DOCUMENT RESUME

ED 240 215 UD 023 386

AUTHOR Cooper, Zachary L.; Taxi, Emilie.TITLE Coming Together, Coming Apart. Black Settlers in

Rural Wisconsin. Teachers' M'anual.''.INSTITUTION Wisconsin State Dept. ofPublic Instruction,

Madison. . _

SPONS AGENCY National Endowment for the Humanities (NFAH),. .

- Washington, D.C. ..

. REPORT NO WDPI-BULL -3254PUB DATE [83]

.

NOTE, 39p.; To accompany related materials: "ComingTogether" and "Coming Apart" (videotapes) and "BlackSettlers in Rural Wisconsin" (student booklet). .

-PUB TYPE Guides.- Classroom Use - Guides (For Teachers) (052)

(DESCRIPTORS

PRICE MF01/PCO2 Plus Postage..

IDESCRIPTORS *Black History; *Blacks; Elementary Education; *RuralPopulation; *State History; Teaching. Guides

IDENTIFIERS *Wisconsin

ABSTRACTThis teaching manual, designe(Lto accompany a

Wisconsin State television series, focuses on that State's ruralblack families and 'their lives in the 19th and early.20th centuries.The manual begins with notes on its organization and use, as well as

. major objectives fortstudents who study the material presented. Four

. units follow. Unit 1 explores the_origins.of Wisconsin blacks anddiscusses their history before migration to the State. Unit 2considers why these families chose to settle in Wisconsin; while Unit3 describes their living and working conditions during the frontierperiod and subsequent years. Unit 4 focuses on the dissolution ofrural communities. Each unit is followed by.a summary, guide,questions, activities- vocabulary, and a list of resources. Anextensive bibliography (subdivided into sections on communities andsettlements,_families, migration and immigration, military history,politic's, women and' research methodology) is also provided. Finally,five ,crossword puzles based on the material presented in the manualare appended. (GC)/ ,

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*********************************.**************************e************* Reproductions supplied by EDRS.are the best that can be made *

* from the,original document.\

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,Coming TogetherCorning Apart

Black SettlerS in Rural Wisconsin

Teachers' Manual

Zachary L. CooperEmilie Tari

CONTENTS

Preface e1

Introduction , 2

Part I Coming Together .

Unit 1: Who Were These Black Families and WhereDid"They Live Before Coming to Wisconsin? 4

Unit 2: Why Did These Black Families Choose toLive in Wisconsin? 8

.Unit 3: What Did These Black Families Do inRural Wisconsin? / 12

Part II Coming Apait .

Unit 4: Where Are the Members of These RuralCommunities Today? 18

Bibliography 24'

Crossword Puzzles 28

The Department of Public Instruction does not discriminate on thebasis of race, sex, age, religion, handicap, or national origin:

aBulletin No. 3254

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FOREWORD

State Superintendent He,rbert J. Grover is pleased to present this r?ranual toWisconsin's fourth grade teachers. As part of the continuing effort toenhance stUaents" civic aw4enesg' and understanding of the culturalheritage, COMING TOGETHER, COMING APART will complement theongoing state television series now being used in Our schools. Of specialnote is the fact that COMING TOGETHER, COMING APART focuses onWisconsin's black families,and their lives in the 19th and early 20th.cen- .

taftes. We hope thdt your students will.enjoy and learn from the experiencesof some of our early families.

H. Michael Hartoonian, SupervisorSocial Studies Education'Wisconsin bepaftment.of Public Instruction

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The two cieo tapes, Coming rogether arid Corning Apak, make animportant opportunity available ter teachers and their pupils. These tapesand the accompanying ideas for teachers in this manual provide primarysource data that are easily_ understood by elementary children. They are

1presented in a clitect, straightforward manner. The presence of the.fieoplewho are the history being explored links us to a past that is as drainatic as it isreal. Unfortunately, it is not widely known. These video tapes do a service inbringing the events-and the people to our recognition.

Several benefits are possible through the use of these materials to aug-ment and support the teaching of Wisconsin history. first, they provideinformation about the arrival of Black settlers in Wisconsin in 1848 in GrantCounty and in- 1855 in Vernon Couhty. These settlers became prosperousfarmers who lived in harmonious integr,ated farming communities in thoseareas. Information is provided about the work and leisure activities of people'at that time and place. Second, the tapes encourage students to use theinformation to understand social change as it took place in the latter half ofthe 19th-century and the early part of the .20th century. Third, the tapeshelp students recognize that history is people, what they do and think andstrive, to accomplish. The students themselves are making history, the waypeople who are interviewed made and continue to niake history. ;

History is alive and lively in these tapes. The tapes should hell, studentsunderstand where histories come from and how they are made. Theyshould also help students learn more about the variety of peoples andgroups who contributed to the develbpment of our country.

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. B. Robert Tabachnick, Profe)sOr.Dept. of CurriculuM & InstructionUniversity of Wisconsin:--Madison

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Preface

This a beginning. Through thesevideotapesand teacher's manual, wehave introduced a broad statement ofthe roles and contributions Of blackpeople in the settlement and growth.of Wisconsin,.. .

Through the eyes of members ofthese two communities, we hopefullywill be able to share with the viewersthese settlers' sense of themselves ina family, in a community and theirplace over time as they sought to casttheir loewith mainstream America.

They were part of an immigrant soci-ety and like their neighbors theysought a better life for themselvesand their children. We humbly dedi-cate these .videotapes and teacher'smanual to their courage and to thecourage of people like them every-where.

. 'It is not possible to point out every in-stance of assistance which coopEitra-

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tive institutions and individuals haverendered. We are -indeed grateful tothe National Endowment fo'r theHumanities for funding and to the

'University of Wisconsin Department,-ofCurriculum and Instniction, the

State Historical Society of Wisconsin,The Wisconsin Department of PublicInstruction and the Afro-AinericanStudies Department fot providing .avariety of services.

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We thank Ann De Vaney Beater andassistant Margot Kennaid Laison*forindispensable Work in developing thevideotape, and B. Robert Tabach-nick, George Talbot, Dale Treleven,Michael Hartoonian and William VanDeburg fOr invaluable advice andassistance.

To an advisory Committee consistingof Julie FrohreiCh, Muriel Simms,

. Sandra . Charapata, Ljnda Braun-schweig, Patricia piBiase, Robert L.

Peters, Herbert Martin, Jr., andDorothy Harrell, we express .appre-ciation for. the Many helpful sugges-tions and numerous criticisms of theteacher's manual.

To the following we extend specialthanks for significant contributions oftime, toil, memories and momentos:Blanche and,, Otis Arms, Marionbrown, Kay Corwith, Minriie OwensDrake, Mildred Greene, Delores andJames Greene, Blanche Gleiss,Grant County Historical ',Society,Hillsboro Historical Society, IndianaState Historical Society, Rollo Jam-ison, Mr. and Mrs. Harry Liebfried,Doris Lloyd, Morris Moon, ,RayMoss, Shoshona O'Brien, JamesKnox Phillips, Dorothy Picha, Gene-vieve Reco, Vicki Rettenmund, Austin Roberts, Flora and Alga Shivers,Mr. andArs. Odell Taliaferra, SteveVincent, Lou and Alvina Waldonarid Mr. and Mrs. Albert Winchel.

Zachary L. Cooper, .

E. Emilie Tan

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Introduction

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Organization and Use

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"Coming Together, Coming Apart" isan organized teachers' manual: de-signed to be used with the videotapeof the. same name in the WHA-TVseries entitled, Long Ago is All

t Arotind and Wisconsin' Our ProudHeritage. It focUses on black families.that seltied and farrned'in two ruralWisconsin communities during the19th and early- 20th cenp,iriss. Theteachers' 'manual consisting of fourunits K a guide to assisting the teach -'ersjn providing the studehts with acomplete learning experience. Each

. unit: contains the follbwing Parts:

Objeclives.-=A1 the beginning ofeach unit are listed primary objectivesbased on information from the video-tape "Coming T9gether; ComingApart." 'Teachers are encouraged toincorporate more objectives that theymay. d_erjve from the additional his-toriceinformation provided in eachunit's overview.

Overview The- overview providesadditional' inforttation including unitsummary that teachers may want touse as a basis for further discuision oras a handout for student researchprojects.

Guide QuestionsSuggestedguide 'questions are based' onBloom's taxonomy of cognitivethinking strategies. (knowledge, cornparative/contrast, cause/effect, pre-diction/value, descriptive, research,application/relevance questions).Teachers may want to guide studentsin the praqice:1 higher-level thought

.processes by providing them with thesuggested wide questions prior tothe students viewing the videotape"Coming Together, Coming Apart."

Aail:TitlesSuggested activities areincluded in each unit that will offereach student an opportunity to give

meaning to each historical event andto (elate that event to presen% t situationt:

VocabularyKey terms and words`deemed important for the students toknow haVe been selected from' "thevideotape. Teachers May want toadd words that they consider` impor-tan/ in the overview of each unit.

ResourcesOral history is. orig- ofthe best methods for learning aboutpeople not usually found in, officialrecords. A list of supplementary.readings and taped oral history inter-views are included at ihe end,of _eachunit. Teachers are, therefore, recom-mended;to make' use of the tapedinterviews.

Bibliography,For those teachers who wish to pre:pare activities keyed to different abil-ity levels, an extensive bibliography,categorized by major topics from thevideotapes, has been included:t

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Crossword PuzzlesCrossword puzzles relevant to thecontent of the videotapes and, theteapber'smanual has been includedas a student activity.

In addressing fourth and fifth dradepupils in .the' State of Wisconsin,"Coming Together, Coming Apart"videotape .in combination with theTeacher Manual and Black Settlers inRural Wisconsip .'brooklet aims atincreasing students' factual knowl-edge of black faMilies in ruralWisconsin, heightening stuaents'understanding of the . communitiesestablished by these families and im-proving students' 'skills and knowl;edge of methods used in researchingfamily histories. Teachers, in iutilizithe videotapes, should understandthat it is only one tool to supplementthe''teachers' effectiveness.

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Major Objectives At the concldion of these four units,the student will be able to:

I. Nanie two major rural communi-ties kicatedln southweStern Wiscon-sin' settled, by black pionedrs before

. the Civil War..

2. List names t f several black fam-ilies that settled in these two Wiscon-

, sin communities in the 1800's.

3. Locate areas where the identifiedblack families lived before migratingto Wisconsin.

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4 ExaMine/analyze several reasonswhy these families chose to settle in -Wisconsin.

.5. PrOpOse/synthesize what blackfamilies.did to survive and succeed inrural Wisconsin.

6. Distinguish/compare/differentiatethe present locations and ocdupa-dons of offspring of early black fam-ilies in Wisconsin: .

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Comprehensive Oveririew- Althotigh today most blacks live inurban areas, in the last century manyof them lived in rural areas. Two Wis-consin' farming communities whichblack families pioneered before theCivil War were: 1) the CheyenneValley Community, located nearHillsboro in* Vernon County, and

. 2) the Pleasant Ridge Community,located between Beetown "and Lan-

. r caster in Grant County.,

' Early black Wisconsin families in-ckided the Greenes, Shepards,Grimes, and Gadlins Of the PleasantRidge Community, and The Revels,Roberts, Walclons, Shivers and Bass'of the Cheyenne Valley Community.

These Wisconsin pioneers were thedescendents of black people from thecontinent of Africa. During the 17thand 18th centuries they were broughtto the southern coastal states of Vir-ginia, Georgia, North Carolina andSouth Carolina. In the early part ofthe 19th century they moved to theborder states of Indiana, Ohio andIllinois, before migrating to the/ruralareas of southwestern Wisconsin dur-ing the mid 19th century. .

These black settlers came to Wiscon-sin in search of land, freedom andopportunities for their children. Wis-consin offered fertile, cheap land,

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protected escaped' slaves by law andpermitted education of black childrenin public schOols.

The early black settlers'` cleared land,. .

hunted,\ fished, gathered and plantedfoo± for their own. use. Fartners,,later, planted cash. crops such astobacco and .gensing. Some engagedin lumbering:

Increased income,allowed more p_tir-chases and more leiinie activities.They bought More land, newer farmequipment, cprs,_ clothing, ctherisand housellobl appliances. .

They: built houses and barns andorganized churches, °schools and lit-.erary clubs. They began to enjoy. amore affluent life. Today many of,thiseifamilies have moved to urban-areas. They sent their children away

. to college andtraining'Schools. Somebecame barbels, porters, teachers,restaurant owners arid factory work-eri. Others fought in the. nation'swars. The Cheyenne Valley com-munity near. Ilillsboro'persisiedlonger, than Pleasant. Ridge Com-munity near .Lancaster, and otherblack cominunities.

Annual reunion, frequent' picnics,weddihgs and funerals brought manyformer members of these ccommuni-ties back together.

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, Objectives - At the 'conclusion of this unit the stu- '

dent should be able to:

1. Name twos major rural Wisconsincommunities settled by black pioneersbefore the Civil War.

2. Litt names of severpl black familesthat settled in these 'two Wisconsin

. communities it the 1800's.3. Locate areas where the, identifiedblack families lived before migratingto Wisconsin.

Overview Blacks Arrival In AinericaThese Wisconsin pidfieers were thedescendents of black people importedby plantation ov,,, 1 from the con-,tinent of Africa cluing the 17th and'.18th centuries. They were .broughtacross the Atlantic ocean aboardshipsto the southern coastal states ofVirginia, Maryland, Georgia, NorthCarolina and South Carolino.(Frnklin, John- Hope, From Slavery,to Freedom, Alfred. A. Knopf, NewYork, 1952, pp. 70-87/:A Dutch ship, brought the first blaCksto. Jamestown, Virginia in 1619 Pre-ceding the 'arrival of the .Puritansaboard She Mayflower by one year.Approximately 350;000.to 500,000Africans were imported into. theUnited States , between 1619 and

:1860.. (Curtin, Philip, Atlantic SlatieTrade: A ,Ceriius, Madison, Uni-Yersity of WiscorisinPress, 1969, pp.216-218) 4.

Laws of Slavery_ Initially Africans were brought in as

indentured servants;' however, by .the.latter half. of the 17th century their -`status as slaves. was being defined,by:law. This occurred in all of the Southern states. For example, Maryland-passed the following laws in 1664stating: .

a. All. Negroes (blacks) in theince onto be imported should servefor life.b. Conversions to Christianity by.baptism was unacceptable' as ' ameans ofb manumission.

,c. All children born /of a Negro.Harriet Shepard was the .daughter of (black) should .be slaves for life.

Charles Shepard and married Thbmas (Bacon, Thomas, Laws of Maryland,Greene. She holds her infarit son, Lester .Annapplis, -MD.CCLXV, 1663, pp.T,'Greene. 83', 153-154)

Denxigriphic ComentrationsFavorable conditions were made forthe continued importation of anAfrican labor force mainly to theSouth. A 1704 law provided duty-free importation of Africans. Eiden -silk importation of Africans by South-ern plantersled to a large ,concentra-tion of blacks in the southern-states:Their numbers increased frsom757,208 in (1790' to 4,441,830 by .

1860. Only a small fraction: of thepopulation of 4,441,830 blacks re-'sided outside of the-southern states.For example, the black population ofAlabama alone in 1860 numbered437,730 compared to 227,216in 31'northern and western states and terri-tories. .

Migration North and Westward

Many -of these black people whomoved north before thc Civil Warwere slaves but some t. -Sem-werefree landholders. Som.. had fre-quently Intermarried with nativeAmericans (Indian) and.in the early.part ol the 19th century many ofthem. migrated from the southern

,stateslo the midwestem bbrder statesof Indiana, Ohio and Illinois. (Thorn-brough,, Emma Lou, The Negro inIndiana: .A Study of a Minority, Indi-anapolis( 1957) For example, be7tween 1830. and 1860 approximately40,000 blackf, some Ha ind some:slaves, had made their way to Ohio.The migration of blacks received animpetus earlyAtn the nineteenth .cen-tury when certain. Quakers of lortbCarolina, and Virginia adoptffd thescherne'of settling them northernstates. A committee of fortyappointed by North Carolina.Quakers in 1322 to examine the laws

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of .other free states with 'a view todetermining where they might havebetter economic opportunities recom-

I mended in its report that blacks be. settled in Ohio. Indiana and Illinois.

(Woodson, Carter G:, Century ofNegro Migration, N.Y., RussellRussell, 1969, pp. 9-.21)

'Mucks Arrival in Wisconsin"Coming Together" . .

Blacks, have been, a part ofWisconsin's history -lifice .as early asfhe 18th century. In the 1700's blacksserved as trappers, guides, boatmen:and interpreters as they traveled withFrench exPlorers and fur traders intothe area.

Two black fur trlders establishedMarinette in 1791. t the ly 1840'sfree blacks came to alurnet County,where in January; 1 49, Moses Stan-ton, a black, found d the present.city

"of Chilton, formed called Stanton-ville. A black -fma named Jacksonestablished the town of Freedom inOutagamie County. (Cooper, Zach-aria, "Two Black Settlemenfs in RuralWisconsin" in Wisconsin AcademyReisiew, June, 1981, Vol. 27, No. 3,p: 9) z.

'By 1850, the Wisconsin census listed635 free blacks in a population of305,391 and by 1860, their number'shad increased to 1,1`1. 1.850 and1860U.S. Census)

Although today most blacks live inurban4Sreas, in the last century manyof thein lived in rural areas, pursuingthe same goals, facing the same hard-ships; enjoying the same rewards andsimple pleasures as their whiteneighbors.

;Tv such Wisconsin farming com-munities whe're black familiesneered before the Civil War wereCheyenne Valley 'near Hillsboro inVernon County and Pleasant Ridge`near Lancaster in Grant County. -

of Cheyenne Valley. Among thosenew arrivalsvals in 1879 was ThomasShivers, his sister Mary, and abrother,. Ashley; from Tennessee.

Within a decade after the outbreak ofthe civil War., sixty-iwo black inhabit-

. ants comprising eleven families hadsettlqd in the Cheyenne Valley Com-munity.

The origin of the Pleasant ,Ridgecommunity goes back to 1848. ItWas the year the ShePards arrived by

. ox team from Haymarket, Virginia.The Shepard family includedCharles, Iii§ wife and children,' hisbrother Isaac and Sarah Brown, the,

,only meni r cf the group who hadnot been free : Isaac later returned toVirginia and 'urchased her freedomand that of h r two children for a -

thoustind dollI

In 1861,. after the outbreak of the'Civil War, the G 'mes family arrived-

\ froi-n Missouri f !lowed by JohnGreene and his family who . suc-ceeded esca ing from theirMissouri slave horn in' 1863.

After the Civil' War Samuel Gadlinfrom Tenne'ssee and Samuel Craigfrom Missouri moved to PleasantRidge. By 1895 the community con-sisted of theiollowing six families: theGreenes, Shepard s, GadlinsGlimeses, Richmoilds and Craigs.(Cooper, Zachary; Black.,Settlers inRural WisconsiN; Madison: ;State His-tOrical Society, 197.7)

The Cheyenne Valley Comm unity'sorigin may be traced .back to thearrival its permanent settler,Walden Stewart,. a free black, in1855. Stewart came from the SOutb,as did many black immigrants to Wisz'consin at that time. He was born inNorth Carolina and had moved to Illi-nois, where' he and his family lived fortwenty wars, before 'moving on toVernon County when he was'sixty.

Between 1855 and 859 fhie otherfree black families, Waldens, Revels;.Roberts, and Basses, including Wes-ley Barton froni Alton, Illinois, joinedthe Stewarts in Vernon County. Bar-ton Corners, now called Burr Cor-ners, was originally named after Wes-ley Barton, the community's pioneerand first postmaster appdinted1859.

'After the Civil War more blacks mi-grated to the rich and fertile farmlarid

Suinmar9 . Bldck movement to Wisconsin can be= seen in the following chronology.:

1. Importation by plantatidn ownerfrom Africa to the southern states ri/Elie 17th .andl18th centuries.

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?. Departure from 'the southernstates to the midwestern border statesin the early 19th,century.

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3. Arrival in Wisconsin beginning inthe two decades before the Civil War. .

Guide Questions

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Knowledge Questions4 What are the names of, tvvo of the

largest rural communities in Wiscon-sin \settled by black pioneers beforethe Civil War? In what counties werethe0 located?

' What are the names of 'several blackfamilies that settled in these rural Wis-consin communities in the 1800's?

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What are the names of the stateswhere the identified black familiesliyedbefore migrating to Wisconsirs?

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Comparative QrstionIn what ways do you think that theseruralyWisc&sin communities are dif-ferent toci6y than they were 125

----YearS ago when these black settlersarrived?

Cause/Effect 'Question .

What do you think' would haye beenthe effect on :the livelihood of theseearly settlers if they had not lived to-gether in a community?

Predictioir QuestionWhat kind of changes in student'sconcept of Wisconsin histOry mayoccur from viewing this videotape?

HiStorical QuestionTrace what' happened historicallyleading toward the eventual comingtogether'of black families into these,Wisconsin rural commbniiies? Whathappened in the following years?1619, 1660's, 1800's to mid-1850'sto the Civil War. .

Creative QuestionIf, ou were ateendger during the pio-neer days 125 years ago, what partdo you think you would have playedin pioneer living? What work wouldyou have to do?

Application/Relevance QuestionWould you. like to have been a p1 -

neer child? Why or why not?

Value/Inquiry QuestionFor _what reason would youshowing this videotape?

favor

Activities

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Vocabulary. "\

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. .,1: Using an outline m'ap of the United Have students role-play. and planStates, locate and label the southern interviews of 1) a pioneer family thatstates of Virginia, North :Carolina, 14; just come to WiscOnSin from an-

'- South Carolina, Georgia, and Ten:: other ,state aid 2) of a family. todaynessee. Locate and label 'the' border that has just come to Wisconsin fromstates of Ohio, Illinbis; and Indiana. another .state. Include questions'

about where they come from,2. Using an outline map of the state ofWiscpnsin, locate and label the coun-ties Of. Grant'arloctssnonl!

methods of travel, conditions (geo-graphy, weather), lodging., food, etc.

descenden4indentUred 'servantsmanumission

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. Bacon,' Thomas, Laws of Maryland,Annapolis; NID CCLXV, 1§63

-i6-64.

Cooper,. Zachary L., Black Settlers in.Rural WisConsin, Madison: State Hisforical SoCiety, 1977 `

Curtit, Philip, Atlantic Slave Trade: ACensus, Madison,. University of Wis-.konsin Press, 1969. .

' Franklin, John Hope,FrOm Slaveryto Freedom, New 'York, Alfred A.Knopf, 1952.

Thoinbrough, mma Lou, TheNegro in Indiana: A Study of a Minor-ity, IndiandpOlis, 1957. .

Woodsy:in,' Cart& G., Century ofNegraMigration, New?York, Russell& Russell (reissued 1969).

Resources

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Books

pioneerdiaryoral histoFy'

community',importation°

4 ft

Taped Oral Interviews4/10/81 Austin Roberts

b.FRirie 7 Side 100:40 Indian Origins09:30 Revels, first settlers

.24:40 Roberts and Bass arrival afterCivil War

9/5/81 Blanche ArmsTape 30 Side 100:55 Basses come to Wisconsin

from OhiO03:00

6/13/.80 Otts,ArmsTape 3 Side 1 .

.00:55 l=ather from Georg., yotherfrom Indiana '

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Unit 2:

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Thse.Blatek. Families ,Chopseta.,Settli. in WisFonsin?

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Salem School in Cheyenne Valley, ca. 1910.

Objectives

Push Factors. in BlackMigration t Wisconsin,

At the conclusion of this unit the stu-t \dent should.be able to:

1. State severtheasons why early blackfamilies choseto settle in Wisconsin..

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RestirciaWe I.awsOhiO, Illinois.and In_liana,,as most of,'the 'northern states. fearfui of the in-flux of blackS into their state, not onlyenacted restrictive laws but mal-treated many of the black residents.For in example, thequestion of whatto do with blacks was an early issue in

11 :t.2.__cornpare the living con' of

Mackack settlers with th oppor-tunities of later geneiations iif blacks

.in 'Wisconsin \t

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Ohio. The Ohio legislatt94a of 1804enacted that n9 negro or Mulattoshould remain in' the Istat4errna-nently., unlesS'a certificate of frdom'issued by some court be furnishectin,1830, blacks were-excluded from ser-.\vice in the state militia; in 1831, theywere deprived of the wivilege of serv-

ing on juries, and in 1838 they weredenied the right of having.their chil-dren educated at the expense of thestate (Hitchkok, Charles, The Negroin Ohio, pp. 41-42)% Similar denialsof privileges to free blacks wereenacted' in Ilinois and Indiana. In1824, the Indiana legislature passed astringent law for the return of fugitives(Revised Laws of Indiana, 1831, p.278). A number of well-establishedblack communities were brOken upby the slave hunters after the passageof the Fugitive Slave Law of 1850

(Woodson, CarterMigration, p. 82).

Maltreatment

G., Century of

Opposition to black immigration wasnot restricted to the enactment oflaws which in some cases were notalways rigidly enforced. Some com-munities took the law into their ownhands. On January 1, 1830, eightyblacks were driven out of Ports-motith , Ohio, and in Cincinnati, amob attacked the homes of the blacks

and forced twelve hundred others toflee the city. The same type of mal-treatment and abuse prevailed in In-diana and Illinois (Woodson, Cen-tury of Migration, pp. 57-59).

Black settlers were thus pushed toWisconsin as a result of concernabout restrictive laws, particularly theFugitive Slave Law of 1850, maltreat-ment, desire (or land and denial ofeducational opportunities for theirchildren. nut, why did these blacksettlers choose to come to Wisconsin?

Pull Factors inBlack Migration

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The uodersigeed here far warfor

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Land WarrantsNI 40 & SO IC 1

MI Warrants soldby us are ,warrant.

.ed to be genuine.Wr oho Ogee for oak about

100,000ACRES OF

CHOICE LAND,Mostly *elected in 1836,lying in

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We have also on handa few Thousand Roller*In

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WAMBURN & WOODMAN,ill0fIlf.1.1 AI 1.11W 3rul IAA' Apo'.

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Black settlers chose Wisconsin be-cause the state offered land; freedomand security, and edutational oppor-tunities for their children.

Military expeditions against the Indi-ans resulted in Indian treaties of 1832and 1833 with the Winnebago, Chip-peWat Ottawa, and Potawatomi ced-ing all of southern Wisconsin to theUnited States. By the end of the terri.-tonal period in 1848 the India4s ofWisconsin no longer claimed title tothe land. (Gara, Lirry; 'A ShortHistory of Wisconsin, State HistoricalSociety of Wisconsin, Madison,1962, p. 46).

Desire For LandLand speculators played an impor-tant role in early Wisconsin history.For example, in 1844 Cyrus. Wood-man and Cadwallader t. Washburnestablished a very active land agencyat Mineral Point in Grant County. Be-sides selling military land warrantsand purchasing lands for speculation,they provided credit and capital aswell as advertisements for the frothiersettlements. Wisconsin was coveredwith land sale posters (Gara, Larry, AShort History of Wisconsin, StateHistorical Society of Wisconsin, Mad-ison, 1962, pp.

Although lead attatted, thefirst settlers to southwestern Wiscori=sin, it was agricultural lands thatbeckoned the Shepards and Revels

AMEMEMMEMMEMEMI

and the other black families that fol-lowed them to Wisconsin in the earlydays.

Like many immigrants to Wisconsin,the Shepards worked for a few yearsto earn enough money to purchaseland. By the mid-eighteen fifties theywere able to butf5mland at a dollarfifty per acre. Thus, the Shepard fam-ily was the first of several black fam-ilies who were drawn to Wisconsin bythe prospect of freedom, bought landand settled in Pleasant Ridge beforethe Civil War (Cooper, Zachary,Black Settlers in Rural Wisconsin,1977). A Homestead Act in 1862encouraged many more blacks tosettle in Wisconsin.

Freedom and SecurityJohn Greene and his family, despitebenevolent treatment accorded themby their Missouri plantation owner,succeeded in escaping from slavery toWisconsin in 1861. They valuedhighly the freedom.to farm their own

land, to raise and maintain a familyand to educate their children. APlatteville newspaper in 1936 quotedhis son Thomas Greene as saying, "Isaw too many families broken .up onthe auction block. A strong man or agood. (woman) would bring a...thou-sand dollars each, while ownerswould often give away a mammy'sc ildren to get rid of "them."

Security of free-blactqamilies, some

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who had been living in Indiana, Ohioand Illinois for nearly 20 years, wasclearly threatened: by passage of- theFugitive Slave Law of 1850. TheBasses, Revels, and Robertses wereno doubt motivated in their move-ment bylears of being kidnapped and\

Wisconsin's Protective LawsBesides the/prospect of land, thechoice of Wisconsin as a new homema ave been partially the result oft e state's efforts to protect black citi-

/zens from the perils of the FugitiveSlave Law. Most" Wisconsinites ob-.jected to the Fugitive Slave Act of1850. which allowed slave catchesto enter free states with the intentionof capturing escaped slaves and, insome instances, of kidnapping freeblacks. This law also provided thatthe northern states assist in theirrecapture. The Wisconsin SupremeCourt eventually defied the federalgovernment by declaying the FugitiveSlave Law unconstitutiorkal.

Popular Anti-Slavery SentimentAnti-slavery sentiments were com-mon in Wisconsin. Although theNorthwest ordinance of 178'7 had ex-plicitly prohibited slavery in the terri-tories, which included Wisconsin, afew slaves, had been brought to thesouthwest lead mining region ofGrant County. The first governor ofthe territory, Henry Dodge, in 1827,had brought several slaves to theregion. However, widespread oppo-sition forced Dodge and others torelease their slaves. .

Sympathy for fugitive slaves wasiprevalent as evidenced in the/assis-

tance givenJoshua Glovei and manoroth rs in escaping the hand. of slave"catc ers. Joshua Glover d beenappre ended and held in a Milwau-keejaii in 1854. A crowd of abolition-ists, howevei, broke into the jail andreleased the fugitive 'slave (Derleth,.August, States of the Nation: Wiscon-sin, Coward, McCann and Geog-hegan, Inc., N.Y., 1967, Chap. 7). ,

returned 'south.

11:=1..Summary.

Negro Suffrage ReferendumNegro suffrage (right of black men tovote) met with popular approval onlyin WiSconsin. Wisconsin _ votersapproved a negro suffrage amend-ment in 1849. A state supretne courtdecision in 1866 upheld the validityof the vote (Gregory, John G.,

'Negro/ Suffrage in Wisconsin" inTransactions of the WisconsinAcademy of Sciences, Arts and Let-ters,; XI (1898), pp. 94-101).Educational OpportunitiesAlthough some white schools admit-ted blacks, espeCially before 1820;most northern states. either excludedthem altogether or established sep-arate schools for them. The Wiscon-sin constitution made provisions for astate university and for a system offree, common schools, to be sup-ported by local taxes, interest from aschool fund created by the sale ofpublic land, and money derived fromfines and forfeitures (Mara, Larry, AShort History of Wisconsin, pp.83-85)

1r

Through an extended family networksystem, including letters; news-papers, land posters, ,nand word ofmouth, many black settlers learnedabout Wisconsin's favorable condi-tions for their livelihood. They left

Guide Questions

10

their border state horndi for Wiscon-sin, the "Paradise of the World'which offered them land, freedomand security, and edt:tcational oppor-tunities for their children.

Knowledge QuestionWhy did black families choose to set-tle in Wisconsin?CoMparative Question .

How were the living conditions be-fore the Civil War different for earlyblack 'settlers of Wisconsin comparedto those living in the northern borderstates (Ohio/Illinois/Indiana)? Com-pared to those livingin the southerncoastal states (Virginia/North Caro-lina /South Carolina/Georgia)?

Cause/Effect QuestionsIf maltreatment and restrictive lawshad _not been imposed on blacks inOhio, Illinois and Indiana, whatmight have been the effect on black

residents in ithose states? on blaclresidents in !Wisconsin?

My were early black settlers' children admitted to public schools itWisconsin?

Prediction Questions.Do you think that blacks will continueto come to Wisconsin?What do you think mighfattract themto Wisconsin?

Historical QuestionsHow did Wisconsin encourage earlsblack settlers to purchase land in Wisconsin?How did the lives of later generationof early black settlers change?

14

Creative Questions .

What would you do if your familysecurity was threatened (for example,if your family were going 'to sep-arated by .foi,:e)?

, Fugitive Slave laws caused manyblacks to leave their homes in Ohio,Indiana and Illinois. Can you think of

Activities3111W.ME MEW/

/-any laws today fhat would cause peo-ple to leave for Another state or an-other country? What do you thinkwo:uld-liappen. militaty draft lawwere 156Ssed?

Application/Relevance QuestionHow does the migration of early blackfamilies to Wisconsin affect us today?

-

AsomIle

Value/Inquiry QuestionsWhat you think was the author'spurpose. in creating this videotape?How can you "use the informationand ideas you have learned?Do you think that the study of earlyimmigrants to Wikonsin is importantfor us to. explore? Why?-

Plan and present a short skit:

Scene:Apside the home of a blackfamily litring In'Ohio/Indiana/Illinoisin the early mid-1800's.

Situation: Family discussion' on (a)problems confronting black families.(e.g., southern slave hunters, mobsattacking blacks' homes, restrictededucational opportunities for blackchildren), and (b) possible solutionsto theprbblems-.-

Design a time line of events leading tothe settlement of early black familiesin Wisconsin. Include events relatedto (a) blacks' arrivakin America, (b)

.11black migration to northern borderstates, (c) denial pf rights for black ,

zens to southern coastal states andnorthern border states, (d) negro suf-frage in Wisconsin. (Optional: in-clude drawings of the importantevents on the time line.)

Plan a onelpageI6Eal Wisconsin'riewspaper;dated in the mid-1800's.

-iort articles.might include an inter-view with a recently-arrived blackfamily, an opinion article feditorial)concerning the freeing of a black fugi-tive slave held in a Wisconsin jail, andan advertisement for a frontier landsale.

Vocabulary migrationdescendantsabolitionistsdiary

indentured servantsfugitive stavesmanumissionsuffrage

Fugitive Slave Act ofi1850Northwest Ordinance of 1787

Resources Books. .

Cooper, Zachary, Black Settlers inRural' Wisconsin, Madison, State His-torical Society of Wisconsin, 1977.

,Denem, August, States of the Nation:Wisconsin, Coward, McCann andGeoghegan, Inc., 1967Gara, Larry, A Short History of Wis-consin, Madison, State HistqricalSociety of Wisconsift 1962.

'Gregory, John G., "Negro Suffragein Wisconsin" in Transaction of theWisconsin Academy of Sciences,Arts and Letters, XI (1898).Hitchkok, ChLrles, The Negro inOhio: 1802-1870, Cleveland(1896).

15

Taped Oral Interviews6/13/80 Otis ArmsTape 3 Side 111:15 Sam Arrris came with army13:00 officers to stake land

4/0/81 Austin Roberts_Tape 7 Side 100:40 Revels married and raised02:04 families

9/15/81 Blanche ArmsTape 30 Side 103:00 Sam Bass settles,land05:10 Early settlers are good hunters

11

Objectives At the conclusion of this unit thg stu-dent should be able to:1. Describe what pioneers did to sur-vive during Wisconsin early frontierperiod. ,2. Explain how these pioneers, after

establisliing-farms, began 'to earn in-come that contributed to the growthand prosperity of their communities.

3. List the different uses made of theincreased Cash income.

Fiontier Period "JustLiving'' (Basic Survival

MM. ./111.MINMPioneer Experiences

During Wisconsin's frontier period,early settlers cleared land, bdilt livingquarters, hunted, fished, gathered-and planted food for their own use intheir efforts to just survive.

Living Conditions in thd SouthFrederick Olmsted, historian, de-scribed the condition forslaves in theSouth. Housing was especially poor.The small, rude huts were usuallyinadequate as- well-as uncomfortable.Windows and floors were . almostunheard of. Slave cabins on some of

, the plantations were small and dilapi-dated with no windows, unaiinkedwalls, and practicallywithout furnish-ings. One of the bettdr ones had abed; a chest, a wooden stool, someearthenware and cooking vessels:Many cabins were wholly, withoutbeds and slaves were compelled to

. .

sleep on quilts di- blankets .with onlysome straw or shucks between thern.and the earth: (Franklin, John Hope.From Slattery to Freedom, Alfred A.Knopf, N.Y., 1952, p. 194).

_

Living Conditions in, WisconsinLiving conditions on the Wisconsinfrontier varied considelbly. Therewere the usual discomforts andannoyances, but the settlers neverhad to face the terror of starvation.The land provided ample food for all.Early arrivals usually brought a. bareminimum of furniture and some' ofthe homes were mere wooden shan-ties with mud plastered between theboards to keep out wind and rain.(Gard, Larry. A Short History of Wis-consin(' State Historical Sctciety ofWisconsin, 1962, p. 48).

The first free black settlers that cameto ,Cheyenne Valley -were experi-enced in, the pioneer motile of life.(Phillips,' James Knox. 'Negro-WhiteIntegration in a .Midwestern FarmCommunity, unpublished manu=script)

Macaja Revels, pioneer, settler, wasborn in 1800 in the Cherokee reservelands in Georgia. He moved with his-family. to Robeson County, North-Carolina. hi 1830, . Macaja returnedto Fayette County, Georgia and in(1'833 he moved on to Indiana, set-

/fling in Orange County, a place of' plentiful game and fish.'It was a tire-some journey of four months in anold one-horse wagon. Macaja, fol-lowed by Aaron Roberts, moved onto the wilderness of Hamilton Coun-ty, Indiana before hearing of Wiscon-

17

sin as a great grazing state, and in184, migrating to Dane County,Wisconsin, camping at,a little streamof water 18 miles north of the village-of Madison.

Later, learning by land posters orword of, mouth of a place called BadAx [Vernon] County,' Macaja strap-ped his tent on his back and with gunand hatchet, he set out to find BadAx County. After arriving in Bad AxCounty, Macaja pitched hiktent nearthe center of. Town 14 Rang 1 West.He stayed there all winter, to g up160 acres. Macaji Revels, as so asthe roads opened, returnedMadison for Js family who had bee,

asheltered in an old house owned byfriend (Diary, of the Revels familysince 1747 to 1908, p. 1-2):

,The township was originally covered

13

with excellent timber and was reputedto be we of the . finest hunting`grounds in the county:" Bear, deer,and grouse furnished the main meatsupply, while fruits; nuts, and rootshelped to vary the -pioneer's diet.Necessities had to be brought longdistances by {pack horse, several daysbeing required to go to the Mississippiand return with essential sukiliesammunition, meal and. salt.(Lockwood, .James H., "E?.rly,ilttnes.and'Events i-Wisconsin" Wiscon-sin Historical Coltectiorts, 2:125-26,Collections,1856.)

Pioneer HomesThe pioneers typically built temporarylog homes, chinked with mortar and

,° roofed with shaker, .with es/pica!wooden chimneys.

A settler wrote the f011oWing aboutthe early_ homes. "Our home wasabout 10 acres of land,?'-about titwoacres cleared, the rest was dense for-est of idvely maples, basswood, andoak trees. We had a shanty made ofsmall logs twelve by twenty. The logswere cut and drawn together for ourhouse. It was warm anti we livedcomfortable." (Markee Diary, p. 57.)

Many homes contained looms, spin-ning and cording wheels for the cord;ing of wool with many families weav-ing and fabricating their own cloth forfamily use. (Lockwood, 'op. p.

.125.). Other homes were not as wellfurnished.Another settler wrote in her diary: "Itwas a winter lamb and the next springfather sheared it with scissors And sentthe r wool to the cording Mill nearViroqua to.'madr: inrollsthen,mother spurrif into yarp. It made usquite a supply of stockings and mit-tens for the next winter." (MarkeeDiary, p. 50.)

%Pioneers' Source of Focid

Hunting, fishing and gardening werethe main sources of fooci'supply dur-ing th'e pioneer days. 'The Rfvelsdiary states soon after gettihg e. lophouse set up, Macaja Revels, .apioneer settlet in Cheyefine Valley,would take at least 3 or 4' hours ofhunting and fishing each day to addto his meat supply.. . . /0

"A deer li'ck was established by saltingthe ground and making a screen inthe trees some 12 or 15 feet frogp theground where a man could sit andhave ,a gocid aim in this waymany deer were killed as just aftersundown they would come ihdrovesto the salted Ace and skip anct fightfor a place at the much coveted placethat lured them to their death. By thismeans the hunter had his choice ofthe drove of animals that came aboutOne once a week was all thatwould be killed at this 'place as the kill-ing of a deer would frighten .others

and they would not come back 'untilthey wanted salt very bad and thenwere very shy. They could be seen tostand and scent for a long time beforeventuring to' the salted plaCe° andshould the wind blow towards° themthere would be no deer approachwithin gun shot of the. place." TheRevels diary also mentions. that"Macaja's rifle not being quite heavy'enough for all kinds of game foundsent word back' to 'his son Aaron inIndiana to bring him a new rifle madeto order which he received the fol-

r rowing summer." (Revel's Diary, pp.4-6.)% .

Steel traps, "baited by a piece of meatof some kind or a chicken" was an-other way of obtaining their meatsupply. These traps varied in sizefrorNhose small enough for catchingsquirrels to the large enough forcatching bear's. (Revel's Diary, p. 10.)Generally, whenever any deer 'brbear were killed, or fish' were caught,all of the neighbors would be wel-come to a share of the meat. An addi-tional source of meat came whenMacaja lat.& drove the first sheep andpigs ever brought to the new settle-ment 80 miles from Dare' County(Revel's Diary, pp. 4-5. 'Also, asource of seme of the pioneers'clothing was tbe skins of animals,largely deer and raccoon. At one timeMacaja Revels had as high as 8 or 10bear skins. (Revel's Diary; p. 4.)

Subsistence Farming"Making EndRaMeet"

14,

As log- cabins (shanties) were con-structed and families moved into thearea, more lad began to be clearedand seeds planted in order to raisefood for feeding their families.

PlantingThe land was productive. Corn was amajor source of food (corn bread) notonly for the family but the stalks could

`be used for.the livestock, consistinginitially of "one cow and mule." In theearly days before ownership of aplow; corn was planted by making a

hole' in the ground, with an 'ax. Inorder to keep. the birds and squirrelsfrom digging up the seed, childrenwould go around the, fields with a"horse fiddle," a box with a crankand a springboard that would make aterrible clatter when the crank wasturned'.

The Markee diary describes what.Wasdone!"John encl.]. were sent to the 'field,one with the fiddle, the other withtwo thin boards we could slap to-gether. One must be on one side of

18

the field and the other on the other'' side of the field. Then we had to keep

-going around and around the fieldcontinually keeping up the sameracket and saying in a loud voice"shoo shoo' shdowoop shoo" fromearly morning until" dark stoppingonlyeiolig enough to eat our dinner.Th girls took our places while we ateour inner. Ttlis was kept up until thecorn was' too large -for them to digu15." (Markee Diary, p. 32; Revel'sDian), p. 8.) .

Corr' was taken to the grist mills`, inthe early days, 25 to 30 mil away. Itwas ground into meal fo makingcorn bread. All of the ,co king wasdone by the fireplace made at the endof every house. Later, these tempo-rary- fireplaces were replaced withdrum stoves.

"After we had lived in the house twoweeks, /father sent to Reedsburg by'old Mr/ Stewart a colored man for acook stove. When we got our tempo-rary fireplace taken out and our newstov set up we thought we werequit ,rich." (Markee' Diary, p. 28.)

Wisconsin GraVy

Maq of the settlers' daily diet con-sisted of bread-and WiSconsin Gravy,a gravy made without meat, butter,or milk. It was made by adding in a

mixTure of flour, starch, salt and pep-per to a spider of boiling water. "Wehad Wisconsin Gravy until we weretired of it." (Markee Diary, p. 31-32.)

.9

SUgar Production

Markee Diary describes hoW theymade their sugar. "The first spring welived here father madefabout twentyfive troughs that would hold about apail of sap, then with brace and bit,tapped the maple trees. The sap pas.boiled on the. stove producing aboutthirty pounds of sugar every spring ifit was a good year." (Markee`Diary,P. 40.)

Each year the fields would\$rowlarger and larger as more land waSac-qitired and cleared. A jumping shdvelplow and a tone-horse drag alongwith the assistance of neighbor's,would be used to do the planting.(Markee Diary, p. 41.) -.

...

Enlistment in the Civil WarBetween.1861 and 1E15 many bf the.black -settlerS joined the more than91,000 Men- from Wisconsin bwhoserved in the Union ranks during theCivil War. As the Revels diary de-"scribes,; "The Only means of gettingnews was in the hear say manner asthere was no paper nearer than ,

Reedsburg in Saiik Critnty and a.

small paper at Virocqua in Vernon'.County but when the rebels fired onFlit Sumpter, then, the cry was toarms.. . . The county being new andvery thinly populated nd farms verysmall, land. was ve heavily tim-bered. Totake the me away wouldpose hardship to the women and chil- .dren left at home.but many sprang totheir country's call and in 1861 Henryand William Revels enlisted in Com-pany IK, 6th Wisconsin Volunteers..Aaron, the oldest son,, was left homewith the family but in 1863 he alsoenlisted, leaving a large family ofwomen and children to take, care ofthe farm. (Revel's Diary, pp. 10- It)

Besides fighting for an end to slaverythere were other benefits to be de-rived from enlistment in the Unionforces. Listed on a recruiting. posterwas the following: - e -

"Bpard will be furnished at the ex-pense of the State, according to aproclamation of the Governor of thisstate, 'Dated August 20th, 1861.'Pay of .volunteers,- $15 per monthand $100 Bounty and a 160-acreLad Warrant when tlischaised, 'ex-tra pay from the State $5 per month ifmarried and $3 to single men. Pay tocommence at time of enlistment.'"(bara, Lailry, A Shortliistory of Wis-consin, State Historical Society ofWisconsin, 1962, p. 1081

Beyond SubsistenceFanning "Getting Ahead(Cash, Cropping) -

AShanties soon gave way to more sub-stantial houses and farmsand hunt-ing and fishing gave way to raisingcrops and livestockand educationbecame that of training citizens for adifferent way of life baied on indus-

,trialization, specializaticin and mate-rial improvement..

Skills in the SouthUnder slavery blacks had beenemployed i'n a variety Of skilled andunskilled occupations. There weretailors, shoemakers, cairret makers,painters, plasterers, seamstresses,

. carpenters as well' as the usual agri-

19

cultural workers on the plantations.(Litwack, Leon F. North of Slaveiy,,Univ. of Chicago Press, Chicago,1961, p. 454.) Although it was in-deed illegal some blacks had mas-tered reading and writing skills.-

Use of Skills in WisconsinThese skills were brought to Wiscon-sin by the pioneers and utilized in theacquiiitionp and improvement of theland. In the Cheyenne Valley, manyof these free black settlers, long expe-rienced in land transactions, some ofthem able to read and write, were the,first settlers to acquire and improve

15

the land. By the time of the arrivakolother immigrant groups these' blacksettlers had. already displayed theirskills in acquiring land, constructingbuildings, feeding and clothing their:families; educating their children, andengaging in overall community devel-opment. (U.S. .Agricultufe andPopulation Census Schedule, 1850,1860, 1870.) It is to be noted tfrafmany, of the European immigrants tothe area did hot speak or writeEnglish. -

In `the 1850s; Wisconsin was a rural.:state and. agricultural main eat-nomic activity.. MoSt Attlers werefarmers and wheat qpiekly becametheir chief crop. As railroads slowly.penetrated the. regidn, 'farmersbought up nearby lands. But farMingwas in a state , of rapid, Change.Emphasis on a cash crop brought in-°creased'. dependenCe on improvedtransportation fac2ties to reach a na-Ilonal and even aorld market. Newand complicattti farm machineryMade farming bmore 'expensive.(Gara p. 93.)

. Cash Cropping

In the decade from 1870 to 1880 di-.versAcatiori. /characterized much- ofthe producOn of Wisconsin fanners:Along with, the older staple, wheat,farmers raised corn, oats, and hay

Summary

c I

of0

. .

A portable sawmill operatir4 on the "back forty "acres of the Walden farm, Vernon°County.

drops, and livestock. For many,sheep-raising seemed to be the nextbest thing to wheat farming...WhenWoolen prices fell sheep growersswitched to mutton breeds, andmany raised horses, cows, and swine

-as well as sheep: Hogs thrived in sec-tions where corn was raised as feed,and on many a Wisconsin farnithey>played the import4nt role of

Black settlers of both Pleasant Ridgeand Cheyenne `ValleyCornmunities

. exploited the *atom! resources andcontributed Substantially to the fortheq.econornic'development of the com-munity, state and the entire nation.They, al other immiwnts, shared inthe changes taking place in .the ,na-tion. Profits from cash crops pas gen-sing,' tobaCco, cbrrif and lumber erf-able&these black families Co: a

1) increase their landholding;',"

2) pay taxes and interest on loani and'mortgages;

"mortgage-lifters." Even where dairy-ing finally became stpreme,. thefarmer, often combined It with- hog-raising and lumbering

The rich Wisconsin, soil waswelladapted to the raising of feeds andgrasses' and the dairy industry devel-oped at 'the. very, time 'When anexpanding market &moorage& itssuccess. (Gaga, lip. 149451.)

3) 'Purchase neW machinery, cars,cameras, clothing, home appliances,etC.;

'4) construct modern buildingsschool, barns, houses;

5) provide their children' educa-tion That allowed their offspring toenter into professions outside alarm-

,trig;

6) engage in *social activities as reun-ions picnics, dances, weddings, andfunerals aimed at bringing the com-munity together.

1

Guide Questions

a

Knowridge QuestionWhen the pioneer settlers arrived,there were no stores or hciuSes: Whatdid they do to get food? Where didthey liYe? --

.List ways in which these black farmerswere able to make more money,

List some qf theige?Itnade of this in-creased cash income. -

-Comparative QueitionIn what ways 'do you think that theliYes of Wisconsin black pioneers be-fore the. Civil War .differed from theirlives after the Civil War?

Cause/Effect QuestionAfter the Civil .War many Europeanimmigrants joined these corpinimitiesof black settleis: What did the blacksettlers do to help the European set7tiers?

Prediction QuestionAfter viewing "Coming Together,,Coming apart" what questions doyou think your teacher will ask youabout thglideotape?

Historical Question

Creative,QuestionIf you were -a teacher of Wisconsinhistory, or social studies,, what wouldyou teach students about blacks in

yuralWiSconsin?

What new forms qf transportationAre invented 'and what changes didthey cause in the community?

`Application/Rilevance QuestionIn what ways dolyou think that thehousehold jobs today might be differ-ent than those- during the pioneerdays,

Value/Inquiry QuestionOver a century ago Europeans andblacks came to Wisconsin in search ofa better life. Today Cubans, Mexi-cans, Haitians and others are seekinga better life in Wisconsin. For whatreasons would you favor or not favorhelping them 'become a part of the ,Wisconsin community?

Activities -. 1. Organize the elassroom into a. 'miniature farming community of sev-

eral families durihg the .frontier. period. Discuss some of the problems

facing these early pioneers.

2. Pretend that you are a child livingon a tarrn in the Cheyenne ValleyCommunity in 1864: Write a diary of

Our activities for one week, mention-

ing everyday, happenings inside' andoutside of tlae,house.3. Pretend that 9ou are a teenager ona farm in the Cheyenne Valley Corn-malty in 1910. Write a diary of yourtravels and visits with the neighlSois.4. Visit Old World Wisconsin Ouffdoor Ethnic Museum at Eadile,,,,Wisconsin.

Vocabulary horse fiddlesubstantialaffluentcash crops

subsistencefrontierWisconsin gravyvolunteers

jumping shov'el plowone horse dFa

Resources Franklin, John Hope, From Slaveryto Freedom, New York, Alfred A.Knopf, 1952. -

Gala, Larry, A Short History tvis-consin, Madison, State HistoricalSociety of Wisconsin, 1962.

21

LockWood, _Jai oes H., "Early Timesand Events in Wisconsin" in Wiscon-sin's Historical Collection, 2:125726,

-1856.Markee Family DiaryRevel's Family Diary

17

!

-

I.23

Atiamirs of IFtaziraki-°--

/

-2 2

Objectives At the conclusion of this unit the stu-'dent should be able to: ,

1. State reasons 'why these ruralcommunities,came apart.

2. list ways in which members oftheie riiral"communities attempted toremain together.

Ramordl1=wannis

3. Distinguish /compare /differenti-ate the present'locations and occupa-

-familiesof offspring of these early black

families in Wisconsin.

4. Describe a method by which thepast can be reconstructed on peopleabout which very little information ex-ists in .writtens.records. .

r

Community Definitions

i I

to

Posed in. their -Sunday best, the ZachMoses children sat for the photographerin 1909.

Sociologkfs,anthropologists and his-.

torians have offered numerous defini-tions of community. These *clefini-tions, viewed from a variety of equal-ly important perspectives, have beenbaSed on the 'various ways that theinhabitants haye organized them-selves in families, rural, households,towns, cities; regions and the nation.

Anthropologist Robert Redfield de-,fines community as a whole; includ;jng the e.Cologicalisystem, social struc--ture, arid. so on . . no- word de-..scribes all that a community is. (Red7,,field, Robert. The Little Community,Chicago: University of ChicagoPress, 1956, pp. 10-11)

Anthrivologist PerspectiVe

Hisio'riani; Perspective.Historian Page-Smith. has defined twotypes of community. The first typeti/as the Covenanted 'Community in

"which unity was enairitalned based ona purpose for existence'. Founderswere "bound in a special compactwith dod and each other to upholdtheir fa* of some moral teform or aspecial kind of life.""The secacd typewas the Cumulative Community ortown that was created without a planand. just gr/w; usually rapidly, by thevccumula on of miscellaneous indi-viduals whose common interest wagwholly material. (Smith, Page, As aCity -Upon a Hill: The Town inAmerican History, New York, AlfredA. Knopf, Inc., 1966, pp. 6-31)

Historian Lewis Atherton, in his cul-tural and economic study of Mid-western country towns from 1865 to1'950, defined communities at. "ser-7vice centers". for farmers.. . TheMidWestern country towns wereclearly built for materialistic purposes:,Those who founded them entered in-to a fren4Tof-speculative enterprise in-,-----real estate; competing for settlers.And those who settled competedwith those4n other towns to act as ser-vice men for farmers in the adjoiningcountryside. (Atherton, Lewis. MainStreet on the Middle Border; Chi-cago: Quadrange Books, 1966.. pp.XVI, 3-.32) /What has been meanrby communityhas varied enormously. over the cen-turies of organized human life.. . As

Sociologist Perspective

Scidologist-Rene -Konig Seeks a def-inition of community that .is broadenough to cover the various revels...asvillages, towns, cities, states or pro-vinces, regions, nations--even em-pires and federations of nations. Heterms it "a global society on a local.basis," or more specifically* humansocieties existing 'ag,,Over the world,restricted in size, and embracing fam-ilies, neighborhoods, arid group's ofall kinds., (Konig, Rene.. The Com-Munity, London: Routledge. andKogan Paul, Ltd., 1968, pp. 22-30).

2319

historian David /J. RUsse has de-scribed it, "All cqMpunities are socialand eCologicalthat is, they involve,relationships between human beingsliving in .association with each otherand within their 'physical environsrnent. (Russo, David J. Families andCominunities: A New View of Amer-icon ifistory, Nashville, AmericanAssociatiori fo;$tate and Local His-tory, 1974; pp.-11-12)

People's Perspective I

According to Russo, historians aretheoretically, at least, in the best posi-tion to comment on the meaning ofcommunity thrbugh human hist6ry.However, what about the perceptionthat the inhabitants themselves have

.

of their community? How do they de-fine community? What does it meanto them?- Why not alloy/ the peoplewho live in the community to definewhat community is and what it means'io,them? (Russo, David J. Ibid., pp.i7-11)

The members of these communitie'sconcept of community was defined inpractical or functional terms; in otherwords, how they used various sup-port networks. ,Blanche Arms' con-cept of community can be seen in herdescription of the threshing crew andthv coming together of the threshingcrew and the times her family ex-changed, work with neighbors to getthe silos filled. *(Blanche Arms Inter-'view, 1/7/81 Tape 2 Side 1, 05:05-06:30) . t

Blanche described dhother sense ofcommunity based on function. This

.was a community of service comingfrom belonging to the Dorkas Soci-ety, a- .service organization .of theSeventh Day ,Adventis,t Church.(Blanche Arms Interview, 1/7/81Tape 2 Side.2, 18:25-20:10)

M6rris Moon's concept of communityis also functionally based on the eco-nomic benefits of an extended familynetwork. It wets possible to borrowmoney from relgtives without collat-eral. One could also repay, debts ortrade for stocks by working for rela-tives. Most hoysgot started farmingon their own with -help from theirfathers. (Morris Moon Interview,7/22/81 'Ape 10 -Side 2, 18:09-20:55)

Dral /Folk "HistoryMethod

FVi4:06.7c4, a heft. 41?

ta. Jim Pie /alt Riehreirehe61k0atu,anMay ofPrn an/mama-Ripen.19.1i?gaeg;f.

-Foy' these 19t11 century rural Wiscon-sin communities of black families,whose contributions have not alwaysbeen recorded in the official docu-ments, oral history is one of the best,method's for reconstructing their past.

When the local history topic onechooses to research deals with a sub-ject or a group of people ab6ut which,very little inforrhation exists in writtenkecords, the past must be recon-

--'-sructed almost entirely from..oral'sources. In' reconstructing folk his-tory, the researcher defined a com-'munity's gecigraphical and/or cul-tural boundaries in accor4tce withthe concepts held by the' ple Wholive there; since their statements andfeelings about their community may.differ sharply from those of outsiders.Since folk history is necessarily oral, itwill not be found in archives and li-

"braries, 'except in unpublished manu-scripts that are, themselves, generallybased on oral tradition. Thus, obtain-ing folk history calls for conducting asmany tape-recorded interviews asnecessary, with carefully chosen/in-

s 4

formants of varying ages, sexes andraces; obtaining written permission touse the ,taped materials; transcribingthe tapes' -contents word for word;organizing the information gatheredin each interview according to chron-ology or topical categories; and inter-priting what people say in accord-ance with their own concepts of WKatis historically significant. The folk his=torian must also.be familiar with pub-lished information and archival col-

erections relating to the comitunity orsubject under study, using thesematerials as corroborative -rek,idencewhen testing oral information- forvalidity. (Allen, Barbara, and 1%.Klon-tell, Lynwood. From Memory to ITN-.tory, Nashville, The Americin AsSo-ciation for. State and Local History,1981. pp. 9-10).

People also preserved their past throughphotos; carefully labeled, an: enduringrecord.

20

Through oral (history, current' andformer . membeis of these commu-nities have been ,interviewed. Theyhave told their story of where thepeople are todayand Where theyare today is the story of how .thesecommunities came apart.

24

Effects on CommunitiesComing'Ariart

%,7f'

4

The Autumn Leaf Club of Lancaster helda picnic and a reunion every August 4th.Families came from all over and Capt.Craig was part of the tradition.

.

By the turn of the 20th century thesecomThunities were on the dP.cline andby the 1930's the census reveals thatthe urban population for the state hadexceeded that of therural areas:Whk effect did racial relations,'tbeoutside world, an extended familynetwork and annual family gatheringshav,e on the coming -apart of thesecommunities?

w.Racial . Relations r- .

Between 18\60 and 1880, the rela-lions of these black Tamil's with theEuropean( immigrants ma9 be charac-.ferized as harmonious. As Prof.James Knox Phillips deseribed. it,"The unique historical farm commun:ity of Cheyenne Valley was fjrst set-tled by white and free black families in.

.the 1.550's on productive farm land inthe fertile driftless area of Wisconsin.Black-owned farms were inteispersed,with white-ownesi farms, laying thebasis for integration economically andsocially. By 1880, integration' hadbeep attained economically throughcompetition on equally productiveland; considerable intermarriage had'taken Place between 1860 and 1880;and the community had its own inte-grated township school and ch.urch.",(Phillips, James Knox. "Negro-WhiteIntegration a Midwestern FarmCommunity," unpublished manu-script)

Friendships were, usually with thoseliving within a-10-mile radius of one'sfarm;- the distance that one couldtravel by foot or horse in a day. Thepeople that you' became acquaintedwith were the ikeople you metthrough church, auction sales, pichicsor barn ratings. (Morris Moon Inter-view, 7/22/81 Tape 10 Side 2,15:40-1810)

Lou Walden, along with several of-hisbrothers, never left Cheyenne Valley.He chose to remain in the valleyfarming his father's-land on a rentalagreement. He married Alvina Hast-

25

-ingd from Norwegian Valley. (Louand Alvina Walden Intervieiv,7/14/81 Tape 9. Side 1, 07:20-24:05)

Lance Bass advertised for a wile and .

married Hilda, a German woman hetnet throtigh correstromlence.(Austin Roberts Interview, 4/10/81Tape 7 Side 1, 20:04-21:25)

.Interracial marriages such as those ofLoU Walden and Lance Bass werecommon occurrences in the Chey-enne Valley Community. Today, as aresult of Indian; black an,d white mix-ture, Cheyenne Valley as a blackcommunity is not visibly discernible.

Outside WorldHOwever, toward the beginning of I

the 20th century the harmony andcohesiveneis of these communitiesIITS being interrupted by the outsideworld. Trains and cars brought theoutside world within leach of thesefamilies and for them the outsideworld %leant an introduction to newjob opnortunities, a larger selection ofmarriage partner's, and, .unfortun-,ately, experiences of racial prejudiceand discrimination. .

After World War I, Blanche and.OtisArrns,-like many others, left Chey-

The only mirk vailable for anyenne Valley seeking in the-cities.

woman with an eighth-grade educa-tion-atiiiaTtifrie-skas daywork (cooking and housekeeping). Shefound ajob in Madison as .a maid.

Otis Arms, at 17; got a job in Beloit atFairbanks and Moyer foundry Pour-

. _

ing iron. He was paid forty cerits anhour as a molder's helper. Subse-quent ,jobs included railroad .spike-driviqs, making castings for cars andunloading brick and pig iron. In 1919he moved to Madison where heWorked in'a packing house 'for a yearbefore being laid off. Otis andBlanthe both' -.. soon returned toCheyenne Valley and resumed Jarm-ing during the depression of the twen-ties. lanche and Otis ArmsOnter-

21

,

views, 1-/7'81 Tape '2Side 2, 16:35 -18:25)

;Others mowed to Sparta, La Crosse,Milwai.Thee, Madison, Chicago andCalifornia .working in a variety ofpositions a dressmakers, barbers,printers, porters, teacher's, enter-tainers and operators of their bwnbusinesses:

Extended Family NetworkBlanche Arnis sought jobs in Madisonke'cause she had relatives in Madison.(Blandhe Arms rnterview, 1/7/81Tape,2 Side 2, 11:007105) AustinRoberts: after serving in the Army,married Florence Malley in Colum-bus, Ohio. He had met Florencethrough his ffither Who was workingin Springfield, Ohio arid had marriedFlorence's aunt. (Aristin RobertsInterview, 5/81 Tape. 27 Side 2,18:50,-22:00) Having :friends and

. relatives in other areas, an .extendedfarnily nelwork,hadbeen essential inbringing many of these early. familiesto Cheyenne Valley and PleasantRidge Communities. This extendedfamily network was now, in the 20th

. century, equally -instrumental indrawing the offspring away frpmthese communities into thecitiesF

An extended family network pro-vided other benefits. It was possible toborrow money from most relativeswithout collateral., One could alsorepay debts. or trade for stocks andbuild equity by working for relatives.(Morris Moon Interview, 7/22/81Tape 10 Side 2, 18:10-20:00)

Most impqrtantly, an extended familynetwork enabled Many of the off-spring to ac uire farms and increasetheir .holdin s. Larger farms gen-erated large incomes that permittedmany of -the families to educatetheir children for professional jobs.These professional jobs could only beobtained in the citiesthus con-tributing to the corning apart of thesecommunities.

Annual family Gatherings'In an effort to maintain the commun-ity, annual family gatherings wereorga ized. These family gatheringscon ted of not only reunion picnicsbu also funerals, weddings, birthdaysand anniversary celebrations.

-The annual Revefs family picnic inCheyenne Valley was a big event. Allof the neighbors were invited,to-_thegathering held at the old log church.

(Otis and. Blanche Arms Interviews,6/18/81 Tape 5 Side 1, 00:50-06:20)

Flora Shivers recalled attending the.Sunday School. picnic as a teenager.She described the final. prcnk whenthe participantS marched from theCheyenne Valley Church to :the pie-nic grounds to the sound of fife anddrum music. People came. fromeverywhere for the picnics held everyAugust 25th. Platforms with seatswere built and there was a program

:that included speakers' and 'singers.People brought baskets. of food.(Flora Shivers Interview, 5/24/75Tape 28 Side 11 15:20-2,1:15)

In the PleaSant'\\Ridge, CommunityDonald Irish recalled that peoplecame from all over Milwairkee-rChi-Cago and Rockfordfor the 6arbecues.(Donald Irish Interview, 1/14/76Tape 23Side 2, 07:10:18:30)

Gap'n Craig barbecued ..beef andhogS. Sandwiches, ice bream. andpop were sold. People who camefrom Madison put on dance exhibi-tions, of the latest steps! Harry Liebfried recalledsseeing the big cars atriv.ing. (Harry Liebfried 'Interview2/8/75 Tape 25' Side 2; 30:00-31:25) F 4

-Summary It was ironic that these family gather-ings, of picnics and reunions aimed atmaintaining these rural communitiesserved also to draw the youth away

from the ithriimunities. People cOming from the cities 'with cars, fancyclothes and big-city tales only fascinated farm youths to seek the urban life'

Guide Questions

22

a

Knowledge QuestionWhere are the black members ofthese families today?

Comparative QuestionHow was the Cheyenne Valley be-twee.n the years 1860 and 1880 dif-ferent from the community betweenthe years 1900 and 1920?

Cause/Effect Question .

What effect did the following have onthe coming apart of these rural com-munities?

Extended family network

Outside world (cars and trains)

Annual family gatherings (reunionand picnics)

2

Prediction QuestionWhat do you think will happen tothese rural communities as more ofthe offspring go to college?

.Historical QuestionWhere there Is little written informa-tion what can be done to learn abouttile past?

Creative QuestionIf you were a member of these ruralcominunities whF4 would. you do tokeep the members of the family fromleaving the farm and moving to thecity?

Application/Relevance QuestionWhat did the members of these com-

mwiities do to keep the communitiestogether? Would you have done thesame thing?

Value/Inquiry Question

What do you think were some of thegoals of the video tape and in whatways do you think that they were suc-cessfully achieved?

Activities

awrammaeowoeftwomemilwftw

Vocabulary

In a class discussion, compare theCheyenne Valley Community of1860 with the Community of 1900 to

ti 1920,

Have students prepare a list of 'ques-tions and conduct oral history inter-views of parents, grandparents orother older persons. .

Have a panel discussion on theeffects of an extended family networkon the corning apart of these com-munities.

Plan a trip to Old World WisconsinMuseum at Eagle, Wisconsin or theState 'Historical Society at Madison orthe Cunningham Museum at Platte-ville, Wisconsin.

Community Extended family network

Peispective r Folk/oral history

"day work"

collateral

Resources Bcioks

Redfield, Robert, The, Little Com-munity. Chicago: Uiversity ofChicago Press, 1956.

Konig, Rene. The Community, Lon-don: Routledge and Kegan Paul,Ltd., 196.1.

Smith, Page. As a City Upon a Hill:The Town in American History, NewYork. Alfred A. Knopf, Inc., 1956.

Atherton; Lewis. Main Street on theMiddle Boder, Chicago: QuadrangleBooks, 1966.

Russo, David J. Families and Com-rminities: A New View of AmericanHistory, Nashville, American Asso-ciation for State and Local History,1974,

27

Allen Barbara and Montell, Lyn-wood. From Memory to History,Nashville, American Association forState and Local History, 1981.

Phillips, James Knox. "Negro-WhiteIntegration in a Midwestern FarmCommunity," unpublished manu-script.

Oral History InterViewsBlanche Arms Interview-1/7/81,6/18/80Morris Moon, Interview-7/22/81

Lou and Atyina Walden Interviev4,7/14/81Austin Roberts Interview-4/10/81,5/81Donald Irish Interview-1/14/76

Harry Liebfried Interview-2/8/75

23

ti

Bibliography

Business courses at theGeorge Smith College inSedalia, Missouri marked'the Shivers'sons as modernand progressive in theCheyenne Valley

Communities andSettleMents

24

Atherton, Lewis. Main- Street onthe Middle Border, Bloomington,Indiana: Indiana Univ. Press, 1954.

Carver, Jonathan. Travels'Through the Interior Parts of NorthAmerica, in the years 1766, 1767,and 1768. London, 1781, facsimileedit., Minneapolis, 1956. (His writ-ings helped to popularize the idea ofWisconsin as a place for settlement.Detail-ail account of its Indian. inhab-itants and its natural resourcesespecially emphasized its fertile soiland called attention to its advantagefor agricultural pursuits. DescribedWisconsin as ideal location for agri--dult Ural pursuits.)

Cooper, Zachary. L Black Settlersin Rural Wisconsin. MadisOn: StateHistorical Society of Wisconsin, 1977.

Cooper, Zachary L. Trwo BlackSettlements in rural Wisconsin." Wis-consin Academy Review, June,1981.

Curti, Merle. "The Making of anAmerican Community: A CaseStudy. of Demoyacy in a FrontierCounty." Stanford, 1959.

Fischer, Duane D. "The Disposalof Federal Lands in the Eau ClaireDistrict of Wisconsin-1848-1969."Masters Thesis, UWMadison,1961. -

!. 28

iF

Gates, Paul' W. "Frontier Land,'Speculators in Wisconsin." Wiscon-sin Magazine of History, 52:306-320.(Summer 1969).Hickok, Charles Thomas. TheNegro in Ohio 1802-1870. Cleve-land, 1896.

KOnig, Rene. The Community.London: Routledge and Kegan Paul,Ltd., 1968.Neu, Irene Dorothy. Land Creditin Frontier Wisconsin. Ithaca, N.Y.,Cornell Univ 1968

Redfield, Robert. The Little COm-munity. Chicago: Univ.' of ChicagoPress, 1956.

Roberts, Arnold V. "WisconiiriHomestead Law." BA Thesis,. UW-Madison, 1921.

Russo, Da d J. Families and Com-munities. T e American Associationfor State a d Local. History, Nashville, Tennessee, 1974. .4

Shafer, Joseph. The WisconsinLead Region. Wisconsin DomedayBook, Madison, 1932. '1-

Smith, Page. As a City Upon aThe Town in American History. New. .`York: Alfred.A. Knopf, Inc:, 1966.

TliOrnikoligh, 'Emma Lou. The;Negro in Indiana: A Study. of .aMinority. Indianapolis, 1957. '

0

Families Bernard,'Ilichard. The Melting Potand the Altar. Univ. of MinnesotaPress, 1980.Gutman, Herbert G. The BlackFamily in Slavery and Freedom.N.Y., 1976.Jones-, Yvonne. "Kinship AffiliationThrough Time: 'Homecoming andFamily Reunion." (Unpublishedpaper, 1978) Cited in Journal ofInterdisciplinary History, XIII: 3(Winter., 1982) pp. 434.Krech III, Shepard. "Black FamilyOrganization in the Nineteenth Cen-

tury: An Ethnological Perspective:"Journal of Interdisciplinary'History,XII:3 (Winter,' 1982) p. '232.

Lammenneier, Paul J. "The Ur-ban Black Family of the NineteenthCentury: A Study of Black FamilyStructure in the Ohio Valley,1850-1880:" Journal of Marriage.and Family XXXV (1973).

Shimkin, D. B. et al. "The BlackEXtended Family: A Basic Rural Insti-tution and Mechanism of Urban

'Adaptation." The Extendtd Familyin Black`Society, The Hague, 1978.

Migration. andImmigration

Gregory, _John G. "Foreign Immi-gration to Wiscortsin." Profeedings ofthe State Historical Society of Wis-consin, 1901: 173-143.Handliq, Oscar. The Uprooted:The Epic Story of the Great Migrationthat Made the American People.Boston: Atlantic-Little, Brown andCo., 1951.Higham, John. Strangers in the

Land. New Brunswick, RutgersUniv. Press? 1955.

London, Fred. "The Negro Migration to Canada After the Passing ofthe Fugitive _Slave Act." -Journal ofNegro History, A./ (January, 1920).

Woodson, Cartr G.. Century ofNegro Migration: First pliblished in .

1918 by the Association for theStudy of Negro Life and History.

Education

1

Bailyn, Bernard. Education in' theForming of American Society.Chapel Hill, N.C., Univ. of NorthCarolina Press, 1959Clark, Jamesl. Education in Wis-consin. Madison, 1958.Derleth, August. Statues of the Na-tion: Wisconsin. Coward, McCannand Geoghegan, Inc:, N.Y., 1967.(Chapter 7 has information onMichael Frank and the beginning offree public schools in Wisconsin. AlsoincLides inforMation on ShermanBooth and his `efforts to end slavery,particularly his lead in the freeing ofJoshua Glover, an escaped slave.)Drake, Thomas E. Quakers andSlavery in America. New Haven,1950. (After completing their work ofemancipation, Quakers shifted theirattention to improving the educa-tional and economic level of the freeblack populafion.)

2.9

Jorgenson, Lloyd P The Foundingof Public Education in ..Wisconsin.Madison, 1956.

Lltwack, Leon F. Mirth of .Slavery:The Negro in the Free States; 17,90-1860. Univ. of Chicago Press, .Chi -cago, .1961. (Lwack's study sug-gests that important distinctions% didexist between northern free blacksand southern slaves. Above all thenorthern black was a free Man andnot subject to'the whims and dictatesof a master or overseer. On the eveof the Civil War blacksiwere availingthemselves 'of educational oppor-

: tunities, either in the small numbersof integrated ,schools or in the exclu-siv6 and usually inferior blackschools.)

Woodson, Carter G. The Educa-tioh\of the Negro Prior to 1861. NewYork and London, 1915.

25

OMINNINMEMEm AlMlighMilitary (Civil War Aptheker, Herbert. The Negro in

.the Civil, War. New York, 1938. .

Cooper, Jerry M. "The WisconsinMilitia, 1832-1900." Master Thesis,UWMadWon,

and World War I)a

Scott, /Emmett J. The AmericanNegro ,in the World War. (Washing-ton, 1919).Voegeili, V. Jacque. Free But Not

" Equal The Midwest and the Negro. During the Civil War. Chicago. 1967.

IWalluce, Irving and Amy, andWallechinsky, David. "The BlackSwallow." Significa, Sept' 26,1982.

f.Williams, G. W. A History of theNegio Troops in the War of the.Rebellion 1861-1865. N.Y., 1888.

I . -

1968 '(Republicans inoved from anti-sli'Very position to support of 'NegroSuffrage and Civil Rights):

1Moldstad, John A. "WisconsinAttitude toward Negro Suffrage inthe Election of 1865 " BA Thesis,.LIWMadison, 1900.

1

Olbrich, Emil. The Developmentof Sentiment on Negro Suffrage to

/1860.

Madison, Wir, 1912. - ----

Quaife, Milo M:(ed.) The Move-ment for Statehood, 1845-46. Con-stitutional Series, 'vol. I, Madison,1918 (Marshall4rong remarks onthe relative merits of Norwegian and/Free Negroes on p. 95).. /Wesley, Charles H. "The Partici,pation of Negroes in Anti-SlaveryPolitical \Parties." Journal of ,NegroHistory,. XXIX (1944) (39-481.

Wesley, Charles H. "Negro Suf-frage in the 'Period of ConstitutionMaking,. 1787- 1865.'. Journal ofNegro History, XXXII (1974)143 =168.

Buhle, Mari o. The Cdnclse His-tory of Wo en Suffrage,. Urbana:Univ. of Illinois Press, 1978.Buhle, 411ari Jo. Women andAmerican,. Socialism: 1870-1920.SomMerville, 'Ma., New EnglandFree Prest, 1975. /.,.3iarlc, James I: Wisconsin WomenFight for Suffrage. Madison, 1986.

Higginson, Thomas! W. Army Lifein a 'Rick Regiment. Boston, 1870.

Oliver, John W. "Draft Riots inWisconsin During _ the Civil War.'Wisconsin Magazine of History,2:334-336 (March, 1919).

Politics

9

Clark, James I. Wisconsin Defiesthe Fugitive Slave Law: The Case cfShetrhan Booth. Madison, 1,955.

Farnam, Henry W. Chapters in theHistory of Social Legislation in theU.S. to 1860. Washington, D.C.,1938 (Restrictive Legislation in theNorthwest Territory, pp. 219-20).

Fischel, Leslie H. "Wisconsin andNegro Suffrage." Wisconsin Maga-tine of History 46:180796 (Spring,'1963) The argument in the Co_ nsti-tutional Convention.

Gara, Larry, A Short History ofWisconsin. The State Historical Soci-ety of Wisconsin, :1962 (Includedinformation on the question ofIlegroefsuffrage in Wisconsin and thugitive Slave Law).

Hurd, John Codman. Law of Freel-dom and Bandage in the U.S. 2 vol;'Boston, 1858.,Kroncke, Robert. N. "Race aridPolitics in WisConsin 1854-1865."Masters Thesis, UWMadisOn,

Women

5

. 26 .

Bogle, Donald. Braun Sugar:.Eigh Yead of American MackSupe Stars. New York: Hartn,bny

,1980. .Buhle, MO Jo. "A CenturY of

Buhle, Mari Jo. "Feminism' amSocialism in U.S. 1820-1920."I The-SiSr UWMadison, 1974. I

Working Women."

30

Clark, James I. Ladies on theLoose: Women Travelers of the 19th'and 20th CenturieS' N.Y., DoddMead, 1981.Cromwellt J. W. Thq Negro inAmerican History: pen and.WomenEminent the Evolution of theAmericans of African Descent.

,Washington, 1914.Dell, Caroline Wells (Healey).Margaret and Her Friends: Or TenConversationi with Margaret FullerUpon the. Mythology of the Greeksand its Expression in Art. N.Y.: Arno

: Press, 1972.Dougherty, Molly. Be &ming aWoman' in Rural Black Culture.N.Y., 1978.Duckett, Kenneth W. (ed.) "Suf-fragettes on the Stump: Letters fromthe Political Equality League of Wis-consin, 1912." Wisconsin Magazineof History 38:31-34 (Autumn,1954).Field, Connie. "The Life and Timesof Rosie the Riveter." Rosie the Riv-eter Film Project, Emeryville, Ca.Fuller, Margaret. Women in theNineteenth Century . N.Y.: Norton,1971.

Fuller, Margaret. Women in theNineteenth Century, and KindredPapers Relating to the SphereoCondition and Duties of Women.Boston: J. R. Jewett izend Co., 1855.

Goidreich, Gloria. and Ester.What Can She Be? A Scientist.

Hoffman, Nancy. Women's "TrueProfessiin: Voices From the Historyof Nchirlg. New York, McGraw-,Hill; 1981.

Hedger, Elaine and Wendt, In-grid. M Her.Own. Image: WomenWorkihg in the Arts.

Kessler-Harris, Alice. WomenHave Always Workech,A HistoricalOverview.

Ladner, Joyce, Tomorrow's To -m o rro w : The Black Woman. GztrdenCity, N.Y., Doubleday, .G1977.

Lakean, Carli. Golden Girls: TrueStories of Olympic Women Star.S.

Lerner, Gerda. Black Women inWhite America. N.Y.: Pantheon

-Books, 1972.,

Neau, Charles E. "Olympia Brownand the Women's Suffrage Move-

ment." Wisconsin Magazine of His-tory, 43:277-287 ,(Summer, 1970):

Rogers-Rose, La '.Frances (ed.)The Black Women. Beverly Hills:Saga Publications, 1980.

Smith, Page. Daughters of thePromised Land: Women in Amer -.

icon History. Boston: Little Brownand Co., 1970. .

Steward, Elinore Pruitt. Letters ofa Woman Homesteader. Houghton-Mifflin Co., first published in 1914;made into a film called Heartland.

Terborg-Penn, Rosalyn and Hur-ley, Sharon (eds.) "The Afro-American Woman in the Struggle forWoman SuffAge." Ph.D. Thesis,'Howard Univ., 1977. ,

Watson, Carol. "Ideas in theNovels of Afro-American Women1881-1965." (Dissertation to bepublished-by Greenwood Press).'

Welter, Barbara. "The cult of True.Womanhood, 1820-1860." Amer-4-an Quarterly, XVIII; 1966, pp.150-174.Williams, Barbara. Breakthrough:Women in Archaeology. s

ResearchMethodologies

Allen, Barbara.and Morttell, Lyn-wood. From Memory to History.The American Association for Stateand Local History, Nashville, Ten-nessee, 1981.,Baum, Willa K. Oral History fix theLocal Historical .Society. AmericanAssociation for State and Local His-

) tory, Nashville, Tennessee, 1969..Carmack, Robert. "Ethnohistory:

' A Review of the Development, Def-initions, Methods and Aims:" AnnualReview of Anthropology, I (1972),Pp. 227 -246.Day, Gordon M. "Oral Tradition: asComplement." Ethnohistory: XIX(1972), pp. 99-108.Hudson, Charles. "Folk Historyand Ethnohistory." Ethnohistory,XIII (1966), pp. 52-70.

,31.

Lieber, Joel. "The Tape Recor.deras Historian." Saturday Review,June 11,1966.Lowie, Robert H. "Oral Tradition.and History." Journal of AmericanFolklore, XXX (1917), pp. 161-167.Morrissey, Charles T, "Oral. His-tory as a Classroom toll." SocialEducation XXXII (October, 1968),pp. 546-49.Spradley, James P. and McCur-dy, David W. The Culture Experi-ence: Ethnogrciey, in a ComplexSociety. Scien4 Research. Associ-ation, Macalestel College.Thompson, Paiul. The Voice of thePast: Oral History. Oxford, 1978: .1%

Vansina, Jan.% Oral Tradition: AStudy in Historical Methodology.Chicago, 1 73, pp. 100-103.

27.

Crossword Puzzles

C

it

32

71

ACROSS .4 DOWN-

1. Right to v-Rtl . 1. Indentured9. Type of road used by trains (abbrev.) 2. The Army vs. the Confederate Army

10.. merate4 (to number) 3. Joshua Glover was a slave.

11. history interviews - 4. Failing grade12. Abbreviation for Nd. 18 across - 5. Spoil

13. Civil 6. Intentionally setting fire to a building15. Fugitive slave 7. Africans were brought .to ads southeastfr. Nullify coastal state.(abbrev.)18. Many of Wisconsin's bIacksettlers

came from this northern border8. European immigrants were brought to

this island.state. 9. Type of boat that uses No. 21 down

20. Insect 14. Head (abbrev.)

21. Singles *j . 16. Immigrants were brought across this22. .Highest letter grade body of water.(initials)

23. Section. of U.S. defended .by the 19. A Medal of Honor winner is anYankees (abbreV.) 21.. Implements used with certain type boat.

24. International Boxing Association 22. Continent where blacks came from(abbrev..) 25. Bruins

26. Same AS No. 9 across 27. Roman Numeral ONE27. On condition 29. New Testament (abbrev.)28. County where Cheyenne Valley is 30. Close to

located 32. Type of coat made from animal skins

31. Same-as Nosi- 9 and 26 34. Confederate General Robert E.32. Picnic meal held at the annual 35. Board (abbrev.)

reunions 38. Compass point33. InVentor of cotton gin,, Whitney 39. Section of U.S. defended, by the

35. Bushel (abbrev.) Rebels (abbrev.)36. AtoMic Energy Commission (abbrev.) 40. Same as No. 22 across37. Woman's garment40. A piece of land

Number 1 -

10 11 12

13 14 15 16

17 19

21 22

23 24.

25 . 26 27". .

28 29 30 31

.

32 . 33 34 .

35 3

37 38 39 40

3329

o

ACROSS

1. Early\settler family lived in a

5. Early settlers built cabins.

8. "History Interviews

9. Electrical Engineer (abbrev.)10. Morning (abbrev.)12. Maine (abbrev.)'13. Sample16. Freeing of slaves19. Unit (abbrev.)0. To come together-21. and off ".

22. - sty ot%pen'23. 'Old (antonym)25. Roman Numeral ONE26. What Statue of Liberty holds in her

hand.29. Compass point30. 'Highest letter grade31. -Something you breathe, on Pikes'

Peak (two words)33. Gathered from the chicken coop

35. Used in making bread or beer.36. ,Thiee musicians.37. National League (abbrev.)38. The repeating of a sound41. Newport News (abbrev.)

Number 2

30

DOWN

1. Cheyenne Valley 4

2. Measured piece of land3. Sheep's sound4. International League (abbrev.)5. To rent6. Many of these settlers come from t

northern border state ( abbrev.)

7. Seventh letter of Alphabet9. Door way leading Out

10. To be by oneself11., Once only could vote.

.13. To leave one country and'settle in. another 0-

.14. Multiple sclerosis (abbrev.).15. Early,settler in-Wisconsin's Wilde17. Marriage oervMOny18. Annual picnics and.re24. Horse draWn used by earl)

settlers'27., ROman Numeral ONE HUNDRED AND ONE28.. Hour (abbrev.)32. Chicken34. Eli Whitney invented the cotton36. Two,' Too, .

39'. Roman Numeral HUNDRED4p Hydrogen (abbrev.)

1 12 5 7

r2 13 15

18

25 26

32

nd

ACROSS

1: War between the North and the South.7. Morning ( abbrev.)9. Many Wisconsin settlers migrated from

this border state.(abbrev:).10. Columbus is its capital (abbrev.)11.f Black people came from the continent

14-. 'A keasured,parcel of landl One who writes17. MOtto'of No. 8 down "We shall

Comet."

19. Each (abbrev.)20.: Street (abbrev.)21. Northern Yankees versus Southern

24. '.Roman Numeral ONE,25. - Electrical Engineering (abbrev.)27. A service offered by the Red Cross28. Chicken that lays eggs30. A signed land contract32. Same as Nos. 9 and 10 across33. Game as No: 24 across34. Lieutenant (abbrev..)35. Same'is No. 7 across36. These farmers kept their

sty or39. Roman[ Numeral FIVE40. Bachelor (abbrev.)41. Use the eyes42. The South-fought to keep46. Same as No. 14 across.

Number 3

pigs in a

DOWN

1. National Associatibn for the .

,Advancement of People.2. first person singular3. One who casts a ballot4. Same as No. 2 Down5. Fugitive Slave'6. ands error

.0

7. Top cards in a deck.8- Luther King, Civil Rights Leade12. Emancipation gave _slaves13. Neither male nor female15. Organization/9f veterans (abbrev.),18. Many of these settlers could

and write.22. A cycle built for two.

23. Africans and Europeans came to'America aboard .

. 26. 'Elongated electric fish29. Fourth letter of the alphabet30. .ROMan Numeral FIVE HUNDRED'31. From out of space (abbrev.)35. Honest " " Lincoln37. .Same as No.'26 down38. Family: work system39. Versus (abbrev.)43. Roman Numeral FIFTY44..-Top grade on an exam45. ROman Numeral FIVE

1 L..9

'14 .15

17

3 4 7 8

20

1 22 2.3" - 24

2.5 26 27 28 2'9

31 32 , 33

35 36 37 '38

d

31

.1

ACROSS

1.

.6.

Cheyenne Valley is located inCounty:

,38.

-40.

41.

42.

r.

were the main forms of ttanEportation for the early families.Same as No. 12 acrossWeight (abbrev.)Same as Nos. 12 and 40 acrossRollan Numeral THREE

.9. Many of these black settlers camefrom this northern border state.

10. Hfghest letter gradeDOWN

11. World War 1.- Suffrage is the right to

12: Ton (abbrev.) 2. Pleasant ,f Community'...

13. RepublicaneGovernor of Wisconsin 3. Many immigrants' came from Oslo;

16. Electron (abbrev.) . Abbreviation for. No: 9 across,17. .,.First President of the U.S. ' (initials) 5. Yea and\18. Same as. No. 10 across 6. If you borrow money you may sign

19. Same as NoS. 10 and 18 across . an -20. Early pioneers trapped for 74 and outs

supply.e- /. 8. For. example (abbrev.)

22. Rosa Parks (initials) 14. Compass point

24. Moftof the Africans were brought tothis section of the United State.s.

15. These early settlers did:-the land.

(abbrev.) / 19. To question ,

25., Madison is its capital,(ablrev.) 20. One who works in mines

26. A toy, Yo 21. and folo

27. Produced by a. cow 2* sty or pen

29. Negative answer 25. COmpass'point t .

31. On trains these families coule; 28. 'Pioneers used these to make theirfirst cabins.to the cities.

32. Eggs are collected from the 30. Atop r

house.. 32. Antonym.of cold

33. Automobile 33. Producer of No.-27 across35.-"iii.th an automobile they could come. 34. Nickname for Arthur-

and 36. Abbreviation for No. 9 across

37,. 39. From's:3liter space (abbrev':)."Give me liberty sive.me death."

Number 4

32

36

.

ACROSS

P

hi' Plealsant Ridge in Grant-County

9. ' - Valley in Vernon County.11. People irk, Wisconsin When pioneers

first came (abbrev.)12. Part of body between leg and thigh14. " Together, Coming Apart".19. Tool' used by pioneers to clear

the forest'20. Same-as-No: 11 across21. A seasoning23. Street (abbfev.)24. Very Important. Person. (abbrev.)27. Animal with antlers29 Same as Nos. 11 and 20 ,across30. Highest letter grade31. Bad, wicked33. Early families lived in

cabins.

35. Franklin Roosevelt67. ' " Badge of Courage"39. Capital of Virginia (abbrevp)40. Vegetable (abbrev.)41. North Ordinance42. When the president refuses to sign

a bill it is called a

DOWN .

,

1. Roman Numeral TWO'HUNDRED.

2. Columbus is this state's capital.3. Augusta is this"'state's capital (abbrev.)4. Belonging.to me5. Navy nurse(abbrev.)6.. Printing fluid7. A decade is years.8. X and' chromosomes.

10. Nearest13. To make less difficult14. Some of Wisconsin settlers,fought in

'this war between the, states.15. A.M. and P.16. Singular form of are17. When born you are18. Joshua , fugitive slay§22. To work25. .First person 9ingular26. _Leaves of a book28. Fugitive Act of 185032. Type of dancing .

34. Substance from which.miners removesuch valuable matter as iron or lead.

36 Used,to catch fish or butterflies38. Day time (abbrev.)

0

5

V

This Project was funded in part by a grant fromthe National Endowment for the Humanities.

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