Brown v. Board of Education

Image
Photo, Protester, 1961, Brown v. Board of Education
Annotation

Created in anticipation of the 50-year anniversary of the monumental Supreme Court decision, Brown v. Board of Education, this website covers four general areas. These include Supreme Court cases, busing and school integration, school integration in Ann Arbor (home of the University of Michigan), and recent resegregation trends in America. The site contains a case summary and the court's opinion for each of 34 landmark court cases, from Plessy v. Ferguson to Brown v. Board of Education of Topeka.

Brown includes transcripts of oral arguments, as well. Visitors can also read the oral histories of five members of the University of Michigan community who remember the Brown decision and its impact. There are more than 30 photographs of participants in the Brown case and other civil rights activists, as well as a collection of documents pertaining to desegregation in the Ann Arbor Public School District. A statistical section details the growing number of African Americans in Michigan and Ann Arbor schools from 1950 to 1960.

Rebellion: John Horse and the Black Seminoles

Image
Engraving, Gopher John, Seminole Interpreter, 1858, N. Orr, Rebellion
Annotation

Using images, maps, timelines, and essays this "web-based documentary" relates the story of John Horse and the Black Seminoles, a community of free blacks and fugitive slaves allied with the Seminoles of Florida in the 19th century. Taking the position that academic historians have overlooked and misinterpreted the history of the Black Seminoles, it presents their role in the outbreak of the Second Seminole War (1835-1842) as the "largest slave rebellion in U.S. history." "Overview" provides an introduction to the features of the site and its interpretive themes as well as a "story synopsis" with a summary of the origins of the Black Seminoles, their role as rebels against slavery, their movement to Indian Territory after 1838, and a biography of John Horse. "Trail narrative" explains the history of the Black Seminoles "from their origins as a community to the death of their great leader John Horse in 1882" through 450 story panels with text and images. There are 360 "images," a picture tour with 32 images summarizing the site author's interpretation, and 23 "key images."

Other features include a key events summary, a guide to six central characters, a timeline, four interactive maps, and a listing of 17 related journal articles and nine newspaper articles available on the web. In addition to those interested in its interpretations of the history of the Black Seminoles and the Seminole War, this site offers useful material for those interested in Native Americans or the history of slavery in America.

Omohundro Institute of Early American History and Culture

Image
Logo, OIEAHC
Annotation

Introduces the Omohundro Institute, "the only organization in the United States exclusively dedicated to the advancement of study, research, and publications bearing on the history and culture of early America to approximately 1815." The site provides background information about the institute, including descriptions of its fellowships, publications, conferences, and colloquia.

Also provides tables of contents and texts of selected book reviews from recent editions of The William and Mary Quarterly, articles from Uncommon Sense, and four links to related resources—including one to the Institute's own online discussion forum, H-OIEAHC, which offers 13 syllabi for undergraduate courses on early American history, a bibliography of approximately 50 titles, and links to 102 libraries, museums, historical societies, organizations, online exhibits, and collections of documents pertaining to the period. These latter materials can be valuable to students and teachers of the early American period.

African and Native Americans in Colonial and Revolutionary Times

field_image
detail of sketch of Joseph Louis Cook by John Trumbull, 1785, Yale Art Gallery
Question

I am trying to find information on a person who lived before and during the American Revolution. I remember seeing a footnote about this person's life in a documentary once, but that was a couple years ago and I do not remember his name. This is what I remember: He was a slave (I do not know whether he was born a slave or brought from Africa). He learned to read and write, and due to his owner's failing eyesight he learned to handle business matters. At some point he either escaped or was freed. He was not able to gain employment with his writing skills. He left city life for the frontier. I think he became a scout and had a connection with the U.S. side during the war. Later he married into an Indian tribe, I do not know which. He used his business knowledge to benefit the tribe. Perhaps my memory is faulty and I am amalgamating two different people.

Answer

You have identified a person who I'd like to know more about myself! History is always about solving puzzles and mysteries, and I have looked closely at the clues your question provides: African ancestry, slave status, literacy, sympathy with the Continental Army during the Revolution, and connections to a Native American community. But a cursory search through the historical literature hasn't turned up one individual with this particular life story. Several different individuals have elements of it, however.

Joseph Louis Cook and Pierre Bonga

One such person is Joseph Louis Cook, the son of an African-American father and an Abenaki mother who had both been taken captive by the Iroquois. Cook himself was raised in the Mohawk community and played a prominent role fighting on behalf of the Continental Army during the American Revolution. The Mohawk are a matrilineal people (they trace their kinship and identity through their mothers), and so Cook would have likely identified himself as a member of the Iroqouis confederacy; he married a Mohawk woman and served as a diplomatic chief of the Oneida.

a cursory search through the historical literature hasn't turned up one individual with this particular life story

Another individual was Pierre Bonga, whose parents had been enslaved and then freed by a British officer on Mackinack Island in Michigan. Pierre went on to work in the fur trade in what became Minnesota and married an Ojibwe woman; at least one of their children, George, also worked in the fur trade and is known as the first African-American born in Minnesota. Unlike the Mohawk, the Ojibwe are patrilineal, tracing their tribal identity through their fathers, so it seems likely that George would have thought of himself as African-American rather than Ojibwe.

Crispus Attucks

Another prominent person in this time period was Crispus Attucks, the first person killed in the Boston Massacre. His father had been enslaved and his mother was a Natick Indian; Attucks himself was a slave who escaped and became very active in the Revolutionary movement in Boston. Whereas the men mentioned above were probably born free, Attucks was likely born a slave and that status may have influenced his identification as an African-American. Certainly he is remembered as one of our African-American heros of the American Revolution, and his Native ancestry is underemphasized.

Natick Indians spoke a language from the Algonquin language family and likely possessed cultural futures similar to other Northeastern Algonquin peoples, including patrilineal kinship. But the Native world of the Northeast was in such flux at this moment in history that it is difficult to say for certain how kinship practices influenced the identity of men like Crispus Attucks. I speak of these tribal communities in the past tense, but of course they still exist today and practice many of the same cultural traditions.

African-Native Interactions

The reference you make to the individual's literacy reminds me of Frederick Douglass's experience as a slave in Baltimore, where his master's wife taught him to read and write. Douglass remarked that American slaves thought themselves the most forsaken of God's children, until they met the American Indian. The history of African-Native interactions in North America goes back to the 1526 expedition of Lucas Vasquez de Allyon, a Spanish soldier who established a colony at the mouth of the Peedee River in South Carolina. Four months later, Allyon died and the colony fell apart; the 100 enslaved Africans that Allyon brought with him were free to join local Native communities.

we have to recognize that ideas about racial and cultural identity have changed significantly over time

When we consider this long history, then—one that dates back to the very invasion of the Americas—we have to recognize that ideas about racial and cultural identity have changed significantly over time. As i indicated above, these men that we remember as African-American today may not have thought of themselves that way. Native peoples were in power long enough through the 18th century to exert considerable influence over how their communities functioned and how they determined belonging. So even though Frederick Douglass's estimation of Native-African relations may have rung true in the nineteenth century (after Native nations had been removed from the Southeast and their lands taken from them in Northeast), it was unlikely that all Native people thought their Creator had forsaken them in the 18th century.

Similarly, African-American literature flourished in the 18th century, as freed slaves wrote their life histories. Dozens of these tracts have survived, emerging from a time in our history when whites did not universally see slave literacy as a threat to the social order. I suspect if the story you seek exists in one person, it is to be found in this body of slave narratives. Not coincidentally, the Removal and dispossession of Indians occurred around the same time as increased repression of African-Americans, both free and enslaved, in the 1830s.

I suspect if the story you seek exists in one person, it is to be found in this body of slave narratives.
Effect of the Revolutionary War

What changed between the relative autonomy enjoyed by Native and African Americans in the 18th century and the oppression and dispossession they experienced in the 19th century? The American Revolution. This was an event driven by a desire for freedom from the political authority of Great Britain and a desire to control Indian lands that Britain had largely prevented American colonists from settling. Despite these twin aims, men like Joseph Louis Cook (later known as Colonel Louis) fought for the Americans for their own strategic reasons—not to advance American interests, but to advance what he perceived as Iroquois interests. The ideal of freedom promoted by the Founding Fathers did not extend to anyone but free white males, but of course men like Crispus Attucks and many others fought to be included in this vision.

It was a tough road and remained so—after the colonists finally eliminated the British presence in the War of 1812, African Americans and Native Americans were left to deal with a regime that had no interest in their freedom or their preservation as autonomous people. The slave-led Haitian Revolution and slave revolts in the new United States drove various states, particularly in the South, to crack down on what freedoms enslaved people enjoyed, while at the same time conspiring with the federal government to dispossess Indians of their lands through Removal. The United States only exercised a vague authority over places like Minnesota and Michigan (then known as the Northwest Territory), where the Bonga family settled. It's possible that the individual you seek indeed settled in one of these loosely-controlled areas after learning that the opportunity he sought was not available in the states. For example, even though he fought with the Americans and presumably should have found a home in the United States, Cook actually went to Canada with a group of Mohawks after the Revolutionary War.

African Americans and Native Americans were left to deal with a regime that had no interest in their freedom or their preservation as autonomous people.

Your question strikes at the heart of an American history that has been largely ignored, that of the productive relationships between Indians and African Americans. While there is some tension between certain members of these groups today, as seen in the controversy over the status of the Cherokee Freedmen, I believe it is safe to say that such tensions are a product of how the United States expanded in the 19th century, not inherent racism or animosity between them.

For more information

Woody Holton, Forced Founders: Indians, Debtors, Slaves, and the Making of the American Revolution in Virginia. Chapel Hill: University of North Carolina Press, 1999.

William Lorenz Katz, Black Indians: A Hidden Heritage. New York: Atheneum, 1986.

William Loren Katz, The Black West: a Documentary and Pictorial History of the African American Role in the Expansion of the United States. New York: Harlem Moon/Broadway Books, 2005.

Bibliography

Daniel Mandell, Tribe, Race, History: Native Americans in Southern New England, 1780-1880. Baltimore: Johns Hopkins University Press, 2008.

Celia Naylor, African Cherokees in Indian Territory: From Chattel to Citizens. Chapel Hill: University of North Carolina Press, 2008.

Alan Taylor, The Divided Ground: Indians, Settlers, and the Northern Borderlands of the American Revolution. New York: Alfred A. Knopf, 2006.

American State Papers, 1789-1838

Image
Logo, Readex
Annotation

This subscription-only website presents an extensive archive of U.S. history documents, offering roughly 6,300 publications. The archive provides access to every Congressional and Executive document of the first 14 U.S. Congresses, and additional coverage through the 25th Congress, as well as tables, maps, charts, and other illustrations. The collection is particularly strong in military history, with 205 documents about military bases and posts and 134 on military construction. Other documents address topics such as westward expansion, Native American affairs, and issues surrounding slavery. This collection also includes numerous speeches and messages by Presidents Washington, Adams, Jefferson, and Madison.

Users can browse the archive by category: Subjects, Publication Category, Standing-Committee Author, Document Class, and Congress. Simple and advanced searches are available, enabling easy access into this large collection of documents. For those with access, this site is a valuable resource for researching the government and military in the early United States.

American Broadsides and Ephemera, Series I, 1760-1900

Image
Logo, Readex
Annotation

This subscription-only website presents an extensive archive of documents relevant to early U.S. history, offering full-color facsimile images of approximately 30,000 broadsides and ephemera. Advertisements, campaign literature, poems, juvenile literature, and Civil War envelopes comprise the bulk of the collection, making the archive especially valuable for those interested in early American consumer culture, political campaigns, and literary life. The collection also contains rich information on slavery, Native American relations, and local events—plays, gatherings, and religious events.

Users can browse the archive by category: Genre, Subjects, Author, History of Printing, Place of Publication, and Language. Simple and advanced searches are available, enabling easy access into this large collection of documents. For those with access, this site provides an extensive resource for researching 18th- and 19th-century North America.

All Hands on Deck

Image
Oil on canvas, 1884, USS Constitution. . . , Davidson, USS Constitution Museum
Annotation

The USS Constitution Museum developed All Hands on Deck as a means of introducing K–12 educational elements across subjects (math, art, and more) using the history of one of the United States' most renowned military vessels, the USS Constitution.

The website itself is somewhat disorganized. However, there are a plethora of lesson plans embedded within it for students of any grade level.

The available lessons are divided into five sections—preview activities (to determine pre-existing knowledge), the building of early U.S. military frigates, the War of 1812 and the Barbary Wars, 1800s life aboard a warship, and the lasting legacy of the USS Constitution. These sections have subsections, within which you can find individual lessons intended for grades K–4, 5–8, and 9–12. Alternatively, visiting "How to Use This Online Curriculum" includes a linked list of states. Clicking on any of the available states—IL, MD, WA, SC, TN, MO, TX, NM, CO, MT, and VA—offers a list of the activities available on the website which correlate with state standards. The individual subsections also include recommended field trip sites, films, books, games, music, and more; as well as anecdotes, literature, and other "grab bag" additional items of interest.

The Image Gallery offers a smattering of paintings, illustrations, and photographs of the vessel and its officers. The gallery also contains a single newspaper recruitment ad dating to 1798.

Educators who would prefer a tangible copy of the curriculum can send an electronic request.

Alternatively, you may want to brush up on your USS Constitution history yourself. In that case, the website offers a 19-minute video in which a young girl meets a variety of figures aboard the ship—a captain's wife, a powder monkey, and an African American sailor among them.

Accessible Archives

Image
Image, Godey's Lady's Book, Accessible Archives
Annotation

These eight databases present more than 176,000 articles from 18th- and 19th-century newspapers, magazines, books, and genealogical records. Much of the material comes from Pennsylvania and other mid-Atlantic states.

Godey’s Lady’s Book (1830–1880), one of the most popular 19th-century publications, furnished middle- and upper-class American women with fiction, fashion illustrations, and editorials. The Pennsylvania Gazette (1728–1800), a Philadelphia newspaper, is described as the New York Times of the 18th century. The Civil War: A Newspaper Perspective includes major articles from the Charleston Mercury, the New York Herald, and the Richmond Enquirer. African-American Newspapers: The 19th Century includes runs from six newspapers published in New York, Washington, DC, and Toronto between 1827 and 1876. American County Histories to 1900 provides 60 volumes covering the local history of New Jersey, Delaware, and Pennsylvania. The Pennsylvania Genealogical Catalogue: Chester County 1809–1870 has been partially digitized, with 25,000 records available. The Pennsylvania Newspaper Record: Delaware County 1819–1870 addresses industrialization in a rural area settled by Quaker farmers.

Probing the Past

Image
Logo, Probing the Past
Annotation

Presenting 325 probate inventories, this website provides a unique window into daily life in Virginia and Maryland between 1740 and 1810. In this time period, county courts appointed appraisers, local men, to visit an estate after its owner died, list what was there, and estimate its value. These listings, called probate records or inventories, can be analyzed to illuminate a family's routines, rituals, and social relations, as well as a region's economy and connection to larger markets. These inventories are a sample from the region at this time, picked to be representative of the furnishings in George Mason's Gunston Hall. They are all digitized, transcribed, and searchable.

For a general overview, the inventories can be browsed by decade and county—including York, Norfolk, Richmond, and Fairfax counties in Virginia. For more detailed information on the role of material culture in colonial life, the site's Interpreting section presents interviews with two scholars who use probate records to discuss topics such as slavery and slave life, credit and debt, and women and property ownership. Three detailed lesson plans, written by Virginia teachers, are also available, providing suggestions for incorporating these rich sources into classroom learning.

Shaping the Constitution

Image
Print, The Age of Brass. . . , 1869, Currier and Ives, Shaping the Constitution
Annotation

Shaping the Constitution revolves around the role of Virginia in early American military and political history.

The first section, Becoming Free and Independent States, offers an overview of the perspectives of early Virginians on the Revolutionary War. The page includes biographies of figures of note, ranging from George Washington to Billy, a slave impressed by the British Navy. Each biography offers titles and/or web links for further reading. The main draw of the section, though, is a collection of 32 primary sources—broadsides, portraits, maps, warrants, petitions, a cartoon, and more. Each primary source can be selected for additional information, a transcript, related sources, and/or a high-resolution copy of the source. One surprise worth noting is that selecting the high-res copy of the source sometimes provides a PDF file with multiple related sources, rather than just the one you may have thought you were downloading.

Each of the following sections follow a similar structure—biographies, primary sources, and a short text overview. Topics include Virginia and the Constitutional debate; Bill of Rights; and 13th, 14th, 15th, and 19th Amendments.

An additional feature, located within the majority of the individual sections is a "For Educators" button. This button opens a list of lesson plans and their respective Virginia standards. Only the 15th and 19th Amendment portions of the site lack this option.

A laudable fact about this website is that it provides unpleasant sources (such as a photo of an Alexandria slave pen) as well as copies of major government documents. These sources are useful for showing precisely what facts of historical life various political decisions and amendments were created to change.