Slavery to Liberation- The African American Experience, 2019a

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337 Emmitt Y. Riley III is Assistant Professor of Africana Studies and is an associated faculty member in the Political Science Department at DePauw University. He holds a PhD in Political Science from the University of Mississippi. His research examines racial resentment, black political representation, and African American politics. James A. Sandy is Assistant Professor of Instruction at the University of Texas at Arlington, where he teaches courses in military and cultural history. He received his PhD in History from Texas Tech University, and his scholarship focuses on the nexus between American war, irregular warfare, and the Ranger tradition. Andrew Smith is Assistant Professor of Sport Management and History at Nichols College. He earned a PhD in History from Purdue University. Smith’s areas of emphasis include sport, race, and the American experience. Richard A. Thomas is an Associate Teacher at Richard Milburn Academy in Fort Worth. Having completed a Master of Theology at Texas Christian University, his research interests include social movement theory, African American religious life, and critical pedagogical studies in race and ethnicity. Aaron Thompson completed his PhD in Sociology from the University of Kentucky, and he is president of the Kentucky Council on Postsecondary Education. Dr. Thompson has published and presented on diversity, racial profiling, ethics, sexual harassment, leadership, and conflict resolution, among other topics.
“In a time of ever increasing textbook costs, peer-reviewed open access resources are essential to providing equitable access to high-quality research. Among one of the first open access introductory texts in African American Studies, Slavery to Liberation provides scholarly, cutting-edge scholarship on many facets of the African American Experience.” Betina Gardner Vice President, University Development & Alumni Engagement | Former Dean of Libraries Eastern Kentucky University “In Slavery to Liberation: The African American Experience, the editors and contributors have created an insightful set of essays on the diversity of the Black experience in the United States; it will undoubtedly serve as a valuable text for teaching and a source of stimulating thoughts for the general reader.” Sara Zeigler Professor of Political Science | Dean, College of Letters, Arts, & Social Sciences Eastern Kentucky University Slavery to Liberation: The African American Experience gives instructors, students, and general readers a comprehensive and up-to-date account of African Americans’ cultural and political history, economic development, artistic expressiveness, and religious and philosophical worldviews in a critical framework. It offers sound interdisciplinary analysis of selected historical and contemporary issues surrounding the origins and manifestations of White supremacy in the United States. By placing race at the center of the work, the book offers significant lessons for understanding the institutional marginalization of Blacks in contemporary America and their historical resistance and perseverance. Contributors Ogechi E. Anyanwu Jayne R. Beilke Lisa Day John P. Elia Joshua D. Farrington Gwendolyn Graham Oran Kennedy Cheryl E. Mango Nicola F. Mason Kevin G. McQueeney Leroy Myers Jr. Norman W. Powell Emmitt Y. Riley III James A. Sandy Andrew Smith Richard A. Thomas Aaron Thompson Eastern Kentucky University Libraries encompass.eku.edu | 859-622-1790 AFRICAN AND AFRICAN AMERICAN STUDIES Cover art designed by Sandra Añez Powell ISBN 978-1-7343289-0-5
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The African American Experience Edi
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This work is licensed under a Creat
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ii Chapter 9.......................
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iv teaching African American course
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1 Chapter 1 Introduction to the Afr
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3 subordinate and Whites as superor
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5 them. This lack of labor force pa
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7 intact.” 6 Indeed, from the tra
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9 Chapter 2 CONCEPTS OF BEAUTY: BLA
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11 Some other important characteris
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13 Figure 3. Leonardo Da Vinci, The
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15 Noah’s statement that Canaan w
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17 to the popular consciousness of
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19 equally affected by this extensi
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21 been the dissemination of images
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23 Figure 5. Frē Seyon, Diptych wi
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25 standards of beauty and positive
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27 Chapter 3 Gumboot Dancing and St
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29 style drew from the traditional
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31 style. And it is no longer restr
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33 and dance in the curriculum. Gum
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35 setjhaba sa heso, Setjhaba sa So
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37 European domination.” 9 The Al
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39 SIMILARITIES BETWEEN GUMBOOT DAN
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41 communities…dance is often bas
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43 original words that created a un
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45 aesthetic values of their releva
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47 Objective and Activity 4: Studen
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49 Gumboot miners of the darkened h
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51 Dance (1996). 32 Stepping has be
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53 Chapter 4 “The Strong Cords of
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55 primarily signify present-day so
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57 attributable to several factors:
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59 who escaped from Kentucky with h
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61 Canada. One of the most well-kno
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63 escaping alone. But most mothers
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65 River. Unable to find the freedo
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67 freedom for themselves instead o
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69 600 coloured [sic] people, among
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71 Some wrote to their former ensla
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73 sources. What other materials co
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75 Black sexuality has received a f
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77 her ‘perform’—she was held
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79 descent in North America, and pa
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81 willingly mixed their blood with
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83 White women as well. One form of
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85 The end of slavery ushered in an
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87 However, despite her obedience,
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89 how untreated syphilis affected
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91 A third example involved a fourt
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93 people have presented Black sexu
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95 about the campaign against Birth
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97 Issues of Black sexuality have s
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99 Discussion Questions 1. How did
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new people. They spoke English, wor
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Carolina, newspaper The Hive. After
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Peake (1823-1862) a mixed-race, wel
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American Missionary Association est
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Washington’s far-reaching influen
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lawyers. In this instance, there wa
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institutions. The Jeanes Rural Scho
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THE NAACP AND THE SUPREME COURT Th
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Arkansas, nine Black children chose
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119 CHAPTER 7 “It is Our Freedom
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121 moved to Indian Territory so th
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123 documented several instances of
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125 Blacks among Native American po
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127 Black heritage which became a t
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129 same means. 32 The eventual wit
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131 occupation as the best solution
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133 African American farmers. Overa
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135 popularizing the notion of Kans
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137 joined to form settlements in t
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139 perseverance and Christian mora
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141 Louisiana. 81 The town made nat
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143 lived there by 1907—the same
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145 racial landscape reflected what
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147 the riot were still visible in
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149 settlers to earlier settlers of
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151 her 1937 interview fails to men
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153 Writing Prompt Freedom and Iden
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155 Civil War, an in-depth examinat
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157 for his actions in heroically c
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159 racial division of American soc
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161 U.S., Fagen reached such a high
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163 As the military mobilized in th
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165 in a letter why he should sacri
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167 Momentum built quickly in the y
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169 Influenced heavily by the Sovie
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171 As the Ranger Training program
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173 Chinese soldiers had given thei
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175 of the first ten months of comb
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177 CHAPTER 9 Prophecy in the Stree
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179 Slave owners allowed slaves to
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181 African slave preachers such as
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183 and benefits for each way to ac
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185 early example of politics of th
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187 they address.” 26 Thus, leade
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189 commitment meant the willingnes
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191 not enough to create the social
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193 Black churches also played a pi
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195 community. After graduating fro
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197 role. However, to be clear, it
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199 to life, liberty, and the pursu
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201 There are people who are hurtin
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203 Discussion Questions 1. How wer
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205 movement that arose in the 1960
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207 supporting integrated public sc
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209 didn’t want to protest to mak
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211 reliance, and her numerous book
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213 communist philosophy. 28 And wh
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215 she argued that its roots were
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217 RNC pamphlet highlighting the p
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219 independence.” This rhetoric
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221 direct funding to women and enc
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223 entrepreneurship, King emphasiz
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225 are part owners of that superma
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227 contribute to their betterment
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229 “helping Black business peopl
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231 mainstream Black politics and o
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233 United States or Soviet Union:
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235 their palpable animosity—and
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237 ascension buttressed that belie
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239 majority in Parliament, nationa
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241 most developed nations in Latin
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243 Soviet Union. McClintock was ob
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245 They exploited the disorganized
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247 tag that struck colonial chords
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249 Foreman and Ali each had five m
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251 Frazier expressed little to no
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253 resurrect the Era of Fantastic
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255 Chapter 12 Critical Issues in A
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257 Poor health continued into adul
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259 other enslaved members, passed
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261 from an American medical school
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263 Black Health and Healthcare Aft
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265 Facing discrimination from Whit
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267 The Black medical profession ma
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269 weekly event turned into year-r
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271 pseudo-scientific research that
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273 until 1968); marched in the 196
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275 U.S. Public Health Service in 1
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277 physicians? 3. How have African
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279 BrotherBenX; TariqRadio; Prince
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281 and economic norms to create a
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283 in the United States to new hei
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285 YOUTUBE’S ROLE IN THE ONLINE
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Page 304 and 305: 295 involves interpreting the world
Page 306 and 307: 297 Mis-Education of the Negro. 38
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Page 316 and 317: 307 Writing Prompt Which people, ev
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Page 320 and 321: 311 reelection 3 : advertising, cre
Page 322 and 323: 313 elections, yet these studies ha
Page 324 and 325: 315 Gary Jacobson suggests, "From t
Page 326 and 327: 317 assuming that it made them more
Page 328 and 329: 319 Congress has passed, but they w
Page 330 and 331: 321 Representatives members to seve
Page 332 and 333: 323 The incumbency factor scares of
Page 334 and 335: 325 THE INTERSECTION OF DESCRIPTIVE
Page 336 and 337: 327 leadership impacts what legisla
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