Black Writers in New England
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Faith Voices Letter
In Support Of Keeping Houses Of Worship Nonpartisan August 16, 2017 Dear Senator: As a leader in my religious community, I am strongly opposed to any effort to repeal or weaken current law that protects houses of worship from becoming centers of partisan politics. Changing the law would threaten the integrity and independence of houses of worship. We must not allow our sacred spaces to be transformed into spaces used to endorse or oppose political candidates. Faith leaders are called to speak truth to power, and we cannot do so if we are merely cogs in partisan political machines. The prophetic role of faith communities necessitates that we retain our independent voice. Current law respects this independence and strikes the right balance: houses of worship that enjoy favored tax-exempt status may engage in advocacy to address moral and political issues, but they cannot tell people who to vote for or against. Nothing in current law, however, prohibits me from endorsing or opposing political candidates in my own personal capacity. Changing the law to repeal or weaken the “Johnson Amendment” – the section of the tax code that prevents tax-exempt nonprofit organizations from endorsing or opposing candidates – would harm houses of worship, which are not identified or divided by partisan lines. Particularly in today’s political climate, engaging in partisan politics and issuing endorsements would be highly divisive and have a detrimental impact on congregational unity and civil discourse. I therefore urge you to oppose any repeal or weakening of the Johnson Amendment, thereby protecting the independence and integrity of houses of worship and other religious organizations in the charitable sector. -
Session 2 Home Ownership=Wealth Accumulation JCC Arts and Culture
12/17/2020 Session 2 Home Ownership=Wealth Accumulation 1 JCC Arts and Culture Program Lev Rothenberg Director of Arts and Education 2 1 12/17/2020 Welcome and More…. Rules of the Road: • So glad you are here! • 2 parts: Presentation + Conversation. • Everyone’s voice is important. • Jot down your questions/comments. • Mute during presentation. • Raise your HAND to be recognized. • Do NOT use Chat. It is disruptive. Thank You! 3 From Last Week Any “Aha” moments to share from last week’s discussion, “History of Racism”? 4 2 12/17/2020 What is Racism? • Racism is commonly defined as “Prejudice + Power. • Prejudice is used against someone based on his/her race. • Racism is a belief that certain racial groups are superior to others and have rights and power over others. Racism can be manifested through beliefs, policies, attitudes and actions by governments, organizations and individuals. 5 What Is Systemic Racism? • It is Prejudice expressed through the Power of governments, institutions, organizations, policies and laws. • Systemic, Structural and Institutional Racism are often used interchangeably. For our purposes. .We will use the term Systemic Racism. 6 3 12/17/2020 The “Other Story” Much of our country’s history is from a White perspective, but . There is Another Story about Free Blacks and their relationship with govt. institutions 7 Wealth Accumulation Reviewing sources of wealth. • Household items Crops • Slaves Livestock • Land Precious metals • Buildings/homes Currency – (later) • Stocks/securities (First in1790’s in Philadelphia) Enslaved Africans in America had NO wealth. They were considered a Source of wealth. 8 4 12/17/2020 Early Colonists We all know . -
A History of American Civil War Literature Edited by Coleman Hutchison Frontmatter More Information
Cambridge University Press 978-1-107-10972-8 - A History of American Civil War Literature Edited by Coleman Hutchison Frontmatter More information A HISTORY OF AMERICAN CIVIL WAR LITERATURE Th is book is the fi rst omnibus history of the literature of the American Civil War, the deadliest confl ict in U.S. history. A History of American Civil War Literature examines the way the war has been remembered and rewritten over time. Th is history incorporates new directions in Civil War historiography and cultural studies while giving equal attention to writings from both the northern and the southern states. Written by leading scholars in the fi eld, this book works to redefi ne the boundaries of American Civil War literature while posing a fundamental question: Why does this 150-year-old confl ict continue to capture the American imagination? Coleman Hutchison is an associate professor of English at Th e University of Texas at Austin, where he teaches courses in nineteenth-century U.S. literature and culture, bibliography and tex- tual studies, and poetry and poetics. He is the author of the fi rst literary history of the Civil War South, Apples and Ashes: Literature, Nationalism, and the Confederate States of America (2012) and the coauthor of Writing about American Literature: A Guide for Students (2014). Hutchison’s work has appeared in American Literary History, Common-Place, Comparative American Studies, CR: Th e New Centennial Review, Journal of American Studies, Th e Emily Dickinson Journal, PMLA , and Southern Spaces, among other venues. -
In Memoriam Frederick Dougla
Central Library of Rochester and Monroe County · Historic Monographs Collection Central Library of Rochester and Monroe County · Historic Monographs Collection CANNOT BE PHOTOCOPIED * Not For Circulation Central Library of Rochester and Monroe County · Historic Monographs Collection / III llllllllllll 3 9077 03100227 5 Central Library of Rochester and Monroe County · Historic Monographs Collection jFrebericfc Bouglass t Central Library of Rochester and Monroe County · Historic Monographs Collection fry ^tty <y /z^ {.CJ24. Central Library of Rochester and Monroe County · Historic Monographs Collection Hn flDemoriam Frederick Douglass ;?v r (f) ^m^JjZ^u To live that freedom, truth and life Might never know eclipse To die, with woman's work and words Aglow upon his lips, To face the foes of human kind Through years of wounds and scars, It is enough ; lead on to find Thy place amid the stars." Mary Lowe Dickinson. PHILADELPHIA: JOHN C YORSTON & CO., Publishers J897 Central Library of Rochester and Monroe County · Historic Monographs Collection Copyright. 1897 & CO. JOHN C. YORSTON Central Library of Rochester and Monroe County · Historic Monographs Collection 73 7^ In WLzmtxtrnm 3fr*r**i]Ch anglais; "I have seen dark hours in my life, and I have seen the darkness gradually disappearing, and the light gradually increasing. One by one, I have seen obstacles removed, errors corrected, prejudices softened, proscriptions relinquished, and my people advancing in all the elements I that make up the sum of general welfare. remember that God reigns in eternity, and that, whatever delays, dis appointments and discouragements may come, truth, justice, liberty and humanity will prevail." Extract from address of Mr. -
Annotated Bibliography -- Trailtones
Annotated Bibliography -- Trailtones Part Three: Annotated Bibliography Contents: Abdul, Raoul. Blacks in Classical Music. New York: Dodd, Mead and Company, 1977. [Mentions Tucson-born Ulysses Kay and his 'New Horizons' composition, performed by the Moscow State Radio Orchestra and cited in Pravda in 1958. His most recent opera was Margeret Walker's Jubilee.] Adams, Alice D. The Neglected Period of Anti-Slavery n America 1808-1831. Gloucester, Massachusetts: Peter Smith, 1964. [Charts the locations of Colonization groups in America.] Adams, George W. Doctors in Blue: the Medical History of the Union Army. New York: Henry Schuman, 1952. [Gives general information about the Civil War doctors.] Agee, Victoria. National Inventory of Documentary Sources in the United States. Teanack, New Jersey: Chadwick Healy, 1983. [The Black History collection is cited . Also found are: Mexico City Census counts, Arizona Indians, the Army, Fourth Colored Infantry, New Mexico and Civil War Pension information.] Ainsworth, Fred C. The War of the Rebellion Compilation of the Official Records of the Union and Confederate Armies. General Index. [Volumes I and Volume IV deal with Arizona.] Alwick, Henry. A Geography of Commodities. London: George G. Harrop and Co., 1962. [Tells about distribution of workers with certain crops, like sugar cane.] Amann, William F.,ed. Personnel of the Civil War: The Union Armies. New York: Thomas Yoseloff, 1961. [Gives Civil War genealogy of the Black Regiments that moved into Arizona from the United States Colored troops.] American Folklife Center. Ethnic Recordings in America: a Neglected Heritage. Washington: Library of Congress, 1982. [Talks of the Black Sacred Harping Singing, Blues & Gospel and Blues records of 1943- 66 by Mike Leadbetter.] American Historical Association Annual Report. -
Image Credits, the Making of African
THE MAKING OF AFRICAN AMERICAN IDENTITY: VOL. I, 1500-1865 PRIMARY SOURCE COLLECTION The Making of African American Identity: Vol. I, 1500-1865 IMAGE CREDITS Items listed in chronological order within each repository. ALABAMA DEPT. of ARCHIVES AND HISTORY. Montgomery, Alabama. WEBSITE Reproduced by permission. —Physical and Political Map of the Southern Division of the United States, map, Boston: William C. Woodbridge, 1843; adapted to Woodbridges Geography, 1845; map database B-315, filename: se1845q.sid. Digital image courtesy of Alabama Maps, University of Alabama. ALLPORT LIBRARY AND MUSEUM OF FINE ARTS. State Library of Tasmania. Hobart, Tasmania (Australia). WEBSITE Reproduced by permission of the Tasmanian Archive & Heritage Office. —Mary Morton Allport, Comet of March 1843, Seen from Aldridge Lodge, V. D. Land [Tasmania], lithograph, ca. 1843. AUTAS001136168184. AMERICAN TEXTILE HISTORY MUSEUM. Lowell, Massachusetts. WEBSITE Reproduced by permission. —Wooden snap reel, 19th-century, unknown maker, color photograph. 1970.14.6. ARCHIVES OF ONTARIO. Toronto, Ontario, Canada. WEBSITE In the public domain; reproduced courtesy of Archives of Ontario. —Letter from S. Wickham in Oswego, NY, to D. B. Stevenson in Canada, 12 October 1850. —Park House, Colchester, South, Ontario, Canada, refuge for fugitive slaves, photograph ca. 1950. Alvin D. McCurdy fonds, F2076-16-6. —Voice of the Fugitive, front page image, masthead, 12 March 1854. F 2076-16-935. —Unidentified black family, tintype, n.d., possibly 1850s; Alvin D. McCurdy fonds, F 2076-16-4-8. ASBURY THEOLOGICAL SEMINARY. Wilmore, Kentucky. Permission requests submitted. –“Slaves being sold at public auction,” illustration in Thomas Lewis Johnson, Twenty-Eight Years a Slave, or The Story of My Life in Three Continents, 1909, p. -
From African to African American: the Creolization of African Culture
From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness. -
Abolitionist Movement
Abolitionist Movement The goal of the abolitionist movement was the immediate emancipation of all slaves and the end of racial discrimination and segregation. Advocating for immediate emancipation distinguished abolitionists from more moderate anti-slavery advocates who argued for gradual emancipation, and from free-soil activists who sought to restrict slavery to existing areas and prevent its spread further west. Radical abolitionism was partly fueled by the religious fervor of the Second Great Awakening, which prompted many people to advocate for emancipation on religious grounds. Abolitionist ideas became increasingly prominent in Northern churches and politics beginning in the 1830s, which contributed to the regional animosity between North and South leading up to the Civil War. The Underground Railroad c.1780 - 1862 The Underground Railroad, a vast network of people who helped fugitive slaves escape to the North and to Canada, was not run by any single organization or person. Rather, it consisted of many individuals -- many whites but predominantly black -- who knew only of the local efforts to aid fugitives and not of the overall operation. Still, it effectively moved hundreds of slaves northward each year -- according to one estimate, the South lost 100,000 slaves between 1810 and 1850. Still, only a small percentage of escaping slaves received assistance from the Underground Railroad. An organized system to assist runaway slaves seems to have begun towards the end of the 18th century. In 1786 George Washington complained about how one of his runaway slaves was helped by a "society of Quakers, formed for such purposes." The system grew, and around 1831 it was dubbed "The Underground Railroad," after the then emerging steam railroads. -
Native American Literature: Remembrance, Renewal
U.S. Society and Values, "Contemporary U.S. Literature: Multicultura...partment of State, International Information Programs, February 2000 NATIVE AMERICAN LITERATURE: REMEMBRANCE, RENEWAL By Geary Hobson In 1969, the fiction committee for the prestigious Pulitzer Prizes in literature awarded its annual honor to N. Scott Momaday, a young professor of English at Stanford University in California, for a book entitled House Made of Dawn. The fact that Momaday's novel dealt almost entirely with Native Americans did not escape the attention of the news media or of readers and scholars of contemporary literature. Neither did the author's Kiowa Indian background. As news articles pointed out, not since Oliver LaFarge received the same honor for Laughing Boy, exactly 40 years earlier, had a so-called "Indian" novel been so honored. But whereas LaFarge was a white man writing about Indians, Momaday was an Indian -- the first Native American Pulitzer laureate. That same year, 1969, another young writer, a Sioux attorney named Vine Deloria, Jr., published Custer Died For Your Sins, subtitled "an Indian Manifesto." It examined, incisively, U.S. attitudes at the time towards Native American matters, and appeared almost simultaneously with The American Indian Speaks, an anthology of writings by various promising young American Indians -- among them Simon J. Ortiz, James Welch, Phil George, Janet Campbell and Grey Cohoe, all of whom had been only fitfully published at that point. These developments that spurred renewed -- or new -- interest in contemporary Native American writing were accompanied by the appearance around that time of two works of general scholarship on the subject, Peter Farb's Man's Rise to Civilization (1968) and Dee Brown's Bury My Heart At Wounded Knee (1970). -
Discovering the Underground Railroad Junior Ranger Activity Book
Discovering the Underground Railroad Junior Ranger Activity Book This book to:___________________________________________belongs Parents and teachers are encouraged to talk to children about the Underground Railroad and the materials presented in this booklet. After carefully reading through the information, test your knowledge of the Underground Rail- road with the activities throughout the book. When you are done, ask yourself what you have learned about the people, places, and history of this unique yet difficult period of American history? Junior Rangers ages 5 to 6, check here and complete at least 3 activities. Junior Rangers ages 7 to 10, check here and complete at least 6 activities. Junior Rangers ages 10 and older, check here and complete 10 activities. To receive your Junior Ranger Badge, complete the activities and then send the booklet to our Omaha office at the address below. A ranger will go over your answers and then return your booklet along with an official Junior Ranger Badge for your efforts. Please include your name, age, and mailing address where you would like your Junior Ranger Badge to be sent. National Underground Railroad Network to Freedom Program National Park Service 601 Riverfront Drive Omaha, Nebraska 68102 For additional information on the Underground Railroad, please visit our website at http://www.nps.gov/ugrr This booklet was produced by the National Park Service Southeast Region, Atlanta, Georgia To Be Free Write about what “Freedom” means to you. Slavery and the Importance of the Underground Railroad “To be a slave. To be owned by another person, as a car, house, or table is owned. -
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. -
150Th Anniversary of the Emancipation Proclamation
Emancipation Proclamation Commemorative Coloring Book President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, announcing, "that all persons held as slaves. henceforward shall be free." This book belongs to I celebrated the 150th Anniversary of the Emancipation Proclamation at the National Archives, Washington, D.C. The Emancipation Proclamation The Emancipation Proclamation was an order issued by President Abraham Lincoln that began the process of freeing all the slaves in the United States. It was signed January 1, 1863. The order freed all slaves held by the Confederate States that were not in control of Union forces. The Eman- cipation Proclamation, followed by the 13th Amendment to the Constitution, would eventually free four million enslaved Americans. The order also allowed freed slaves to join the U.S. mili- tary. By the end of the Civil War in 1865, 200,000 African American troops, most of whom were former slaves, served in the Union armed forces. These added troops, as well as the political effect of the Emancipation Proclamation, helped the Union win the Civil War. As a milestone along the road to end slavery, with the post–Civil War struggles, and the modern legacy of civil rights, the Emancipation Proclamation has assumed a place among the great documents of human freedom. The Emancipation Proclamation Story and Legacy (MariaAbraham is writing) Lincoln, the 16th President of the United States, and his Cabinet members read over the Emancipation Proclamation, which proclaimed the freedom of slaves in the 10 states rebelling against the Union in the Civil War. Lincoln first presented the Emancipation Proclamation to his Cabinet on July 22, 1862, and issued the Preliminary Proclamation on September 22, 1862.