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How North Carolina's Black Politicians and Press Narrated and Influenced the Tu
D. SHARPLEY 1 /133 Black Discourses in North Carolina, 1890-1902: How North Carolina’s Black Politicians and Press Narrated and Influenced the Tumultuous Era of Fusion Politics By Dannette Sharpley A thesis submitted in partial fulfillment of the requirements for Honors Department of History, Duke University Under the advisement of Dr. Nancy MacLean April 13, 2018 D. SHARPLEY 2 /133 Acknowledgements I am very grateful to have had the opportunity to write an Honors Thesis in the History Department. When I returned to school after many years of separation, I was prepared for challenging work. I expected to be pushed intellectually and emotionally. I expected to struggle through all-nighters, moments of self-doubt, and even academic setbacks. I did not, however, imagine that I could feel so passionate or excited about what I learned in class. I didn’t expect to even undertake such a large project, let alone arrive at the finish line. And I didn’t imagine the sense of accomplishment at having completed something that I feel is meaningful beyond my own individual education. The process of writing this thesis has been all those things and more. I would first like to thank everyone at the History Department who supports this Honors Distinction program, because this amazing process would not be possible without your work. Thank you very much to Dr. Nancy MacLean for advising me on this project. It was in Professor MacLean’s History of Modern Social Movements class that I became obsessed with North Carolina’s role in the Populist movement of the nineteenth, thus beginning this journey. -
H. Res. 1253 in the House of Representatives, U
H. Res. 1253 In the House of Representatives, U. S., December 10, 2020. Whereas Joseph Hayne Rainey was born enslaved on June 21, 1832, in Georgetown, South Carolina; Whereas South Carolina prohibited the education of Black Americans, and instead of a formal education, Joseph H. Rainey learned the barbering trade from his father, Ed- ward Rainey; Whereas Edward Rainey used profits from his work as a bar- ber to buy his and his family’s freedom in the early 1840’s; Whereas Joseph H. Rainey eventually moved with his family to Charleston, South Carolina; Whereas in 1859, Joseph H. Rainey married his wife, Susan, with whom he had three children, Joseph, Herbert, and Olive; Whereas in 1861, Joseph H. Rainey was conscripted by the Confederate Army and worked as a ship’s steward aboard a Confederate vessel which secretly carried goods to the Union Navy; Whereas during the Civil War, in 1862, Joseph H. Rainey and his wife and family escaped to Bermuda, a British colony that had abolished slavery in 1834, where he un- 2 dertook successful entrepreneurial endeavors with his wife; Whereas in 1866 Joseph Rainey and his family moved back to Charleston, South Carolina after the Civil War had ended; Whereas Joseph H. Rainey co-founded the state Republican Party and represented Georgetown, South Carolina on the Party’s central committee; Whereas Joseph H. Rainey participated in the South Caro- lina State constitutional convention in 1868; Whereas Joseph H. Rainey won election to the House of Rep- resentatives in 1870 and was the first African American to serve in the House of Representatives; Whereas Joseph H. -
H.Doc. 108-224 Black Americans in Congress 1870-2007
“The Negroes’ Temporary Farewell” JIM CROW AND THE EXCLUSION OF AFRICAN AMERICANS FROM CONGRESS, 1887–1929 On December 5, 1887, for the first time in almost two decades, Congress convened without an African-American Member. “All the men who stood up in awkward squads to be sworn in on Monday had white faces,” noted a correspondent for the Philadelphia Record of the Members who took the oath of office on the House Floor. “The negro is not only out of Congress, he is practically out of politics.”1 Though three black men served in the next Congress (51st, 1889–1891), the number of African Americans serving on Capitol Hill diminished significantly as the congressional focus on racial equality faded. Only five African Americans were elected to the House in the next decade: Henry Cheatham and George White of North Carolina, Thomas Miller and George Murray of South Carolina, and John M. Langston of Virginia. But despite their isolation, these men sought to represent the interests of all African Americans. Like their predecessors, they confronted violent and contested elections, difficulty procuring desirable committee assignments, and an inability to pass their legislative initiatives. Moreover, these black Members faced further impediments in the form of legalized segregation and disfranchisement, general disinterest in progressive racial legislation, and the increasing power of southern conservatives in Congress. John M. Langston took his seat in Congress after contesting the election results in his district. One of the first African Americans in the nation elected to public office, he was clerk of the Brownhelm (Ohio) Townshipn i 1855. -
Heroes of the Colored Race by Terry Ann Wildman Grade Level
Lesson Plan #2 for the Genius of Freedom: Heroes of the Colored Race by Terry Ann Wildman Grade Level: Upper elementary or middle school Topics: African American leaders Pennsylvania History Standards: 8.1.6 B, 8.2.9 A, 8.3.9 A Pennsylvania Core Standards: 8.5.6-8 A African American History, Prentice Hall textbook: N/A Overview: What is a hero? What defines a hero in one’s culture may be different throughout time and place. Getting our students to think about what constitutes a hero yesterday and today is the focus of this lesson. In the lithograph Heroes of the Colored Race there are three main figures and eight smaller ones. Students will explore who these figures are, why they were placed on the picture in this way, and the background images of life in America in the 1800s. Students will brainstorm and choose heroes of the African American people today and design a similar poster. Materials: Heroes of the Colored Race, Philadelphia, 1881. Biography cards of the 11 figures in the image (attached, to be printed out double-sided) Smartboard, whiteboard, or blackboard Computer access for students Poster board Chart Paper Markers Colored pencils Procedure: 1. Introduce the lesson with images of modern superheroes. Ask students to discuss why these figures are heroes. Decide on a working definition of a hero. Note these qualities on chart paper and display throughout the lesson. 2. Present the image Heroes of the Colored Race on the board. Ask what historic figures students recognize and begin to list those on the board. -
Joseph Rainey 150Th Anniversary Exhibition Timeline
Joseph Rainey, between 1860 and 1875 Image courtesy of the Library of Congress Born into slavery in 1832, Joseph Rainey was the first African American to serve in the U.S. House of Representatives, the first African American to preside over the House, and the longest-serving African American during Reconstruction. When Rainey was a child in the 1840s, his father bought the family’s freedom, and they settled in Charleston, South Carolina. EXHIBITION TIMELINE During the Civil War, Rainey escaped to Bermuda, where he had a profitable barbershop. He dove into politics immediately when he returned to South Carolina in 1866. Rainey was sworn in as a Member of Congress on December 12, 1870, and represented his South Carolina district for eight years. He argued for federal protection from Ku Klux Klan violence and demanded legislation to ensure African Joseph Rainey, 2004 Americans’ civil rights. history.house.gov @USHouseHistory Collection of the U.S. House of Representatives Joseph Rainey: 150th Anniversary commemorates the South Carolina Member’s swearing-in on December 12, 1870, when he became the first African American to serve in the House of Representatives. The exhibition explores the impact of Rainey and the African-American Representatives who followed in his footsteps, overcoming barriers raised by the legacy of slavery and the rise of Jim Crow. It is located in the first floor House Connecting Corridor of the U.S. Capitol. 1964–1965 1865–1877 Congress passes the The Civil War’s end ushers in Civil Rights Act of 1964, Reconstruction, the federal guaranteeing equal access 1969 government’s 12-year effort to public accommodations to establish rights for African and schools, and barring Shirley Chisholm is sworn Americans and return employment discrimination. -
The Attorney General's Ninth Annual Report to Congress Pursuant to The
THE ATTORNEY GENERAL'S NINTH ANNUAL REPORT TO CONGRESS PURSUANT TO THE EMMETT TILL UNSOLVED CIVIL RIGHTS CRIME ACT OF 2007 AND THIRD ANNUALREPORT TO CONGRESS PURSUANT TO THE EMMETT TILL UNSOLVEDCIVIL RIGHTS CRIMES REAUTHORIZATION ACT OF 2016 March 1, 2021 INTRODUCTION This is the ninth annual Report (Report) submitted to Congress pursuant to the Emmett Till Unsolved Civil Rights Crime Act of2007 (Till Act or Act), 1 as well as the third Report submitted pursuant to the Emmett Till Unsolved Civil Rights Crimes Reauthorization Act of 2016 (Reauthorization Act). 2 This Report includes information about the Department of Justice's (Department) activities in the time period since the eighth Till Act Report, and second Reauthorization Report, which was dated June 2019. Section I of this Report summarizes the historical efforts of the Department to prosecute cases involving racial violence and describes the genesis of its Cold Case Int~~ative. It also provides an overview ofthe factual and legal challenges that federal prosecutors face in their "efforts to secure justice in unsolved Civil Rights-era homicides. Section II ofthe Report presents the progress made since the last Report. It includes a chart ofthe progress made on cases reported under the initial Till Act and under the Reauthorization Act. Section III of the Report provides a brief overview of the cases the Department has closed or referred for preliminary investigation since its last Report. Case closing memoranda written by Department attorneys are available on the Department's website: https://www.justice.gov/crt/civil-rights-division-emmett till-act-cold-ca e-clo ing-memoranda. -
Rochester's Frederick Douglass, Part
ROCHESTER HISTORY Vol. LXVII Fall, 2005 No. 4 Rochester's Frederick Douglass Part Two by Victoria Sandwick Schmitt Underground Railroad From History of New York State, edited by Alexander C. Flick. Volume 7. New York: Columbia University Press, 1935 Courtesy of the Rochester Museum & Science Center, Rochester, NY 1 Front page from Douglass’ Monthly, Courtesy of the Rochester Museum & Science Center, Rochester, NY ROCHESTER HISTORY, published by the Central Library of Rochester and Monroe County. Address correspondence to Local History and Genealogy Division, Rochester Public Library, 115 South Avenue, Rochester, NY 14604. Subscriptions to Rochester History are $8.00 per year by mail. Foreign subscriptions are $12.00 per year, $4.00 per copy for individual issues. Rochester History is funded in part by the Frances Kenyon Publication Fund, established in memory of her sister, Florence Taber Kenyon and her friend Thelma Jeffries. CONOLLY PRINTING-2 c CITY OF ROCHESTER 2007 2 2 Douglass Sheltered Freedom Seekers The Douglass family only lived on Alexander Street for four years before relocating in 1852 to a hillside farm south of the city on what is now South Avenue. Douglass’ farm stood on the outskirts of town, amongst sparsely settled hills not far from the Genesee River. The Douglasses did not sell their Alexander Street house. They held it as the first of several real estate investments, which were the foundation of financial security for them as for many enterprising African American families. 71 The Douglasses’ second residence consisted of a farm with a framed dwelling, orchard and barn. In 2005, a marker in front of School 12 on South Avenue locates the site, near Highland Park. -
©2013 Luis-Alejandro Dinnella-Borrego ALL RIGHTS
©2013 Luis-Alejandro Dinnella-Borrego ALL RIGHTS RESERVED “THAT OUR GOVERNMENT MAY STAND”: AFRICAN AMERICAN POLITICS IN THE POSTBELLUM SOUTH, 1865-1901 By LUIS-ALEJANDRO DINNELLA-BORREGO A Dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate Program in History written under the direction of Mia Bay and Ann Fabian and approved by ________________________ ________________________ ________________________ ________________________ ________________________ New Brunswick, New Jersey May 2013 ABSTRACT OF THE DISSERTATION “That Our Government May Stand”: African American Politics in the Postbellum South, 1865-1913 by LUIS-ALEJANDRO DINNELLA-BORREGO Dissertation Director: Mia Bay and Ann Fabian This dissertation provides a fresh examination of black politics in the post-Civil War South by focusing on the careers of six black congressmen after the Civil War: John Mercer Langston of Virginia, James Thomas Rapier of Alabama, Robert Smalls of South Carolina, John Roy Lynch of Mississippi, Josiah Thomas Walls of Florida, and George Henry White of North Carolina. It examines the career trajectories, rhetoric, and policy agendas of these congressmen in order to determine how effectively they represented the wants and needs of the black electorate. The dissertation argues that black congressmen effectively represented and articulated the interests of their constituents. They did so by embracing a policy agenda favoring strong civil rights protections and encompassing a broad vision of economic modernization and expanded access for education. Furthermore, black congressmen embraced their role as national leaders and as spokesmen not only for their congressional districts and states, but for all African Americans throughout the South. -
And He Was No Soft-Tongued Apologist: Fredrick Douglass As a Constitutional Theorist 1865-1895
Providence College DigitalCommons@Providence Theology Faculty Publications Theology 10-1988 And He Was No Soft-Tongued Apologist: Fredrick Douglass as a Constitutional Theorist 1865-1895 Gabriel Pivarnik Providence College, [email protected] Follow this and additional works at: https://digitalcommons.providence.edu/theology_fac Part of the Religion Commons, and the United States History Commons Pivarnik, Gabriel, "And He Was No Soft-Tongued Apologist: Fredrick Douglass as a Constitutional Theorist 1865-1895" (1988). Theology Faculty Publications. 5. https://digitalcommons.providence.edu/theology_fac/5 This Article is brought to you for free and open access by the Theology at DigitalCommons@Providence. It has been accepted for inclusion in Theology Faculty Publications by an authorized administrator of DigitalCommons@Providence. For more information, please contact [email protected]. AND HE WAS NO SOFT-TONGUED APOLOGIST: FREDERICK DOUGLASS AS A CONSTITUTIONAL THEORIST, 1865-1895 A Paper Presented to the National Endowment for the Humanities for the Younger Scholars Grant Program 1988 by Robert George Pivarnik October, 1988 And he was no soft-tongued apologist; He spoke straightforward, fearlessly uncowed The sunlight of his truth dispelled the mist, And set in bold relief each dark-hued cloud; To sin and crime he gave their proper hue, And hurled at evil what was evil's due. Paul Lawrence Dunbar, "Frederick Douglass" Acknowledgments I would like to acknowledge the work of Waldo E. Martin on the psychology of Frederick Douglass. If it were not for Martin's research, this project would never have gotten underway. I would also like to thank Elizabeth Ackert and the staff of the Colonial Williamsburg Foundation Research Library who were instrumen tal in helping me obtain the necessary resources for this work. -
George Henry White: the American Phoenix
George Henry White: The American Phoenix "This is perhaps the Negroes' temporary farewell to the American Congress, but let me say, Phoenix-like he will rise up some day and come again. These parting words are in behalf of an outraged, heart-broken, bruised and bleeding, but God- fearing people; faithful, industrious, loyal, rising people – full of potential force." ~George Henry White Overview In this lesson students examine the life and career of North Carolina native George Henry White, the last African American Congressman before the Jim Crow Era, as well as the reasons for the decline in African American representation in Congress during the late 19th and early 20th centuries. Through examination of Congressional data from the time period, viewing a documentary (optional), analyzing speech excerpts, class discussion, and more, students will gain a comprehensive understanding of the political, cultural and racial realities of the Jim Crow Era. The lesson culminates with an assignment where students are tasked with creating a reelection campaign for White. Grades 8-12 Materials • “George Henry White: American Phoenix” 15-minute documentary; available at http://www.georgehenrywhite.com/ o Teachers can also utilize online information to share with students (via lecture or having them read a handout) at https://www.ncpedia.org/anchor/george-henry-white • Computers with internet access for student research (optional) • “African American Members in Congress, 1869 - 1913”, attached (p. 9-10) • “The Negroes’ Temporary Farewell: Jim Crow and the Exclusion of African Americans from Congress, 1887– 1929”, attached (p. 11-12) • “American Phoenix Viewing Guide”, attached (p. 13) • “George Henry White Quotes”, attached (p. -
Mack Studies
DOCUMENT RESUME ED 381 472 SO 024 893 AUTHOR Botsch, Carol Sears; And Others TITLE African-Americans and the Palmetto State. INSTITUTION South Carolina State Dept. of Education, Columbia. PUB DATE 94 NOTE 246p. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Area Studies; *Black Culture; *Black History; Blacks; *Mack Studies; Cultural Context; Ethnic Studies; Grade 8; Junior High Schools; Local History; Resource Materials; Social Environment' *Social History; Social Studies; State Curriculum Guides; State Government; *State History IDENTIFIERS *African Americans; South Carolina ABSTRACT This book is part of a series of materials and aids for instruction in black history produced by the State Department of Education in compliance with the Education Improvement Act of 1984. It is designed for use by eighth grade teachers of South Carolina history as a supplement to aid in the instruction of cultural, political, and economic contributions of African-Americans to South Carolina History. Teachers and students studying the history of the state are provided information about a part of the citizenry that has been excluded historically. The book can also be used as a resource for Social Studies, English and Elementary Education. The volume's contents include:(1) "Passage";(2) "The Creation of Early South Carolina"; (3) "Resistance to Enslavement";(4) "Free African-Americans in Early South Carolina";(5) "Early African-American Arts";(6) "The Civil War";(7) "Reconstruction"; (8) "Life After Reconstruction";(9) "Religion"; (10) "Literature"; (11) "Music, Dance and the Performing Arts";(12) "Visual Arts and Crafts";(13) "Military Service";(14) "Civil Rights"; (15) "African-Americans and South Carolina Today"; and (16) "Conclusion: What is South Carolina?" Appendices contain lists of African-American state senators and congressmen. -
H.Doc. 108-224 Black Americans in Congress 1870-2007
FORMER MEMBERS H 1870–1887 ������������������������������������������������������������������������ Robert Smalls 1839 –1915 UNITED STATES REPRESENTATIVE H 1875–1879; 1882–1883; 1884–1887 REPUBLICAN FROM SOUTH CAROLINA n escaped slave and a Civil War hero, Robert Smalls publication of his name and former enslaved status in A served five terms in the U.S. House, representing northern propaganda proved demoralizing for the South.7 a South Carolina district described as a “black paradise” Smalls spent the remainder of the war balancing his role because of its abundant political opportunities for as a spokesperson for African Americans with his service freedmen.1 Overcoming the state Democratic Party’s in the Union Armed Forces. Piloting both the Planter, repeated attempts to remove that “blemish” from its goal which was re-outfitted as a troop transport, and later the of white supremacy, Smalls endured violent elections and a ironclad Keokuk, Smalls used his intimate knowledge of the short jail term to achieve internal improvements for coastal South Carolina Sea Islands to advance the Union military South Carolina and to fight for his black constituents in the campaign in nearly 17 engagements.8 face of growing disfranchisement. “My race needs no special Smalls’s public career began during the war. He joined defense, for the past history of them in this country proves free black delegates to the 1864 Republican National them to be equal of any people anywhere,” Smalls asserted. Convention, the first of seven total conventions he “All they need is an equal chance in the battle of life.”2 attended as a delegate.9 While awaiting repairs to the Robert Smalls was born a slave on April 5, 1839, in Planter, Smalls was removed from an all-white streetcar Beaufort, South Carolina.