History of Juneteenth
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The History of the Black Panther Party 1966-1972 : a Curriculum Tool for Afrikan American Studies
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1990 The history of the Black Panther Party 1966-1972 : a curriculum tool for Afrikan American studies. Kit Kim Holder University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Holder, Kit Kim, "The history of the Black Panther Party 1966-1972 : a curriculum tool for Afrikan American studies." (1990). Doctoral Dissertations 1896 - February 2014. 4663. https://scholarworks.umass.edu/dissertations_1/4663 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]. THE HISTORY OF THE BLACK PANTHER PARTY 1966-1972 A CURRICULUM TOOL FOR AFRIKAN AMERICAN STUDIES A Dissertation Presented By KIT KIM HOLDER Submitted to the Graduate School of the■ University of Massachusetts in partial fulfills of the requirements for the degree of doctor of education May 1990 School of Education Copyright by Kit Kim Holder, 1990 All Rights Reserved THE HISTORY OF THE BLACK PANTHER PARTY 1966 - 1972 A CURRICULUM TOOL FOR AFRIKAN AMERICAN STUDIES Dissertation Presented by KIT KIM HOLDER Approved as to Style and Content by ABSTRACT THE HISTORY OF THE BLACK PANTHER PARTY 1966-1971 A CURRICULUM TOOL FOR AFRIKAN AMERICAN STUDIES MAY 1990 KIT KIM HOLDER, B.A. HAMPSHIRE COLLEGE M.S. BANK STREET SCHOOL OF EDUCATION Ed.D., UNIVERSITY OF MASSACHUSETTS Directed by: Professor Meyer Weinberg The Black Panther Party existed for a very short period of time, but within this period it became a central force in the Afrikan American human rights/civil rights movements. -
From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, Or the Legacy of Ishmael
Georgia State University ScholarWorks @ Georgia State University English Faculty Publications Department of English 2012 From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, or The Legacy of Ishmael Elizabeth J. West Georgia State University, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/english_facpub Part of the English Language and Literature Commons Recommended Citation West, Elizabeth J., "From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, or The Legacy of Ishmael" (2012). English Faculty Publications. 15. https://scholarworks.gsu.edu/english_facpub/15 This Article is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. “From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, or The Legacy of Ishmael” Dr. Elizabeth J. West Dept. of English—Georgia State Univ. Nov. 2010 “Call me Ishmael,” Herman Melville’s elusive narrator instructs readers. The central voice in the lengthy saga called Moby Dick, he is a crewman aboard the Pequod. This Ishmael reveals little about himself, and he does not seem altogether at home. As the narrative unfolds, this enigmatic Ishmael seems increasingly out of sorts in the world aboard the Pequod. He finds himself at sea working with and dependent on fellow seamen, who are for the most part, strange and frightening and unreadable to him. -
The Attucks Theater September 4, 2020 | Source: Theater/ Words by Penny Neef
Spotlight: The Attucks Theater September 4, 2020 | Source: http://spotlightnews.press/index.php/2020/09/04/spotlight-the-attucks- theater/ Words by Penny Neef. Images as credited. Feature image by Mike Penello. In the early 20th century, segregation was a fact of life for African Americans in the South. It became a matter of law in 1926. In 1919, a group of African Americans from Norfolk and Portsmouth met to develop a cultural/business center in Norfolk where the black community “could be treated with dignity and respect.” The “Twin Cities Amusement Corporation” envisioned something like a modern-day town center. The businessmen obtained funding from black owned financial institutions in Hampton Roads. Twin Cities designed and built a movie theater/ retail/ office complex at the corner of Church Street and Virginia Beach Boulevard in Norfolk. Photo courtesy of the family of Harvey Johnson The businessmen chose 25-year-old architect Harvey Johnson to design a 600-seat “state of the art” theater with balconies and an orchestra pit. The Attucks Theatre is the only surviving theater in the United States that was designed, financed and built by African Americans. The Attucks was named after Crispus Attucks, a stevedore of African and Native American descent. He was the first patriot killed in the Revolutionary War at the Boston Massacre of 1770. The theatre featured a stage curtain with a dramatic depiction of the death of Crispus Attucks. Photo by Scott Wertz. The Attucks was an immediate success. It was known as the “Apollo Theatre of the South.” Legendary performers Cab Calloway, Count Basie, Duke Ellington, Ella Fitzgerald, Sarah Vaughn, Nat King Cole, and B.B. -
Black Seminoles Vs. Red Seminoles
Black Seminoles vs. Red Seminoles Indian tribes across the country are reaping windfall profits these days, usually from gambling operations. But some, like the Seminole Nation of Oklahoma, are getting rich from belated government payouts for lands taken hundreds of years ago. What makes the Seminoles unique is that this tribe, unlike any other, has existed for nearly three centuries as a mixture of Indians and blacks, runaway slaves who joined the Indians as warriors in Florida. Together, they fought government troops in some of the bloodiest wars in U.S. history. In the late 1830s, they lost their land, and were forced to a new Indian home in present-day Oklahoma. Over the years, some tribe members have intermarried, blurring the color lines even further. Now the government is paying the tribe $56 million for those lost Florida lands, and the money is threatening to divide a nation. Seminole Chief Jerry Haney says the black members of the tribe are no longer welcome. After 300 years together, the chief says the tribe wants them to either prove they're Indian, or get out. Harsh words from the Seminole chief for the 2,000 black members of this mixed Indian tribe. In response, the black members say they're just as much a Seminole as Haney is. www.jupiter.fl.us/history On any given Sunday, go with Loretta Guess to the Indian Baptist church in Seminole County, Okla., and you'll find red and black Seminoles praying together, singing hymns in Seminole, sharing meals, and catching up on tribal news. -
And at Once My Chains Were Loosed: How the Black Panther Party Freed Me from My Colonized Mind Linda Garrett University of San Francisco, [email protected]
The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2018 And At Once My Chains Were Loosed: How the Black Panther Party Freed Me from My Colonized Mind Linda Garrett University of San Francisco, [email protected] Follow this and additional works at: https://repository.usfca.edu/diss Part of the Education Commons Recommended Citation Garrett, Linda, "And At Once My Chains Were Loosed: How the Black Panther Party Freed Me from My Colonized Mind" (2018). Doctoral Dissertations. 450. https://repository.usfca.edu/diss/450 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. University of San Francisco And At Once My Chains Were Loosed: How the Black Panther Party Freed Me from My Colonized Mind A Dissertation Presented to The Faculty of the School of Education International and Multicultural Education Department In Partial Fulfillment For the Requirements for Degree of the Doctor of Education by Linda Garrett, MA San Francisco May 2018 THE UNIVERSITY OF SAN FRANCISCO DISSERTATION ABSTRACT AND AT ONCE MY CHAINS WERE LOOSED: HOW THE BLACK PANTHER PARTY FREED ME FROM MY COLONIZED MIND The Black Panther Party was an iconic civil rights organization that started in Oakland, California, in 1966. Founded by Huey Newton and Bobby Seale, the Party was a political organization that sought to serve the community and educate marginalized groups about their power and potential. -
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SENATE BILL REPORT SHB 1016 As of March 10, 2021 Title: An act relating to making Juneteenth a legal holiday. Brief Description: Making Juneteenth a legal holiday. Sponsors: House Committee on Appropriations (originally sponsored by Representatives Morgan, Lovick, Ryu, Wicks, Ortiz-Self, Berry, Leavitt, Johnson, J., Kloba, Shewmake, Simmons, Bateman, Lekanoff, Duerr, Fitzgibbon, Chopp, Slatter, Ramos, Ramel, Peterson, Gregerson, Valdez, Callan, Young, Hackney, Cody, Ormsby, Riccelli, Rude, Stonier, Fey, Frame, Santos, Macri, Taylor, Davis, Pollet, Bergquist and Harris-Talley). Brief History: Passed House: 2/25/21, 89-9. Committee Activity: State Government & Elections: 3/10/21. Brief Summary of Bill • Designates June 19, recognized as Juneteenth, as a state legal holiday. SENATE COMMITTEE ON STATE GOVERNMENT & ELECTIONS Staff: Melissa Van Gorkom (786-7491) Background: State Holidays. Washington recognizes ten specific days as state legal holidays—New Year's Day, Martin Luther King, Jr. Day, President's Day, Memorial Day, Independence Day, Labor Day, Veterans' Day, Thanksgiving Day, Native American Heritage Day, and Christmas Day. In addition to legal holidays, the Legislature has statutorily recognized a number of days to commemorate an event, individual, or groups. Juneteenth. On June 19, 1865, more than two years after the effective date of the Emancipation Proclamation, people in Galveston, Texas, finally learned that the Civil War had ended and enslaved people had been freed. June 19th has subsequently been celebrated as "Juneteenth" or Emancipation Day to commemorate the abolishment of slavery. In 2007, This analysis was prepared by non-partisan legislative staff for the use of legislative members in their deliberations. This analysis is not part of the legislation nor does it constitute a statement of legislative intent. -
BLACK HISTORY – PERTH AMBOY PUBLIC SCHOOLS Black History in Kindergarten
BLACK HISTORY – PERTH AMBOY PUBLIC SCHOOLS Black History in Kindergarten Read and Discuss and Act out: The Life's Contributions of: Ruby Bridges Bill Cosby Rosa Parks Booker T. Washington Dr. Martin Luther King Jr. Jackie Robinson Louie Armstrong Wilma Rudolph Harriet Tubman Duke Ellington Black History in 1st Grade African Americans Read, Discuss, and Write about: Elijah McCoy, Booker T. Washington George Washington Carver Mathew Alexander Henson Black History in 2nd Grade Select an African American Leader Students select a partner to work with; What would you like to learn about their life? When and where were they born? Biography What accomplishments did they achieve in their life? Write 4-5 paragraphs about this person’s life Black History 3rd & 4th Graders Select a leader from the list and complete a short Biography Black History pioneer Carter Godwin Woodson Boston Massacre figure Crispus Attucks Underground Railroad leader Harriet Tubman Orator Frederick Douglass Freed slave Denmark Vesey Antislavery activist Sojourner Truth 'Back to Africa' leader Marcus Garvey Nation of Islam leader Elijah Muhammad Legal figure Homer Plessy NAACP founder W. E. B. Du Bois Murdered civil rights activist Medgar Evers Civil rights leader Dr. Martin Luther King, Jr. Civil rights leader Coretta Scott King Bus-riding activist Rosa Parks Lynching victim Emmett Till Black History 3rd & 4th Graders 'Black Power' advocate Malcolm X Black Panthers founder Huey Newton Educator Booker T. Washington Soul On Ice author Eldridge Cleaver Educator Mary McLeod Bethune Supreme Court justice Thurgood Marshall Colonial scientist Benjamin Banneker Blood bank pioneer Charles Drew Peanut genius George Washington Carver Arctic explorer Matthew Henson Daring flier Bessie Coleman Astronaut Guion Bluford Astronaut Mae Jemison Computer scientist Philip Emeagwali Nobel Peace Prize winner Wangari Maathai Black History 3rd & 4th Graders Brain surgeon Ben Carson U.S. -
Slavery in the United States - Wikipedia Page 1 of 25
Slavery in the United States - Wikipedia Page 1 of 25 Slavery in the United States Slavery in the United States was the legal institution of human chattel enslavement, primarily of Africans and African Americans, that existed in the United States of America in the 18th and 19th centuries. Slavery had been practiced by Americans under British rule from early colonial days, and was legal in all Thirteen Colonies at the time of the Declaration of Independence in 1776. It lasted until the end of the American Civil War. By the time of the American Revolution (1775–1783), the status of slave had been institutionalized as a racial caste associated with African ancestry.[1] When the United States Constitution was ratified (1789), a relatively small number of free people of color were among the voting citizens (male property owners).[2] During and immediately following the Revolutionary War, abolitionist laws were passed in most Northern states and a movement developed to abolish slavery. Most of these states had a higher proportion of free labor than in the South and economies based on different industries. They abolished slavery by the end of the 18th century, some with gradual systems that kept adults as slaves for two decades. However, the rapid expansion of the cotton industry in the Deep South after the invention of the cotton gin greatly increased demand for slave labor, and the An animation showing when United States territories and states Southern states continued as slave societies. Those states attempted to extend slavery into the new Western forbade or allowed slavery, 1789–1861. -
Paid Holidays**
PUBLIC EMPLOYMENT TABLE 8.7 State Employees: Paid Holidays** State or other Martin Luther King’s Washington’s jurisdiction Major holidays (a) Birthday (b) Lincoln’s Birthday President’s Day (c) Birthday (c) Good Friday Memorial Day (d) Alabama H H(h) … … H(i) … H Alaska H H … H … … H Arizona H H … H … … H Arkansas H H(h) … … H(i) … H California H H … H … … H Colorado H H … H … … H Connecticut H H H … H H H Delaware H H … … … H H Florida H H … … … … H Georgia H H … … (l) … H Hawaii H H … H … H H Idaho H H(h) … H … … H Illinois H H H … H … H Indiana H H (m) … (m) H H Iowa H H … … … … H Kansas H H … … … … H Kentucky H H … … … H(n) H Louisiana H H … … … H H Maine H H … H … … H Maryland H H … H … … H Massachusetts H H … … H … H Michigan H H … H … … H Minnesota H H … H … … H Mississippi H H(h) … … H … H(v) Missouri H H H … H … H Montana H H … H … … H Nebraska H H … H … … H Nevada H H … H … … H New Hampshire H H(h) … H … … H New Jersey H H … H … H H New Mexico H H … (o) … … H New York H H (j) … H … H North Carolina H H … … … H H North Dakota H H … H … H H Ohio H H … H … … H Oklahoma H H … H … … H Oregon H H … H … … H Pennsylvania H H … H … … H Rhode Island H H … … … … H South Carolina H H … H … … H South Dakota H H … H … … H Tennessee H H … H … H H Texas H H … H … (r) H Utah H H … H … … H Vermont H H … H … … H Virginia H H … … H … H Washington H H … H … … H West Virginia H H … H … … H Wisconsin H H … … … … H Wyoming H H … H … … H Dist. -
THE CONNERS of WACO: BLACK PROFESSIONALS in TWENTIETH CENTURY TEXAS by VIRGINIA LEE SPURLIN, B.A., M.A
THE CONNERS OF WACO: BLACK PROFESSIONALS IN TWENTIETH CENTURY TEXAS by VIRGINIA LEE SPURLIN, B.A., M.A. A DISSERTATION IN HISTORY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved ~r·rp~(n oj the Committee li =:::::.., } ,}\ )\ •\ rJ <. I ) Accepted May, 1991 lAd ioi r2 1^^/ hJo 3? Cs-^.S- Copyright Virginia Lee Spurlin, 1991 ACKNOWLEDGMENTS This dissertation is a dream turned into a reality because of the goodness and generosity of the people who aided me in its completion. I am especially grateful to the sister of Jeffie Conner, Vera Malone, and her daughter, Vivienne Mayes, for donating the Conner papers to Baylor University. Kent Keeth, Ellen Brown, William Ming, and Virginia Ming helped me immensely at the Texas Collection at Baylor. I appreciated the assistance given me by Jene Wright at the Waco Public Library. Rowena Keatts, the librarian at Paul Quinn College, deserves my plaudits for having the foresight to preserve copies of the Waco Messenger, a valuable took for historical research about blacks in Waco and McLennan County. The staff members of the Lyndon B. Johnson Library and Texas State Library in Austin along with those at the Prairie View A and M University Library gave me aid, information, and guidance for which I thank them. Kathy Haigood and Fran Thompson expended time in locating records of the McLennan County School District for me. I certainly appreciated their efforts. Much appreciation also goes to Robert H. demons, the county school superintendent. -
Atlantic Slavery and the Making of the Modern World Wenner-Gren Symposium Supplement 22
T HE WENNER-GREN SYMPOSIUM SERIES CURRENT ANTHROPOLOGY A TLANTIC SLAVERY AND THE MAKING OF THE MODERN WORLD I BRAHIMA THIAW AND DEBORAH L. MACK, GUEST EDITORS A tlantic Slavery and the Making of the Modern World: Wenner-Gren Symposium Supplement 22 Atlantic Slavery and the Making of the Modern World: Experiences, Representations, and Legacies An Introduction to Supplement 22 Atlantic Slavery and the Rise of the Capitalist Global Economy V The Slavery Business and the Making of “Race” in Britain OLUME 61 and the Caribbean Archaeology under the Blinding Light of Race OCTOBER 2020 VOLUME SUPPLEMENT 61 22 From Country Marks to DNA Markers: The Genomic Turn S UPPLEMENT 22 in the Reconstruction of African Identities Diasporic Citizenship under Debate: Law, Body, and Soul Slavery, Anthropological Knowledge, and the Racialization of Africans Sovereignty after Slavery: Universal Liberty and the Practice of Authority in Postrevolutionary Haiti O CTOBER 2020 From the Transatlantic Slave Trade to Contemporary Ethnoracial Law in Multicultural Ecuador: The “Changing Same” of Anti-Black Racism as Revealed by Two Lawsuits Filed by Afrodescendants Serving Status on the Gambia River Before and After Abolition The Problem: Religion within the World of Slaves The Crying Child: On Colonial Archives, Digitization, and Ethics of Care in the Cultural Commons A “tone of voice peculiar to New-England”: Fugitive Slave Advertisements and the Heterogeneity of Enslaved People of African Descent in Eighteenth-Century Quebec Valongo: An Uncomfortable Legacy Raising -
Legislative Resolution 351
LR351 LR351 ONE HUNDRED SECOND LEGISLATURE FIRST SESSION LEGISLATIVE RESOLUTION 351 Introduced by Council, 11; Cook, 13. WHEREAS, for more than 130 years, Juneteenth National Freedom Day has been the oldest and only African-American holiday observed in the United States; and WHEREAS, Juneteenth is also known as Emancipation Day, Emancipation Celebration, Freedom Day, and Jun-Jun; and WHEREAS, Juneteenth commemorates the strong survival instinct of African Americans who were first brought to this country stacked in the bottom of slave ships in a month-long journey across the Atlantic Ocean, known as the Middle Passage; and WHEREAS, approximately 11.5 million African Americans survived the voyage to the New World. The number that died is likely greater; and WHEREAS, events in the history of the United States which led to the Civil War centered around sectional differences between the North and the South that were based on the economic and social divergence caused by the existence of slavery; and WHEREAS, President Abraham Lincoln was inaugurated as President of the United States in 1861, and he believed and stated that the paramount objective of the Civil War was to save the Union rather than save or destroy slavery; and -1- LR351 LR351 WHEREAS, President Lincoln also stated his wish was that all men everywhere could be free, thus adding to a growing anticipation by slaves that their ultimate liberty was at hand; and WHEREAS, in 1862, the first clear signs that the end of slavery was imminent came when laws abolishing slavery in the territories