prentice hall african-american history - pearson...
TRANSCRIPT
Prentice Hall
African-AmericanHistory
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page i
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page ii
Prentice Hall
African-AmericanHistory
Darlene Clark HineNorthwestern University
William C. HineSouth Carolina State University
Stanley HarroldSouth Carolina State University
Prentice Hall
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page iii
Editorial Director: Craig CampanellaPublisher: Charlyce Jones OwenEditorial Assistant: Maureen DianaDirector of Media and Assessment: Brian HylandMedia Editor: Sarah KinneySenior Managing Editor: Ann Marie McCarthySenior Project Manager: Denise ForlowSenior Manufacturing and Operations Manager for Arts &
Sciences: Nick SklitsisOperations Specialist: Christina AmatoSenior Art Director: Maria LangeInterior Design: Wee Design GroupAV Project Manager: Mirella SignorettoFull-Service Production and Composition: GGS Higher
Education Resources, a Division of PreMedia Global, Inc.
Photo Researcher: Francelle CarapetyanManager, Rights and Permissions: Zina ArabiaManager, Visual Research: Beth BrenzelManager Cover Visual Research and Permissions:
Karen SanatarImage Permission Coordinator: Craig JonesColor Scanning Services: Joe Conti, Greg Harrison,
Cory Skidds, Rob Uibelhoer, Ron WalkoPrinter/Binder: Courier/KendallvilleCover Printer: Lehigh-Phoenix Color/HagerstownCover Art: Courtesy of Art Resource/Los Angeles County
Museum of Art “The Cotton Pickers,” 1876, WinslowHomer (American, 1836–1910), oil on canvas, 24 1/16 �38 1/8 in.
Credits and acknowledgments for materials borrowed from other sources and reproduced, with permission, inthis textbook, appear on pages 792–794.
Copyright © 2011, 2006 Pearson Education, Inc., publishing as Prentice Hall, One Lake St., Upper Saddle River,NJ 07458. All rights reserved. Manufactured in the United States of America. This publication is protected bycopyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storagein a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying,recording, or likewise. To obtain permission(s) to use material from this work, please submit a written requestto Pearson Education, Inc., Permissions Department, One Lake St., Upper Saddle River, NJ 07458.
Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trade-marks. Where those designations appear in this book, and the publisher was aware of a trademark claim, thedesignations have been printed in initial caps or all caps.
Library of Congress Cataloging-in-Publication DataHine, Darlene Clark.African-American history / Darlene Clark Hine, William C. Hine, Stanley Harrold. — 2nd ed.
p. cm.Includes index.ISBN-13: 978-0-13-136637-4 (student ed. high school binding)ISBN-10: 0-13-136637-8 (student ed. high school binding)1. African Americans—Textbooks. 2. African Americans—History—Textbooks. I. Hine, William C.
II. Harrold, Stanley. III. Title.E185.H532 2011973'.0496073—dc22
2009053976
10 9 8 7 6 5 4 3 2 1
Student Edition High School Binding ISBN-10: 0-13-136637-8
ISBN-13: 978-0-13-136637-4
A01_HINE6374_02_SE_FM1.qxd 1/7/10 8:30 AM Page iv
To a great scholar and friend, John Hope Franklin (1915–2009)
Dedication
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page v
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page vi
vii
Darlene Clark HineDarlene Clark Hine is Board of Trustees Professor of African-American Studies and Professor ofHistory at Northwestern University. She is a fellow of the American Academy of Arts and Sciences,and past President of the Organization of American Historians and of the Southern HistoricalAssociation. Hine received her BA at Roosevelt University in Chicago, and her MA and Ph.D. fromKent State University, Kent, Ohio. Hine has taught at South Carolina State University, PurdueUniversity, and Michigan State University. She was a fellow at the Center for Advanced Study in theBehavioral Sciences at Stanford University and at the Radcliffe Institute for Advanced Studies atHarvard University. She is the author and/or coeditor of fifteen books, most recently The HarvardGuide to African American History (Cambridge: Harvard University Press, 2000), coedited with EvelynBrooks Higginbotham and Leon Litwack. She coedited a two-volume set with Earnestine Jenkins,A Question of Manhood: A Reader in Black Men’s History and Masculinity (Bloomington: Indiana UniversityPress, 1999, 2001); and with Jacqueline McLeod, Crossing Boundaries: Comparative History of Black Peoplein Diaspora (Bloomington: Indiana University Press, 2000). With Kathleen Thompson she wroteA Shining Thread of Hope: The History of Black Women in America (New York: Broadway Books, 1998), andcoedited with Barry Gaspar, More Than Chattel: Black Women and Slavery in the Americas (Bloomington:Indiana University Press, 1996). She won the Dartmouth Medal of the American Library Associationfor the reference volumes, coedited with Elsa Barkley Brown and Rosalyn Terborg-Penn, Black Womenin America: An Historical Encyclopedia (New York: Carlson Publishing, 1993). She is the author of BlackWomen in White: Racial Conflict and Cooperation in the Nursing Profession, 1890–1950 (Bloomington:Indiana University Press, 1989). Her forthcoming book is entitled The Black Professional Class:Physicians, Nurses, Lawyers, and the Origins of the Civil Rights Movement, 1890–1955.
William C. HineWilliam C. Hine received his undergraduate education at Bowling Green State University, his master’sdegree at the University of Wyoming, and his Ph.D. at Kent State University. He is a professor of his-tory at South Carolina State University. He has had articles published in several journals, includingAgricultural History, Labor History, and the Journal of Southern History. He is currently writing a history ofSouth Carolina State University.
Stanley HarroldStanley Harrold, Professor of History at South Carolina State University, received his bachelor’sdegree from Allegheny College and his master’s and Ph.D. degrees from Kent State University. He iscoeditor with Randall M. Miller of Southern Dissent, a book series published by the University Press ofFlorida. He received during the 1990s two National Endowment for the Humanities Fellowships topursue research dealing with the antislavery movement. In 2005, he received a Faculty ResearchAward from the NEH in support of his current research on physical conflict along America’s North-South sectional border from the 1780s to the Civil War. His books include: Gamaliel Bailey andAntislavery Union (Kent, OH: Kent State University Press, 1986), The Abolitionists and the South(Lexington: University Press of Kentucky, 1995), Antislavery Violence: Sectional, Racial, and CulturalConflict in Antebellum America (coedited with John R. McKivigan, Knoxville: University of TennesseePress, 1999), American Abolitionists (Harlow, UK: Longman, 2001); Subversives: Antislavery Community inWashington, D.C., 1828–1865 (Baton Rouge: Louisiana State University Press, 2003), The Rise ofAggressive Abolitionism: Addresses to the Slaves (Lexington: University Press of Kentucky, 2004), and CivilWar and Reconstruction: A Documentary Reader (Oxford, UK: Blackwell, 2007). He has published articlesin Civil War History, Journal of Southern History, Radical History Review and Journal of the Early Republic.
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page vii
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page viii
ix
We are grateful to the reviewers who devoted valuable time to reading and commenting on PrenticeHall African-American History in preparation for this new edition: Robert Gainey, Ben Franklin HighSchool; Gloria Gaymon, Simon Gratz High School; JoAnn Milligan, Charles W. Henry ElementarySchool; Jason Sweeney, S.A. Douglas High School; Richard Zimmermann, Herndon High School;Barbara Riebau, Custer High School; Lamar Smith, White House High School; Lori Lachowsky,Jacksonville High School.
We especially thank Maggie Barbieri and John Reisbord for their superb contributions to the sec-ond edition. Each of us also enjoyed the support of family members, particularly Barbara A. Clark,Robbie D. Clark, Emily Harrold, Judy Harrold, Carol A. Hine, Peter J. Hine, Thomas D. Hine, andAlma J. McIntosh. Finally, we gratefully acknowledge the essential help of the superb editorial and pro-duction team at Prentice Hall: Charlyce Jones Owen, Publisher, whose vision got this project startedand whose unwavering support saw it through to completion; Maureen Diana, Editorial Assistant;Maria Lange, Creative Design Director; Wee Design Group, who created the book’s handsome newdesign; Ann Marie McCarthy, Senior Managing Editor, and Denise Forlow, Senior Project Manager,and Joyce Franzen, GGS Higher Education Resources, a Division of PreMedia Global, Inc. who saw itefficiently through production; and Christine Amato, Operations Specialist.
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page ix
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page x
xi
UNIT 1 Becoming African American 2
SECTION 4 The Origins of African-American Culture 72
ROOTS OF CULTURE West African Music in America 75
SECTION 5 Slavery in Colonial America 78
African Americans and the Struggle forIndependence 1763–1783 86
SECTION 1 The Crisis of the British Empire 88
SECTION 2 The Declaration of Independence andAfrican Americans 91
SECTION 3 Black Enlightenment 94
ROOTS OF CULTURE Benjamin Bannecker 96
SECTION 4 African Americans in the Warfor Independence 98
SEEING THE PAST Black Patriots 101
SECTION 5 The Revolution and Emancipation 103
African Americans in the New Nation1783–1820 110
SECTION 1 Forces for Freedom 112
SECTION 2 Forces for Slavery 119
SECTION 3 The Emergence of Free Black Communities 124
ROOTS OF CULTURE Joshua Johnson 125
SECTION 4 Black Leaders and Choices 130
SEEING THE PAST The Haitian Revolution 132
SECTION 5 War and Politics 136
CHAPTER 5
CHAPTER 4
Africa ca. 6000 BCE–ca. 1600 CE 4
SECTION 1 Africa 6
SECTION 2 West Africa 12
SEEING THE PAST Trade Flourishes in Ghana 14
ROOTS OF CULTURE The Ancient Manuscripts of Timbuktu 16
SECTION 3 West African Society and Culture 21
Middle Passage ca. 1450–1809 28
SECTION 1 European Exploration and Colonization 30
SECTION 2 From Capture to Destination 37
SEEING THE PAST The Voyage to Slavery 40
SECTION 3 Landing and Sale in the West Indies 46
ROOTS OF CULTURE Venture Smith 47
Black People inColonial North America1526–1763 54
SECTION 1 The Peoples of North America 56
SECTION 2 Africans Arrive in the Chesapeake 60
SECTION 3 Plantation Slavery, 1700–1750 65
SEEING THE PAST Slave Life in Early America 70
CHAPTER 3
CHAPTER 2
CHAPTER 1
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page xi
xii Contents
Life in the CottonKingdom 1793–1861 144
SECTION 1 The Expansion of Slavery 146
SEEING THE PAST African-American Spirituals 147
SECTION 2 Slave Labor in Agriculture 151
SECTION 3 Other Types of Slave Labor 155
SECTION 4 Slave Life 160
SECTION 5 The Socialization of Slaves 165
ROOTS OF CULTURE: Solomon Northup: Life as a Slave 166
Free Black People inAntebellum America1820–1861 172
SECTION 1 Freedom 174
SECTION 2 Limits of Freedom 179
SECTION 3 Black Communities in the Urban North 184
ROOTS IN CULTURE: Edmonia Lewis 188
SECTION 4 African-American Institutions 190
SEEING THE PAST: The African Methodist Church 191
SECTION 5 Free African Americans 195
CHAPTER 7
CHAPTER 6 Opposition to Slavery1800–1833 202
SECTION 1 A Country in Turmoil 204
SECTION 2 Abolitionism Begins in America 208
SEEING THE PAST: Speaking Out Against Slavery 210
SECTION 3 Colonization 213
SECTION 4 Black Abolitionists 217
ROOTS OF CULTURE: Freedom’s Journal 219
Let Your Motto BeResistance 1833–1850 226
SECTION 1 A Rising Tide of Racism and Violence 228
SECTION 2 The Response of the Antislavery Movement 231
SECTION 3 Black Community Institutions 235
SECTION 4 The Changing Abolitionist Movement 237
SEEING THE PAST: The Amistad 240
SECTION 5 Resistance and Nationalism 244
ROOTS OF CULTURE: Frederick Douglass 246
The United StatesDisunites over Slavery1846–1861 250
SECTION 1 The Lure of the West 252
SECTION 2 Fugitive Slaves 255
SEEING THE PAST: The Fugitive Slave Law of 1850 256
SECTION 3 The Deepening Crisis over Slavery 260
SECTION 4 Abraham Lincoln and Black People 268
SECTION 5 The Election of Abraham Lincoln 272
ROOTS OF CULTURE: Martin Delany and Black Nationalism 273
CHAPTER 10
CHAPTER 9
CHAPTER 8
UNIT 2 Slavery, Abolition, and the Quest for Freedom 142
A01_HINE6374_02_SE_FM1.qxd 1/6/10 12:42 PM Page xii
Contents xiii
African Americans and the Civil War 1861–1865 280
SECTION 1 The Civil War Begins 282
SECTION 2 Lincoln and Emancipation 285
ROOTS OF CULTURE: Elizabeth Keckley 286
SECTION 3 Liberation 289
SECTION 4 Black Men Fight for the Union 294
SECTION 5 The Confederate Reaction to Black Soldiers 301
SECTION 6 Opposition to Black People 304
SEEING THE PAST: The New York City Draft Riot 305
The Promise ofReconstruction 1865–1868 312
SECTION 1 The End of Slavery 314
SECTION 2 Life after Slavery 321
CHAPTER 12
CHAPTER 11ROOTS OF CULTURE: Charlotte Forten and
“Life on the Sea Islands” 323
SEEING THE PAST: Black Colleges 325
SECTION 3 The Crusade for Political and Civil Rights 328
SECTION 4 The Radical Republicans 332
The Failure ofReconstruction 1868–1877 340
SECTION 1 Constitutional Conventions 342
SEEING THE PAST: Black Politics during Reconstruction 343
SECTION 2 Black Politicians 349
SECTION 3 Protecting Civil Rights 354
ROOTS OF CULTURE: Frances Ellen Watkin’s Sketches of Southern Life 355
SECTION 4 The End of Reconstruction 359
CHAPTER 13
UNIT 3 The Civil War, Emancipation,and Black Reconstruction 278
A01_HINE6374_02_SE_FM1.qxd 1/6/10 12:42 PM Page xiii
xiv Contents
African Americans inthe South in the LateNineteenth Century1875–1900 366
SECTION 1 Politics 368
SECTION 2 Disfranchisement 374
SECTION 3 Segregation 377
SECTION 4 Violence 381
SECTION 5 Migration 385
SEEING THE PAST: Back to Africa 386
ROOTS OF CULTURE: Documenting the Black Experience 389
SECTION 6 African Americans and Southern Courts 393
Black SouthernersChallenge WhiteSupremacy 1867–1917 398
SECTION 1 Educating African Americans 400
SECTION 2 Church and Religion 406
SECTION 3 Black Troops 411
SECTION 4 Black Businesspeople and Entrepreneurs 418
SEEING THE PAST: Madam C. J. Walker 420
SECTION 5 Music and Sports 425
ROOTS OF CULTURE: Scott Joplin 426
CHAPTER 15
CHAPTER 14 African Americans in the Early TwentiethCentury 1895–1928 432
SECTION 1 Race and Social Change 434
SECTION 2 New Black Organizations 440
SECTION 3 Politics and the Military 447
SECTION 4 Racial Violence 452
SECTION 5 The Great Migration 459
SEEING THE PAST: The Chicago Defender 462
ROOTS OF CULTURE: The Photography of James Van Der Zee 466
African Americansand the 1920s 1915–1928 470
SECTION 1 Fighting Racism 472
SECTION 2 Black Organizations in the 1920s 475
ROOTS OF CULTURE: The Negro National Anthem: “Lift Every Voice and Sing” 477
SECTION 3 Uniting Black Workers 481
SECTION 4 The Harlem Renaissance 485
SEEING THE PAST: The Cotton Club 492
SECTION 5 Sports 496
CHAPTER 17
CHAPTER 16
UNIT 4 Searching for Safe Spaces 364
A01_HINE6374_02_SE_FM1.qxd 12/30/09 8:48 AM Page xiv
Contents xv
Black Protest, the GreatDepression, and the New Deal 1929–1941 502
SECTION 1 The Great Depression, 1929–1933 504
SECTION 2 Black Protest during the Great Depression 510
SECTION 3 The New Deal 516
SEEING THE PAST: Marian Anderson 519
ROOTS OF CULTURE: African-American Artists and the Works Progress Administration 524
SECTION 4 The Communist Party and AfricanAmericans 526
SECTION 5 The Tuskegee Study 530
Culture and Society in the 1930s and 1940s 1930–1949 534
SECTION 1 Black Culture 536
SECTION 2 Popular Culture for the Masses 542
SECTION 3 The Black Chicago Renaissance 546
ROOTS OF CULTURE: Katherine Dunham 550
SECTION 4 Black Art and Literature 552
SECTION 5 African Americans in Sports 557
SEEING THE PAST: Jesse Owens 558
SECTION 6 Black Religious Culture 561
CHAPTER 19
CHAPTER 18
The World War II Era and the Seeds of aRevolution 1936–1948 566
SECTION 1 World War II 568
SECTION 2 Race and the U.S. Armed Forces 572
ROOTS OF CULTURE: Jackie Robinson 576
SECTION 3 The Beginning of Military Desegregation 578
SEEING THE PAST: African-American Soldiers in World War II 580
SECTION 4 Black People on the Home Front 582
SECTION 5 The Transition to Peace 587
CHAPTER 20
UNIT 5 The Great Depression and World War II 500
A01_HINE6374_02_SE_FM1.qxd 1/6/10 12:42 PM Page xv
xvi Contents
The FreedomMovement 1954–1965 596
SECTION 1 The 1950s 598
SECTION 2 The Montgomery Bus Boycott 605
SECTION 3 No Easy Road to Freedom: 1957–1960 610
ROOTS OF CULTURE: SNCC Freedom Singers 614
SECTION 4 The Movement at High Tide 617
SECTION 5 A Hard Victory 623
SEEING THE PAST: Struggling for Equality 625
The Struggle Continues1965–1980 632
SECTION 1 Racial Integration 634
SECTION 2 The Great Society 641
ROOTS OF CULTURE: Motown: Hitsville U.S.A. 643
SEEING THE PAST: LBJ’s Great Society 647
SECTION 3 Martin Luther King 650
SECTION 4 The Arts and Education 652
SECTION 5 Politics 659
SECTION 6 Black Elected Officials 664
Black Politics, WhiteBacklash 1980 to thepresent 672
SECTION 1 The Conservative Reaction 674
SECTION 2 Civil Rights 677
SECTION 3 Jesse Jackson and the Rainbow Coalition 682
SEEING THE PAST: Shirley Chisholm and the 1972Presidential Campaign 683
SECTION 4 Policing the Black Community 686
SECTION 5 The Clinton Years 689
SECTION 6 Black Politics in the New Millennium 694
ROOTS OF CULTURE: Black Party Leaders 695
SECTION 7 The 2008 Presidential Election 705
CHAPTER 23
CHAPTER 22
CHAPTER 21
African Americans at the Dawn of a NewMillennium 712
SECTION 1 Progress and Poverty 714
SEEING THE PAST: Hurricane Katrina 718
SECTION 2 African Americans at the Center of Art and Culture 722
ROOTS OF CULTURE: Bob and Ziggy Marley and BlackInternationalism 725
SECTION 3 Religion 731
SECTION 4 Black Identity in the Twenty-First Century 738
Epilogue 746
Essays on the Election of Barack Obama 748
Appendix 753
Glossary of Key Terms 772
Biographical Glossary 780
Credits 792
Index 795
CHAPTER 24
UNIT 6 The Black Revolution 594
A01_HINE6374_02_SE_FM1.qxd 12/30/09 8:48 AM Page xvi
Sundiata of Mali 13
Emperor Mansa Musa 15
King Askia Muhammad Toure 15
King Nzinga Mbemba (Alfonzo I) of the Kongo 20
Olaudah Equiano 41
Ayuba Suleiman Diallo 44
Anthony Johnson 61
Jupiter Hammon 76
Crispus Attucks 89
Peter Salem 100
Elizabeth Freeman 114
Richard Allen 127
Absalom Jones 128
Daniel Coker 129
James Forten 131
Paul Cuffe 134
Gabriel Prosser 135
William Ellison 149
Frederick Douglass 182
Charlotte Forten Grimké 183
Stephen Smith and William Whipper 186
Harriet E. Wilson 189
Denmark Vesey 211
Samuel Cornish 215
Maria Miller Stewart 218
David Walker 221
Nat Turner 222
Robert Purvis 232
Sojourner Truth 233
Henry Highland Garnet 234
Harriet Tubman 242
Martin R. Delaney 245
Mary Ellen Pleasant 257
Thomas Sims 258
Anthony Burns 259
Susie King Taylor 296
Robert Smalls 302
Charlotte Ray 324
Francis Cardozo 329
Aaron A. Bradley 330
Hiram Rhodes Revels 344
Blanche Kelso Bruce 345
Jonathan J. Wright 346
The Gibbs Brothers 347
The Rollin Sisters 350
George H. White 369
Ida B. Wells 383
Johnson C. Whittaker 394
Booker T. Washington 403
W. E. B. Du Bois 404
Henry McNeal Turner 408
William J. Seymour 409
Maggie Lena Walker 419
Gertrude Pridgett “Ma” Rainey 427
George Washington Carver 435
Mary Church Terrell 442
Jane Edna Hunter 443
Carter Godwin Woodson 445
James Weldon Johnson 476
Claude McKay 487
Zora Neale Hurston 488
Countee Cullen 490
Biographies
xvii
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page xvii
Thomas Wright “Fats” Waller 491
Bessie Smith 494
Charles Spaulding 508
Thurgood Marshall 512
Daisy Lampkin 514
Mary McLeod Bethune 520
Ralph Bunche 521
Angelo Herndon 527
W.C. Handy 537
Paul Robeson 538
Billie Holiday 539
Charlie Parker 540
Bill “Bojangles” Robinson 544
Oscar Micheaux 545
Langston Hughes 547
Mahalia Jackson 549
Richard Wright 553
James Baldwin 555
Ralph Ellison 556
William Hastie 574
Mabel K. Staupers 575
Bayard Rustin 585
Rosa Parks 606
Martin Luther King Jr. 607
James Farmer 613
John Lewis 615
Robert Parris Moses 618
Fannie Lou Hamer 627
James Meredith 637
Eldridge Cleaver 638
Angela Davis 639
Maya Angelou 654
Miles Davis 655
Eleanor Holmes Norton 667
Clarence Thomas 675
Anita Hill 676
Randall Robinson 680
Jesse L. Jackson 684
Barbara Jordan 690
Colin Powell 696
Barack Obama 706
Michelle Robinson Obama 708
Oprah Winfrey 715
Marian Wright Edelman 717
Toni Morrison 723
Molefi Asante 728
Henry Louis Gates Jr. 729
Vashti Murphy McKenzie 733
xviii Special Features
A01_HINE6374_02_SE_FM1.qxd 1/6/10 12:42 PM Page xviii
Primary Source Documents
Al Bakri Describes Kumbi Saleh and Ghana’s Royal Court 27
Venture Smith, from “A Narrative of the Life and Adventures of Venture, a Native of Africa, But Resident Above Sixty Years in the United States of America,Related By Himself, Venture Smith.” 47
The Journal of a Dutch Slaver 53
A Poem by Juniper Hammon 85
Phyllis Wheatley on Liberty and Natural Rights 109
Richard Allen on the Break with St. George’s Church 141
Frederick Douglass on the Readiness of Masters to Use the Whip 171
Maria W. Stewart on the Condition of Black Workers 201
A Black Woman Speaks Out on the Right to Education 225
Fredrick Douglass, from Narrative of the Life of Frederick Douglass, an American Slave 246
Frederick Douglass Describes an Awkward Situation 249
Martin Delaney, from The Condition, Elevation, Emigration and Destiny of the Colored People of the United States 273
African Americans Respond to the Fugitive Slave Law 277
Lewis Douglass Describes the Fighting at Battery Wagner 311
A Black Nurse on the Sacrifice of Black Soldiers 311
Charlotte Forten, from Life on the Sea Islands 323
A Freedmen’s Bureau Commissioner Tells Freed People What Freedom Means 339
Frances Ellen Watkin, Sketches of Southern Life 355
Black Leaders Support the Passage of a Civil Rights Act 363
Majority and Dissenting Opinions on Plessy v. Ferguson 397
Black Men in Battle in Cuba 431
W. E. B. Du Bois on Being Black in America 469
James Weldon Johnson, Lift Every Voice and Sing 477
Marcus Garvey Appeals for a New African Nation 499
A Black Sharecropper Details Abuse in the Administration of Agricultural Relief 533
Margaret Walker on Black Culture 565
William H. Hastie Resigns in Protest 593
Separate but Equal Training for Black Army Nurses? 593
Bernice Johnson Reagon, from “We’ll Never Turn Back” 614
Letter of the Montgomery Women’s Political Council to Mayor W. A. Gayle 631
The Black Panther Party Platform 671
Jesse Jackson, Common Ground, 1988 711
E. Lynn Harris 745
Barack Obama and the Legacy of Slavery 748
The Warriors of Peace 749
Forever on a Journey 750
Barack Obama and the “Beloved Community” 752
Declaration of Independence 753
Constitution of the United States 755
The Emancipation Proclamation 763
Key Provisions of the Civil Rights Act of 1964 764
Key Provisions of the Voting Rights Act of 1965 768
Special Features xix
A01_HINE6374_02_SE_FM1.qxd 1/6/10 12:42 PM Page xix
Maps
1–1 Africa: Climatic Regions and Early Sites 7
1–2 Ancient Egypt and Nubia 9
1–3 The Empires of Ghana and Mali 13
1–4 West and Central Africa, c. 1500 17
1–5 Trans-Saharan Slave Routes 19
2–1 The Atlantic and Islamic Slave Trades 32
2–2 Slave Colonies of the Seventeenth and Eighteenth Centuries 33
2–3 Atlantic Trade among the Americas, Great Britain, and West Africa during the Seventeenth and Eighteen Centuries 36
3–1 Regions of Colonial North America, 1683–1763 67
4–1 European Claims in North America,(Left) 1750 and 1763 (right) 89
4–2 Major Battles of the American War for Independence, Indicating Those in Which BlackTroops Participated 99
4–3 The Resettlement of Black Loyalists after theAmerican War for Independence 105
4–4 North America, 1783 107
5–1 Emancipation and Slavery in the Early Republic 113
5–2 War of 1812 137
5–3 The Missouri Compromise of 1820 139
6–1 Cotton Production in the South, 1820–1860 148
6–2 Slave Population, 1820–1860 150
6–3 Agriculture, Industry, and Slavery in the Old South, 1850 152
6–4 Population Percentages in the Southern States, 1850 156
7–1 The Slave, Free Black, and White Population of the United States in 1830 175
8–1 Slave Conspiracies and Uprisings, 1800–1831 211
8–2 The Founding of Liberia 215
9–1 Anti-abolitionist and Antiblack Riots duringthe Antebellum Period 229
9–2 The Underground Railroad 241
10–1 The Compromise of 1850 254
10–2 The Kansas-Nebraska Act 262
10–3 The Election of 1860 272
11–1 Effects of the Emancipation Proclamation 292
11–2 The Course of the Civil War 295
12–1 The Effect of Sharecropping on the SouthernPlantation: The Barrow Plantation, Oglethorpe County, Georgia 320
12–2 The Location of Black Colleges Founded before and during Reconstruction 326
12–3 Congressional Reconstruction 335
13–1 Dates of Readmission of Southern States to the Union and Reestablishment of DemocraticParty Control 360
13–2 The Election of 1876 361
14–1 African-American Population of Western Territories and States, 1880–1900 388
15–1 Military Posts Where Black Troops Served,1866–1917 412
16–1 Major Race Riots, 1900–1923 453
16–2 The Great Migration and the Distribution ofthe African-American Population in 1920 461
16–3 The Expansion of Black Harlem, 1911–1930 465
21–1 The Effect of the Voting Rights Act of 1965 629
23–1 Election of 2004 701
23–2 Election of 2008 707
xx Special Features
A01_HINE6374_02_SE_FM1.qxd 1/6/10 12:42 PM Page xx
Figures and Tables
Figures
2–1 Estimated Annual Exports of Enslaved Africansfrom Western Africa to the Americas, 1500–1700 31
3–1 Africans Brought as Slaves to British North America, 1701–1775 66
3–2 Africans as a Percentage of the Total Population of the British American Colonies, 1650–1770 79
4–1 The Free Black Population of the British NorthAmerican Colonies in 1750, and of the United States in 1790 and 1800 104
5–1 Distribution of the Southern Slave Population,1800–1860 121
6–1 Cotton Exports as a Percentage of All U.S. Exports, 1800–1860 153
7–1 The Free Black, Slave, and White Population of the United States in 1820 and 1860 176
7–2 The Free Black, Slave, and White Population byRegion, 1860 176
9–1 Mob Violence in the United States, 1812–1849 229
14–1 African-American Representation in Congress,1867–1900 368
14–2 Lynching in the United States, 1889–1932 383
14–3 Black Farm Owners in Alabama, Arkansas,Florida, Georgia, Louisiana, Mississippi,South Carolina, and Texas, 1870–1910 392
15–1 Black and White Illiteracy in the United States and the Southern States, 1880–1900 401
15–2 Church Affiliation among Southern Black People, 1890 406
17–1 Black Workers by Major Industrial Group, 1920 482
17–2 Black and White Workers by Skill Level, 1920 482
18–1 Unemployment, 1925–1945 504
Tables
2–1 Estimated Slave Imports by Destination,1451–1870 34
5–1 Slave Populations in the Mid-Atlantic States,1790–1860 115
6–1 U. S. Slave Population, 1820 and 1860 149
7–1 Black Population in the States of the Old Northwest, 1800–1840 180
7–2 Free Black Population of Selected Cities,1800–1850 184
13–1 African-American Population and Officeholdingduring Reconstruction in the States Subject toCongressional Reconstruction 344
14–1 Black Members of the U.S. Congress,1870–1901 370
15–1 South Carolina’s Black and White Public Schools, 1908–1909 402
16–1 Black Population Growth in Selected Northern Cities, 1910–1920 460
18–1 Demographic Shifts: The Second Great Migration, 1930–1950 505
18–2 Median Income of Black Families Compared to the Median Income of White Families for Selected Cities, 1935–1936 506
24–1 Median Income of Black and White Households,1992–2005 716
24–2 Rates of Black Incarceration 717
Special Features xxi
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page xxi
xxii Reading and Writing Handbook
Before You ReadBefore you read an informational text, it’s important totake the time to do some pre-reading. Here are somestrategies for pre-reading an informational text.
Reading Informational TextsReading a newspaper, a magazine, an Internet page, or atextbook is not the same as reading a novel. The purpose ofreading nonfiction texts is to acquire new information.Researchers have shown that the Target Reading Skillspresented below will help you get the most out of readinginformational texts. You’ll have chances to practice these skillsand strategies throughout the book. Good luck!
1. Why do people emigrate from their home country?
2. What challenges do manyimmigrants face?
War, poverty, lack of food orjobs, persecution
New language, new customs,finding jobs
Question Answer
Set a Purpose for ReadingIt’s important to have a goal in mind when you’rereading your text. Preview the section you’reabout to read by reading the objectives andlooking at the illustrations. Then write down apurpose for your reading such as “I’ll learn aboutthe history of ___, ” or “I’ll find out about thecauses of ___.”
PredictAnother pre-reading strategy is to make aprediction about what you’re preparing tolearn. Do this by scanning the sectionheadings and visuals. Then write down aprediction such as “I will find out whatcaused the American Revolution.”
Ask QuestionsBefore you read a section ask a fewquestions that you’d like to answer whilereading. Scan the section headings andillustrations and then jot down a fewquestions in a table. As you read, try to fillin answers to your questions. You don’tneed to use complete sentences.
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:40 PM Page xxii
Reading and Writing Handbook xxiii
As You ReadIt’s important to be an active reader.Here are some strategies to use whileyou’re reading an informational text.
Latin America’s northernedge is marked by theboundary between theUnited States and Mexico.To the south, the regionextends to the tip of thecontinent of South America.
Latin America extends from the U.S.-Mexico border in the north all the way to thesouthern tip of SouthAmerica.
Original Paragraph Paraphrase
Reread or Read AheadIf you don’t understand a certain passage,reread it to look for connections among thewords and sentences. Or try reading ahead tosee if the ideas are clarified further on.
ParaphraseTo paraphrase is to restate information inyour own words. Paraphrasing is a good way tocheck that you understand what you’ve read.
Women havethe right to vote.
When didwomen win theright to vote?
The 19thAmendment,guaranteeingwomen the rightto vote, wasratified in 1920.
What I Know What I Want to Know What I Learned
Use Prior KnowledgeResearch shows that if you connect the newinformation you’re reading about tosomething you already know—your priorknowledge—you’ll be more likely toremember the new information. Afterpreviewing a section, create a table like theone at right. Complete the chart as youread the section.
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:41 PM Page xxiii
xxiv Reading and Writing Handbook
SummarizeSummarizing is another good wayto check that you understand whatyou’ve read. To summarize is torestate the main ideas of a passage.
Identify Main Ideasand DetailsA main idea is the mostimportant point in a paragraphor section of text. Sometimes amain idea is stated directly, butother times you must determineit yourself by reading carefully.Main ideas are supported bydetails. Good readers pauseoccasionally to make sure theycan identify the main idea. You can record main ideas anddetails in an outline format likethe one shown here.
Use Context CluesWhen you come across an unfamiliar word, youcan sometimes figure out its meaning from cluesin the surrounding words. For example, in thesentence “Some vendors sold bottled water,” theword sold is a clue indicating that a vendor issomeone who sells things.
Analyze Word Parts When you come across an unfamiliar word,sometimes it’s helpful to break the word intoparts—its root, prefix, or suffix. For example, theprefix in- means “not.” The word injustice meanssomething that is “not just.” Create a referencechart indicating the meanings of commonprefixes and suffixes.
The Constitution establishes our form of government, arepublic. A republic is a government in which citizens electtheir representatives. As the “supreme law of the land,” theConstitution protects the rights of citizens by providinggeneral rules that the national government and the stategovernments must follow.
Main idea
Main idea
Details
The ConstitutionI. Establishes our government, a republic
A. Provides for citizens to elect representatives B. Is the “supreme law of the land” C. Protects rights of citizens D. Provides rules that national and state
governments must follow
Electricity made from waterpower is called hydroelectricity.One way to build a hydroelectricplant is to dam a river. Thiscreates a huge lake. When thedam gates open, water gushesfrom the lake to the river, turninga wheel that creates electricity.
Hydroelectricity is created whenrushing water turns a wheel.
Original Paragraph Summary
A01_HINE6374_02_SE_FM1.qxd 12/29/09 8:34 PM Page xxiv
Reading and Writing Handbook xxv
Recognize Word OriginsAnother way to figure out the meaning of anunfamiliar word is to understand the word’sorigins, or where it comes from. For example,the words import and export contain the Latinroot –port, which means “to carry.” Imports aregoods carried into a country and exports aregoods carried out of a country.
Analyze the Text’s StructureIn a social studies text, the author frequentlyuses one of the structures at right to organizethe information in a section. Research showsthat if you identify a text’s overall structure,you’re more likely to remember theinformation you’re reading.
Analyze the Author’s PurposeDifferent types of materials are written withdifferent purposes in mind. For example, atextbook is written to teach students informationabout a subject. The purpose of a technicalmanual is to teach someone how to usesomething, such as a computer. A newspapereditorial might be written to persuade the readerto accept a particular point of view.
A writer’s purpose influences how the materialis presented. Sometimes an author states his orher purpose directly. More often the purpose isonly suggested, and you must use clues to identifythe author’s purpose.
Compare and Contrast—the author pointsout the similarities and differences betweentwo or more things such as people or places.
Sequence—the author tells the order in whichevents took place or the steps someone took toaccomplish something.
Cause and Effect—the author points out themain causes and/or effects of an event.
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:41 PM Page xxv
More than 5,000 peoplevoted last week in favorof building a new shop-ping center, but theopposition won out. Themargin of victory is irrel-evant. Those radical vot-ers who opposed thecenter are obviously self-serving elitists who donot care about anyonebut themselves.
This month’s unem-ployment figures for ourarea are 10 percent,which represents anincrease of about 5 per-cent over the figures forlast year. These figuresmean that unemploy-ment is worsening. Butthe people who votedagainst the mall probablydo not care about creat-ing new jobs.
xxvi Reading and Writing Handbook
Distinguish Between Facts and Opinions and Recognize BiasIt’s important when readinginformational texts to read actively andremember to distinguish between factand opinion. A fact can be proven ordisproven. An opinion revealssomeone’s personal viewpoint orevaluation.
For example, the editorial pages in anewspaper offer opinions on topics thatare currently in the news. You need toread newspaper editorials with an eyefor bias and faulty logic. For example,the newspaper editorial shown hereshows factual statements highlighted inblue and opinion statements in red. Theunderlined words are examples ofhighly charged words. They reveal biason the part of the writer.
Identify EvidenceBefore you accept an author’s conclusion, youneed to make sure that the author has based theconclusion on enough evidence and on the rightkind of evidence. An author may present a seriesof facts to support a claim, but the facts may nottell the whole story. Forexample, what evidence doesthe author of the newspapereditorial above provide to
support his or her claim that the new shoppingcenter would create more jobs? Is it possible thatthe shopping center might have put many smalllocal businesses out of business, thus increasingunemployment rather than decreasing it?
A01_HINE6374_02_SE_FM1.qxd 12/29/09 9:25 PM Page xxvi
Reading and Writing Handbook xxvii
After You ReadTest yourself to find out what you learned fromreading the text. Go back to the questions youasked yourself before you read the text. Youshould be able to give more complete answers tothese questions:
◆ What is the text about?◆ What is the purpose of the text?◆ How is the text structured?
You should also be able to make connectionsbetween the new information you learned andwhat you already knew about the topic.
Evaluate CredibilityWhenever you read informational texts youneed to assess the credibility of the author.This is especially true of sites you may visit onthe Internet. All Internet sources are notcreated equal. Here are some questions to askyourself when evaluating the credibility of aWeb site.
◆ What is the source of the information? Is the Web sitecreated by a respected organization, a discussion group, or an individual?
◆ Does the Web site creator include his or her name as wellas credentials and the sources he or she used to writethe material?
◆ Is the information on the site balanced or biased?◆ Can you verify the information using two other sources?◆ Is the information up-to-date? Is there a date on the
Web site telling you when the Web site was created orlast updated?
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:41 PM Page xxvii
Detail
Main idea
Significanceof narrative
In spite of graduating at the top of her lawschool class in 1953, law firms would nothire a woman. However, in 1981 Sandra DayO’Connor became the first woman to beappointed to the Supreme Court. Asked ifbeing a woman influenced her decisions as ajudge, she answered, “I tend to think thatprobably at the end of the day, a wise oldwoman and a wise old man are going toreach the same answer.”
Writing for Social StudiesWriting is one of the most powerful communication tools you will use todayand for the rest of your life. You will use it to share your thoughts and ideaswith others. Research shows that writing about what you read actually helpsyou learn new information and ideas. A systematic approach to writing—including prewriting, drafting, revising, and proofing—can help you writebetter, whether you’re writing an essay or a research report.
xxviii Reading and Writing Handbook
Narrative Essays Writing that tells a story about a personal experience
Select and Narrow Your TopicA narrative is a story. In social studies, it might bea narrative essay about how a historical eventaffected you or your family. The focus of youressay should be a special event of significance toyou.
Gather DetailsBrainstorm a list of details you’d like to include inyour narrative. Keep in mind who your audiencewill be.
2
1
Write a First DraftStart by writing a simple opening sentence thatwill catch your reader’s attention. Continue bywriting a colorful story that has a beginning,middle, and end. Write a conclusion that sums upthe significance of the event or situation describedin your essay.
Revise and EditConsider adding dialogue to convey a person’sthoughts or feelings in his or her own words.Check to make sure you have not begun too manysentences with the word I. If you have, revise thesentences. Replace general words with morespecific, colorful ones.
4
3
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:41 PM Page xxviii
Reading and Writing Handbook xxix
Persuasion Writing that supports an opinion or position
Select and Narrow Your TopicChoose a topic that provokes an argument andhas at least two sides. If there are too many prosand cons for the argument, consider narrowingyour topic to cover only part of the debate.
Consider Your AudienceThe argument that you make in your writingshould be targeted to the specific audience foryour writing. Which argument is going to appealmost to your audience and persuade them tounderstand your point of view?
Gather EvidenceYou’ll need to include convincing examples inyour essay. Begin by creating a graphic organizerthat states your position at the top. Then in twocolumns list the pros and cons for your position.Consider interviewing experts on the topic. Eventhough your essay may focus on the proarguments, it’s important to predict andaddress the strongestarguments againstyour stand.
3
2
1
Write a First DraftBegin by writing a strong thesis statement thatclearly states the position you will prove. Continueby presenting the strongest arguments in favor ofyour position and acknowledging and refutingopposing arguments. Build a strong case byincluding facts, statistics, and comparisons, and bysharing personal experiences.
Revise and ProofCheck to make sure you have made a logicalargument and that you have not oversimplifiedthe argument. Try adding the following transitionwords to make your reasoning more obvious:
To show a contrast—however, although, despiteTo point out a reason—since, because, ifTo signal a conclusion—therefore, consequently,
so, then
5
4
◆ Improves yourchances of acceptance
◆ Reduces stress◆ Allows more
time for friendsand family
◆ Less time todecide whichschool to apply to
Pros Cons
Position: Seniors should apply early to college
Not Now, but Right Now!It sneaks up on you at all hours of the day or night, a
floating cloud of angst. Suddenly, a feeling bubbles up fromthe pit of your stomach, an achy, acidic feeling of panic.“Which college is the right college? Can I get in?” Thesefears are definitely part of your senior year experience, buttwo simple words hold the secret to reduced stress: Applyearly. It is as simple as that. Apply early for collegeadmissions and you will sleep easier at night.
Think for a moment of how the college admissionsprocess works. Like a thousand cattle trying to passthrough the same gate at once, vast numbers of peopleacross the nation apply each year for a limited number ofplaces at college. Academic records of applicants aside,admissions boards work on a first come, first served basis.The longer you wait to apply, the less likely you are tomake the cut, no matter how qualified you may be.
Your senior year is a time of closing chapters, a time toenjoy the last days at home with friends and family, a time toremember the joys of childhood before jumping into thegreat unknown, adulthood. While waiting until the lastminute to apply to college may give you more time to decidewhich schools to apply to, it will dramatically increase yourstress. Take some pressure off yourself by gettingapplications in early. With just two simple words in mind,you can enjoy the sweet pleasures of the last year of highschool in peace: Apply early.
Adapted from an essay by Jason Heflin, Lakeland, Florida
Topic
Supporting (pro) argument
Opposing (con) argument
Conclusion
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:41 PM Page xxix
Write Your First DraftWrite a strong topic sentence and then organize the body of
your essay around your similarities anddifferences, causes and effects, or problem andsolutions. Be sure to include convincingdetails, facts, and examples.
Revise and ProofBe sure you’ve included transition words
between sentences and paragraphs:
Transitions to show similarities—all,similarly, both, in the same way, closely related,equally
Transitions that show differences—on theother hand, in contrast, however, instead, yet
4
3
xxx Reading and Writing Handbook
Exposition Writing that explains a process, compares and contrasts, explains causes and effects,or explores solutions to a problem
Identify and Narrow Your TopicExpository writing is writing that explainssomething in detail. An essay might explain thesimilarities and differences between two or moresubjects (compare and contrast), it might explainhow one event causes another (cause and effect),or it might explain a problem and describe asolution.
1 Gather EvidenceCreate a graphic organizer that identifies detailsto include in your essay. Create a Venn Diagramfor a compare-and-contrast essay, a diagramshowing multiple causes and effects for a cause-and-effect essay, or a web for defining all theaspects of a problem and the possible solutions.
2
John F. Kennedy and Richard Nixon ran for presidentof the United States against each other, yet both becamepresident. Kennedy, a Democrat, was elected in 1960.He dealt with crises in Cuba and saw the beginnings ofthe Vietnam War. He was assassinated in 1963.
Nixon, a Republican, was elected in 1968. Heopened relations with China and saw the end of theVietnam War. Because of the Watergate scandal, heresigned from office in 1974.
◆ President◆ Vietnam War◆ Term of office
ends early
Kennedy◆ Democrat◆ Cuba
Crisis
Nixon◆ Republican◆ China
Relations
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:41 PM Page xxx
Reading and Writing Handbook xxxi
Research Writing Writing that presents research about a topic
Identify and Narrow Your TopicChoose a topic you’re interested in and make surethat it is not too broad a topic. For example,instead of writing a report on Panama, write aboutthe Panama Canal. Ask yourself, What do I want toknow about the topic?
Acquire InformationLocate and use several sources of informationabout the topic from the library, Internet, or aninterview with someone knowledgeable. Beforeyou use a source make sure that it is reliable andup-to-date. Take notes using an index card foreach detail or subtopic and note which source theinformation was taken from. Use quotation markswhen you copy the exact words from a source.Create a source index card for each resource,listing the author, the title, the publisher, and theplace and date of publication.
2
1
Make an OutlineUse an outline to decide how to organize yourreport. Sort your index cards into the same order.
Write a First DraftWrite an introduction, body, and conclusion.Leave plenty of space between lines so you can goback and add details that you may have left out.
Revise and ProofBe sure to include transition words betweensentences and paragraphs.
To show a contrast–however, although, despite
To point out a reason–since, because, if
To signal a conclusion–therefore, consequently, so, then
5
4
3
IntroductionBuilding the Panama CanalEver since Christopher Columbus first exploredthe Isthmus of Panama, the Spanish had beenlooking for a water route through it. They wantedto be able to sail west from Spain to Asia withoutsailing around South America. However, it was notuntil 1914 that the dream became a reality.
Conclusion It took eight years and more than 70,000workers to build the Panama Canal. Itremains one of the greatest engineeringfeats of modern times.
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:41 PM Page xxxi
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:41 PM Page xxxii
Prentice Hall
African-AmericanHistory
A01_HINE6374_02_SE_FM1.qxd 12/29/09 6:41 PM Page 1