Social Studies TOPIC U.S
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Searching for a New Freedom
searching for a newA freedom Companion to African American History499 Edited by Alton Hornsby, Jr Copyright © 2005 by Blackwell Publishing Ltd Chapter Twenty-nine Searching for a New Freedom HASAN KWAME JEFFRIES In the immediate aftermath of emancipation, the lives of former bondsmen and bondswomen failed to meet their basic expectations. Quite simply, their lives too closely resembled the status quo antebellum. Indeed, African Americans remained landless, lacked ownership of the fruits of their labor, lost the vote (through elec- toral fraud and discriminatory changes to state constitutions) shortly after they had received it, and were subject to vicious, vulgar, and random acts of racial terrorism as a result of the federal government being more interested in protecting the southern economy than in protecting black folk. In response, African Americans organized to implement their vision of freedom, which differed substantially from that of white southerners and white northerners. By agitating for their civil and human rights, especially for good-quality education, political participation, personal safety, and control of their own labor, the former slaves launched the fight for racial justice that continues to this day (Harding 1981). The most important link in this intergenerational struggle is the modern Civil Rights Movement. It represents the most highly organized manifestation of African Americans’ post-emancipation search for a new freedom and, if measured narrowly in legislative terms, the most successful. Popular interest in the Civil Rights Movement has swelled during the last two decades. Evidence of this trend is the surge in the number of feature-length films that explore aspects and events of the civil rights era, such as Freedom Song and Boycott. -
Women by County
WOMEN BY COUNTY Albany County Maria Van Rensselaer, 1645-1688 (Colonial and Revolutionary Eras) “Mother” Ann Lee, 1736-1784 (Faith Leaders) Harriet Myers, 1807-1865 (Abolition and Suffrage) Columbia County Margaret Beekman Livingston, 1724-1800 (Entrepreneurs) “Mother” Ann Lee, 1736-1784 (Faith Leaders) Elizabeth Freeman, “Mumbet,” 1742-1829 (Abolition and Suffrage) Janet Livingston Montgomery, 1743-1828 (Colonial & Revolutionary War Eras) Flavia Marinda Bristol, 1824-1918 (Entrepreneurs) Ida Helen Ogilvie, 1874-1963 (STEM) Edna St. Vincent Millay, 1892-1950 (The Arts) Ella Fitzgerald, 1917-1996 (The Arts) Lillian “Pete” Campbell, 1929-2017 (Reformers, Activists, and Trailblazers) Dutchess County Cathryna Rombout Brett, 1687-1763 (Entrepreneurs) Janet Livingston Montgomery, 1743-1828 (Colonial & Revolutionary War Eras) Sybil Ludington, 1761-1839 (Colonial & Revolutionary War Eras) Lucretia Mott, 1793-1880 (Abolition and Suffrage) Maria Mitchell, 1818-1889 (STEM) Antonia Maury, 1866-1952 (STEM) Beatrix Farrand, 1872-1959 (STEM) Eleanor Roosevelt, 1884-1962 (Reformers, Activists, and Trailblazers) Inez Milholland, 1886-1916 (Abolition and Suffrage) Edna St. Vincent Millay, 1892-1950 (The Arts) Dorothy Day, 1897-1980 (Faith Leaders) Elizabeth “Lee” Miller, 1907-1977 (Reformers, Activists, and Trailblazers) Jane Bolin, 1908-2007 (Reformers, Activists, and Trailblazers) Katharine Graham, 1917-2001(Entrepreneurs) Frances “Franny” Reese, 1917-2003 (Reformers, Activists, and Trailblazers) Raquel Rabinovich, b. 1929 (The Arts) Greene County Sybil Ludington, 1761-1839 (Colonial and Revolutionary War Eras) Candace Wheeler, 1827-1923 (The Arts) Margaret Newton Van Cott, 1830-1914 (Faith Leaders) Elizabeth Cochrane Seaman “Nellie Bly,” 1864-1922 (Reformers, Activists…) Ruth Franckling Reynolds, 1918-2007 (Reformers, Activists, and Trailblazers) Orange County Jane Colden, 1724-1760 (STEM) Margaret “Capt. -
" to Be Young, Gifted, and Black." Cue Sheet for Students
DOCUMENT RESUME ED 442 171 CS 510 360 AUTHOR Jennings, Caleen Sinnette TITLE "To Be Young, Gifted, and Black." Cue Sheet for Students. INSTITUTION John F. Kennedy Center for the Performing Arts, Washington, DC SPONS AGENCY Department of Education, Washington, DC. PUB DATE 1996-00-00 NOTE 10p.; Additional funding provided by The Kennedy Center Corporate Fund and The Morris and Gwendolyn Cafritz Foundation. AVAILABLE FROM http://artsedge.kennedy-center.org/cuesheet/theater.html. PUB TYPE Guides - Classroom - Learner (051) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Audiences; Black Culture; Black History; Black Leadership; Class Activities; Cultural Activities; Elementary Secondary Education; Playwriting; Production Techniques; *Theater Arts; United States History IDENTIFIERS *Drama in Education; *Hansberry (Lorraine) ABSTRACT This performance guide is designed for teachers to use with students before and after a performance of "To Be Young, Gifted, and Black." The guide, called a "Cuesheet," contains seven activity sheets for use in class, addressing:(1) To Be Young, Gifted, and Black (a theatrical collage based upon the life and work of the African-American playwright Lorraine Hansberry, featuring scenes from her most famous plays, as well as excerpts from her speeches and letters);(2) Lorraine Hansberry: Her Life and Legacy (offering biographical material about Hansberry's life and work);(3) The World of Lorraine Hansberry (looking at important people who influenced Hansberry, and at historical, economic, and social changes that took place during her lifetime and that she was part of); and (4) Before and After the Play (presenting ideas for discussion topics and class activities before and after attending the play). -
Women in the Modern Civil Rights Movement
Women in the Modern Civil Rights Movement Introduction Research Questions Who comes to mind when considering the Modern Civil Rights Movement (MCRM) during 1954 - 1965? Is it one of the big three personalities: Martin Luther to Consider King Jr., Malcolm X, or Rosa Parks? Or perhaps it is John Lewis, Stokely Who were some of the women Carmichael, James Baldwin, Thurgood Marshall, Ralph Abernathy, or Medgar leaders of the Modern Civil Evers. What about the names of Septima Poinsette Clark, Ella Baker, Diane Rights Movement in your local town, city or state? Nash, Daisy Bates, Fannie Lou Hamer, Ruby Bridges, or Claudette Colvin? What makes the two groups different? Why might the first group be more familiar than What were the expected gender the latter? A brief look at one of the most visible events during the MCRM, the roles in 1950s - 1960s America? March on Washington, can help shed light on this question. Did these roles vary in different racial and ethnic communities? How would these gender roles On August 28, 1963, over 250,000 men, women, and children of various classes, effect the MCRM? ethnicities, backgrounds, and religions beliefs journeyed to Washington D.C. to march for civil rights. The goals of the March included a push for a Who were the "Big Six" of the comprehensive civil rights bill, ending segregation in public schools, protecting MCRM? What were their voting rights, and protecting employment discrimination. The March produced one individual views toward women of the most iconic speeches of the MCRM, Martin Luther King Jr.’s “I Have a in the movement? Dream" speech, and helped paved the way for the Civil Rights Act of 1964 and How were the ideas of gender the Voting Rights Act of 1965. -
A Mediagraphy Relating to the Black Man
racumEN7 RESUME ED 033 943 IE 001 593 AUTHOR Parker, James E., CcmF. TITLE A Eediagraphy Relating to the Flack Man. INSTITUTION North Carclina Coll., Durham. Pub Date May 69 Note 82F. EDRS Price EDRS Price MF-$0.50 BC Not Available from EDRS. Descriptors African Culture, African Histcry, *Instructional Materials, *Mass Media, *Negro Culture, *Negro Histcry, Negro leadership, *Negro Literature, Negro Ycuth, Racial Eiscriminaticn, Slavery Abstract Media dealing with the Black man--his history, art, problems, and aspirations--are listed under 10 headings:(1) disc reccrdings,(2) filmstrips and multimedia kits, (3) microfilms, (4) motion pictures, (5) pictures, Fcsters and charts,(6) reprints,(7) slides, (8) tape reccrdings, (9) telecourses (kinesccFes and videotapes), and (10) transparencies. Rentalcr purchase costs of the materials are usually included, andsources and addresses where materials may be obtainedare appended. [Not available in hard cecy due tc marginal legibility of original dccument.] (JM) MEDIA Relatingto THE BLACKMAN by James E. Parker U.). IMPARIMUll OF !ULM,tOUGAI1011 &WINE OfFKE OF EDUCATION PeN THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON 02 ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS Ci STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION re% POSITION OR POLICY. O1 14.1 A MEDIAGRAPHY RELATING TO THE BLACK MAN Compiled by James E. Parker, Director Audiovisual-Television Center North Carolina College at Durham May, 1969 North Carolina College at Durham Durham, North Carolina 27707 .4 TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ii FOREWORD iii DISC RECORDINGS 1-6 FILMSTRIPS AND MULTIMEDIA KITS 7- 18 MICROFILMS 19- 25 NOTION PICTURES 26- 48 PICTURES, POSTERS, CHARTS. -
Lorraine Hansberry
STUDY GUIDE A NOISE WITHIN PRESENTS A Raisin in the Sun BY LORRAINE HANSBERRY “Hold Fast to Dreams” STUDY GUIDES FROM A NOISE WITHIN A rich resource for teachers of English, reading arts, and drama education. Dear Reader, We’re delighted you’re interested in our study guides, designed to provide a full range of information on our plays to teachers of all grade levels. A Noise Within’s study guides include: • General information about the play (characters, synopsis, timeline, and more) • Playwright biography and literary analysis • Historical content of the play • Scholarly articles • Production information (costumes, lights, direction, etc.) • Suggested classroom activities • Related resources (videos, books, etc.) • Discussion themes • Background on verse and prose (for Shakespeare’s plays) Our study guides allow you to review and share information with students to enhance both lesson plans and pupils’ theatrical experience and appreciation. They are designed to let you extrapolate articles and other information that best align with your own curricula and pedagogic goals. More information? It would be our pleasure. We’re here to make your students’ learning experience as rewarding and memorable as it can be! All the best, Alicia Green DIRECTOR OF EDUCATION Pictured: Donnla Hughes, Romeo and Juliet, 2016. PHOTO BY CRAIG SCHWARTZ. TABLE OF CONTENTS Characters ..........................................4 Special thanks to our 25th Anniversary Gala donors who kept the arts thriving this year by Synopsis ...........................................5 -
The Magician's Serpent: Race and the Tragedy of American Democracy
FEATURE ESSAY The Magician’s Serpent: Race and the Tragedy of American Democracy Eddie S. Glaude, Jr. Princeton University Abstract In this essay, Eddie S. Glaude, Jr. addresses the historical and contemporary fail- ures of American democracy. Using the metaphor of “the magician’s serpent,” Glaude brings Walt Whitman’s views on democracy into the full light of America’s failure to resolve the problem of race. Glaude places Whitman’s Democratic Vistas (1871) in conversation with James Baldwin’s No Name in the Street (1972) in order to construct a different sort of reading practice that can both engage with Whitman’s views on democracy and reckon with what George Hutchinson calls Whitman’s “white imperialist self and ideology” as an indication of the limits of a certain radical democratic imagining. Keywords: James Baldwin, Walt Whitman, democracy, racism, reading, Trump I find myself these days, more so than usual, reaching for books. Any book really. Fiction. Nonfiction. Poetry. Anything to distract from the ongoing spectacle that is this country’s politics, or anything to help me understand more fully this mess, in the Samuel Beckett sense of the word. Of course, there is the work. Teaching. Tarrying with the words and life of James Baldwin. When I am not doing that I am navigating the currents of Trumpism. Talking incessantly, and coping with, because I can’t seem to do anything else, the sourness that sits at the bottom of my stomach and that, every now and again, creeps up to the back of my throat. Bitter. Sour. With all of this, I want to hear a voice other than my own. -
Maya Angelou, a Writer's Legacy
2017-2018 Resource Guide MAYA ANGELOU, A WRITER’S LEGACY Written by Mary Tensing Produced by TCT On Tour, a Division of The Children’s Theatre of Cincinnati Friday, February 2, 2018 VICTORIA THEATRE ASSOCIATION VICTORIA • SCHUSTER • MAC/LOFT • ARTS ANNEX • ARTS GARAGE 9:30 a.m. & 11:30 a.m. Curriculum Connections You will find these icons listed in the resource guide next to the activities that indicate curricular connections. Teachers and parents are encouraged to adapt all of the activities included in an appropriate way for your students’ age and abilities. MAYA ANGELOU, A WRITER’S LEGACY fulfills the following Ohio and National Education Standards and Benchmarks for Grades 3-12: elcome to the 2017-2018 Discovery Series at Victoria Ohio’s New Learning Standards for English Language Arts: WTheatre Association. We are very Grade 3- RI.3.4, W.3.3, W.3.4, W.3.5, SL.3.1, L.3.1, L.3.2, L.3.3, L.3.5 excited to be your education partner in Grade 4- RI.4.4, W.4.3, W.4.4, W.4.5, SL.4.1, L.4.1, L.4.2, L.4.3, L.4.5 providing professional arts experiences to Grade 5- RI.5.4, W.5.3, W.5.4, W.5.5, SL.5.1, L.5.1, L.5.2, L.5.3, L.5.5 you and your students! Grade 6- RI.6.4, W.6.3, W.6.4, W.6.5, SL.6.1, L.6.1, L.6.2, L.6.3, L.6.5 Grade 7- RI.7.4, W.7.3, W.7.4, W.7.5, SL.7.1, L.7.1, L.7.2, L.7.3, L.7.5 Maya Angelou is one of the most inspiring Grade 8- RI.8.4, W.8.3, W.8.4, W.8.5, SL.8.1, L.8.1, L.8.2, L.8.3, L.8.5 and influential poets our country has Grades 9-10- RI.9-10.4, W.9-10.3, W.9-10.4, W.9-10.5, SL.9-10.1, L.9-10.1, L.9-10.2, L.9- ever seen. -
00 Copertina DEP N.39 2019
Numero 39 – Gennaio 2019 Numero miscellaneo Issue 39 – January 2019 Miscellaneous Issue ISSN: 1824-4483 DEP 39 Numero miscellaneo Indice Introduzione/Introduction p. 1 Ricerche Arianna Ceschin, “ Sento che occorre un mutamento nel paesaggio”: viaggio nel giornalismo degli anni cinquanta di Anna Maria Ortese p. 4 Alessandra Trevisan, “Bisogna che ci vogliamo un po’ bene”. Anna Maria Ortese e la casa editrice Pellicanolibri di Beppe Costa, con un carteggio d’autrice p. 15 Veronica Stefani, L’urlo di FEMEN. I primi dieci anni dello sextremism nella lotta femminista contemporanea p. 31 Marta Sottoriva, L’eredità dimenticata: l’umanesimo democratico radicale di Ella Baker p. 57 Documenti Ruth First: le campagne giornalistiche sudafricane 1947-1963 , a cura di Anna Scandolin p. 82 “Lamenti di pietà”: poesie e drammi pacifisti di Margaret Sackville (1915-1920) a cura di Bruna Bianchi p. 123 Vernon Lee, La musica di Natale di Bach in Inghilterra e in Germania , 1915 Traduzione di Egle Costantino, cura di Bruna Bianchi p. 145 Vernon Lee, Satana il distruttore , parte prima Traduzione di Egle Costantino, cura di Bruna Bianchi p. 149 Interviste Al servizio delle donne in Himalaya. Intervista con Radha Bhatt a cura di Chiara Corazza p. 168 Strumenti di ricerca-Donne umanitarie Sara Valentina Di Palma, Matilde Cassin. Una vita tra Sionismo, Resistenza ed educazione giovanile p. 174 Recensioni, interventi, resoconti Sara Valentina Di Palma, Ricordi Emilia? Lei e gli altri bambini laggiù, nella Shoah p. 177 Anna Paola Moretti, Considerate che avevo quindici anni. Il diario di prigionia di Magda Minciotti tra Resistenza e deportazione (S. Lunadei) p. -
Featuring Ernest J. Gaines
RESOU R C E S • S E R V I C E S • E VENTS FEB R UA R Y 2 0 0 9 Inside the Writer’s Workshop: Featuring Ernest J. Gaines he Library proudly comprehensive program, which announces the Gala will strengthen our community and Tkick-off for the Spring bring our diverse region together. 2009 Big Read: One Book/ Louisiana has an overall literacy One Community program, rate of 27%, and that includes the sponsored by The Big Read, Baton Rouge population. This East Baton Rouge Parish Library and the Baton Rouge modern classic by Louisiana’s Area Chamber. The event will begin with a soulful own native son Ernest Gaines is reception featuring a flavor-filled menu, continue with a particularly good choice for our a conversation with Ernest Gaines, and follow with a region, long plagued by a history of presentation of the classic film based on Gaines’ novel, low-literacy rates, racial injustice A Lesson Before Dying. The Gala will be held at the and unrest. A Lesson Before Dying’s topics of heroism, Baton Rouge Community College Magnolia Performing personal responsibility, compassion, forgiveness, social Arts Pavilion, on Thursday, February 12, at 6:00 p.m. justice, and dying with dignity are all subjects which After the FREE movie screening, audience members will cannot be separated from any exploration of the human participate in a moderated panel discussion. Admission experience. is free and open to the public. Copies of A Lesson Before Dying, accessible in a The Big Read: One variety of formats including print, audio, and movies, Book/One Community are available not only in libraries, but also in classrooms, is a community-wide churches, clubs, community centers, and businesses reading program where throughout the nine-parish area. -
Here May Is Not Rap Be Music D in Almost Every Major Language,Excerpted Including Pages Mandarin
ENCYCLOPEDIA OF THE BLACK ARTS MOVEMENT ed or printed. Edited by istribut Verner D. Mitchell Cynthia Davis an uncorrected page proof and may not be d Excerpted pages for advance review purposes only. All rights reserved. This is ROWMAN & LITTLEFIELD Lanham • Boulder • New York • London 18_985_Mitchell.indb 3 2/25/19 2:34 PM ed or printed. Published by Rowman & Littlefield An imprint of The Rowman & Littlefield Publishing Group, Inc. 4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706 istribut www.rowman.com 6 Tinworth Street, London, SE11 5AL, United Kingdom Copyright © 2019 by The Rowman & Littlefield Publishing Group Inc. All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review. British Library Cataloguing in Publication Information Available Library of Congress Cataloging-in-Publication Data Names: Mitchell, Verner D., 1957– author. | Davis, Cynthia, 1946– author. Title: Encyclopedia of the Black Arts Movement / Verner D. Mitchell, Cynthia Davis. Description: Lanhaman : uncorrectedRowman & Littlefield, page proof [2019] and | Includes may not bibliographical be d references and index. Identifiers:Excerpted LCCN 2018053986pages for advance(print) | LCCN review 2018058007 purposes (ebook) only. | AllISBN rights reserved. 9781538101469This is (electronic) | ISBN 9781538101452 | ISBN 9781538101452 (cloth : alk. paper) Subjects: LCSH: Black Arts movement—Encyclopedias. Classification: LCC NX512.3.A35 (ebook) | LCC NX512.3.A35 M58 2019 (print) | DDC 700.89/96073—dc23 LC record available at https://lccn.loc.gov/2018053986 The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992. -
Chicago Black Renaissance Literary Movement
CHICAGO BLACK RENAISSANCE LITERARY MOVEMENT LORRAINE HANSBERRY HOUSE 6140 S. RHODES AVENUE BUILT: 1909 ARCHITECT: ALBERT G. FERREE PERIOD OF SIGNIFICANCE: 1937-1940 For its associations with the “Chicago Black Renaissance” literary movement and iconic 20th century African-American playwright Lorraine Hansberry (1930-1965), the Lorraine Hansberry House at 6140 S. Rhodes Avenue possesses exceptional historic and cultural significance. Lorraine Hansberry’s groundbreaking play, A Raisin in the Sun, was the first drama by an African American woman to be produced on Broadway. It grappled with themes of the Chicago Black Renaissance literary movement and drew directly from Hansberry’s own childhood experiences in Chicago. A Raisin in the Sun closely echoes the trauma that Hansberry’s own family endured after her father, Carl Hansberry, purchased a brick apartment building at 6140 S. Rhodes Avenue that was subject to a racially- discriminatory housing covenant. A three-year-long-legal battle over the property, challenging the enforceability of restrictive covenants that effectively sanctioned discrimination in Chicago’s segregated neighborhoods, culminated in 1940 with a United States Supreme Court decision and was a locally important victory in the effort to outlaw racially-discriminatory covenants in housing. Hansberry’s pioneering dramas forced the American stage to a new level of excellence and honesty. Her strident commitment to gaining justice for people of African descent, shaped by her family’s direct efforts to combat institutional racism and segregation, marked the final phase of the vibrant literary movement known as the Chicago Black Renaissance. Born of diverse creative and intellectual forces in Chicago’s African- American community from the 1930s through the 1950s, the Chicago Black Renaissance also yielded such acclaimed writers as Richard Wright (1908-1960) and Gwendolyn Brooks (1917-2000), as well as pioneering cultural institutions like the George Cleveland Hall Branch Library.