Education darby, cameron
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Education was essential for African Americans to define their own culture after emancipation from slavery according to Foner's thesis. Education united former slaves and free black men while also establishing courageous community leaders to aid the progress towards total equal rights. Taking initiative to acquire wisdom through education with the aid of organizations and community despite opposition was central to achieving freedom and unity between North and South. The rapid educational progress of African Americans in the years after the Civil War represented "a century in a year."
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Family maraya, olivia
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The youth culture of the 1920s in America changed inevitably due to influences from World War I and changes in home life. Young people, especially women, disregarded Victorian traditions by drinking alcohol, having sex, adopting new fashions, and participating in risqué activities. This wild youth culture revolutionized gender roles as women gained more freedom and independence through influences like alcohol, cars, changing views of sex, and new media, much to the dismay of older generations.
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During the Reconstruction Era, African Americans sought economic independence from whites to gain autonomy, but lacked political power. While economic independence was important, it was not sufficient for complete autonomy due to the lack of political rights. Southern blacks believed that economic independence would lead to full autonomy, but this was not necessarily true given that they had no political voice or representation at the time.
Economics katie, pam, anisha
Emancipated slaves sought to define their own identity after gaining independence and freedom from slavery. They viewed economic freedom as having control over their own labor. The document advocates for emancipated slaves to have autonomy over how they spend their money and choose their occupations rather than being limited to only working in cotton fields or doing domestic work, as was typical under slavery. Images included depict factory workers, clocks, and cotton workers to illustrate different occupations and concepts of time and freedom.
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Education was essential for African Americans to define their own culture after emancipation from slavery according to Foner's thesis. Education united former slaves and free black men while also establishing courageous community leaders to aid the progress towards total equal rights. Taking initiative to acquire wisdom through education with the aid of organizations and community despite opposition was central to achieving freedom and unity between North and South. The rapid educational progress of African Americans in the years after the Civil War represented "a century in a year."
Family megha, natalie
This photo essay examines how emancipated African Americans rejected white authority after the Civil War by establishing independence through family. They took on new familial roles, migrated to developing black communities, and refused obedience to their former white oppressors. This allowed African Americans to gain social freedom and liberation by strengthening their families and communities as they aspired to political equality and control over their labor. Tension arose as patriarchal roles became more firmly established within free black families.
Politics ben, billy, emmy
According to the document, Eric Foner's book "The Meaning of Freedom" argues that African Americans during Reconstruction sought autonomy to build a new black community centered around family, social organizations, economic independence, and equal rights, despite facing white resistance. Additionally, African Americans desired integration within the political sphere in order to achieve equality before the law and independence from white control. The document provides sources in a bibliography to support these ideas about Reconstruction-era politics and the meaning of freedom for African Americans.
Economics hayley, george
During the Reconstruction Era, African Americans sought economic independence from whites to gain autonomy, but lacked political power. While economic independence was important, it did not ensure complete autonomy for blacks due to the political system still being controlled by whites in the South. Southern blacks believed that economic independence would allow them to gain full autonomy, but this was not necessarily true due to their lack of political power in the post-Civil War South.
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Church tally, libby
Following emancipation, newly freed African Americans sought to gain independence and control over their lives. This included establishing independent black churches separate from white churches, which became centers of the community. Church ministers took on political leadership roles. Through these institutions, African American society was consolidated in the post-emancipation period.
Church vincent, erin
Following the abolition of slavery, African Americans established wholly black churches as a way to build community and identity. The black church served as the center of the African American community, providing spiritual leadership and promoting self-improvement. Through the church, African Americans furthered their call for equality and strengthened their identity as both individuals and as a community.
Church vincent, erin
Following the abolition of slavery, African Americans established wholly black churches as the center of their new communities. The churches provided a place for African Americans to further their call for equality and strengthen their identity as free people. Through the black church, African Americans sought autonomy, economic independence, and a separate spiritual community distinct from white congregations during Reconstruction. The churches became politically and socially important institutions within the African American community.
226Controversial Blackness The HistoricalDevelopment & .docx
226
Controversial Blackness: The Historical
Development & Future Trajectory of
African American Studies
Martha Biondi
© 2011 by Martha Biondi
MARTHABIONDI is an Associate
Professor of African American
Studies and History at Northwest-
ern University. Her publications
include To Stand and Fight: The
Struggle for Civil Rights in Postwar
New York City (2003) and “The
Rise of the Reparations Move-
ment,” Radical History Review
(2003). Her newest book, The
Black Revolution on Campus, is
forthcoming from the Univer-
sity of California Press.
The election of Barack Obama as president of
the United States has prompted some observers to
assert that the nation has overcome its history of
white supremacy and moved into a “post-racial”
era, making continued attention to race and rac-
ism passé and unnecessary. Radio and television
host Tavis Smiley posed this provocation to his
guests in a 2009 radio special on the fortieth an-
niversary of African American studies in Ameri-
can colleges and universities. He asked, is African
American studies still necessary in the age of Oba-
ma? Eddie Glaude, Elizabeth Alexander, Greg
Carr, and Tricia Rose–chairs of African Ameri-
can studies departments at, respectively, Prince-
ton University, Yale University, Howard Univer-
sity, and Brown University1–each articulated
important themes in the intellectual tradition
of African American studies. Thus, their discus-
sion is a useful lens through which to explore
key themes in the historical development and
future trajectory of the ½eld.
Eddie Glaude and Greg Carr captured two truths
about the history of African American studies.
Glaude noted its origin in black student activism
of the 1960s. The upsurge of campus activism in
1968 and 1969 was a critical component of the
broader black freedom struggle. In contrast to the
media-driven notion that Black Power was merely
a slogan lacking concrete application, black col-
lege students successfully turned the concept into
a genuine social movement. On some campuses,
227140 (2) Spring 2011
the students emphasized the black col-
lege graduate’s responsibility to serve
black communities. They saw black
studies as a means of generating leaders
for, and sharing intellectual resources
with, neighboring black communities.
Even more, they envisioned black stud-
ies as a means of training black students
to one day return to, and help enact the
self-determination of, their communi-
ties. But the black student movement
also aimed to affect campus politics.
On most campuses, the push for curricu-
lar transformation–alongside the ½ghts
for open admissions, af½rmative action,
black cultural centers, and black faculty,
coaches, and advisers–was part of an in-
tentional effort to rede½ne the terms of
integration: away from assimilation into
a Eurocentric institution and toward the
restructuring of that institution and its
mission. Students won many victories
and launched major changes in campus
culture, opportunity struc ...
226Controversial Blackness The HistoricalDevelopment & .docx
226
Controversial Blackness: The Historical
Development & Future Trajectory of
African American Studies
Martha Biondi
© 2011 by Martha Biondi
MARTHABIONDI is an Associate
Professor of African American
Studies and History at Northwest-
ern University. Her publications
include To Stand and Fight: The
Struggle for Civil Rights in Postwar
New York City (2003) and “The
Rise of the Reparations Move-
ment,” Radical History Review
(2003). Her newest book, The
Black Revolution on Campus, is
forthcoming from the Univer-
sity of California Press.
The election of Barack Obama as president of
the United States has prompted some observers to
assert that the nation has overcome its history of
white supremacy and moved into a “post-racial”
era, making continued attention to race and rac-
ism passé and unnecessary. Radio and television
host Tavis Smiley posed this provocation to his
guests in a 2009 radio special on the fortieth an-
niversary of African American studies in Ameri-
can colleges and universities. He asked, is African
American studies still necessary in the age of Oba-
ma? Eddie Glaude, Elizabeth Alexander, Greg
Carr, and Tricia Rose–chairs of African Ameri-
can studies departments at, respectively, Prince-
ton University, Yale University, Howard Univer-
sity, and Brown University1–each articulated
important themes in the intellectual tradition
of African American studies. Thus, their discus-
sion is a useful lens through which to explore
key themes in the historical development and
future trajectory of the ½eld.
Eddie Glaude and Greg Carr captured two truths
about the history of African American studies.
Glaude noted its origin in black student activism
of the 1960s. The upsurge of campus activism in
1968 and 1969 was a critical component of the
broader black freedom struggle. In contrast to the
media-driven notion that Black Power was merely
a slogan lacking concrete application, black col-
lege students successfully turned the concept into
a genuine social movement. On some campuses,
227140 (2) Spring 2011
the students emphasized the black col-
lege graduate’s responsibility to serve
black communities. They saw black
studies as a means of generating leaders
for, and sharing intellectual resources
with, neighboring black communities.
Even more, they envisioned black stud-
ies as a means of training black students
to one day return to, and help enact the
self-determination of, their communi-
ties. But the black student movement
also aimed to affect campus politics.
On most campuses, the push for curricu-
lar transformation–alongside the ½ghts
for open admissions, af½rmative action,
black cultural centers, and black faculty,
coaches, and advisers–was part of an in-
tentional effort to rede½ne the terms of
integration: away from assimilation into
a Eurocentric institution and toward the
restructuring of that institution and its
mission. Students won many victories
and launched major changes in campus
culture, opportunity struc.
Lane Hall History
Lane Hall, the University of Michigan's home to the Women’s Studies Department and the Institute for Research on Women and Gender, opened in 1917. This slideshow was created by IRWG staff with materials and support from the Bentley Historical Library at U-M, for an exhibit in the early 2000s (exact year is unknown).
Annotated u.s. history technology resources
These documents provide a collection of websites related to various topics and standards in United States history. The websites offer primary sources, interactive lessons, multimedia resources, and historical documents that teachers and students can use to learn about key events and themes in the development of American political thought, industrialization and urbanization, the role of religion, and the rise of the U.S. as a world power. The annotations describe what historical content, activities, or tools can be found on each of the listed websites.
Harlem Renaissance Visual Art
The Harlem Renaissance was a period in the early 20th century when there was a flowering of African American art, music, dance, literature and poetry in the Harlem neighborhood of New York City. Major influences included the Great Migration of African Americans from the rural South to urban areas in the North, as well as the development of race pride and pan-African sensibilities. Notable visual artists of the period included Aaron Douglas, Lois Mailou Jones, Palmer Hayden, and Augusta Savage, whose works explored African American heritage and culture. The Harlem Renaissance had a significant influence on American society by promoting ethnic pluralism and establishing African Americans as innovators of American culture.
Hannah Scott article
1) In 1844, Reverend John Shipherd founded Olivet College in Eaton County, Michigan with the progressive mission of being open to all students regardless of gender, race or financial status.
2) A student named Ture Farwell spent over a year organizing the Olivet College archives and uncovered information on the first African American and female graduates.
3) Olivet College graduated its first class in 1863 which was composed entirely of three women. The archives research continues to uncover more about early female and minority students and athletes at the pioneering college.
Back to School Teacher Program from the Delaware County (Ohio) Historical Soc...
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.
Saa 2014 presentation complete final
This document summarizes a panel discussion at the 2014 SAA National Meeting about integrating archives from historically segregated communities in Alabama. The panelists described problems like the destruction of minority records and lack of collaboration. Their solutions involved professional partnerships between archives and outreach to build trust. This led to previously hidden collections being made accessible and increased understanding of community history. One panelist discussed finding records from a closed black school and working to return them. Another discussed revealing collections at their university through processing and connecting items to tell a more complete story.
research cited
This document summarizes an article about the Smithsonian's Festival of American Folklife from 1970-1976, which featured presentations by Native Americans about their traditions and contemporary issues. It was spearheaded by Clydia Nahwooksy and aimed to counter stereotypes by allowing Native people to interpret their own cultures. Unlike static ethnographic displays, it was a "living exhibition" that combined cultural demonstrations with discussions of issues like land claims and tribal recognition. It challenged the separation of politics and culture and provided a space for diverse Native viewpoints.
research cited
“We Don’t Live like That Anymore”
Native Peoples at the Smithsonian’s Festival of American Folklife, 1970–1976" by
william s. walker
African americans final
African Americans are the largest ethnic minority group in the United States, with over 55% living in the southern states. Their history in the educational system faced many challenges, as slaves were often forbidden from receiving any education and free blacks faced segregated schools. Even after the Civil War and emancipation, African Americans continued to face discrimination and legal barriers to equal education. The Civil Rights movement in the 1950s-60s helped achieve desegregation of schools through landmark cases like Brown v. Board of Education. Within families, elders played important roles in informally educating younger generations through storytelling, music, and oral traditions when formal schooling was denied.
2014.Conference
This document provides information about the Sixteenth Annual Conference on Illinois History to be held on September 25-26, 2014 at the Prairie Capital Convention Center and Abraham Lincoln Presidential Museum in Springfield, Illinois. It includes the conference program listing over 60 sessions covering various topics in Illinois history taking place over the two day period. Attendees can indicate which sessions they are interested in attending to help organizers estimate space needs. The document provides registration and contact information for those wishing to attend.
World%20history
The Chicano Movement began in the 1960s with the goals of achieving equal rights and opportunities for Mexican Americans in the areas of farm workers' rights, education, and voting/politics. Key events and organizations included Cesar Chavez and Dolores Huerta founding the United Farm Workers union to advocate for farm workers, student walkouts to protest discriminatory education systems, and the formation of La Raza Unida Political Party to fight for Hispanic voting rights. The movement had lasting impacts through the establishment of Chicano studies programs, increased political representation, and continued advocacy around issues of importance to the Mexican American community such as immigration and affirmative action.
Chican x studies as a Discipline
1. This book provides an in-depth study of Chicanos from various perspectives including social sciences, education, humanities, and arts.
2. It explores the development of Chicano Studies programs and departments in universities as well as the innovation of curriculum focused on the Chicano experience.
3. The book aims to provide a better understanding of Chicanos' history, culture, and the socioeconomic and political issues they face.
CUNY Faculty Diversity and Inclusion Conference 2013
In a time when many students begin their research by Googling and turning to Wikipedia, valuable, authoritative content is often overlooked. Archival material is difficult to identify, find, and search on the Internet because only a small portion of this material has been digitized or have finding aids.
CUNY libraries subscribe to hundreds of research databases that give full-text access to peer-reviewed scholarly articles and full-length academic books. Moreover, the libraries have built unique collections of original documents that support historical and other kinds of research. These collections provide especially rich resources for students and faculty who are interested in researching topics on diversity and multiculturalism. In addition to peer-reviewed journals, libraries in CUNY provide access to a wide variety of resources such as archival material and specialized library databases. The library faculty and staff who develop these collections are experts at identifying hard to find resources that might otherwise go undetected.
The main purpose of this presentation will be to convey the depth and the richness of diversity-related special collections in CUNY schools, which faculty, students and staff may not be aware exists. This presentation celebrates the same values as the newly approved Association of College and Research Libraries Diversity Standards, which provides diversity guidelines for academic libraries. In particular this presentation is concerned with Standard 4, which states:
Librarians and library staff shall develop collections and provide programs and services that are inclusive of the needs of all persons in the community the library serves. (ACRL 2012 http://www.ala.org/acrl/standards/diversity)
CUNY’s libraries live up to this standard by providing a wide array of resources that support student and faculty research in topics that involve diversity, gender, cultural, LGBT, and multilingual issues.
In the first half of this 45-minute presentation, Professor Albarillo will give a short overview of general services that library special collections provide, focusing on the types of materials these departments collect, and the unique opportunities they provide for students to become familiar with and to use primary resources for class projects. Professor Albarillo will focus on archives and special collections that are part of CUNY and will identify papers and archival material of diverse individuals and organizations available in library special collections throughout the system.
American History To 1877
This document provides background on the native peoples inhabiting the Americas at the time of European contact. It describes the diversity of tribes and their varying economic systems, including hunter-gatherers, fishers, hunters, and sedentary farmers. The most advanced civilizations were the Aztecs and Incas, who had empires resembling European feudal systems. However, native Americans lacked immunity to Eurasian diseases and technology like iron, putting them at a disadvantage against European invaders. While many natives were conquered, some tribes maintained power by playing European nations against each other or adopting European warfare tactics. Overall, European domination was uneven and contact did not erase all native culture and power.
America at the turn of the twentieth century
The document discusses life in America at the turn of the 20th century. It covers topics like the expansion of education which saw more Americans attending public school and higher education institutions. However, educational opportunities were not equal, with discrimination facing women, African Americans, and Native Americans. New forms of entertainment also emerged like movies, amusement parks, and sports. Meanwhile, African Americans faced discrimination and Jim Crow laws in the South. Their civil rights were increasingly restricted. Women's roles were also changing as technology reduced domestic work and more pursued careers and education.
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Modernizing history classroom presentation 2013
This document outlines findings from brain research and conclusions about how to implement those findings in curriculum design and classroom instruction. It discusses how the brain learns best when students are actively thinking, are challenged at a moderate level, and content is organized and engaging. It advocates for thematic curriculum with essential questions, standards-based grading, and using technology to differentiate instruction and create engaging assignments.
2.16 ppt 1960s
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Politics dennis, amos, devin
This photo essay examines the emergence of segregation in the post-Reconstruction South. It argues that black Americans' efforts to gain equal rights through political participation and control unintentionally led to greater segregation. Photos show black Americans peacefully convening political discussions, fighting for their country in the Civil War to gain suffrage, and eventually exercising their right to vote - all in an effort to work within the political system and achieve equality. However, this ultimately resulted in more entrenched racial divides.
Politics ben, billy, emmy
According to the document, during Reconstruction African Americans sought autonomy and independence from white control in order to build a new black community centered around family, social organizations, economic independence, and equal rights. They desired integration into the political sphere to achieve equality before the law, which would lead to independence. The document discusses Eric Foner's work "The Meaning of Freedom" and Reconstruction politics.
Education vikram, tad
During the Reconstruction period after the Civil War, African Americans were granted legal freedoms but had to fight against white oppression to exercise those freedoms. Education became crucial for African Americans to gain true freedom and pride as it provided the same opportunities as whites and allowed entrance into politics. African American communities formed around schools, which served as the backbone of their developing society and the first stepping stone for black politicians.
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The document discusses the moral revolution of the post-WWI younger generation. It states that younger generations abandoned old moral codes of innocence and decency through scandalous fashion and manners, starting a moral revolution. However, they did not replace the old moral code with a new one due to disillusionment. As a result, they fell into states of promiscuity, rudeness, and unhappiness.
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The document discusses the sexual revolution of the 1920s, when younger generations challenged traditional social norms by adopting more sensuous fashion, dances, and embracing previously taboo sexual practices and empowerment across gender lines. However, this revolution was resisted by older and more conservative parts of society who campaigned for moral reform through politics and the church in order to preserve established social codes.
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The document discusses how the post-war younger generation challenged social norms in America, leading to long-term shifts in manners and morals. Their increased acceptance of behaviors like smoking and drinking, as well as more frank expression in various arts, indicated a revolution in the standards of propriety and decorum accepted by society.
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The document discusses how women's fashion in the 1920s contributed to a period of moral revolution and youth independence. Young women started adopting shorter hairstyles, makeup, and more revealing clothing that shocked older generations but allowed women to feel youthful, free, and self-worth. These changes in fashion helped create new cosmetic industries and empowered women to assert their independence through their style and appearance.
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Education darby, cameron
- 2. FONER’S THESIS As argued by Foner in The Meaning of Freedom, the actual meaning of freedom was not just the emancipation from slavery, to African Americans in 1865 it meant defining their own culture in the social, economic, and political aspects of their lives.
- 3. EDUCATION THESIS Education was essential to defining African American culture by uniting the free and the freed men, establishing courageous community leaders and aiding the progress for total equal rights.
- 4. EDUCATION IS CENTRAL TO FREEDOM
- 5. TAKING INITIATIVE TO ACQUIRE WISDOM
- 6. AID FROM ORGANIZATIONS AND COMMUNITY
- 7. COURAGE IN FACE OF OPPOSITION
- 8. UNITY; FREE, FREED; NORTH, SOUTH
- 9. “PROGRESS… CENTURY IN A YEAR”
- 10. BIBLIOGRAPHY • Students at Hampton Institute. 1870. Photograph. Hampton University Archives, Hampton Institute. America's Reconstruction. 2011. Web. 03 Jan. 2012. http://www.digitalhistory.uh.edu/reconstruction/section2/section2_14b.html • Freedpeople Reading. 1865. Photograph. Library of Congress. America's Reconstruction. 2011. Web. 03 Jan. 2012. <http://www.digitalhistory.uh.edu/reconstruction/section2/section2_11.html>. • Howard University Students on Campus. 1870. Photograph. Howard University Archives, Howard University. America's Reconstruction. 2011. Web. 03 Jan. 2012. <http://www.digitalhistory.uh.edu/reconstruction/section2/section2_15.html>. • Waud, A.R. Classroom of Zion School for Colored Children, Charleston, South Carolina. 1866. Photograph. Schomburg Center for Research in Black Culture, Charleston, SC. Digital Schomburg Images of 19th Century African Americans. 1999. Web. 03 Jan. 2012. <http://digital.nypl.org/schomburg/images_aa19/aa19c_info.cfm?>. • Colored School, Object Teaching. 1870. Photograph. Schomburg Center for Research in Black Culture. Digital Schomburg Images of 19th Century African Americans. 1999. Web. 03 Jan. 2012. <http://digital.nypl.org/schomburg/images_aa19/aa19c_info.cfm?>. • Building the Black Community: The School. Photograph. America's Reconstruction. Web. 03 Jan. 2012. <http://www.digitalhistory.uh.edu/reconstruction/section2/section2_school.html>. • Eric Foner, “The Meaning of Freedom,” Allen F. Davis, Harold D. Woodman, eds. Conflict and consensus in American History, Volume 2. 9th ed. New York: Houghton Mifflin Company, 1997, pp. 207-220