Freedom's Story: Teaching African American Literature and History

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Photo, Frederick Douglass, head-and-shoulders portrait, facing right, LoC
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This collection of 20 essays on African American history and literature, commissioned from leading scholars and written for secondary teachers, is part of the larger TeacherServe site. The essays are designed to deepen content knowledge and provide new ideas for teaching. These 3,000-7,000-word essays cover three time periods: 1609-1865, 1865-1917, and 1917 and Beyond.

Essays begin with an overview of the topic. A “Guiding Discussion” section offers suggestions on introducing the subject to students, and “Historians Debate” notes secondary sources with varied views on the topic. Notes and additional resources complete each essay. Each essay includes links to primary source texts in the National Humanities Center’s Toolbox Library.

Essays in "1609-1865" focus on topics related to slavery, including families under the slavery system, slave resistance, types of slave labor, the end of slavery, analyzing slave narratives, and the work of Frederick Douglass and Harriet Jacobs. Essays also look at African American arts and crafts and African influence on African American culture.

Essays in "1865-1917" focus on topics that fall between the eras of slavery and the Civil Rights Movement, including Reconstruction, segregation, trickster figures in African American literature, and issues of class and social division.

Essays in "1917 and Beyond" focus on literature and the Civil Rights Movement, including protest poetry, the Harlem Renaissance, and jazz in literature.

Defining Dred Scott

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Engraving, Dred Scott, 1887, LOC
Question

Who was Dred Scott, and what was the significance of his case?

Answer

Dred Scott was one of the most famous slaves in American history. By filing for freedom in St. Louis Circuit Court on April 6, 1846, this husband and father of two girls set in motion a chain of events that helped bring about the coming of the Civil War and the destruction of slavery.

Scott was born about 1800 in Virginia, and grew up as the property of Peter Blow. The Blow family moved westward and eventually settled in St. Louis, MO, by 1830. A few years later, U.S. Army surgeon John Emerson purchased Scott and brought him to Illinois and then the Wisconsin Territory. At Fort Snelling (in what is now Minnesota), Dred Scott married Harriet Robinson, who was owned by another white man living in the fort. Dred and Harriet Scott then raised two girls, Eliza and Lizzie.

The Scotts had a strong legal claim, derived from the principle known as "once free, always free."

After returning to St. Louis. John Emerson died in 1843, and his widow Irene Emerson, with the help of her brother, John Sanford, began hiring out Dred and Harriet to other slaveholders. However, because the Scotts had been held as slaves in free states and territories–not just during transit or “sojourn,” but for extended periods of time—they were eligible to sue in Missouri courts for freedom. Many historians now believe that Harriet Scott discovered this information from her pastor and was behind their freedom suits in April 1846.

The Scotts brought suit against Mrs. Emerson in 1846, which was decided against them, but in a subsequent action in 1850 the court sided with the Scotts. The Scotts had a strong legal claim, derived from the principle known as “once free, always free” and protected within the federal system by the doctrine of comity, meaning that the states had to honor each other’s laws. The startling reversal by the Missouri Supreme Court in 1852 of an earlier legal victory by the Scotts signaled a dramatic breakdown in comity and the rising threat of disunion. Both pro- and anti-slavery forces quickly realized the national implications of the state verdict and re-filed arguments in federal courts as Dred Scott v. Sandford.

Dred Scott, however, was not alive to see either that political contest or the war that subsequently ended slavery.

The legal battle continued until March 6, 1857, when Chief Justice Roger Taney read a sweeping majority opinion from the Supreme Court that denied blacks federal citizenship rights, swept aside comity concerns, and invalidated the 1820 Missouri Compromise legislation, declaring that Congress had no power to prohibit slavery in the territories. The furious backlash against the decision by Northern Republicans essentially guaranteed that the election of 1860 would be one of the most significant in American history.

Dred Scott, however, was not alive to see either that political contest or the war that subsequently ended slavery. He had died in 1858, a free man and head of a free household. Taylor Blow, the son of Dred Scott’s first owner, had made the remarkable decision in May 1857 to purchase the entire Scott family and set them free. There are still descendants of the Scotts alive today.

For more information

Arenson, Adam. “Freeing Dred Scott.” Common-Place 8:3 (April 2008)

Ehrlich, Walter. They Have No Rights: Dred Scott’s Struggle for Freedom. Westport, CT: Greenwood Press, 1979.

Fehrenbacher, Don E. The Dred Scott Case: Its Significance in American Law and Politics. New York: Oxford University Press, 1978.

Konig, David Thomas, Paul Finkelman, and Christopher Alan Bracey, eds. The Dred Scott Case: Historical and Contemporary Perspectives on Race and Law. Athens: Ohio University Press, 2010.

Pinsker, Matthew. “Dred and Harriet Scott: A Family Story of Slavery and Freedom.” Video presentation. Gilder Lehrman Institute for American History.

Washington University in St. Louis. “The Revised Dred Scott Case Collection.”

VanderVelde, Lea. Mrs. Dred Scott: A Life on Slavery’s Frontier. New York: Oxford University Press, 2009.

Musicians Local No. 627 and the Mutual Musicians Foundation

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Photo, Singing Novelty Orchestra, c. 1920s, Musicians Local. . . site
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Kansas City's Local 627, one of several African American musicians' unions affiliated with the American Federation of Musicians, was founded in 1917. This website traces its history over the course of the 20th century. This history is divided into nine chronological sections, including introduction to the roots of Kansas City jazz style, early jazz bands, bigger bands and a new headquarters for the organization, jazz during World War II, the thriving music scene in the 1950s, the merger with Local 34, and the efforts of the Mutual Musicians Foundation to promote jazz in the 1960s and 1970s.

Upon entering each section, visitors are greeted by a video presentation of photographs of prominent Kansas City musicians and newspaper articles documenting their accomplishments, accompanied by a jazz soundtrack. In addition to explanatory text introducing musicians and prominent events in Kansas City history, each section also includes roughly 20 photographs, as well as a few songs of the era, which can be listened to using RealPlayer. Useful for those interested in Kansas City history or in U.S. music culture in the 20th century more generally.

In Pursuit of Freedom

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Print, n.d., F. Douglass, Schomburg Center for Research in Black Culture, NYPL
Question

What made Frederick Douglass a radical abolitionist?

Answer

That Frederick Douglass was an abolitionist is beyond debate. Born a slave, he eventually escaped and became one of the most famous activists to work for emancipation. Whether working as a stump speaker or editing one abolitionist newspaper after another, Douglass expressed tremendous hope that the slave power would eventually fall. He once declared, “There is not a man beneath the canopy of heaven, that does not know that slavery is wrong for him.” That Douglass was radical in his anti-slavery speeches and newspaper editorials is somewhat debatable, and would depend on how one defines “radical.”

“Hereditary bondmen! Know ye not / Who would be free, themselves must strike the blow?”

Frederick Douglass was fond of quoting this line from Lord Byron as it summed up his political activism. This call to the enslaved to be their own liberators reflected a revolutionary urgency and fervor most would associate with radical measures. But compared with abolitionists like William Lloyd Garrison, Douglass’s one-time mentor and fiery editor of the Liberator (whose masthead read “No Union with Slaveholders”), Frederick Douglass appears measured and sensible. For example, Douglass once wrote, “My position now is one of reform, not revolution. I would act for the abolition of slavery through the government—not over its ruins.”

In contrast, Garrison burned a copy of the Constitution in public, calling it “the most bloody and heaven-daring arrangement ever made by men for the continuance and protection of a system of the most atrocious villainy [sic] ever exhibited on earth.” Most famously, he pronounced the Constitution “a covenant with death,” “an agreement with hell,” and “refuge of lies.”

"Mr. Garrison and his friends tell us that while in the Union we are responsible for slavery. . .

Even more extreme was John Brown, who tried to recruit Douglass for a raid on the federal armory in Harpers Ferry, VA, a doomed venture that exacerbated sectional tensions leading up to the 1860 presidential election. Brown believed the seizure of the armory would spur local slaves to rise up against their masters and spark a slave rebellion throughout the South. Douglass shunned the effort. As historian David Blight observed, “For Douglass, the question of violence was always more a tactical than a moral problem. He did not relish the prospect, but morally he believed the slaves had the right to rise up and slay their masters.” Compared with the lawlessness of Garrison and Brown and their disrespect for the Constitution, Douglass’s abolitionism looks less radical, if not tame.

. . . I admit our responsibility for slavery while in the Union, but I deny that going out of the Union would free us from that responsibility. . .

Douglass sought to free the slaves within the confines of the Constitution. He thought only by keeping the slave states within the American Union could the federal government then be used to rid the nation of slavery. Douglass came to view the Constitution as a pro-liberty document, thus agreeing with Lincoln “the Great Emancipator” on the principal means of promoting freedom.

Lincoln understood the Founders to expect slavery to wither away in a generation or two by restricting its importation into the new nation (as early as 1808) and preventing its expansion into federal territory (see, the Northwest Ordinance of 1787). As historian James Oakes writes: “Abraham Lincoln and Frederick Douglass agreed that there was no such thing as a constitutional right to own slaves. But for Lincoln the Constitution recognized the existence of slavery as a practical necessity, whereas for Douglass the absence of a right to own slaves obliged the federal government to overthrow slavery everywhere.”

. . .The American people in the Northern States have helped to enslave the black people. Their duty will not have been done till they give them back their plundered rights." — Frederick Douglass

In sum, what made Frederick Douglass an abolitionist was his experience with slavery firsthand: simply stated, he found it a poor fit for his humanity. He became a radical abolitionist, calling for the immediate abolition of slavery, because he came to view the U.S. Constitution as a pro-liberty document that could be interpreted to permit Congress to abolish slavery not only from federal territories but also in the states where it already existed. One might say his aims were radical, while his means, especially after the break from Garrison, were not radical insofar as they remained within the American constitutional context.

Bibliography

Blight, David W. Frederick Douglass' Civil War: Keeping Faith in Jubilee. Baton Rouge: Louisiana State University Press, 1989.

Douglass, Frederick. The Life and Writings of Frederick Douglass. 5 vols. Edited by Philip S. Foner. New York: International Publishers, 1950-1975.

_______. Autobiographies: Narrative of the Life of Frederick Douglass, an American Slave, My Bondage and My Freedom, and Life and Times of Frederick Douglass. Edited by Henry Louis Gates, Jr. New York: Library of America, 1994.

Myers, Peter C. Frederick Douglass: Race and the Rebirth of American Liberalism. Lawrence: University Press of Kansas, 2008.

Oakes, James. The Radical and the Republican: Frederick Douglass, Abraham Lincoln, and the Triumph of Antislavery Politics. New York: W.W. Norton and Company, 2007.

Civil Rights Movement Veterans

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Photo, March to Montgomery, 1965
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This site celebrates the commitment and efforts of veterans of the Civil Rights Movement. Introduction provides an overview of the website and the Movement.

Veterans Roll Call provides biographies (in some cases, autobiographies) of more than 500 veterans. It includes dates of activity, organizational affiliation, states they worked in, home states, contact information, and personal essays (of lengths ranging from one sentence to full essays). In Memory records the names of men, women, and children killed during the Civil Rights Movement, as well as names of veterans who have died. The Speakers List lists men and women who are available to speak or answer email inquiries.

Photo Album features more than 15 photo essays on subjects including sit-ins, the Freedom Riders, and the March on Washington. Photo annotations link to more information on the events depicted. Other resources including Civil Rights Movement posters, album covers, and pins, as well as photographs organized by photographer.

History & Timeline lists events by year, from 1951 to 1968. Some events include short descriptions; all include recommendations for print and online resources on the events.

Articles gathers together more than 50 documents by Civil Rights Movement veterans, some contemporary to events and some written later. Visitors can also download samples of literacy tests from Alabama, Mississippi, and Louisiana and view segregation laws. Documents archives contemporary documents created by CORE, NAACP, SCLC, SNCC, SSOC, and other organizations. Documents include newsletters, maps, plans, reports, minutes, government reports, and more. Also see Letters from the Field for more than 40 letters by Civil Rights Movement participants.

Our Stories includes interviews, stories, and other recollections from more than 80 veterans, while Our Thoughts includes more than 40 retrospective articles by veterans. Discussions preserves more than 20 online and transcribed discussions looking back on the Civil Rights Movement (most are modern, but they also include a 1956 discussion with Rosa Parks).

In addition, the website includes poetry by veterans, related links organized by topic, and a bibliography featuring age-specific book lists.

With the interviews, autobiographies, photos, documents, and discussions, the site includes a wealth of primary sources, and would be invaluable for any student researching the human side of the Civil Rights Movement.

African-American Perspectives: Pamphlets from 1818-1907

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Image, Pamphlets from the Daniel A. P. Murray Collection, 1818-1907
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Nineteenth-century African American pamphlets and documents, most produced between 1875 and 1900, are presented on this website. These 350 works include sermons, organization reports, college catalogs, graduation orations, slave narratives, Congressional speeches, poetry, and play scripts.

Topics cover segregation, civil rights, violence against African Americans, and the African colonization movement. Authors include Frederick Douglass, Booker T. Washington, Ida B. Wells-Barnett, Benjamin W. Arnett, Alexander Crummel, and Emanuel Love. Publication information and short content descriptions accompany each pamphlet.

The site also offers a timeline of African American history from 1852 to 1925 and reproductions of original documents and illustrations. A special presentation "The Progress of a People," recreates a meeting of the National Afro-American Council in December 1898. This is a rich resource for studying 19th- and early 20th-century African American leaders and representatives of African American religious, civic, and social organizations.

Africans in America

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Image for Africans in America
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Created as a companion to the PBS series of the same name, this well-produced site traces the history of Africans in America through Reconstruction in four chronological parts. The site provides 245 documents, images, and maps linked to a narrative essay.

"The Terrible Transformation" (1450–1750) deals with the beginning of the slave trade and slavery's growth. "Revolution" (1750–1805) discusses the justifications for slavery in the new nation. "Brotherly Love" (1791–1831) traces the development of the abolition movement. "Judgment Day" (1831–1865) describes debates over slavery, strengthening of sectionalism, and the Civil War. In addition to the documents, images, maps, and essay (approximately 1,500 words per section), the site presents 153 brief (150-word) descriptions by historians of specific aspects on the history of slavery, abolition, and war in America. The site provides a valuable introduction to the study of African-American history through the Civil War.

Slavery

Question

What was it like to be a slave in 19th-century America?

Textbook Excerpt

Textbooks treat slavery as primarily an economic institution in which slaves were regarded by their owners as property yet insisted on their own humanity.

Source Excerpt

Taken in its entirety, the letter [from Rachel O’Connor to her sister Mary, January 11, 1836] reveals that hate and cruelty existed alongside love and affection in the slave South.

Historian Excerpt

Historians are less inclined to ask what it was like to be a slave in the abstract than to draw from the historical record to ask what it was like to be a particular enslaved person, say Frederick Douglass or Sally Hemings, to name two of the most famous.

Abstract

Two textbooks for high school students, Appleby et al’s The American Vision (AV) and Boorstin et al’s History of the United States (HUS) offer subtly contrasting answers to this important historical question, but both share a basic narrative voice, characteristic of textbooks, that limits their ability to highlight controversy, explore ambiguity and irony, or raise the problem of how we know what we think we know about slave life. This essay takes a close look at the textbooks’ interpretations of the law of slavery, the relationship between masters and slaves, and their use of primary sources, including the Confessions of Nat Turner.

Jim Crow Segregation: The Difficult and Anti-Democratic Work of White Supremacy

Question

How did segregation shape daily life for generations of African Americans and how do its legacies remain with us today?

Textbook Excerpt

Textbooks locate segregation’s origins in Southern disenfranchisement laws of the 1890s and highlight the Supreme Court's 1896 "separate but equal" ruling in Plessy v. Ferguson. New job opportunities during World War I and the Great Migration are briefly addressed along with "custom and tradition". Textbooks emphasize the National Association for the Advancement of Colored People's legal challenges, and portray the 1954 Brown v. Board decision as the culmination of the fight. Thus, according to the textbooks, from the 1890s to the 1950s, African Americans endured as best they could.

Source Excerpt

Primary sources provide ample evidence of segregation's brutality. They demonstrate the kind of structural inequalities that white supremacist laws and practices institutionalized but also that African Americans embraced a variety of methods to combat Jim Crow's injustices, and that white allies occasionally joined them. Collectively, the primary sources included here reveal how geography, class, gender, and culture have influenced ongoing battles for justice, as have changing national and international contexts.

Historian Excerpt

Historians debate the origins of Jim Crow, but it is important to remember that slavery had mandated the use of laws and practices to govern interracial relations. Separation from whites by choice accompanied freed people's desire for independence from their former white owners even as they expected the full and equal citizenship guaranteed to them by the 14th Amendment.

Abstract

Segregation contradicts what most students have learned about American freedom and democracy. Textbooks discuss de jure [in law] segregation as a great inconvenience that began in the 1890s and soon spread to every aspect of Southern daily life. Most routinely ignore:

  • segregation's economic dimensions and long-term impact;
  • black community activism;
  • interracial efforts to contest the status quo; and
  • the violence and terrorism necessary to uphold it.

Textbooks that portray segregation as a prelude to a more celebratory narrative of the civil rights era collapse the history of earlier generations of African Americans into a monolithic victimhood.

While the South's vicious de jure system stands apart, the rest of the nation's reliance on both informal custom and formal policy means that segregation—as well as the white supremacy and federal complicity that sustained it—cannot be dismissed as a regional aberration in an otherwise democratic nation.

Segregation contradicts what most students have learned about American freedom and democracy. Textbooks locate segregation's origins in southern disenfranchisement laws of the 1890s and highlight the Supreme Court's 1896 "separate but equal" ruling in Plessy v. Ferguson. The majority of African Americans still lived in the south and worked as agricultural laborers for white landowners who denied them an education and exploited them economically. New job opportunities during World War I offered one escape.

Jefferson's Blood

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Logo, Jefferson's Blood website
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An adjunct site to a PBS "Frontline" program exploring the claim that Thomas Jefferson fathered at least one and maybe all of the children of his slave, Sally Hemmings. This view is supported by DNA testing and believed valid by a consensus of historians and experts. The site presents ten essays ranging from 2,000 to 5,000 words in length by prominent historians and other scholars—including Joseph Ellis, Annette Gordon-Reed, Philip D. Morgan, Jack Rakove, and Gordon Woods—on the controversy, its historical background and significance, interracial sex in the antebellum Chesapeake region, Jefferson's legacy, and America's mixed-race heritage. The site also provides accounts by four Monticello slaves and the chief overseer; four video segments, from seven to nine minutes each; transcripts of interviews with Ellis, Gordon-Reed, Dr. Eugene Foster, who designed and carried out the testing, and Lucia Cinder Stanton, from the Thomas Jefferson Memorial Foundation; and links to a clearinghouse for information that argues against the claim.