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W.E.B. DuBois immortalized Philadelphia's Black Seventh Ward neighborhood, one of America's oldest urban black communities, in his 1899 sociological study The Philadelphia Negro. In the century after DuBois's study, however, the district has been transformed into a largely white upper middle class neighborhood. Black Citymakers revisits the Black Seventh Ward, documenting a century of banking and tenement collapses, housing activism, black-led anti-urban renewal mobilization, and post-Civil Rights political change from the perspective of the Black Seventh Warders. Drawing on historical, political, and sociological research, Marcus Hunter argues that black Philadelphians were by no means mere casualties of the large scale social and political changes that altered urban dynamics across the nation after World War II. Instead, Hunter shows that black Americans framed their own understandings of urban social change, forging dynamic inter- and intra-racial alliances that allowed them to shape their own migration from the old Black Seventh Ward to emergent black urban enclaves throughout Philadelphia. These Philadelphians were not victims forced from their homes - they were citymakers and agents of urban change. Black Citymakers explores a century of socioeconomic, cultural, and political history in the Black Seventh Ward, creating a new understanding of the political agency of black residents, leaders and activists in twentieth century urban change.
This study focuses on the exploitive nature of the word ''Negro." Tracing its origins to the African slave trade, he shows how the label "Negro" was used to separate African descendents and to confirm their supposed inferiority.
A fresh portrayal of one of the architects of the African American intellectual tradition, whose faith in the subversive power of education will inspire teachers and learners today. Black education was a subversive act from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of “fugitive pedagogy”—a theory and practice of Black education in America. The enslaved learned to read in spite of widespread prohibitions; newly emancipated people braved the dangers of integrating all-White schools and the hardships of building Black schools. Teachers developed covert instructional strategies, creative responses to the persistence of White opposition. From slavery through the Jim Crow era, Black people passed down this educational heritage. There is perhaps no better exemplar of this heritage than Carter G. Woodson—groundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow. Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged: Woodson’s first teachers were his formerly enslaved uncles; he himself taught for nearly thirty years; and he spent his life partnering with educators to transform the lives of Black students. Fugitive Pedagogy chronicles Woodson’s efforts to fight against the “mis-education of the Negro” by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson’s materials and methods as they fought for power in schools and continued the work of fugitive pedagogy. Forged in slavery, embodied by Woodson, this tradition of escape remains essential for teachers and students today.
This book grew out of a series of articles which were published originally in Ebony magazine. The book, like the series, deals with the trials and triumphs of a group of Americans whose roots in the American soil are deeper than those of the Puritans who arrived on the celebrated “Mayflower” a year after a “Dutch man of war” deposited twenty Negroes at Jamestown. This is a history of “the other Americans” and how they came to North America and what happened to them when they got here. The story begins in Africa with the great empires of the Sudan and Nile Valley and ends with the Second Reconstruction which Martin Luther King, Jr., and the “sit-in” generation are fashioning in the North and South. The story deals with the rise and growth of slavery and segregation and the continuing efforts of Negro Americans to answer the question of the Jewish poet of captivity: “How shall we sing the Lord’s song in a strange land?” This history is founded on the work of scholars and specialists and is designed for the average reader. It is not, strictly speaking, a book for scholars; but it is as scholarly as fourteen months of research could make it. Readers who would like to follow the story in greater detail are urged to read each chapter in connection with the outline of Negro history in the appendix.
The Negro Motorist Green Book was a groundbreaking guide that provided African American travelers with crucial information on safe places to stay, eat, and visit during the era of segregation in the United States. This essential resource, originally published from 1936 to 1966, offered a lifeline to black motorists navigating a deeply divided nation, helping them avoid the dangers and indignities of racism on the road. More than just a travel guide, The Negro Motorist Green Book stands as a powerful symbol of resilience and resistance in the face of oppression, offering a poignant glimpse into the challenges and triumphs of the African American experience in the 20th century.