A Kid's Guide to African American History

Total Page:16

File Type:pdf, Size:1020Kb

A Kid's Guide to African American History A Kid’s Guide to African Ame AGES 6–11 ere are more than 70 hands-on activities, songs, and games that teach kids about the people, experiences, and Hevents that shaped African American history. = Make peanut butter like George Washington Carver did = Make a medallion like those worn by early abolitionists = Write a Brer Rabbit story = Play the rhyming game “Juba” = Design an armband like the one worn by a black chief of the Crow nation A KID’S GUIDE TO = Make a washtub bass r = Wear a kufi for Kwanzaa Along the way, kids will also learn about inspiring African American artists, inventors, politicians, and heroes, including Harriet Tubman, Langston Hughes, Oprah Winfrey, AFRICAN Louis Armstrong, Rosa Parks, Tony Gwynn, and Bessie Coleman. ican Histo “A fascinating look at an aspect of American history that is often left out of history AMERICAN books.” —Washington Sun “With a straightforward, readable text . and simple illustrative drawings, even young children r y HISTORY can participate in this activity-based title.” —School Library Journal MORE THAN 70 ACTIVITIES “Parents, teachers, and students can pick up this book and be proud of its content. SANDERS It not only teaches the mind, but also the heart of understanding.” —Dorothea (Wilson) Clausen, $14.95$14.95 (CAN (CAN $18.95) $18.95) great-great-great-granddaughter ISBN-13: 978-1-55652-653-4 of Thomas Jefferson ISBN-10: 1-55652-653-9 NANCY I. SANDERS A KID’S GUIDE TO AFRICAN AMERICAN HISTORY MORE THAN 70 ACTIVITIES NANCY I. SANDERS Library of Congress Cataloging-in-Publication Data Sanders, Nancy I. A Kid’s guide to African American history / Nancy I. Sanders. — 2nd ed. To all my friends at Sisters in Christ Bible p. cm. Includes bibliographical references and index. Study. Your prayers, encouragement, and ISBN-13: 978-1-55652-653-4 support helped make this dream a reality. ISBN-10: 1-55652-653-9 1. African Americans—History—Juvenile literature. 2. African Americans— History—Study and teaching—Activity programs—Juvenile literature. I. Title. To Rosa Parks. E185.S19 2007 Little did I know, when I saw you speak, 973’.0496073—dc22 of the impact your life would have on me. 2006031670 To Bessie Jones, Cover and interior illustrations and design: Rattray Design who inspired me as I read about her life. The author and the publisher disclaim all liability for use of the information May her memories and heritage live on contained in this book. for generations to come. The author has made every effort to secure permissions for all the material quoted in this book. If any acknowledgment has inadvertently been omitted, please contact the publisher. ©2007 by Nancy I. Sanders All rights reserved Second edition Published by Chicago Review Press, Incorporated 814 North Franklin Street Chicago, Illinois 60610 ISBN-13: 978-1-55652-653-4 ISBN-10: 1-55652-653-9 Printed in the United States of America 54321 ‚ Contents ¯ Time Line vi The Middle Passage 27 Acknowledgments viii Landing in America 29 Introduction ix The Revolutionary War 29 The Shot Heard Around the World 30 1 ∏ THE GLORIES OF AFRICA Merchant Ships 33 A Sandstone Column 3 The Battle of Bunker Hill 37 Design a Mask 4 Black Patriots in the American Revolution 38 The Middle Ages 7 The War at the Sea 40 The City of Timbuktu 7 The Free African Society 42 Potato Stamp Painting 9 The Forten Family of Philadelphia 43 A King’s Scepter 11 Play a Game of Marbles 44 Life in Africa 12 Write an Almanac 48 Call-and-Response Game 13 Make a Star-Watching Chart 50 Communities and Nations 14 America’s Founding Fathers 52 Founding Fathers in Philadelphia 53 2 ∏ COLONIAL AMERICA Founding Fathers in Boston 56 Early Explorers 16 Kneeling Slave Medallion 59 First Settlers 18 A Foundation of Faith 61 Landing in Jamestown 19 The Beginning of Slavery 21 3 ∏ LIFE ON A PLANTATION Fort Mose 23 Food on a Plantation 66 The Slave Trade 24 Juba 69 Bead Necklace 26 Brer Rabbit and His Friends 70 Tell Me a Riddle 74 Election Day Parade 115 Children’s Rhymes 75 Election Cakes 117 Children’s Songs 76 Pinkster Day 118 Children’s Games 78 Dress Like King Charles 119 Sew a Doll 82 Wear a Chain of Blummies 123 Hoop and Stick 84 Dance on a Shingle 125 Artistic Crafts 85 Hold a High Jump Contest 126 Music and Rhythm 85 The Quakers and Other Abolitionists 127 Make a Rhythm 87 The Underground Railroad 127 Jingle a Tambourine 89 Carry a Candle 130 Build a Washtub Bass 92 Carry a Stick 132 Short’nin’ Bread 94 Follow the North Star 133 The Blue-Tail Fly 94 Native American Communities 134 O Freedom 96 Make a Native American Apron 136 Uncode a Spiritual 97 Wear Cuffs 138 Wear Armbands 140 4 ∏ FREE AFRICAN AMERICANS AND Craftsmen and Folk Artists 141 ABOLITIONISTS Make a Bible Quilt 143 The American Colonization Society 102 Emancipation Papers 105 5 ∏ CIVIL WAR AND THE ROAD TO Fugitive Slave Laws 106 FREEDOM The Black Press 107 Make a Congressional Medal of Honor 148 Slave Narratives 110 Make Paper Doll Replicas of the U.S. Colored Troops 150 Giants in Literature 111 Emancipation Day 154 Election Day 113 Reconstruction 154 Parmenteering 114 Elected Officials 156 Hold an Egg-Cracking Party 157 7 ∏ THE CIVIL RIGHTS MOVEMENT Have a Taffy Pull 159 How One Woman Made a Difference 202 Sharecropping 160 Segregation in Schools 202 The Exodusters 160 Carry a Card Supporting Nonviolence 204 Juneteenth 162 The Sit-In Movement and Freedom Rides 206 Make a Favorite Drink 164 Children Helped Change a Nation 207 Cowboys 165 Make a Hand Fan 210 Design a Brand 167 The March on Washington 212 How Far Was a Trail Ride? 169 Carry a Sign 213 Buffalo Soldiers 171 Jim Crow 171 8 ∏ HOPE FOR TODAY AND A BETTER The Tuskegee Institute 173 TOMORROW Make Peanut Butter 174 Dedicated Historians 216 Grow a Sweet Potato Vine 176 A New African American Renaissance 217 Conduct a Scientific Experiment 177 All-Star Athletes 221 Kwanzaa 226 ∏ HE URN OF THE ENTURY 6 T T C Celebrate Kwanzaa 230 Great Achievements 180 Wear a Kufi 233 Important Inventions 181 Joining Together for a Future of Hope 234 Make Your Own Invention and Patent It 183 The Importance of Music 185 Suggested Reading List for Kids 235 Harlem Renaissance 186 Teacher Resources 235 Play the Cornet 190 Selected Bibliography 236 The World at War . Twice 191 Index 241 Creative Milestones 193 Sports, America’s Favorite Games 195 Track-and-Field Day 196 ‚ Time Line ¯ The Glories of Africa *3100 B.C. Menes, the first pharaoh of united Egypt begins his reign *1379 B.C. Nefertiti, Queen of Egypt, begins her co-rule of Egypt *A.D. 1500 Timbuktu, one of the greatest cities of the world is established 1527 Estavanico explores the American Southwest Colonial America 1619 Twenty Africans land at Jamestown, Virginia 1641 Slavery is legally recognized in the colonies 1770 Crispus Attucks is the first to die in the American Revolution 1807 Congress bans ships from bringing slaves to America 1843 Sojourner Truth speaks out against slavery Abolitionists 1849 Harriet Tubman escapes from slavery and begins work on the Underground Railroad *Approximate date Civil War 1861 Civil War begins 1863 President Lincoln signs the Emancipation Proclamation 1865 Thirteenth Amendment ends slavery in America Freedom’s Road 1881 Booker T. Washington establishes the Tuskegee Institute 1903 W. E. B. Du Bois publishes The Souls of Black Folk 1909 National Association for the Advancement of Colored People (NAACP) is founded 1920s The Harlem Renaissance, a time when extraordinary works are created by musicians, artists, and writers, reaches its peak 1936 Jesse Owens wins four Olympic gold medals Civil Rights Movement 1955 Rosa Parks is arrested 1961 Freedom Rides take place 1963 The March on Washington is held A New Hope 1966 The first celebration of Kwanzaa is held 1967 Thurgood Marshall is appointed as a Supreme Court justice 1976 Black History Month is established 1986 National holiday is created to honor Dr. King ‚ Acknowledgments ¯ hank you, Jeff, for your enthusiasm for this Quarles, Lerone Bennett Jr., Darlene Clark Hine, book. I appreciate the many times you Jessie Carney Smith, and Henry Louis Gates Jr. Talert me to current events in the news to Without the enthusiasm of certain individuals help keep this information up-to-date. And who have helped me gather important research, thanks, Danny and Ben, for your continued enthu- writing this edition would have been more difficult. siasm and interest in my writing projects. You guys I would especially like to thank Deborah Padgett are the best! from the Jamestown-Yorktown Foundation, Susan Thank you, Evelyn Okoreeh, my dear, sweet Halpert from the Houghton Library, and Sheila friend. Your prayers and encouragement sustain me. Cooke-Kayser, Emily G. Prigot, and Dr. Martin A special thank you goes to all the historians Blatt of the Boston National Historical Park. whose intense research and accurate facts help Thanks to the entire publishing family at make it possible for me to share African American Chicago Review Press. It takes a team to bring a history with kids. Your books line my bookshelves book to life, and you all are appreciated for the and are friendly faces that greet me each day I sit countless hours of creative energy you devoted to down in my office to write. Among the many histo- this project. Thank you, Cynthia Sherry, for your rians whose outstanding work I constantly refer to, continued vision of this project.
Recommended publications
  • African American Literature in Transition, 1850–1865
    Cambridge University Press 978-1-108-42748-7 — African American Literature in Transition Edited by Teresa Zackodnik Frontmatter More Information AFRICAN AMERICAN LITERATURE IN TRANSITION, – The period of – consists of violent struggle and crisis as the United States underwent the prodigious transition from slaveholding to ostensibly “free” nation. This volume reframes mid-century African American literature and challenges our current understand- ings of both African American and American literature. It presents a fluid tradition that includes history, science, politics, economics, space and movement, the visual, and the sonic. Black writing was highly conscious of transnational and international politics, textual circulation, and revolutionary imaginaries. Chapters explore how Black literature was being produced and circulated; how and why it marked its relation to other literary and expressive traditions; what geopolitical imaginaries it facilitated through representation; and what technologies, including print, enabled African Americans to pursue such a complex and ongoing aesthetic and political project. is a Professor in the English and Film Studies Department at the University of Alberta, where she teaches critical race theory, African American literature and theory, and historical Black feminisms. Her books include The Mulatta and the Politics of Race (); Press, Platform, Pulpit: Black Feminisms in the Era of Reform (); the six-volume edition African American Feminisms – in the Routledge History of Feminisms series (); and “We Must be Up and Doing”: A Reader in Early African American Feminisms (). She is a member of the UK-based international research network Black Female Intellectuals in the Historical and Contemporary Context, and is completing a book on early Black feminist use of media and its forms.
    [Show full text]
  • 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,
    [Show full text]
  • Bulletin of the Center for Children's Books
    I LL I NOI S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. Graduate School of Library and Information Science University of Illinois Press at ;i .I~i ;;-i·i· , 01-' -y n a r,i "A handsome puzzle book that also enhances appreciation for our quirky mother tongue."* JUD ITH VIORST The Alphabet from Z to A (With Much Confusion on the Way) Illustrated in full color by Richard Hull * "Refreshingly, Viorst offers anything but a basic introduc- tion to phonetics....Rather, her verse is a pleasing blend of play- fulness and sophistication.... [Hull's] detailed, often fantastical pictures cleverly incorporate the items mentioned in Viorst's rhymes - as well as a devilish number of other objects that begin with the spotlighted letter. It all makes for good (and vocabulary- building) phun." -Starred, Publishers Weekly "Intriguing." -School Library Journal 'qThe well-known humorist uses a reverse alphabet to explore, and rail about, the idiosyncra- ces of English ('Y' is for YEW and for YOUJ But it isn't for USING), touching on the vagaries of homonyms and spelling, slip- ping in rhymes...and engaging in other wordplay." -*Kirkus Reviews "Kids will be charmed to see someone acknowledge the appar- ent idiocy of the language they're grappling with." -Booklist $14.95 SBE/0-689-31768-9 Ages 7-10 SBE indicates a reinforced hardcover edition. Atheneum An imprint of the Simon & Schuster Children's Publishing Division A Paramount Communications Company -- THE BUvL LE T IN OF THE CENTER FOR CHILDREN'S BOOKS June 1994 Vol.
    [Show full text]
  • Old Time Banjo
    |--Compilations | |--Banjer Days | | |--01 Rippling Waters | | |--02 Johnny Don't Get Drunk | | |--03 Hand Me down My Old Suitcase | | |--04 Moonshiner | | |--05 Pass Around the Bottle | | |--06 Florida Blues | | |--07 Cuckoo | | |--08 Dixie Darling | | |--09 I Need a Prayer of Those I Love | | |--10 Waiting for the Robert E Lee | | |--11 Dead March | | |--12 Shady Grove | | |--13 Stay Out of Town | | |--14 I've Been Here a Long Long Time | | |--15 Rolling in My Sweet Baby's Arms | | |--16 Walking in the Parlour | | |--17 Rye Whiskey | | |--18 Little Stream of Whiskey (the dying Hobo) | | |--19 Old Joe Clark | | |--20 Sourwood Mountain | | |--21 Bonnie Blue Eyes | | |--22 Bonnie Prince Charlie | | |--23 Snake Chapman's Tune | | |--24 Rock Andy | | |--25 I'll go Home to My Honey | | `--banjer days | |--Banjo Babes | | |--Banjo Babes 1 | | | |--01 Little Orchid | | | |--02 When I Go To West Virginia | | | |--03 Precious Days | | | |--04 Georgia Buck | | | |--05 Boatman | | | |--06 Rappin Shady Grove | | | |--07 See That My Grave Is Kept Clean | | | |--08 Willie Moore | | | |--09 Greasy Coat | | | |--10 I Love My Honey | | | |--11 High On A Mountain | | | |--12 Maggie May | | | `--13 Banjo Jokes Over Pickin Chicken | | |--Banjo Babes 2 | | | |--01 Hammer Down Girlfriend | | | |--02 Goin' 'Round This World | | | |--03 Down to the Door:Lost Girl | | | |--04 Time to Swim | | | |--05 Chilly Winds | | | |--06 My Drug | | | |--07 Ill Get It Myself | | | |--08 Birdie on the Wire | | | |--09 Trouble on My Mind | | | |--10 Memories of Rain | | | |--12
    [Show full text]
  • Abraham Lincoln, Kentucky African Americans and the Constitution
    Abraham Lincoln, Kentucky African Americans and the Constitution Kentucky African American Heritage Commission Abraham Lincoln Bicentennial Collection of Essays Abraham Lincoln, Kentucky African Americans and the Constitution Kentucky African American Heritage Commission Abraham Lincoln Bicentennial Collection of Essays Kentucky Abraham Lincoln Bicentennial Commission Kentucky Heritage Council © Essays compiled by Alicestyne Turley, Director Underground Railroad Research Institute University of Louisville, Department of Pan African Studies for the Kentucky African American Heritage Commission, Frankfort, KY February 2010 Series Sponsors: Kentucky African American Heritage Commission Kentucky Historical Society Kentucky Abraham Lincoln Bicentennial Commission Kentucky Heritage Council Underground Railroad Research Institute Kentucky State Parks Centre College Georgetown College Lincoln Memorial University University of Louisville Department of Pan African Studies Kentucky Abraham Lincoln Bicentennial Commission The Kentucky Abraham Lincoln Bicentennial Commission (KALBC) was established by executive order in 2004 to organize and coordinate the state's commemorative activities in celebration of the 200th anniversary of the birth of President Abraham Lincoln. Its mission is to ensure that Lincoln's Kentucky story is an essential part of the national celebration, emphasizing Kentucky's contribution to his thoughts and ideals. The Commission also serves as coordinator of statewide efforts to convey Lincoln's Kentucky story and his legacy of freedom, democracy, and equal opportunity for all. Kentucky African American Heritage Commission [Enabling legislation KRS. 171.800] It is the mission of the Kentucky African American Heritage Commission to identify and promote awareness of significant African American history and influence upon the history and culture of Kentucky and to support and encourage the preservation of Kentucky African American heritage and historic sites.
    [Show full text]
  • Bossypants? One, Because the Name Two and a Half Men Was Already Taken
    Acknowledgments I would like to gratefully thank: Kay Cannon, Richard Dean, Eric Gurian, John Riggi, and Tracy Wigfield for their eyes and ears. Dave Miner for making me do this. Reagan Arthur for teaching me how to do this. Katie Miervaldis for her dedicated service and Latvian demeanor. Tom Ceraulo for his mad computer skills. Michael Donaghy for two years of Sundays. Jeff and Alice Richmond for their constant loving encouragement and their constant loving interruption, respectively. Thank you to Lorne Michaels, Marc Graboff, and NBC for allowing us to reprint material. Contents Front Cover Image Welcome Dedication Introduction Origin Story Growing Up and Liking It All Girls Must Be Everything Delaware County Summer Showtime! That’s Don Fey Climbing Old Rag Mountain Young Men’s Christian Association The Windy City, Full of Meat My Honeymoon, or A Supposedly Fun Thing I’ll Never Do Again Either The Secrets of Mommy’s Beauty Remembrances of Being Very Very Skinny Remembrances of Being a Little Bit Fat A Childhood Dream, Realized Peeing in Jars with Boys I Don’t Care If You Like It Amazing, Gorgeous, Not Like That Dear Internet 30 Rock: An Experiment to Confuse Your Grandparents Sarah, Oprah, and Captain Hook, or How to Succeed by Sort of Looking Like Someone There’s a Drunk Midget in My House A Celebrity’s Guide to Celebrating the Birth of Jesus Juggle This The Mother’s Prayer for Its Daughter What Turning Forty Means to Me What Should I Do with My Last Five Minutes? Acknowledgments Copyright * Or it would be the biggest understatement since Warren Buffett said, “I can pay for dinner tonight.” Or it would be the biggest understatement since Charlie Sheen said, “I’m gonna have fun this weekend.” So, you have options.
    [Show full text]
  • History That Promotes Understanding in a Diverse Society 145 View
    The Future of History The Future of History HISTORIANS, HISTORICAL ORGANIZATIONS, AND THE PROSPECTS FOR THE FIELD Conrad Edick Wright & Katheryn P. Viens, editors, Published by the Massachusetts Historical Society, Boston 2017 © 2017 Massachusetts Historical Society Contributors retain rights for their essays. Designed by Ondine Le Blanc Library of Congress Cataloging-in-Publication Data Names: Wright, Conrad Edick, editor of compilation. | Viens, Katheryn P., 1962- editor of compilation. Title: The future of history : historians, historical organizations, and prospects for the field / Conrad Edick Wright and Katheryn P. Viens, editors. Other titles: Historians, historical organizations, and prospects for the field Description: Boston : Massachusetts Historical Society, [2017] | Includes bibliographical references. Identifiers: LCCN 2017019926 | ISBN 9781936520114 (pbk.) Subjects: LCSH: History--Study and teaching. | Historians. | History--Societies, etc. Classification: LCC D16.2 .F87 2017 | DDC 907.1--dc23 LC record available at https://lccn.loc.gov/2017019926 Digital editions of this title are available at the MHS website. www.masshist.org/publications/future_history Katheryn P. Viens | Introduction: 1 Finding Meaning in the Past John Stauffer | History Is 8 the Activist’s Muse Richard Rabinowitz | History in Every 20 Sense: Public and Academic History Paul J. Erickson | History and the 31 Future of the Digital Humanities Louise Mirrer | What Does History 47 Cost and How Can We Pay for It? Gretchen Sullivan Sorin | The Future 57 of History: Egg Rolls, Egg Creams and Empanadas Debra Block | History Education 68 in the (Mis)Information Age Manisha Sinha | History 79 and Its Discontents John Lauritz Larson | The Feedback 89 Loop: Sharing the Process of Telling Stories Robert Townsend | Academic History’s 98 Challenges and Opportunities Stephen A.
    [Show full text]
  • Wendell Phillips Wendell Phillips
    “THE CHINAMAN WORKS CHEAP BECAUSE HE IS A BARBARIAN AND SEEKS GRATIFICATION OF ONLY THE LOWEST, THE MOST INEVITABLE WANTS.”1 For the white abolitionists, this was a class struggle rather than a race struggle. It would be quite mistaken for us to infer, now that the civil war is over and the political landscape has 1. Here is what was said of the Phillips family in Nathaniel Morton’s NEW ENGLAND’S MEMORIAL (and this was while that illustrious family was still FOB!): HDT WHAT? INDEX WENDELL PHILLIPS WENDELL PHILLIPS shifted, that the stereotypical antebellum white abolitionist in general had any great love for the welfare of black Americans. White abolitionist leaders knew very well what was the source of their support, in class conflict, and hence Wendell Phillips warned of the political danger from a successful alliance between the “slaveocracy” of the South and the Cotton Whigs of the North, an alliance which he termed “the Lords of the Lash and the Lords of the Loom.” The statement used as the title for this file, above, was attributed to Phillips by the news cartoonist and reformer Thomas Nast, in a cartoon of Columbia facing off a mob of “pure white” Americans armed with pistols, rocks, and sticks, on behalf of an immigrant with a pigtail, that was published in Harper’s Weekly on February 18, 1871. There is no reason to suppose that the cartoonist Nast was failing here to reflect accurately the attitudes of this Boston Brahman — as we are well aware how intensely uncomfortable this man was around any person of color.
    [Show full text]
  • Early Newspaper Accounts of Prince Hall Freemasonry
    Early Newspaper Accounts of Prince Hall Freemasonry S. Brent Morris, 33°, g\c\, & Paul Rich, 32° Fellow & Mackey Scholar Fellow OPEN TERRITORY n 1871, an exasperated Lewis Hayden1 wrote to J. G. Findel2 about the uncertain and complicated origins of grand lodges in the United States and the inconsistent attitudes displayed towards the char- I tering in Boston of African Lodge No. 459 by the Grand Lodge of Eng- land: “The territory was open territory. The idea of exclusive State jurisdiction by Grand Lodges had not then been as much as dreamed of.” 3 The general 1. Hayden was a former slave who was elected to the Massachusetts legislature and raised money to finance John Brown’s raid on Harper’s Ferry. His early life is described by Harriet Beecher Stowe in her book, The Key to Uncle Tom’s Cabin (Jewett, Proctor & Worthington, 1853). 2. Findel was a member of Lodge Eleusis zur Verschwiegenheit at Baireuth in 1856 and edi- tor of the Bauhütte as well as a founder of the Verein Deutscher Freimaurer (Union of Ger- man Freemasons) and author in 1874 of Geist unit Form der Freimaurerei (Genius and Form of Freemasonry). 3. Lewis Hayden, Masonry Among Colored Men in Massachusetts (Boston: Lewis Hayden, 1871), 41. Volume 22, 2014 1 S. Brent Morris & Paul Rich theme of Hayden’s correspondence with Findel was that African-American lodges certainly had at least as much—and possibly more—claim to legiti- mate Masonic origins as the white lodges did, and they had been denied rec- ognition because of racism.4 The origins of African-American Freemasonry in the United States have generated a large literature and much dispute.
    [Show full text]
  • William Cooper Nell. the Colored Patriots of the American Revolution
    William Cooper Nell. The Colored Patriots of the American ... http://docsouth.unc.edu/neh/nell/nell.html About | Collections | Authors | Titles | Subjects | Geographic | K-12 | Facebook | Buy DocSouth Books The Colored Patriots of the American Revolution, With Sketches of Several Distinguished Colored Persons: To Which Is Added a Brief Survey of the Condition And Prospects of Colored Americans: Electronic Edition. Nell, William Cooper Funding from the National Endowment for the Humanities supported the electronic publication of this title. Text scanned (OCR) by Fiona Mills and Sarah Reuning Images scanned by Fiona Mills and Sarah Reuning Text encoded by Carlene Hempel and Natalia Smith First edition, 1999 ca. 800K Academic Affairs Library, UNC-CH University of North Carolina at Chapel Hill, 1999. © This work is the property of the University of North Carolina at Chapel Hill. It may be used freely by individuals for research, teaching and personal use as long as this statement of availability is included in the text. Call number E 269 N3 N4 (Winston-Salem State University) The electronic edition is a part of the UNC-CH digitization project, Documenting the American South. All footnotes are moved to the end of paragraphs in which the reference occurs. Any hyphens occurring in line breaks have been removed, and the trailing part of a word has been joined to the preceding line. All quotation marks, em dashes and ampersand have been transcribed as entity references. All double right and left quotation marks are encoded as " and " respectively. All single right and left quotation marks are encoded as ' and ' respectively.
    [Show full text]
  • ABSTRACT POWELL, ETHEL ANNE. Ghosts of Chances for Redemption
    ABSTRACT POWELL, ETHEL ANNE. Ghosts of Chances for Redemption via Abjection in Wilson Harris’s Palace of the Peacock and Others. (Under the direction of Deborah Wyrick.) This thesis explores, in three works of literature, possibilities for redemption via abjection. Julia Kristeva’s semanalysis is the primary theoretical tool with which Aphra Behn’s Oroonoko (1688) is examined as a nascent work in Caribbean literature. Next, and central to this thesis, the Guyanese Wilson Harris’s The Palace of the Peacock (1960) is discussed within Kristevan context and within Caribbeanist literary critical context. Mariella, a central and fluid character in Palace, acts as a semiotic agent of destruction and of abjectly sublime redemption for Donne and his crew of river boatmen in pursuit of Other ethnically mixed peoples in Guyana’s interior. Donne’s moment of epiphany, wherein he comes to understand how inhumanely he has treated Others, is followed by his “second” death and rebirth in a celestial palace (along with the rest of the crew), marking his and their transformation from abject slavers to abjectly sublime and redeemed beings. The semiotic linguistic characteristics of Palace are investigated: while written in the style of Magical Realism, Palace contains lexical and dialectal features stemming from African and Amerindian influences. Flannery O’Connor’s “Revelation” (1965) is the final work examined. Via legacies of plantation slavery and ensuing discrimination against freed African-Americans, many works of Southern U.S. literature contain qualities of postcolonial literatures, particularly the element of abject Otherness. In “Revelation” Mrs. Ruby Turpin’s ideas about abject Others are transformed, as she is transformed from an abject avatar of white Southern racism and classism, into an abjectly sublime person who receives a “revelation” of her wrongs righted in a celestial march of all human beings.
    [Show full text]
  • African-Americans in the Revolution
    African-Americans in the Revolution OBJECTIVES The student will be able to: In “The Negro in the American Revolution,” Benjamin Quarles 1) list the responsibilities said the African-American was “a participant and a symbol. He was of African-American soldiers active on the battlefronts and behind the lines . The Negro’s role in the Revolution, and; in the Revolution can best be understood by realizing that his major loyalty was not to a place nor to a people, but to a principle. Insofar 2) discuss the contributions as he had freedom of choice, he was likely to join the side that made of at least three African- him the quickest and best offer in terms of those ‘unalienable rights’ Americans of the era. of which Mr. Jefferson had spoken.” 3) identify duties African-Americans served in the Massachusetts companies and in most often performed by the state militias of northern states. The Rhode Island regiment at African-Americans. Yorktown was three-fourths black. African-Americans also served in the navy. It is estimated that about 5,000 African-Americans served in the war. Many African-Americans fought with the British since the British commander, Sir Henry Clinton, offered freedom to slaves who would fight for the King. The British used the runaway slaves as guides, spies and laborers (carpenters, blacksmiths, etc.). By using the African-Americans as laborers, whites were free to be soldiers. Many slaves left when the British evacuated after the end of the war. Quarles says. “Thousands of Negroes were taken to other islands in the British West Indies .
    [Show full text]