Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
Washington State became the 42nd state in 1889. Its capital is Olympia and largest cities include Seattle, Spokane, Tacoma, and Bellevue. Washington borders Oregon and Idaho and has a diverse geography that includes coastline, mountains, and farmland. Some of its notable symbols include the evergreen tree, salmon, and apple. The state has a long history and important industries like aircraft manufacturing, software, and agriculture.
The South Atlantic United States includes 8 states and Washington D.C. along the eastern seaboard. Washington D.C. is the capital city located between Maryland and Virginia along the Potomac River. It is home to the three branches of federal government and national landmarks like the National Mall, Washington Monument, and Lincoln Memorial. Virginia was one of the original 13 colonies and is nicknamed the "Old Dominion." It has diverse geography and 30 national parks and sites. Florida has a variety of American English accents due to its diverse population from across the U.S.
Louisville, Kentucky was founded in 1778 and named after King Louis XVI of France. It has a population of over 746,000 and is best known as the home of the Kentucky Derby horse race. Louisville grew from a small settlement on the Ohio River to become an important shipping port and manufacturing center. It has experienced major floods and tornadoes throughout its history and today has a diverse economy and culture.
The document provides information on holidays, festivals, and vacations in the United States. It notes that Americans have fewer paid vacation days than other countries, typically around two weeks. Popular family vacations involve driving to domestic destinations like national parks. Festivals celebrating various arts are common at the local and national levels. The largest and most famous include music festivals like Monterey Jazz. The legend of St. Valentine is also summarized, describing how he allegedly healed the daughter of his jailer before being martyred.
Washington D.C. is the capital of the United States with a population of around 581,530 residents. As the eighth largest metropolitan area in the U.S., Washington D.C. has over 5 million residents and contains important landmarks like the Arlington National Cemetery, Washington Monument, and Lincoln Memorial that honor past presidents and those who served in the military.
The pilgrims arrived in America on the Mayflower in 1620 and settled in Plymouth, Massachusetts. After a difficult first year with harsh weather conditions, the fall harvest in 1621 was bountiful. The pilgrims shared a Thanksgiving celebration with the Wampanoag people to give thanks for their survival and success in the new land. Abraham Lincoln declared Thanksgiving a national holiday in 1863 to be celebrated on the fourth Thursday of November each year.
The pilgrims arrived in America on the Mayflower in 1620 and settled in Plymouth, Massachusetts. After a difficult first year with harsh weather conditions, the fall harvest in 1621 was bountiful. The pilgrims shared a Thanksgiving celebration with the Wampanoag people to give thanks for their survival and success in the new land. Thanksgiving became a national holiday in 1863 when Abraham Lincoln declared it a national holiday to be celebrated on the fourth Thursday of November.
The pilgrims arrived on the Mayflower in 1620 and settled in America, struggling through a harsh first winter. After their first successful harvest, the pilgrims had an abundant supply of corn, fruits, and vegetables. Governor William Bradford declared a Thanksgiving celebration and invited the neighboring Native Americans to join. Thanksgiving later became a national holiday designated by Abraham Lincoln in 1863 to be celebrated on the fourth Thursday of November.
Washington State became the 42nd state in 1889. Its capital is Olympia and largest cities include Seattle, Spokane, Tacoma, and Bellevue. Washington borders Oregon and Idaho and has a diverse geography that includes coastline, mountains, and farmland. Some of its notable symbols include the evergreen tree, salmon, and apple. The state has a long history and important industries like aircraft manufacturing, software, and agriculture.
The South Atlantic United States includes 8 states and Washington D.C. along the eastern seaboard. Washington D.C. is the capital city located between Maryland and Virginia along the Potomac River. It is home to the three branches of federal government and national landmarks like the National Mall, Washington Monument, and Lincoln Memorial. Virginia was one of the original 13 colonies and is nicknamed the "Old Dominion." It has diverse geography and 30 national parks and sites. Florida has a variety of American English accents due to its diverse population from across the U.S.
Louisville, Kentucky was founded in 1778 and named after King Louis XVI of France. It has a population of over 746,000 and is best known as the home of the Kentucky Derby horse race. Louisville grew from a small settlement on the Ohio River to become an important shipping port and manufacturing center. It has experienced major floods and tornadoes throughout its history and today has a diverse economy and culture.
The document provides information on holidays, festivals, and vacations in the United States. It notes that Americans have fewer paid vacation days than other countries, typically around two weeks. Popular family vacations involve driving to domestic destinations like national parks. Festivals celebrating various arts are common at the local and national levels. The largest and most famous include music festivals like Monterey Jazz. The legend of St. Valentine is also summarized, describing how he allegedly healed the daughter of his jailer before being martyred.
Washington D.C. is the capital of the United States with a population of around 581,530 residents. As the eighth largest metropolitan area in the U.S., Washington D.C. has over 5 million residents and contains important landmarks like the Arlington National Cemetery, Washington Monument, and Lincoln Memorial that honor past presidents and those who served in the military.
The pilgrims arrived in America on the Mayflower in 1620 and settled in Plymouth, Massachusetts. After a difficult first year with harsh weather conditions, the fall harvest in 1621 was bountiful. The pilgrims shared a Thanksgiving celebration with the Wampanoag people to give thanks for their survival and success in the new land. Abraham Lincoln declared Thanksgiving a national holiday in 1863 to be celebrated on the fourth Thursday of November each year.
The pilgrims arrived in America on the Mayflower in 1620 and settled in Plymouth, Massachusetts. After a difficult first year with harsh weather conditions, the fall harvest in 1621 was bountiful. The pilgrims shared a Thanksgiving celebration with the Wampanoag people to give thanks for their survival and success in the new land. Thanksgiving became a national holiday in 1863 when Abraham Lincoln declared it a national holiday to be celebrated on the fourth Thursday of November.
The pilgrims arrived on the Mayflower in 1620 and settled in America, struggling through a harsh first winter. After their first successful harvest, the pilgrims had an abundant supply of corn, fruits, and vegetables. Governor William Bradford declared a Thanksgiving celebration and invited the neighboring Native Americans to join. Thanksgiving later became a national holiday designated by Abraham Lincoln in 1863 to be celebrated on the fourth Thursday of November.
I do not have a strong opinion on these complex historical issues. Reasonable people can disagree on how to balance the rights and interests of indigenous peoples, settlers, and governments during the period of westward expansion in the United States.
The American Thanksgiving began as a feast in 1621 to celebrate the harvest. The Pilgrims who arrived in Massachusetts experienced a difficult first winter with many dying of disease. The following year, the Native Americans taught the Pilgrims how to grow corn and other crops, ensuring their survival. In celebration, the Pilgrims and Native Americans shared an autumn feast. This event became an annual harvest celebration, and was later adopted as an official yearly national holiday by presidents Washington and Lincoln in the 19th century. Today, Thanksgiving is celebrated on the fourth Thursday of November with families gathering for a traditional meal including turkey, potatoes, and pumpkin pie.
This document provides a summary of 5 postcards from a road trip along US Route 35 in 1962. It describes attractions along the route from Michigan City, Indiana to Charleston, West Virginia. Some highlights mentioned include Indiana Dunes State Park in Indiana, attractions in Dayton, Ohio like Carillon Historical Park, and the West Virginia State Capitol building in Charleston. The summary focuses on giving a high-level overview of places visited and sights seen along the 416 mile route across Indiana and Ohio in the early 1960s.
The United States is located in North America between the Pacific and Atlantic Oceans, bordered by Canada to the north and Mexico to the south. It contains 50 states and has diverse geography including high mountains in the west, plains in the center, and three major river systems. Common American breakfast foods include cereal, bagels, and eggs while lunch often consists of sandwiches and dinner features meat and potatoes, though fast food is also very popular. Famous landmarks include the Statue of Liberty in New York, monuments in Washington D.C., the Golden Gate Bridge in San Francisco, and the Grand Canyon in Arizona. National holidays celebrated are Independence Day on the Fourth of July, Christmas, Memorial Day, and Presidents Day.
This document is a research paper that investigates the arrival and presence of Irish immigrants on Nantucket island before the decline of the 19th century whaling industry. It discusses how in 1851, 226 Irish travelers aboard the ship British Queen were shipwrecked off the coast of Nantucket during a storm and rescued by locals. Some of the survivors, like the Mooney family, decided to settle permanently on the island. The paper also examines other non-traditional ways that Irish immigrants came to reside on Nantucket, such as through intermarriage or overseas employment, and how they integrated into the island's society and economy as farmers, laborers, and industrial workers rather than joining the whaling industry
Tanksgiving Day marika di nicola 2°b tursecondatur
Thanksgiving is a national holiday in the United States celebrated on the fourth Thursday of November to give thanks for the harvest and the past year. Its origins can be traced back to 1620 when the Pilgrims and Wampanoag Indians shared an autumn harvest feast. It took over 300 years for Thanksgiving to become a national celebration, championed by Sarah Josepha Hale. Now, Thanksgiving kicks off the Christmas shopping season and is known for the Macy's Thanksgiving Day Parade in New York featuring giant balloons of popular characters.
New York City is the most populous city in the United States, located in the state of New York. It is a global economic center and cultural hub, home to over 8 million residents within five boroughs - Manhattan, Brooklyn, Queens, the Bronx, and Staten Island. New York City has many world-famous attractions, a diverse population, and is an important center for arts, culture, sports, entertainment, and education.
The document summarizes the origins and history of Thanksgiving in the United States. It describes how the Pilgrims came to America on the Mayflower in 1620 and established a village in Plymouth. It then discusses how Squanto helped the Pilgrims survive by teaching them to farm corn and fish. The Pilgrims held a three-day feast in 1621 to celebrate the harvest, which became known as the first Thanksgiving. Over time Thanksgiving became a national holiday in the United States, though there was initial disagreement about the date.
The document discusses Washington D.C., including its location between Virginia and Maryland, major landmarks like the National Mall and monuments, and annual events like the National Cherry Blossom Festival. It also references accomplishments like the moon landing and famous figures honored with statues in the city.
Back to School Teacher Program from the Delaware County (Ohio) Historical Soc...hildebka
This program was created for the 3rd grade teachers in Delaware County to introduce them to the Teacher Tote Bag program. This program is designed to bring local historical information about the early history of Delaware County to students and teachers studying local history. Prepared by Karen Hildebrand.
Thanksgiving Day is celebrated in November in the United States and October in Canada as a harvest festival and day of giving thanks. Its origins can be traced to English traditions of religious thanksgiving days and the 1621 Plymouth harvest feast, though some claim earlier celebrations in Canada and the US. The holiday has evolved over time, with its date becoming standardized in the US in 1863 and Canada in 1957.
A group of Puritans known as the Pilgrims fled religious persecution in England and sailed to the New World on the Mayflower in 1620. They landed in Plymouth and suffered through a difficult first winter with little food. Native Americans helped the Pilgrims by supplying them with seeds and food and teaching survival skills. In the fall, after a successful harvest, the Pilgrims held a three-day feast of thanksgiving to celebrate their good fortune and to thank the Native Americans who had helped them. This harvest feast is often considered the first Thanksgiving and the tradition of celebrating Thanksgiving in November became an important American holiday.
American imperialism in the late 19th century was fueled by three main factors: the desire for military strength to project American power globally, the thirst for new overseas markets as American industry produced more than domestic demand, and the belief in cultural superiority which justified spreading American ideals. This led the U.S. to strategically acquire Alaska from Russia in 1867 and Hawaii in 1898, making it an American territory, in order to control access to important naval bases and Pacific trade routes.
The passage provides details about the history and traditions of Thanksgiving in the United States. It explains that the first Thanksgiving occurred in 1621 when the Pilgrims invited the Wampanoag Native Americans to a three-day feast to celebrate the autumn harvest after surviving their first year in America. Today, Thanksgiving is celebrated with families gathering to eat turkey and express gratitude, and is also marked by parades like the Macy's parade in New York City and football games on television. The traditional Thanksgiving meal includes turkey, stuffing, mashed potatoes, cranberry sauce, vegetables and pumpkin pie.
This presentation is about The wonder music capitol of the world, the state of Tennessee. This talks about Tennessee's wonderful climate and geography, cities and so much more. If you have ever wanted to learn about this state, this is the presentation to learn from. Tennessee has many tourist attractions, and many people have rose from the streets of Tennessee.
Remembrance/Veteran's Day is observed on November 11th to honor soldiers and remember those who died in war. Poppies are often worn over the heart in reference to a World War I poem. Movember is an annual event where men grow mustaches in November to raise awareness of testicular cancer. Thanksgiving is celebrated on the fourth Thursday of November in the US and the second Monday of October in Canada to give thanks for life's blessings. The first Thanksgiving was a feast shared between the Pilgrims and Wampanoag Indians in 1621 to celebrate the harvest.
John Coltrane House Philadelphia Listed on 2020 Pennsylvania At Risk All That Philly Jazz
The John Coltrane House in Philadelphia, where the famous jazz saxophonist lived from 1952 to 1958, has been added to Preservation Pennsylvania's list of endangered historic properties. The house is suffering from neglect and an uncertain future due to changes in ownership. Preservation Pennsylvania hopes to work with owners and local preservation groups to find a way to save the culturally and historically significant property from decline.
Tennessee is known as the Volunteer State, with Nashville as its capital city. It has a population of over 6 million and is known for its music industry, farming, and tourism attractions like Nashville, the Tennessee Aquarium, and Dollywood. The state has a diverse geography and climate, with natural resources including coal, limestone, timber, and fertile soil. Major cities also include Memphis and Knoxville, and the state has a rich cultural history.
The document provides background information on several historical events and periods:
1) It discusses the 19th century Americas, including the Gold Rush that brought many migrants to the US for economic opportunities.
2) It covers the independence movements and establishment of governments in the US, Canada, and Latin America between the 18th-19th centuries.
3) It describes the Little Ice Age period in the 17th century and some potential causes like volcanic eruptions and changes in solar activity.
The document provides background information on several historical events and periods:
1) It discusses the 19th century Americas, including the Gold Rush that brought many migrants to the US for economic opportunities.
2) It covers the independence movements and establishment of governments in the US, Canada, and Latin America between the 18th-19th centuries.
3) It describes the Little Ice Age period in the 17th century and some potential causes like volcanic eruptions and changes in solar activity.
The document discusses the settlement of the American West between 1850-1890. It addresses several key factors that influenced western expansion, including the discovery of gold and silver, the growth of the cattle industry, and the construction of transcontinental railroads. While often mythologized as a period of rugged individualism, the settlement of the West relied heavily on governmental programs and infrastructure development to encourage westward migration and connect the region with eastern markets.
The document summarizes key events in the late 1800s that expanded U.S. influence overseas, including opening trade with Japan through Commodore Perry's visits, purchasing Alaska from Russia, gaining control over Hawaii and Samoa, and intervening in the Cuban rebellion against Spain which led to the Spanish-American War. It also discusses the expansionist mood in the U.S. and arguments for promoting economic growth and spreading American values globally.
I do not have a strong opinion on these complex historical issues. Reasonable people can disagree on how to balance the rights and interests of indigenous peoples, settlers, and governments during the period of westward expansion in the United States.
The American Thanksgiving began as a feast in 1621 to celebrate the harvest. The Pilgrims who arrived in Massachusetts experienced a difficult first winter with many dying of disease. The following year, the Native Americans taught the Pilgrims how to grow corn and other crops, ensuring their survival. In celebration, the Pilgrims and Native Americans shared an autumn feast. This event became an annual harvest celebration, and was later adopted as an official yearly national holiday by presidents Washington and Lincoln in the 19th century. Today, Thanksgiving is celebrated on the fourth Thursday of November with families gathering for a traditional meal including turkey, potatoes, and pumpkin pie.
This document provides a summary of 5 postcards from a road trip along US Route 35 in 1962. It describes attractions along the route from Michigan City, Indiana to Charleston, West Virginia. Some highlights mentioned include Indiana Dunes State Park in Indiana, attractions in Dayton, Ohio like Carillon Historical Park, and the West Virginia State Capitol building in Charleston. The summary focuses on giving a high-level overview of places visited and sights seen along the 416 mile route across Indiana and Ohio in the early 1960s.
The United States is located in North America between the Pacific and Atlantic Oceans, bordered by Canada to the north and Mexico to the south. It contains 50 states and has diverse geography including high mountains in the west, plains in the center, and three major river systems. Common American breakfast foods include cereal, bagels, and eggs while lunch often consists of sandwiches and dinner features meat and potatoes, though fast food is also very popular. Famous landmarks include the Statue of Liberty in New York, monuments in Washington D.C., the Golden Gate Bridge in San Francisco, and the Grand Canyon in Arizona. National holidays celebrated are Independence Day on the Fourth of July, Christmas, Memorial Day, and Presidents Day.
This document is a research paper that investigates the arrival and presence of Irish immigrants on Nantucket island before the decline of the 19th century whaling industry. It discusses how in 1851, 226 Irish travelers aboard the ship British Queen were shipwrecked off the coast of Nantucket during a storm and rescued by locals. Some of the survivors, like the Mooney family, decided to settle permanently on the island. The paper also examines other non-traditional ways that Irish immigrants came to reside on Nantucket, such as through intermarriage or overseas employment, and how they integrated into the island's society and economy as farmers, laborers, and industrial workers rather than joining the whaling industry
Tanksgiving Day marika di nicola 2°b tursecondatur
Thanksgiving is a national holiday in the United States celebrated on the fourth Thursday of November to give thanks for the harvest and the past year. Its origins can be traced back to 1620 when the Pilgrims and Wampanoag Indians shared an autumn harvest feast. It took over 300 years for Thanksgiving to become a national celebration, championed by Sarah Josepha Hale. Now, Thanksgiving kicks off the Christmas shopping season and is known for the Macy's Thanksgiving Day Parade in New York featuring giant balloons of popular characters.
New York City is the most populous city in the United States, located in the state of New York. It is a global economic center and cultural hub, home to over 8 million residents within five boroughs - Manhattan, Brooklyn, Queens, the Bronx, and Staten Island. New York City has many world-famous attractions, a diverse population, and is an important center for arts, culture, sports, entertainment, and education.
The document summarizes the origins and history of Thanksgiving in the United States. It describes how the Pilgrims came to America on the Mayflower in 1620 and established a village in Plymouth. It then discusses how Squanto helped the Pilgrims survive by teaching them to farm corn and fish. The Pilgrims held a three-day feast in 1621 to celebrate the harvest, which became known as the first Thanksgiving. Over time Thanksgiving became a national holiday in the United States, though there was initial disagreement about the date.
The document discusses Washington D.C., including its location between Virginia and Maryland, major landmarks like the National Mall and monuments, and annual events like the National Cherry Blossom Festival. It also references accomplishments like the moon landing and famous figures honored with statues in the city.
Back to School Teacher Program from the Delaware County (Ohio) Historical Soc...hildebka
This program was created for the 3rd grade teachers in Delaware County to introduce them to the Teacher Tote Bag program. This program is designed to bring local historical information about the early history of Delaware County to students and teachers studying local history. Prepared by Karen Hildebrand.
Thanksgiving Day is celebrated in November in the United States and October in Canada as a harvest festival and day of giving thanks. Its origins can be traced to English traditions of religious thanksgiving days and the 1621 Plymouth harvest feast, though some claim earlier celebrations in Canada and the US. The holiday has evolved over time, with its date becoming standardized in the US in 1863 and Canada in 1957.
A group of Puritans known as the Pilgrims fled religious persecution in England and sailed to the New World on the Mayflower in 1620. They landed in Plymouth and suffered through a difficult first winter with little food. Native Americans helped the Pilgrims by supplying them with seeds and food and teaching survival skills. In the fall, after a successful harvest, the Pilgrims held a three-day feast of thanksgiving to celebrate their good fortune and to thank the Native Americans who had helped them. This harvest feast is often considered the first Thanksgiving and the tradition of celebrating Thanksgiving in November became an important American holiday.
American imperialism in the late 19th century was fueled by three main factors: the desire for military strength to project American power globally, the thirst for new overseas markets as American industry produced more than domestic demand, and the belief in cultural superiority which justified spreading American ideals. This led the U.S. to strategically acquire Alaska from Russia in 1867 and Hawaii in 1898, making it an American territory, in order to control access to important naval bases and Pacific trade routes.
The passage provides details about the history and traditions of Thanksgiving in the United States. It explains that the first Thanksgiving occurred in 1621 when the Pilgrims invited the Wampanoag Native Americans to a three-day feast to celebrate the autumn harvest after surviving their first year in America. Today, Thanksgiving is celebrated with families gathering to eat turkey and express gratitude, and is also marked by parades like the Macy's parade in New York City and football games on television. The traditional Thanksgiving meal includes turkey, stuffing, mashed potatoes, cranberry sauce, vegetables and pumpkin pie.
This presentation is about The wonder music capitol of the world, the state of Tennessee. This talks about Tennessee's wonderful climate and geography, cities and so much more. If you have ever wanted to learn about this state, this is the presentation to learn from. Tennessee has many tourist attractions, and many people have rose from the streets of Tennessee.
Remembrance/Veteran's Day is observed on November 11th to honor soldiers and remember those who died in war. Poppies are often worn over the heart in reference to a World War I poem. Movember is an annual event where men grow mustaches in November to raise awareness of testicular cancer. Thanksgiving is celebrated on the fourth Thursday of November in the US and the second Monday of October in Canada to give thanks for life's blessings. The first Thanksgiving was a feast shared between the Pilgrims and Wampanoag Indians in 1621 to celebrate the harvest.
John Coltrane House Philadelphia Listed on 2020 Pennsylvania At Risk All That Philly Jazz
The John Coltrane House in Philadelphia, where the famous jazz saxophonist lived from 1952 to 1958, has been added to Preservation Pennsylvania's list of endangered historic properties. The house is suffering from neglect and an uncertain future due to changes in ownership. Preservation Pennsylvania hopes to work with owners and local preservation groups to find a way to save the culturally and historically significant property from decline.
Tennessee is known as the Volunteer State, with Nashville as its capital city. It has a population of over 6 million and is known for its music industry, farming, and tourism attractions like Nashville, the Tennessee Aquarium, and Dollywood. The state has a diverse geography and climate, with natural resources including coal, limestone, timber, and fertile soil. Major cities also include Memphis and Knoxville, and the state has a rich cultural history.
The document provides background information on several historical events and periods:
1) It discusses the 19th century Americas, including the Gold Rush that brought many migrants to the US for economic opportunities.
2) It covers the independence movements and establishment of governments in the US, Canada, and Latin America between the 18th-19th centuries.
3) It describes the Little Ice Age period in the 17th century and some potential causes like volcanic eruptions and changes in solar activity.
The document provides background information on several historical events and periods:
1) It discusses the 19th century Americas, including the Gold Rush that brought many migrants to the US for economic opportunities.
2) It covers the independence movements and establishment of governments in the US, Canada, and Latin America between the 18th-19th centuries.
3) It describes the Little Ice Age period in the 17th century and some potential causes like volcanic eruptions and changes in solar activity.
The document discusses the settlement of the American West between 1850-1890. It addresses several key factors that influenced western expansion, including the discovery of gold and silver, the growth of the cattle industry, and the construction of transcontinental railroads. While often mythologized as a period of rugged individualism, the settlement of the West relied heavily on governmental programs and infrastructure development to encourage westward migration and connect the region with eastern markets.
The document summarizes key events in the late 1800s that expanded U.S. influence overseas, including opening trade with Japan through Commodore Perry's visits, purchasing Alaska from Russia, gaining control over Hawaii and Samoa, and intervening in the Cuban rebellion against Spain which led to the Spanish-American War. It also discusses the expansionist mood in the U.S. and arguments for promoting economic growth and spreading American values globally.
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The document provides a history of Washington D.C. from its founding in 1791 to the present. It discusses how the city was established as the capital based on plans by Pierre L'Enfant and Andrew Ellicott after the Pennsylvania Mutiny of 1783 emphasized the need for an independent capital. The early history from 1791-1800 saw the initial construction of the White House and Capitol Building. From 1800-1860 the city grew gradually with more governmental buildings as well as the emergence of the Mall as a civic space. The period from 1860-1900 was a time of massive infrastructure investment and population growth, turning Washington into an urban center.
The document discusses the history and development of Minnesota from 1783 to 1858. It provides lessons learned for community development based on Minnesota's experience, including the importance of preparation, timing, inclusiveness, sustainability, finding opportunities in small niches, building constituencies, turning negatives into positives, investing in education, and planning for transitions. Key figures like Benjamin Franklin, Jedidiah Morse, Lewis Cass, Lord Selkirk, James J. Hill, and Norman Kittson played important roles in Minnesota's early development.
1) The document summarizes the settlement and development of the American West following the Civil War, including mining booms that brought growth, cattle ranching on the Great Plains, and the linking of east and west with the transcontinental railroad.
2) Settlers established farms and communities on the Great Plains, but faced economic challenges that led to the formation of political groups like the Grange and Populist Party to advocate for farmers' interests.
3) By the 1890s, conflicts with Native Americans over land largely ended as the western frontier closed.
Assignment 1. A Difficult Past - How the Americas Changelanabogd
The document summarizes key events in the history of North and Latin America between the 16th-19th centuries. It discusses the Little Ice Age period of cooler temperatures, expansion of the US and conflicts with indigenous peoples. The establishment of republics in Latin America led to instability. The Louisiana Purchase doubled the size of the US. The US Civil War was a conflict over slavery and states' rights that influenced European policy. The battles of Antietam marked a turning point, leading to the Emancipation Proclamation.
The document summarizes key developments in America during the 19th century. It describes changes in everyday life, technology, transportation, politics, the economy, art, education and immigration. America transitioned from a largely agricultural society to an increasingly industrialized and urbanized nation, while also expanding its territory and dealing with tensions over slavery. Education remained limited for many groups during this transformative period in American history.
1) In the 19th century, westward expansion in the United States doubled the country's size as many followed the idea of "manifest destiny" to settle across North America from coast to coast.
2) The American Civil War began in 1861 following decades of increasing tensions between northern and southern states over political and social issues like slavery that divided the nation.
3) During the 17th-19th centuries, missionaries and settlers expanded into frontier regions in North America, often coming into conflict with indigenous peoples over land and resources.
5.2 the development of the american railroadsJonathan Dycus
The development of the transcontinental railroad in the United States was driven by the concept of Manifest Destiny and the desire to connect the eastern and western parts of the country. The Pacific Railway Act of 1862 granted funding and land subsidies to the Union Pacific and Central Pacific railroads to build the line. These companies engaged in a race to complete as much track as possible, employing various workers including ex-soldiers, immigrants, and using new technologies like dynamite. The Last Spike was driven in 1869 in Promontory, Utah connecting the continental United States by rail for the first time. The railroad transformed the country by facilitating transportation and settlement of the West.
1) The document discusses several important themes in 19th century America, including westward expansion, the American Civil War, slavery, immigration, and conflicts with Native American tribes.
2) It also covers events and themes during the Little Ice Age period in Europe such as famine, unpredictable weather, and changes in diet.
3) The document then discusses frontiers in America, including the Louisiana Purchase, independence of Haiti, exploration of the western frontier, and violence and revolution in South America.
The document provides a summary of United States history from colonial times to the post-World War II era. It discusses the country's founding by European colonists, the displacement and mistreatment of indigenous peoples, the establishment of slavery, the American Revolution, westward expansion and the Civil War, the Jim Crow era and civil rights movement, industrialization, the Great Depression, U.S. entry into World Wars I and II, and postwar economic growth. Key events and developments that shaped the country are highlighted, along with ongoing social and political challenges around issues like race, equality, and treatment of minorities.
5.balancing nationalism and sectionalism 1812 1840jtoma84
This document discusses the economic and social developments in the United States in the early 1800s. It describes how Eli Whitney's cotton gin led to the expansion of slavery and large plantations in the South, while the North developed smaller family farms without slavery. It also discusses how inventions like the steam engine helped launch the Industrial Revolution in America and led to the growth of factories in places like Lowell, Massachusetts. Finally, it covers the political tensions that emerged over the expansion of slavery into new states like Missouri, foreshadowing the sectional divisions that would increase in the coming decades.
The document summarizes key events in American history related to westward expansion between the late 1800s and early 1900s. It describes how the culture of Plains Indian tribes declined as white settlers moved onto their lands, forcing tribes onto reservations. Settlers engaged in mining, ranching and farming on the Great Plains, transforming the land, despite facing many hardships. Farmers organized through alliances and populism to advocate for their economic interests against railroads and other industries they felt were exploiting them.
As more settlers moved West, three key developments transformed the landscape:
1. A mining boom brought growth to western towns, though mining was dangerous work.
2. The cattle industry created a short-lived "Cattle Kingdom" on the Great Plains, driven by demand for beef, before competition and new technologies ended it.
3. The transcontinental railroad connected East and West, spurring further population growth and economic development in the West.
Westward expansion between 1801-1861 encouraged exploration and vast territorial growth in the US, leading to new economic opportunities. The development of industries like mining, ranching, farming and logging expanded across the Midwest and West. In the late 1800s, the railroad system and new technologies like the telegraph connected more areas and accelerated the movement of people and goods. However, westward expansion also resulted in conflict as Native American land was increasingly taken and destroyed, with many tribes being killed or forced to assimilate to white culture. By the early 1900s, the contiguous US stretched across North America following these patterns of exploration, settlement, development and industry spurred by westward migration.
Mississippi became a state in 1817. It relied heavily on cotton plantations and slave labor, and was the second state to secede from the Union in 1861. After the Civil War, it struggled with racial tensions and was a focus of the Civil Rights Movement. Key events in its history include battles at Vicksburg during the Civil War and the repeal of prohibition in 1966. The magnolia tree was named the state tree in 1938 and the mockingbird the state bird in 1944. Mississippi has a humid subtropical climate with hot summers and mild winters.
As white settlers pushed west in the late 19th century, Native Americans were forced onto small reservations as their lands were taken over through a series of treaties. The expansion of the railroad network promoted economic development of the West's resources and linked the region to outside markets. Various industries developed regionally, with ranching and agriculture dominating the sparsely populated West. Meanwhile, the government and missionaries sought to suppress Native cultures through schools that promoted Americanization.
Report of the_task_force_on_building_names_and_institutional_history_2019-02-25FreeMindsFreePeople1
Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
Major military authorities regard the Twin Cities area as the nation's major center for the spread of Communism. A military officer from the University of Minnesota claims Communism is rampant at the university and that the student newspaper, the Minnesota Daily, has communist influences. He calls for public support of the ROTC program at the university. Another military officer has returned from investigating claims of Communism being taught at a local high school.
Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
This document discusses the involvement of slaveholders in early Minnesota from the 1850s until the end of the Civil War in 1865. It details how dozens of southern slaveholders invested tens of thousands of dollars in Minnesota real estate and businesses, establishing some of the state's premier institutions. Some slaveholders like Thomas Winston came to Minnesota to make investments and then returned south, while others like Richard Mendenhall permanently settled in Minnesota but still had ties to the slave economy through family members who owned slaves. The investments of slaveholders were important to Minnesota's early economic development but did not involve actually bringing slaves to the state.
Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Brought to Light
The University of Minnesota’s heritage of slavery
by Christopher P. Lehman
Library of Congress, LC-DIG-cwpb-03021
The William Aiken Jr. plantation home, Charleston, South Carolina.
The floor plan of the kitchen/slave quarters building is at left, above.
Library of Congress, HABS SC,10-CHAR,177B-
2. HENNEPIN 5 HISTORY
T
he grand, stately William Aiken
HouseofCharleston,SouthCaro-
lina, is an unofficial and extremely
distantpartofthecampusoftheUniversity
of Minnesota. Capital earned by the labor
of hundreds of African American slaves on
William Aiken Jr.’s plantation comprised
a significant portion of the university’s
finances in the late 1850s and early 1860s.
Plantation owner Aiken noticed the
university in an impoverished and dor-
mant state during a visit to Minnesota in
1857, and he immediately lent thousands
of dollars to the institution. At that time
Minnesotans expressed their gratitude
for Aiken’s support, but since the War
Between the States pitted Minnesota
against South Carolina, writers have omit-
ted record of his contribution from their
histories of the university.
Nevertheless, Aiken’s loan was a rare act
of cross-sectional cooperation between
the South and the North during a time
of increasing national discord over the
extension of slavery into fledgling states in
infancy like Minnesota. Also, Aiken’s gift
shows that a university in the Northwest
was reliant on wealth from a southern
plantation’s unfree labor, not unlike the
Ivy League schools of the colonial era and
the southern antebellum schools.1
From the early 1850s, southerners had
come to Minnesota for business, recre-
ation, or both. Advancements in steamboat
travel enabled vessels to travel between
Minnesota and Louisiana during the spring
and summer months, when the Mississippi
River was free flowing. Wealthy southern-
ers with political connections invested in
large portions of land in Minnesota. Buy-
ing land while on vacation and returning to
the South in the fall with real estate deeds
in hand, these men became absentee land-
owners. Kentucky’s Sen. John Breckinridge
and Tennessee state Sen. William Stokes
were among them. Some investors, such
as Harwood Iglehart of Maryland, chose
instead to live permanently in Minnesota
while retaining ownership of their slaves
in their home states, though these were few
and far between.2
After March 1857 southerners had even
moreincentivetotraveltoMinnesota.That
month the U.S. Supreme Court’s verdict
in Dred Scott v. Sandford legalized slavery
in all territories, and Minnesota was still
about 14 months short of statehood at the
time. Newspaper reporters took note of an
immediate rise that summer in the number
of slaveholding sojourners to the North-
west, and they called atten-
tion to people who elected to
stay permanently in Minnesota
with their slaves. One slave-
holding migrant in Stillwater
specifically claimed that Dred
Scott legitimized his actions.3
Intheearlysummerof1857,
William Aiken Jr. of Charles-
ton, South Carolina, was part
of that post-Dred Scott south-
ern influx to Minnesota. He
had just completed nearly 20
years of public service—in of-
fices ranging from South Caro-
lina’s legislature and governor-
ship to the U.S. House of Rep-
resentatives—and suddenly
had the time to travel at length.
Like other tourists of means, he lodged at
the Fuller House, an opulent hotel in St.
Paul. From there he took a short trip to
visit the Falls of St. Anthony. The falls were
a popular, cooling tourist attraction for
southerners suffering from summer heat.
As a result, the location proved ideal for en-
trepreneurs to capitalize on its popularity.4
The University of Minnesota was one
enterprise benefiting from the location of
the falls, though the educational institu-
tion was not much to look at in 1857. It
had been closed for three years after being
William Aiken Jr., holder of
700 slaves, whose labor benefit-
ed the University of Minnesota
Library of Congress, LC-DIG-cwpbh-00689
3. HENNEPIN 6 HISTORY
open for some time. Construction of the
sole building on campus cost more money
than the university’s facilitators possessed,
and the extended period of construction
exacerbated the institution’s debt. The
building was not even completed before
the university opened in 1851, and it re-
mained unfinished in 1857.5
When Aiken saw the school, he im-
mediately took pity on it. He ad-
vanced between $15,000 and
$20,000 of his own money
to the institution, and
he purchased $8,000 in
university bonds. It was
the largest sum of mon-
ey given by an individual
to the university to that
time. Moreover, through his
loan, Aiken became the school’s
principal benefactor.6
As a rich planter, Aiken could afford
such generosity. He held more than 700
slaves on his vast plantation. He had a
reputation among Charleston’s slaves
as a master who was not abusive, but he
profited handsomely from their labor. He
spent $13,000 yearly to maintain his plan-
tation but annually sold $25,000 worth of
goods produced by the slaves. The slaves
took care of more than 200 livestock ani-
mals and grew 2,000 bushels of corn and
4,000 bushels of sweet potatoes annually.
The master quartered his slaves in plain,
wooden houses, reserving an enormous
Gothic Revival mansion for himself and
his family.7
Aiken’s donation helped to expand and
resurrect the university. Builders added
a fourth floor to the lone campus build-
ing in late 1857, and a local newspaper
grandly predicted: “This edifice will be
one of the most magnificent granite struc-
tures in the whole north west.” The school
reopened in 1858. The New York Herald
saw Aiken’s interest in northwestern in-
vestment as a gesture of intersectional
goodwill. A writer for the newspaper ex-
pressed hope that such purchases between
the North and the South would decrease
feelings of sectionalism or “dissolution
excitement,” as the periodical put it.8
Not everyone was pleased with Aiken’s
gift. Critics of southerners’ investment
in the Northwest did not distinguish his
philanthropy from other southerners’ pur-
Illustrations this page Hennepin History Museum
Aiken visited the Falls of St.
Anthony (above) in 1855,
about the time E. Whitefield
sketched this drawing from
“Cheever’s Tower.”
5. HENNEPIN 8 HISTORY
Library of Congress, HABS SC,10-CHAR,177C--3
West side of William Aiken’s
plantation slave quarters
(right) and end view (above)
Library of Congress, HABS, SC, 10-CHAR, 177C--4
6. HENNEPIN 9 HISTORY
emancipation of the slave of a hotel guest
in 1860 angered many southerners. South
Carolina’s secession from the Union and
its joining of the Confederacy in the fol-
lowing year meant that the University of
Minnesota’s primary investor was suddenly
the resident of an enemy state.
The war provided the impetus for Min-
nesota’s disassociation from its Confeder-
ate benefactor. In 1862 the Minnesota
Legislature’s Rebellion Act banned Con-
federates from the state’s courts for the
purpose of pursuing the collection of
debts. As a result, Aiken no longer had
legal claim to any of the money he lent
to the university. Instead, all of it legally
belonged only to the institution.
TheMinnesotaSupremeCourtruledthe
Rebellion Act unconstitutional in 1863,
but the school did not return any of Aiken’s
money. Ironically, he lost the loan because
oftheConfederacy’smilitarizedprotection
ofthesourceoftheloan—slavelabor.Then,
the Union’s defeat of the Confederacy and
the 13th Amendment’s abolition of slavery
forced him to free his slaves.12
By the end of the war, Minneapolis
flour miller John S. Pillsbury replaced
Aiken as the University of Minnesota’s
principal heroic figure. Pillsbury joined
the institution’s board of regents in 1863,
and the next year he convinced the leg-
islature to place him and two other men
on a commission to eliminate the school’s
debt. The commission accomplished its
goal by selling off roughly one-fourth of
the campus, the university still possessing
its one building. Two years after the school
successfully reopened in October 1867, an
article by W. H. Mitchell celebrated the
“indomitable perseverance” and “judicious
management” of the commission; it men-
tioned Aiken’s donation only in passing.13
At about the time Mitchell’s article ap-
peared, Pillsbury initiated the erasure of
Aiken from the university’s history. He
facilitated the board’s report to the gov-
ernor’s office, recalling the misfortunes of
the school’s first decade and the triumph
of its latest reopening. The report credits
the commission for the university’s suc-
cess without praising it so boldly as did
Mitchell. Still, Pillsbury and the rest of the
board did not even mention Aiken in their
discussion of the university’s early years.14
After the 1860s, those telling the story
of the beginnings of the University of
Minnesota focused exclusively on the
facility’s financial woes and of its rescue
by Pillsbury and the commission. “Saved
by John S. Pillsbury” was the heading
Willis West chose when writing about the
school’s salvation. John B. Gilfillan dubbed
Pillsbury “the most devoted friend and
generous giver the University has had.” E.
B. Johnson’s Dictionary of the University of
Minnesota gave Pillsbury the prestigious
title “Father of the University.” Upon
Aiken’s death in 1887, Minnesota’s news-
papers paid tribute to his political career
but said nothing of his philanthropy to the
state’s university.15
Hennepin History Museum
John S. Pillsbury
initiated
the erasure
of Aiken
from the
university’s
history.
7. HENNEPIN 10 HISTORY
The slaveholder remains absent in the
writingoftoday.Whenthenewmillennium
began, Stanford Lehmberg and Ann M.
PflaumdevotedthreepagestoPillsburybut
none to Aiken in their book The University
of Minnesota: 1945–2000. Within the past
two years, books by Chaim M. Rosenberg
and Iric Nathanson have identified only
Pillsbury as a school savior. In addition, the
website for the university’s archive yields
no results from a search for Aiken’s name.16
The omission of Aiken removes not
only a central donor from the school’s his-
Hennepin History Museum
Pillsbury Hall, named for John
S. Pillsbury, later governor
of Minnesota
tory but also the crucial role of slave labor
in the facility’s survival. If unfree African
Americans had not generated the planter’s
wealth, he would not have possessed the
funds to assist the institution. Moreover,
despite the university’s woeful condition
uponPillsbury’sarrivalin1863,Aiken’sdo-
nation (his loan was never repaid) helped
improve it to the point at which Pillsbury
and his fellow regents could still save the
school. The University of Minnesota lives
today thanks in no small part to hundreds
of slaves on a plantation in Charleston.
————
8. HENNEPIN 11 HISTORY
1. See Craig Steven Wilder, Ebony and Ivy: Race,
Slavery, and the Troubled History of America’s
Universities (New York: Bloomsbury, 2013),
for a detailed study of colonial-era American
colleges and their relationships to African
American slavery.
2. Frank H. Heck, Proud Kentuckian: John
C. Breckinridge, 1821–1875 (Lexington:
University Press of Kentucky, 1976), 50–51;
Christopher P. Lehman, “The Slaveholders in
Lowry’s Addition,” Crossings 41, no. 6 (Dec.
2015–Jan. 2016):14; Christopher P. Lehman,
“The Slaveholders of Payne-Phalen,” Ramsey
County History 50, no. 4 (Winter 2016): 23–
24; U. S. Census, 2nd Ward, St. Paul, Ramsey
County, MN, p. 145; U. S. Slave Schedule
1860, Annapolis, Anne Arundel County,
MD, p. 4; Anne Arundel County Manumission
Record: 1844–1866, vol. 832, p. 198. See also
Steven James Keillor, Grand Excursion: Ante-
bellum America Discovers the Upper Mississippi
(Afton, MN: Afton Historical Society, 2004),
for detailed information on the importance of
the steamboat to the Northwest.
3. “Slavery in Minnesota,” Bradford Reporter,
June 25, 1857, p. 2; “Our Minnesota Cor-
respondence,” New York Herald, July 16,
1857, p. 2.
4. “Our Minnesota Correspondence,” New York
Herald, July 4, 1857, p. 8; William D. Green,
A Peculiar Imbalance: The Fall and Rise of
Racial Equality in Early Minnesota (St. Paul:
Minnesota Historical Society Press, 2007), 91.
5. E. B. Johnson, Dictionary of the University of
Minnesota (Minneapolis: University of Min-
nesota, 1908), 9–12.
6. Columbus Crisis, Apr. 9, 1862, p. 84; Mantor-
ville Express, Sept. 10 1857, p. 3; Third Annual
Report of the Board of Regents of the State Uni-
versity to the Legislature of Minnesota (St. Paul:
Wm. R. Marshall, 1863), 7; W. H. Mitchell,
“The State University,” Minnesota Teacher and
Journal of Education 2, no. 5 (Jan. 1869):164.
7. U.S. Slave Schedule 1850, St. John’s Parish,
Charleston, SC, pp. 8–18; Henry James,
Notes of a Son and Brother: A Critical Edition
(Charlottesville: University of Virginia Press,
2011), 312; Maurie D. McInnis, The Politics of
Taste in Antebellum Charleston (University of
North Carolina, 2005), 208–209.
References
8. Mantorville Express, Sept. 10, 1857, p. 3; Wil-
lis M. West, “The University of Minnesota,” in
The History of Education in Minnesota, John
N. Greer, ed. (Washington: GPO, 1902), 96;
“Our Minnesota Correspondence,” New York
Herald, Jul. 16, 1857, p. 2.
9. “What Does It Mean,” New Orleans Daily
Crescent, Jul. 27, 1857, p. 5; “Where They In-
vest,” Freeman’s Champion, Aug. 13, 1857, p. 2.
10. E. B. Johnson, Dictionary of the University of
Minnesota, 13; Willis M. West, “The Univer-
sity of Minnesota,” 96; John B. Gilfillan, An
Historical Sketch of the University of Minne-
sota (State Historical Society of Minnesota,
1905), 21–22; James L. Huston, The Panic of
1857 and the Coming of the Civil War (Baton
Rouge: Louisiana State University, 1987),
262; Charles W. Calominis and Larry Schwei-
kart, “The Panic of 1857: Origins, Transmis-
sion, and Containment,” Journal of Economic
History 5, No. 4 (Dec. 1991): 808–810.
11. Baltimore Daily Exchange, Mar. 30, 1859, p.
1; Evansville Daily Journal, Apr. 11, 1859, p.
3; Charleston Mercury, May 4, 1859, p.2.
12. Columbus Crisis, Apr. 9, 1862, p. 84; Theo-
dore Christian Blegen, Minnesota: A History
of the State (Minneapolis: University of Min-
nesota, 1963), 251.
13. Willis M. West, “The University of Minne-
sota,” 98; W. H. Mitchell, “The State Univer-
sity,” 164–66.
14. The Annual Report of the Board of Regents of
the University of Minnesota to the Governor of
Minnesota for the Year 1868 (St Paul: Press
Printing, 1869), 6–7.
15. Willis M. West, “The University of Min-
nesota,” 98; John B. Gilfillan, An Historical
Sketch of the University of Minnesota, 41, 169;
“Ex-Gov. Aiken Dead,” St. Paul Daily Globe,
Sept. 8, 1887, p. 4; St. Paul Western Appeal,
Sept. 17, 1887, p. 2; Mower County Tran-
script, Sept. 14, 1887, p. 6.
16. Stanford Lehmberg and Ann M. Pflaum, The
University of Minnesota: 1945–2000 (Minne-
apolis: University of Minnesota Press, 2001),
414; Chaim M. Rosenberg, Yankee Colonies
across America: Cities upon the Hills (Lanham,
MD: Lexington, 2015), 99; Iric Nathanson,
The Minnesota Riverfront (Charleston, SC:
Arcadia, 2014), 62.
Christopher P. Lehman
is a professor of ethnic
studies at St. Cloud State
University. He is the au-
thor of Slavery in the
Upper Mississippi Val-
ley (McFarland, 2011).