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The Civil War
HISTORY AND GEOGRAPHY Harriet Tubman The Civil War Teacher Guide Union soldier Confederate soldier G2T-U9_The Civil War_FrontCover_TG.indd 1 22/11/19 12:47 AM G2T-U9_The Civil War_TG.indb 2 21/11/19 10:49 PM The Civil War Teacher Guide G2T-U9_The Civil War_TG.indb 1 21/11/19 10:49 PM Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ Copyright © 2019 Core Knowledge Foundation www.coreknowledge.org 8 All Rights Reserved. - 5 Core Knowledge®, Core Knowledge Curriculum Series™, Core Knowledge History and Geography™, and CKHG™ are trademarks of the Core Knowledge Foundation. -
Advanced Study Guide
Mike Wiley – The Playwright and Actor Actor and playwright Mike Wiley has spent the last decade fulfilling his mission to bring educational theatre to young audiences. In the early days of his career, Wiley found few theatrical resources to shine light on key events and figures in black history. To bring these often ignored stories to life, Wiley started his own production company. Through his work, he has introduced countless students to the stories and legacies of Emmett Till, the Tuskegee Airmen, Henry “Box” Brown and more. Most recently he has brought Timothy B. Tyson’s acclaimed book “Blood Done Sign My Name” to the stage. Mike Wiley has a Masters of Fine Arts from the University of North Carolina at Chapel Hill, has appeared on the Discovery Channel, The Learning Channel and the National Geographic Channel and was recently profiled in Our State magazine. Synopsis Henry “Box” Brown was an African American born into slavery in 1816 in Louisa County, Virginia. Although he was not subjected to physical violence, Henry’s story (the basis for One Noble Journey) demonstrates the cruelty of slavery was every bit as devastating to the heart as it could be on the body. At the death of his master, Henry’s family was torn apart and parceled out to various beneficiaries of the estate. Henry, who was 33 at the time, was bequeathed to his master’s son and sent to work in Richmond, VA. While there, he experienced the joys of marriage and children, only to have slavery lash his heart again. Henry’s wife and children were taken from him, sold to North Carolina slave- holders and never seen again. -
The Underground Railroad in Tennessee to 1865
The State of State History in Tennessee in 2008 The Underground Railroad in Tennesseee to 1865 A Report By State Historian Walter T. Durham The State of State History in Tennessee in 2008 The Underground Railroad in Tennessee to 1865 A Report by State Historian Walter T. Durham Tennessee State Library and Archives Department of State Nashville, Tennessee 37243 Jeanne D. Sugg State Librarian and Archivist Department of State, Authorization No. 305294, 2000 copies November 2008. This public document was promulgated at a cost of $1.77 per copy. Preface and Acknowledgments In 2004 and again in 2006, I published studies called The State of State History in Tennessee. The works surveyed the organizations and activities that preserve and interpret Tennessee history and bring it to a diverse public. This year I deviate by making a study of the Under- ground Railroad in Tennessee and bringing it into the State of State History series. No prior statewide study of this re- markable phenomenon has been produced, a situation now remedied. During the early nineteenth century, the number of slaves escaping the South to fi nd freedom in the northern states slowly increased. The escape methodologies and ex- perience, repeated over and over again, became known as the Underground Railroad. In the period immediately after the Civil War a plethora of books and articles appeared dealing with the Underground Railroad. Largely written by or for white men, the accounts contained recollections of the roles they played in assisting slaves make their escapes. There was understandable exag- geration because most of them had been prewar abolitionists who wanted it known that they had contributed much to the successful fl ights of a number of slaves, oft times at great danger to themselves. -
Monuments and Memories in Ontario, 1850-2001
FORGING ICONOGRAPHIES AND CASTING COLONIALISM: MONUMENTS AND MEMORIES IN ONTARIO, 1850-2001 By Brittney Anne Bos A thesis submitted to the Department of History In conformity with the requirements for the degree of Doctor of Philosophy Queen’s University Kingston, Ontario, Canada (September 2016) Copyright ©Brittney Anne Bos, 2016 ii Abstract Commemorations are a critical window for exploring the social, political, and cultural trends of a specific time period. Over the past two centuries, the commemorative landscape of Ontario reaffirmed the inclusion/exclusion of particular racial groups. Intended as static markers to the past, monuments in particular visually demonstrated the boundaries of a community and acted as ongoing memorials to existing social structures. Using a specific type of iconography and visual language, the creators of monuments imbued the physical markers of stone and bronze with racialized meanings. As builders were connected with their own time periods and social contexts, the ideas behind these commemorations shifted. Nonetheless, creators were intent on producing a memorial that educated present and future generations on the boundaries of their “imagined communities.” This dissertation considers the carefully chosen iconographies of Ontario’s monuments and how visual symbolism was attached to historical memory. Through the examination of five case studies, this dissertation examines the shifting commemorative landscape of Ontario and how memorials were used to mark the boundaries of communities. By integrating the visual analysis of monuments and related images, it bridges a methodological and theoretical gap between history and art history. This dissertation opens an important dialogue between these fields of study and demonstrates how monuments themselves are critical “documents” of the past. -
ENG 3705-001: Multicultural U. S. Literature Christopher Hanlon Eastern Illinois University
Eastern Illinois University The Keep Summer 2012 2012 Summer 6-15-2012 ENG 3705-001: Multicultural U. S. Literature Christopher Hanlon Eastern Illinois University Follow this and additional works at: http://thekeep.eiu.edu/english_syllabi_summer2012 Part of the English Language and Literature Commons Recommended Citation Hanlon, Christopher, "ENG 3705-001: Multicultural U. S. Literature" (2012). Summer 2012. 7. http://thekeep.eiu.edu/english_syllabi_summer2012/7 This Article is brought to you for free and open access by the 2012 at The Keep. It has been accepted for inclusion in Summer 2012 by an authorized administrator of The Keep. For more information, please contact [email protected]. I f :: - '~-1r ' ~;\... I I / .,.,- - ._......... ~ r ~~,,:. Professor Christopher Hanlon Coleman Hall 3811 Office Hours: MTuW 10:45-12:00 [email protected] Ifyou ask me, the very word "multiculturalism" has become a problem. In university-level literature classes, the pedagogy of multiculturalism descends from the work of the Modern Language Association's Radical Caucus, which during the 1970s worked to unloose literacy education from near-constant attachment to white male authors. The generation of literature professors who initiated the project of multicultural canon revision were explicit that the purposes behind their task were not only (1) to give voice to important writers who had been buried by generations of indifferent literacy historians, but also (2) to effect change in American social life. By teaching a more diverse canon of texts, literature professors would promote an openness to multiple traditions as opposed to investment in some monolithic One, and the inclusive ethos behind such undertaking would have salutary effects well beyond the classroom. -
One Noble Journey National Standards and Study Guide
One Noble Journey National Standards and Study Guide • Synopsis • Discussion Questions • Words & Phrases to Know • Find Out More • Curriculum Standards Mike Wiley Productions 1999-2004 Mike Wiley Productions is a theatrical company specializing in African American History Plays. One Noble Journey is about the life of Henry “Box” Brown. Brown was an African American who was born a slave in 1816 in Louisa County, Virginia. At the age of thirty-three he was bequeathed to his master's son, who sent him to work in his tobacco factory in Richmond, VA under the authority of a relentlessly evil overseer. Although his experiences in slavery were comparatively mild, and he was not subjected to physical violence, Brown was not content to be a slave. One Noble Journey demonstrates that slavery was still unbearable even under the best of conditions. Brown was able to experience the joys of marriage and even children under slavery’s oppression but his wife and children were eventually taken from him and sold to North Carolina. That horrible incident was Brown’s breaking point and he devised an escape plan. He had himself sealed in a small wooden box and shipped to friends and freedom in Philadelphia. He later settled in Massachusetts and traveled around the northern states speaking against slavery. One Noble Journey dramatizes Brown’s life while demonstrating what an evening with “Brown: The Escaped Slave, Turned Abolitionist!” might be like. Within One Noble Journey is embedded the miraculous true account of Running a Thousand Miles for Freedom the narrative of William and Ellen Craft's escape from slavery. -
Freedom Seekers: the Underground Railroad, Great Lakes, and Science Literacy Activities Middle School and High School Curriculum
Freedom Seekers: The Underground Railroad, Great Lakes, and Science Literacy Activities Middle School and High School Curriculum “Joe, come look at de Falls! ... it's your last chance. Joe, you’ve shook de lion’s paw!, You’re free!” --Harriet Tubman 1 Freedom Seekers Curriculum Committee Monica Miles, Ph.D. | New York Sea Grant Fatama Attie | University at Buffalo Bhawna Chowdary, Ph.D. | Niagara Falls City Schools/University at Buffalo James Ponzo, Ph.D. | University at Buffalo & Niagara Falls Underground Railroad Heritage Center Claudia Rosen | Buffalo Niagara Waterkeeper Kate Haq, Ph.D. | The Park School of Buffalo Betsy Ukeritis | NYS Department of Environmental Conservation Ginny Carlton, Ph.D. | Wisconsin Sea Grant Meaghan Gass, editor | Michigan Sea Grant, MI State University Extension Megan L. Gunn, editor | Illinois-Indiana Sea Grant The curriculum committee would like to extend our thanks and appreciation to everyone who contributed to this curriculum including article authors and reviewers. Thank you for helping us share the story of Freedom Seekers! 2 Contents of Lesson Series Freedom Seekers Curriculum Committee 2 Contents of Lesson Series 3 Letter to Educators 4 Educator Resources 5 Underground Railroad Lessons 7 Lesson 1 - Harriet Tubman--the unsung naturalist 9 Lesson 2 - The Underground Railroad and Maritime Connections 19 Lesson 3 - How to Conduct Historical Research 25 Lesson 4 - Connecting Environmental Resources to Historically Rich Spaces 29 Lesson 5 - Examining the Remains of the Cataract House 33 Lesson 6 - Using US Census Data to Investigate the Underground Railroad 42 Lesson 7 - Race and the US Census 53 Lesson 8 - Native Americans and the Underground Railroad 59 Extension Activities Educator Resources 66 African American History and Science Extension Activities 67 Activity 1 - U.S. -
Primary Document Reader
Across the Border: A Transnational Approach to Teaching the Underground Railroad Primary Document Reader Sponsored by the Gilder Lehrman Institute for American History, The Harriet Tubman Institute for Research on the Global Migrations of African Peoples, and Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition. Sometimes standing on the Ohio River bluff, looking over on a free State, and as far north as my eyes could see, I have eagerly gazed upon the blue sky of the free North, which at times constrained me to cry out from the depths of my soul, Oh! Canada, sweet land of rest--Oh! When shall I get there? Oh, that I had the wings of a dove, that I might soar away to where there is no slavery; no clanking of chains, no captives, no lacerating of backs, no parting of husbands and wives; and where man ceases to be the property of his fellow man. These thoughts have revolved in my mind a thousand times. I have stood upon the lofty banks of the river Ohio, gazing upon the splendid steamboats, wafted with all their magnificence up and down the river, and I thought of the fishes of the water, the fowls of the air, the wild beasts of the forest, all appeared to be free, to go just where they pleased, and I was an unhappy slave! Henry Bibb, Sandwich, Canada West I was told before I left Virginia,--have heard it as common talk, that the wild geese were so numerous in Canada, and so bad, that they would scratch a man's eyes out; that corn wouldn't grow there, nor anything else but rice; that everything they had there was imported. -
The Search for George Debaptiste's House: the Crooked Creek Flood
The Search for George DeBaptiste’s House: The Crooked Creek Flood of 1846 Christopher Baas and Darrin L. Rubino Summary We used archival sources and Geographic Information Systems data to demonstrate the feasibility of the 1846 Crooked Creek Flood (Madison, Indiana, USA) having destroyed the home connected to abolitionist and Underground Railroad leader George DeBaptiste. George DeBaptiste (1814–1875) was an African American abolitionist and a prominent figure in the Underground Railroad (UGRR), the network used by African American slaves in the Southern US to escape to free Northern states. He resided in Madison, Indiana, between 1838 and 1846, when he moved his family to Detroit, Michigan, following local race riots against UGRR leaders. In an effort to preserve the heritage of this icon’s legacy, preservationists used historical documentation to determine the likely location of DeBaptiste’s house. We performed tree-ring analysis to confirm if the existing house on the property was, in fact, DeBaptiste’s house. Determining the construction date of a structure using tree rings is performed by obtaining samples from a structure’s timbers and matching their tree-ring growth patterns to regional historic growth patterns. Analysis showed that the structure’s timbers were harvested sometime after the spring of 1846. These results were puzzling since DeBaptiste left Madison in 1846. It is unlikely that DeBaptiste would have constructed a new structure while racial tensions were reaching a fever pitch. Investigating Madison’s history provided a potential clue. Baas, Christopher, and Darrin L. Rubino. “The Search for George DeBaptiste’s House: The Crooked Creek Flood of 1846.” Environment & Society Portal, Arcadia (Spring 2020), no. -
Editorial Reviews of “Bound for Canaan” by Fergus M. Bordewich
Editorial Reviews of “Bound for Canaan” by Fergus M. Bordewich From Publishers Weekly Though the Underground Railroad is one of the touchstones of American collective memory, there's been no comprehensive, accessible history of the secret movement that delivered more than 100,000 runaway slaves to freedom in the Northern states and Canada. Journalist Bordewich (Killing the White Man's Indian) fills this gap with a clear, utterly compelling survey of the Railroad from its earliest days in Revolution-era America through the Civil War and the extension of the vote to African Americans in 1870. Using an impressive array of archival and contemporary sources (letters, autobiographies, tax records and slave narratives, as well as new scholarship), Bordewich reveals the Railroad to be much more complicated--and much more remarkable--than is usually understood. As a progressive movement that integrated people across races and was underwritten by secular political theories but carried out by fervently religious citizens in the midst of a national spiritual awakening, the clandestine network was among the most fascinatingly diverse groups ever to unite behind a common American cause. What makes Bordewich's work transcend the confines of detached social history is his emphasis on the real lives and stories of the Railroad's participants. Religious extremists, left-wing radicals and virulent racists all emerge as fully realized characters, flawed but determined people doing what they believed was right, and every chapter has at least one moment--a detail, a vignette, a description--that will transport readers to the world Bordewich describes. The men and women of this remarkable account will remain with readers for a long time to come. -
Underground Railroad Routes in New Jersey — 1860 —
Finding Your Way on the Underground Railroad Theme: Cultural & Historical Author: Wilbur H. Siebert adapted by Christine R. Raabe, Education Consultant Subject Areas Vocabulary History/Social Studies, Mathematics, Underground Railroad, slavery, Science emancipation, abolitionist, fugitive, Quaker, freedom, conductor, Duration station master, passenger, North Star, One class period William Still, Harriet Tubman Correlation to NJ Core Curriculum Setting Content Standards Indoors Social Studies Skills 6.3 (1,2,3,4) Interpreting, relating, charting and 6.4 (2,3,4,5,7,8) mapping, identifying, describing, 6.7 (1,5) comparing 6.8 (1) Charting the Course Although not specifically mentioned in the film, the era of the Underground Railroad’s operation did impact the settlement and development of the region and played an important role in the history of New Jersey.” C29 Finding Your Way on the Underground Railroad Objectives many teachers refer to them in to use it rather than risk having Students will their lessons, many instructors a failed fugitive divulge the never relay the regional secrets of the Underground 1. Explain what the significance of these courageous Railroad. Underground Railroad was African-Americans. and why it was important. William Still was born in 1821 Harriet Tubman was known as in Shamong, New Jersey 2. Identify some of the routes of “Moses” for the large number (formerly called Indian Mills — the Underground Railroad on of slaves she guided to freedom Burlington County). Make a map of New Jersey. as a “conductor” on the students aware that this is not far 3. Describe some the conditions Underground Railroad. Tubman from the Bayshore. -
Volume 16 • Number 3 • Fall 2016
OHIO VALLEY HISTORY VALLEY OHIO Periodicals postage paid at Cincinnati, Ohio, and additional mailing offices. A Collaboration of The Filson Historical Society, Cincinnati Museum Center, and the University of Cincinnati. VOLUME 16 • NUMBER 3 • FALL 2016 VOLUME • NUMBER 16 3 • FALL 2016 Ohio Valley History is a Submission Information for Contributors to OHIO VALLEY STAFF David Stradling Phillip C. Long collaboration of The Filson University of Cincinnati Julia Poston Editors Nikki M. Taylor Thomas H. Quinn Historical Society, Cincinnati LeeAnn Whites Texas Southern University Joanna Reeder Museum Center, and the The Filson Historical Society Frank Towers Dr. Anya Sanchez Department of History, University Matthew Norman University of Calgary Judith K. Stein, M.D. Department of History Steve Steinman of Cincinnati. University of Cincinnati CINCINNATI Carolyn M. Tastad Blue Ash College MUSEUM CENTER Anne Drackett Thomas Cincinnati Museum Center and One digital copy of the manuscript, saved in Microsoft Word, *Regarding general form and style, please follow the BOARD OF TRUSTEES Albert W. Vontz III should be sent by email to: 16th edition of the Chicago Manual of Style. For The Filson Historical Society Book Review Editor Kevin Ward specific style guidelines, please visit The Filson’s web- William H. Bergmann Chair Donna Zaring are private non-profit organiza- Matthew Norman, Editor or LeeAnn Whites, Editor site at: http://www.filsonhistorical.org/programs- Department of History Edward D. Diller James M. Zimmerman tions supported almost entirely Ohio Valley History Ohio Valley History and-publications/publications/ohio-valley-history/ Slippery Rock University Asst. Professor of History Director of Research submissions/submissions-guidelines.aspx.