTORY,COLONIAL HISTORY (UNITED STATES), CIVIL WAR (UNITED STATES), RECONSTRUCTION ERA, AFRICAN CULTURE, HISTORICAL REVIEWS, CONSTITUTIONAL HISTORY, POLITICAL POWER, CIVIL RIGHTS, NEGRO ACHIEVEMENT, NEW YORK CITY, BROOKLYN THE STATED PURPOSE OF THIS CURRICULUM BULLETIN IS TO PROVIDE AN ACCOUNT OF THE NEGRO AS A PARTICIPANT INTHE HISTORY OF THE UNITED STATES TO AID TEACHERS IN RECOGNIZING AND RESPONDING TO OPPORTUNITIES IN THE SCHOOL CURRICULUMS FOR 4, GIVING INSTRUCTION ABOUT THE CONTRIBUTIONS OFMINORITY GROUPS TO AMERICAN LIFE. IT SPECIFICALLY DEALS WITH SOCIAL AND HISTORICAL FORCES WITHIN THE NEGRO COMMUNITY AND THEIR IMPACT ON NATIONAL AND WORLD EVENTS, WITH AN EMPHASIS ON THE HISTORY OF NEGROES IN NEW YORK CITY. INFORMATION BASED ON THE CURRENT SCHOLARLY CONSENSUS IS OFFERED ON SLAVERY IN THE OLD WCRLD, THE AFRICAN BACKGROUND OF SLAVERY, THE SLAVE TRACE, AND THE NEGRO IN LATIN AMERICA. THE BULK OF THE BULLETIN IS DEVOTED. TO A HISTORY OF THE AMERICAN NEGRO FROM 1619 TO THE PRESENT. A BIBLIOGRAPHY LISTS GENERAL WORKS AND STUDIES RELEVANT TO EACH CHAPTER CF THE BULLETIN. THIS DOCUMENT IS ALSO AVAILABLE FROM BOARD OF EDUCATION OF THE CITY OF NEW YORK, PUBLICATIONS SALES OFFICE, 11L LIVINGSTON ST., BROOKLYN, NEW YORK 11201, FOR $1.00. (NH) cp. Thejvqr o ittAmerican Ilistory (ThOOl 736' BOARD OF EDUCATION CITY OF NEW YORK Curriculum Bulletin 196465 Series No. 4 U.S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OROPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLICY. ro nwrican rf AtswAL-rev-d Li "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BYTi 1l TO ERIC AND ORGANIZATIOIIS OPERATING UNDER AGREEMENTS WITH Ti U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." BOARD OF EDUCATION CITY OF NEW YORK BOARD OF EDUCATION JAMES B. DONOVAN, President LLOYD K. GARRISON, Vice-President JOSEPH G. BARKAN ALFRED A. GIARDINO AARON BROWN MORRIS IUSHEWITZ THOMAS C. BURKE CLARENCE SENIOR MRS. ROSE SHAPIRO Superintendent of Schools CALVIN E. GROSS (ON LEAVE) Acting Superintendent of Schools BERNARD E. DONOVAN Acting Executive Deputy Superintendent of Schools JOHN B. KING Deputy Superintendents of Schools FREDERICK W. HII,L JOSEPH 0. LORETAN Superintendent of Design, Construction and Physical Plant EUGENE E. HULT DEPUTY SUPERINTENDENT'S CABINET CURRICULUM DEVELOPMENT AND COORDINATION JOSEPH 0. LORETAN, Chairman CLARE C. BALDWIN RICHARD M. LUBELL WILLIAM H. BRISTOW CARMELLA NESI SARAH A. CAMERON JACOB H. SHACK JOHN B. KING SHELLEY UMANS FREDERICK H. WILLIAMS COPYRIGHT 1964;Third Printing BY THE BOARD OF EDUCATION OF THE CITY OF NEW YORK Application for permission to reprint any section of this material should be made to the Superintendent of Schools, 110 Livingston Street, Brooklyn, N. Y. 11201. Re- print of any section of this material shall carry the line, "Reprinted from (title of publication) by permission of the Board of Education of the City 9f New York." iv FOREWORD The American Negro is today a central figure in a dramaof vast pro- portions. Around Wm rages a social revolution unprecedented inAmeri- can history. Taking place within the contextof a world wide struggle for human rights, this revolution involves a massive recasting ofroles and relationships across ethnic, cultural, and socio-economic lines. Atits heart lies the destruction of the inequalities of practice and theory that have long alienated a substantial portion of the American people. The current civil rights, revolution has raised manyfundamental ques- tions involving the essence of quality education and the roleof the school in preparing children for full, responsible citizenship. Infact, it has com- pelled the schools to reassess their entire educational program.As part of this reassessment, studies have been made of the extent towhich his- tory textbooks in use in schools andcolleges include adequate treatment of the role of the Negro in American history. Theyindicate that many textbooks either distort or omit important information on thehistory and achievement of Negroes. The October 9, 1962policy statement of the Superintendent of Schools referred to suchdeficiencies in calling upon publishers to present "acomprehensive and satisfactory picture of the status of minority groups in our culture." The Negro in American History is designed to giveteachers, and through them their students, a broader and more factual statement on the Negro in our nation's history.Its basic aim is to promote a better understanding of America's past by developingincreased awareness of the history of American Negroes, their problems,and their accomplish- mentsboth individually and as a group. Togetherwith other appro- priate materials, this bulletin should aid teachersin recognizing and responding to the many opportunities in ourcurricula for effective instruction on the contributions of minority groups toAmerican life. Its use by teachers should further thedevelopment of democratic at- titudes and encourage appreciation for thosecultural values which are a part of ournational heritage. Prejudice and misunderstandings invariablyresult from the lack of knowledge. It is our hope' that a better understandingof the role of the Negro in our history and culturewill contribute to intergroup harmony and that our schools will continue toproduce leaders capable of maintaining and securing those rightsand liberties which all Americans cherish. JOSEPH 0. LORETAN Deputy Superintendent July, 1964 ACKNOWLEDGMENTS This bulletin was prepared under the general supervision of Joseph 0. Loretan, Deputy Superintendent, Curriculum, Research and Evaluation; and with the cooperation of John B. King, Deputy Superintendent, Instruction; Jacob H. Shack, Acting Associate Superintendent, Division of Curriculum Development; Clare C. Baldwin, Associate Superintendent; William H. Bristow,AssistantSuperintendent;andFrederick H. Williams, Director, Human Relations Unit. This publication was written by Irving S. Cohen, high school social studies teacher assigned to the Bureau of Curriculum Research. John Hope Franklin, Chairman of the History Department at Brooklyn College and an outstanding authority in the field of American Negro history, served as special consultant and placed at the author's disposal his many remarkable talents, his penetrating insights, aid a generous portion of his time. A debt of gratitude is owed Dr. Franklin. Appreciation is expressed to the following scholars who reviewed an early draft of the manuscript and gave invaluable suggestions for its improvement: Aaron Brown, The Phelps-Stokes Fund; Oscar Hand lin, Harvard University; Benjamin Quarles, Morgan. State College; Charles H. Wesley, Central State College. Without implying responsibility, their counsels and encouragement are gratefully acknowledged. The Negro in American History could not have been written without the researches of many scholars who have contributed significant writ- ings to the field. They have performed invaluable and indispensible services for all students of history. Many, but not all, of their names and Major works appear in the bibliography for this bulletin. Appre- ciation is expressed to them, and to- others now engaged in expanding our knowledge of the past. This publication resulted from the proposals of an ad hoc committee of teachers and supervisors formed to assess current curriculum mate- rials dealing with minority groups. Its members were: David A. Abramson, Assistant Director, Bureau of Curriculum Research Samuel L. Arbital, Teacher, Assigned to the Bureau of Curriculum Research Clelia Belfrom, Coordinator, Puerto Rican Project, Bureau of Curriculum Research Ruth Berken, Curriculum Assistant, Districts 6-8 William H. Bristow, Assistant Superintendent, Bureau of Curriculum Research Fred Bronner, Teacher, Assigned to Bureau of Curriculum Research vii PRECEDING PAGE BLANK- NOT FILMED Albert Bronson, Teacher, Assigned to the Division of Curriculum Development Irving S. Cohen, Teacher, Assigned to the Bureau of Curriculum Research Doris Eliason, Teacher, Bronx High School of Science Lillian Goldman, Coordinator, Child Welfare, Bureau of Curriculum Research Fred Guggenheim, School Research Associate, Bureau of Curriculum Research Edwina Johnson, Teacher, Public School 118, Queens Alex Lazes, Assistant Administrative Director, Bureau of Curriculum Research Katherine Lynch, Director, Bureau for Children with Retarded Mental Development Ira Marienhoff, 'Teacher, High School of Music and Art Etta Ress, Research Teacher, Elementary Education, Bureau of Curri- culum Research Leo Steinlein, Assistant Administrative Director, Division of Curriculum Development Rosemary Wagner, Elementary School Coordinator, Bureau of Curri- culum Research Frederick H. Williams, Director, Human Relations Unit Grace A. Young, Chairman of Social Studies, Grover Cleveland High School Grateful acknowledgment is made to James Egert Allen, school-com- munity coordinator, Districts12-14, who assisted in the preparation of the first draft of this bulletin. It is impossible
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