aia_lesson_plans

The purpose of America I AM: The African American Imprint is to tell the unique story of the United States. A story that is in part unique because of the involvement of African people and culture. We invite you to experience this journey, share in their struggles, and witness their triumphs. America I AM is the story of America.

The following Teacher’s Guide for America I AM: The African American Imprint was designed to promote personalized learning and reinforce classroom curriculum. The worksheets and classroom activities are appropriate for various grade levels and apply to proficiency standards in social studies, language arts, reading, math, science and the arts. Students are encouraged to use their investigation skills to describe, explain and analyze, summarize, record and evaluate the information presented in the exhibit. The information gathered can then be used as background research for the various ―classroom connections‖ that relate to grade level academic content standards.

In order to best suit you and your classroom needs, this Teacher’s Guide has been broken up into the following areas:

A. Exhibit Walk-through a. Gallery descriptions with relatable artifacts to Humanities/Social Studies, STEM and African American Entrepreneurship B. Humanities/Social Studies a. Pre-Visit Materials b. Self-Guide Worksheets c. Classroom Connections C. Science, Technology, Engineering and Mathematics (STEM) a. Pre-Visit Materials b. Self-Guide Worksheets c. Classroom Connections D. African American Entrepreneurship a. Pre-Visit Materials b. Self-Guide Worksheets c. Classroom Connections E. Additional Resources a. Chronologic Highlights of Cincinnati’s Black Community b. Timeline of Slavery c. Some Notable African American Women Inventors F. Suggested Reading NOTE: The Self-Guide Worksheets are for your convenience. Please feel free to copy necessary class sets before arriving to America I AM: The African American Imprint.

EXHIBIT WALK-THROUGH INTRODUCTION Time Machine Hallway As you walk down this hallway, notice that many of the figures depicted in the images along the wall fade to black as you walk by. This is meant to visually represent the question, ―What if there were no…Harriet Tubman…Martin Luther King…Louis Armstrong… The idea being that American culture would be radically different had these people not existed.

Du Bois Vestibule The Black intellectual W.E.B. Du Bois was the first African American to graduate with a PhD from Harvard. He also held degrees from Fisk University and the University of Berlin. In 1903 he posed the question, ―Would America have been America without her Negro people?‖ This quote, taken from Du Bois’ book The Souls of Black Folk is the organizing idea behind this exhibition.

Mirrored Map of the United States While the timeline featured mainly famous people, this map of the United State poses the question, ―What would America be without her everyday people?‖ GALLERIES America I AM Rooted in Africa The African American imprint began in the 1400s as European kings and merchants traded around the Atlantic. The traffic in goods gave way to trade in human beings. The Transatlantic slave trade was the engine that drove the African Diaspora, or scattering.

Manillas – The word manilla is most likely derived from manella, the Spanish word for bracelet. Manillas were a form of currency for many West African peoples. They were used as barter, and ultimately were used to buy slaves. They were usually made out of bronze and copper or some alloy. There was also an ornamental quality to manilas.

Their size and shape were such that they could be worn around the wrist or ankle.

Slave castle doors – These doors were once part of a castle in Cape Coast, Ghana.

They came to us from Nana Kweku Egyir Gypei III (Nana means chief) who has made it his mission to make sure people know about the slave castles that once dotted the African coast. Many of them have been demolished, but it is important that their story of struggle does not slip away with them. These doors led from a holding area to the ship docks. They were the last doors that slaves walked through before boarding ships to the Americas.

Telescope from slave ship – This telescope is from the 1700s. Telescopes like this one were used by sailors to sight land and see other ships at sea.

America I AM Our Foundation While suffering under physical and mental oppression in the American colonies, enslaved Africans created financial wealth for their owners. Less measurable—but no less important— was their creativity and culture.

Mortar and pestle – Farmers from West Africa lowlands knew how to cultivate rice.

Planters from coastal Georgia and South Carolina enslaved thousands of Africans.

These expert rice farmers brought valuable skills – including building dams, flooding and draining fields, and working in standing waters.

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Phillis Wheatley table and book – Phillis Wheatley was sold into slavery at the age of seven. John Wheatley, a tailor from Boston, bought her. She was named after the ship that carried her from Africa to America, The Phillis. She was taught to read and write and studied English, Greek, and Latin. In 1770, she published her first poem, and three years later she published her first collection of poetry. She was the first African American to publish a book of poetry.

Slave-made drum – The drum, an African instrument, has had a profound effect on American music.

America I AM the Measure of Justice The ideas in many of the founding documents of the United States ultimately helped African Americans gain their freedom. Initially, however, the freedoms and liberties inherent in these documents were not extended to African Americans.

Bill of sale for a woman and child – It is hard to reconcile a bill of sale for a woman and her child with the words ―All men are created equal.‖ Both of these documents were created in 1776.

Bucks of America medallion – The Bucks of America was an all-black military company in the Revolutionary War. It is next to a census showing slaves being counted at 3/5 a person. In the face of oppression, Black men put their lives on the line for their country.

America I AM the Soul of Freedom By the early 1800s, much of the American economy depended on slave labor. But the fledgling anti-slavery movement was gaining momentum. A chorus of voices demanded freedom. The loudest were those of former slaves who had freed themselves and written powerful books about their experiences. Led by free African Americans and former slaves and their white allies, the abolition movement widened the rift between North and South, leading to the Civil War. Frederick Douglass’ “Free Pass” letter – This letter was issued by the Department of the Interior and signed by President Abraham Lincoln. Douglass carried it with him to prove that he was free. It made it easier for him to travel during the Civil War. Spin Gin – Most people have heard of Eli Whitney’s cotton gin. This device was a combination of a cotton gin and a spinning wheel. It removed the seeds from cotton and then spun it into thread.

Cincinnati Black Brigade Flag – The Black Brigade of Cincinnati was the first organized use of African Americans in the North for military purposes. Many brigade members went on to fight in other units later in the war, including Powhatan Beaty, who was awarded the Congressional Medal of Honor for his service.

America I AM the Voice of Equality After the Civil War, Congress added the 13th, 14th, and 15th amendments to the Constitution.

They abolished slavery and allowed African Americans to become full citizens—at least on paper.

13th Amendment – This is a vellum copy of the 13th Amendment from 1865. It is signed by members of the House and Senate. President Lincoln’s signature can be found at the bottom.

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America I AM the Invincible Some states passed ―Jim Crow‖ laws that negated the positive reforms brought about by the 13th, 14th, and 15th amendments. These laws—upheld by both state and federal courts— enforced segregation and denied rights to black people. The term ―Jim Crow‖ is usually attributed to a blackface character of the white actor Thomas D. Rice. Despite the repressive Jim Crow Laws and the institutionalized racism during this time, African Americans created vibrant creative communities, and established colleges.

Garrett Morgan traffic signal – As automobile traffic became heavier on American streets in the early 1920s, better traffic signals were needed. African American inventor Garrett Morgan created this one, with arms that raised and lowered. It signaled drivers when to stop for each other, and then it stopped cars in both directions so that people on foot could cross safely. Morgan held a number of patents, including one for the gas mask.

Madam C. J. Walker items – Walker was the first female African American millionaire.

She made her fortune by developing hair-care products for black women.

Franklin D. Roosevelt’s favorite cane – After President Roosevelt died, his wife gave his favorite cane to her friend Mary McLeod Bethune. Bethune had served on Roosevelt’s ―Black Cabinet,‖ helping him make decisions on important issues regarding race. This mirrors the actions of Mary Todd Lincoln, who gave one of President Lincoln’s walking sticks to Frederick Douglass after President Lincoln passed away.

America I AM Spirit African Americans began founding their own churches and denominations in the 1700s. Black people turned to their churches as centers of social, cultural and political life—places where they could exercise democracy and find community. Over time, black religious music and sermonic styles helped shape all American language and music.

Fred Shuttlesworth’s ministerial robe – Rev. Fred Shuttlesworth was a leader of the civil rights movement. He led efforts to integrate Birmingham, Alabama’s schools, buses and recreational facilities. Because of this work, his life was routinely threatened. In 1961, Shuttlesworth moved to Cincinnati to pastor a church.

Malcolm X’s journal – This spiral notebook is one of a set of diaries Malcolm X wrote in on his religious pilgrimage to Mecca in 1964. After he returned to the United States, he founded the Muslim Mosque in New York City, to teach traditional Islam.

America I AM Patriotic African Americans have fought in every American war, beginning with the Revolution. Despite being faced with obstacles, double standards, and discrimination, they served admirably.

Buffalo Soldier robe – The men of four all-black regiments—the 9th and 10th Cavalry and 24th and 25th Infantry—known as Buffalo Soldiers. The robe, made out of buffalo hide, was worn by a Buffalo Soldier.

NASA flight suit – Dr. Guion ―Guy‖ Bluford became a NASA astronaut in 1979. In 1983 he became the first African American in space.

Captain Dovey Roundtree’s uniform – Dovey Roundtree entered the Women’s Auxiliary Army Corps in 1942, at a time when the military was still segregated by race. After the war, she attended Howard Law School, graduating at a time when there were just 83 black women lawyers in the U.S. As an attorney, she fought for civil rights.

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America I AM the Conscience of a Nation In the late 1950s, African Americans began to organize large scale boycotts against companies and businesses that practiced discrimination. At the same time, grass roots organizations took it upon themselves to come to the aid of the poor and the downtrodden, especially within rural communities. The Civil Rights Movement became the inspiration for non-violent, interracial freedom struggles around the globe.

The bench from the Birmingham jail – Dr. Martin Luther King was arrested and put in jail for his involvement in non-violent protests in Birmingham. He was trying to help desegregate the city. While in jail he wrote ―Letter from a Birmingham Jail.‖ Some of his most recognizable quotes come from this letter.

Rev. Fred Shuttlesworth’s Presidential Citizens Medal – The Presidential Citizens Medal is the second highest civilian award bestowed by the President of the United States.

President Clinton presented this award to Rev. Shuttlesworth in 2001, for his untiring efforts to further civil rights.

America I AM the World By the late 20th Century, Black culture had become an important American export to the rest of the world. Black writers, scholars, musicians, poets, artists, and entertainers were visible all across the globe.

Louis Armstrong’s bugle – By the 1920s, Louis Armstrong began getting recognition as an inventive trumpet player and unique vocalist. Today he is considered one of the best artists in jazz history, with an influence that extends to American popular music as well.

This bugle was one of the first instruments that Armstrong ever played.

Muhammad Ali’s robe – Muhammad Ali wore this robe in 1974 as he trained for his fight with George Foreman in Zaire (now the Democratic Republic of the Congo) in Central Africa. The fight—dubbed ―Rumble in the Jungle‖—would decide whether Ali would take back the heavyweight championship or if Forman would keep it.

Prince’s guitar – Prince has won numerous Grammy Awards, a Golden Globe, and an Academy Award. He played this guitar in the pouring rain during the halftime show of the 2007 Super Bowl.

NASA flight suit – Charles Bolden flew more than 100 sorties in the Vietnam War. He was an astronaut from 1981 until 1994, serving as pilot or mission commander on four space flights: STS-61C, STS-31, STS-45, and STS-60. Bolden is now Administrator of NASA. Thurgood Marshall’s morning suit – Thurgood Marshall was the first African American Justice of the United States Supreme Court. Before his appointment to the Supreme Court by President Lyndon Johnson, Marshall served as Chief Counsel for the NAACP. During this time he successfully argued many cases before the Supreme Court, including Brown v. Board of Education, which desegregated public education. Marshall wore this suit while arguing cases before the Supreme Court.

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HUMANITIES/SOCIAL STUDIES Pre-Visit Vocabulary: Define the following vocabulary and events as they relate to African American history: Abolition movement Civil War Discrimination Modern civil rights movement Reconstruction Revolutionary War Slavery Slave trade Underground Railroad Background: Research and create a timeline of the history of African Americans in the United States. Select several significant events and describe their effect on African American history.

Exhibit Link: Analyze and explain the importance of the history of African Americans in the United States and how their accomplishments have impacted our lives today.

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HUMANITIES/SOCIAL STUDIES Self-Guide Worksheet 1. Briefly explain the significance of these events on African American History.

Event

Significance

Enslavement

___________________________________________

Revolutionary War

___________________________________________

Civil War

___________________________________________

Abolition Movement

___________________________________________

Civil Rights Movement

___________________________________________

2. Briefly explain how the different economics of the North and South affected the Civil War. North Economics ________________________________

South Economics ________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

3. Find a quote that you find interesting. Record the quote and the name of the author. How is the quote significant to African American history? How is it significant to American history? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. Select an artifact, uniform, costume or significant object displayed in the exhibit.

Describe the item in detail and be prepared to research the item’s background and write a story about the item when you return to the classroom. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5. Select several athletes and entertainers that you think have made an impact on African American history. List their significant contributions.

Athlete/Entertainer _______________________

Significant Contribution ___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

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6. Select several African American entrepreneurs. List their significant contribution to American history.

Entrepreneur _______________________

Significant Contribution ___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

7. Find these statements and describe why they are significant to African American history and American history.

The Constitution forms ―a more perfect union‖ for some. _____________________________________________________________________ _____________________________________________________________________ ―All men are created equal.‖ _____________________________________________________________________ _____________________________________________________________________ ―…land of the free.‖ _____________________________________________________________________ _____________________________________________________________________ The Underground Railroad: ―Pathways to Freedom‖ _____________________________________________________________________ _____________________________________________________________________ ―Doors of No Return‖ _____________________________________________________________________ _____________________________________________________________________ 8. Locate and describe the accomplishments of the following African American women.

Women

Accomplishment

Rosa Parks

___________________________________________

Madam C. J. Walker

___________________________________________

Serena Williams

___________________________________________

Sojourner Truth

___________________________________________

Harriet Tubman

___________________________________________

Angela Davis

___________________________________________

Aretha Franklin

___________________________________________

Shirley Chisholm

___________________________________________

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HUMANITIES/SOCIAL STUDIES Classroom Connections 1. Use primary and secondary documents, such as diaries and speeches to research the influence of one of the following African Americans on the Civil Rights Movement: Angela Davis Martin Luther King Oliver W. Hill

Rosa Parks Shirley Chisholm

Write a monologue, short story, or create a visual presentation relating your research.

2. Research and explain the cultural, economic and spiritual imprint of African Americans on American history during one of these time periods: Enslavement Revolutionary War Civil War Abolition Movement

Reconstruction Civil Rights Movement Present day

Use a variety of sources to collect your information.

3. Research and explain the importance of people’s rights that are protected by the First Amendment. Include the importance of freedom of speech, freedom of religion, freedom of press and the right of petition and assembly as it relates to African American history.

4. Explain the causes of the Civil War as they relate to slavery, states rights, the different economics of the North and South and the abolitionist movement.

Describe the causes from the perspective of people living during that time period.

Record your research and present the information. Include the effects of stereotyping, prejudice, racism and discrimination.

5. Explain one of these statements as it applies to African American history.

Research the history of the statement, the time period and its importance.

The Constitution forms ―a more perfect union‖ for some. ―All men are created equal.‖ ―…land of the free.‖ The Underground Railroad: ―Pathways to Freedom‖ ―Doors of No Return‖ 6. Evaluate the role of one of these historical figures and the impact they had on African American history. Support your research with evidence. Include a bibliography in your research project.

Billie Holiday Duke Ellington Frederick Douglass George Washington Carver

Harriet Tubman Joe Lewis Mansa Musa W.E.B. Du Bois 9

7. Write a letter to one of these African Americans that you consider a hero. In your letter, explain why you chose this person and what attributes they possess that you would like to develop in yourself.

Alex Haley Charles Bolden Gregory Hines Marian Anderson

Maya Angelou Oprah Winfrey President Obama Thurgood Marshall

8. Research and explain the importance of one of the following events to African American history. Include what caused the event and its effect on history. Use your written or oral presentation skills to convey your information.

Dred Scott Decision The Emancipation Proclamation 13th Amendment 14th Amendment 15th Amendment 9. Research and describe how these historical figures influenced American history.

Write an imaginary story from their viewpoint.

William Lloyd Garrison (1805-1879) John Brown (1800-1859) Harriet Tubman (1820-1913) Charlotte Forten (1837-1914) Olaudah Equiano (1745-1797) Sojourner Truth (1797-1883) 10. Investigate the artistic contributions of one of the following African Americans.

Explain their impact to enlighten, empower and entertain.

Alex Haley Aretha Franklin Bernice Johnson Reagon Bootsy Collins Etta James Gregory Hines Jackson 5 James Brown Jimi Hendrix John Hope Franklin Lerone Bennett Louis Armstrong

Luther Vandeross Marian Anderson Marvin Gaye Mavis Staple Michael Jackson Prince Ray Charles Smokey Robinson Supremes Teddy Pendergrass Tupac Amaru Shakur Wilson Pickett

11. Investigate the sports accomplishments of one of the following African Americans.

How did their courage and conviction contribute to the history of sports?

Arthur Ashe Jackie Robinson John McLendon

Michael Jordan Oscar Robertson Serena Williams

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12. Select a quote from those listed below. Research the author of the quote, to whom they were speaking and the historical significance of the quote. Present your research as if you were a reporter for a local newspaper or as the author giving a speech or monologue. ―Would America have been America without her negro people?‖ W.E.B. Du Bois ―Negro slavery is an evil of colossal magnitude.‖ John Adams, from a letter to Abigail Adams, 1819 ―I am a soldier now and I shall use my utmost endeavor to strike at the rebellion and the heart of this system that so long has kept us in chains.‖ Private Samuel Cabble, 55th Massachusetts Infantry ―The work of abolitionists is not done.‖ Frederick Douglass, 1885 ―The Earth’s most explosive evil is racism, the inability of God’s creatures to live as one, especially in the West.‖ Malcolm X, April 25, 1964 ―America would not have been America, and Americans can not be Americans, without the gifts African Americans have…given.‖ Lerone Bennett, Jr.

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STEM Pre-Visit Vocabulary: Define and/or explain these vocabulary words and terms: Science Technology Engineering Mathematics Background: Research and create a timeline of significant scientific and technological advances in United States History. Select and describe several advances that greatly influenced the lives of or were developed by African Americans.

Exhibit Link: Using the advances chosen above, explain the importance of African Americans to American history and our lives today.

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STEM Self-Guide Worksheet

Telescope from slave ship (c. 1700s) Telescopes like this one were used by sailors to sight land and see other ships at sea. Slavers were wary of other ships, such as those that might contain pirates.

Science: A telescope is a device used to magnify distant objects. Sailors use telescopes to sight land and sea, astronomers use telescopes to view objects in the night sky including the planets in our solar system. Can you list the planets in order starting with closest to the Sun?

__________________________________________________________________________ __________________________________________________________________________ Technology: Although the basic physics of a telescope hasn’t changed much over time, telescope technology has greatly changed. Today we have hand-held telescopes, telescopes in space, giant telescopes and even telescopes that see light our eyes can’t see. If you were to use a telescope to look into the night sky, what object would you look at and why?

__________________________________________________________________________ __________________________________________________________________________ Engineering & Mathematics: In order to determine the magnification power of a telescope, divide the focal length of the objective lens by the focal length of the eye piece. This telescope has an objective lens focal length of 500mm and a 25mm eyepiece. What is the power (written as ―X‖) of the telescope?

Power =

X

mm mm =

Focal length of objective lens = 500 mm Focal length of eyepiece = 25 mm

Did you know? The Cincinnati Observatory, situated atop the rolling hillsides of Mt. Lookout, was the first public observatory in the Western hemisphere and is home to the world's oldest telescope still in use nightly by the general public. Visitors may stop by on clear Thursday and Friday nights to look through the telescopes or contact the Observatory to make reservations or learn more about their programs.

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Additional Notes:

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STEM Self-Guide Worksheet

Slave-made drum (c. 1800s) Whether used for calling people together, or providing a beat for a story teller, drums in many sizes, tones, and shapes formed the heart of African American music.

Slaveholders knew that Africans could use drums to communicate with each other.

Fearing organized escapes, many planters banned drums.

Science: When a drum is struck, it is the vibration that is making the sound we hear. The harder a drum is struck, the larger the vibration, causing a more intense sound and a lower pitch. Do you think the tension of the material being struck affects the pitch of the sound? If yes, why?

__________________________________________________________________________ __________________________________________________________________________ Technology: Drum technology has changed drastically over the years. Musicians have many options for drums and can even use electronic drums similar to those used in popular video games. While the size of a traditional drum may affect the pitch, does the size of an electronic drum matter?

__________________________________________________________________________ __________________________________________________________________________ Engineering: This drum is carved out of palm wood with animal skin stretched across the top and held down with leaf fibers. Are the materials used in modern drums the same as the materials used in this drum? If no, why would they have changed over time?

__________________________________________________________________________ __________________________________________________________________________ Mathematics: When creating a drum, the surface area, volume and circumference must be considered.

Do these measurements need to be exact? Why or why not?

__________________________________________________________________________ __________________________________________________________________________

Did you know? While female drummers are the minority, many African American women have made their mark in music history: Sheila Escovedo is of Mexican, African American and Creole heritage and is best known as the drummer for Prince. Jessie Mae Hemphill is an award winning African American female blues singer, musician and drummer. Cindy Blackman is an African American female jazz and rock musician most recognized as the drummer for Lenny Kravitz.

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Additional Notes:

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STEM Self-Guide Worksheet

Garrett Morgan traffic signal (c. 1923) As automobile traffic became heavier on American streets in the early 1920s, better traffic signals were needed. African American inventor, Garrett Morgan, created this one with arms that raised and lowered. It signaled drivers when to stop for each other and then it stopped cars in both directions so that people on foot could cross safely.

Science: Garrett Morgan’s traffic signal was hand-crank operated and used many gears to function.

Gears are often considered simple machines. List the other 6 simple machines. Can you list the 2 simple machines that make up a gear?

__________________________________________________________________________ __________________________________________________________________________ Technology: The first traffic signals had to be manned by an operator that stood next to the signal. What are some advantages of the more technologically advanced automatic traffic signals?

__________________________________________________________________________ __________________________________________________________________________ Engineering: Morgan’s traffic signal is debated as providing a standard for governing automotive traffic and being the prototype for the traffic signal used today. If you were to make an improvement to our modern traffic signals, what would it be and why?

__________________________________________________________________________ __________________________________________________________________________ Mathematics: You are approaching a crosswalk that has just signaled you to cross the street. According to the following information, how long would you have to cross the street once you arrive at the corner?

You may only cross when the traffic traveling parallel to the crosswalk has a yellow or green light. The green light lasts 45 seconds and the yellow light lasts 15 seconds. You are 12 feet from the corner and traveling at 4 feet per second.

_______ seconds Did you know? Although Garrett Morgan was born in Paris, Kentucky and lived most of his life in Cleveland, Ohio, he spent his teenage years in Cincinnati. His formal education didn’t extend past elementary school, but after moving to Cincinnati, he hired a tutor in English grammar while working as a handyman. Morgan is known to be the first African American to own an automobile in Cleveland.

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Additional Notes:

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STEM Self-Guide Worksheet

Indianapolis Clowns uniform shirt (c 1960s) White and black men played baseball together after the Civil War. But in the 1880s, the major leagues barred African Americans from competing. So African Americans formed their own teams. These teams played around the country and even in the Caribbean and South America. Stars included Satchel Paige, Cool Papa Bell, and Josh Gibson.

Science: Generally speaking, a ball thrown with a spin will curve in the same direction that the front of the ball (home plate side, when pitched) turns. Imagine you are a batter, draw an arrow on the balls to show which direction you would see the ball spinning as it is coming toward you based on the information given: Ball will curve toward 3rd base

Ball will curve st toward 1 base

Ball will curve toward the ground

Ball will curve upward

Technology& Engineering: The game of baseball hasn’t changed much over the years; however technology and engineering has had its influence on how we view the game. Can you think of a few technological advances in baseball and explain how they have changed the game?

__________________________________________________________________________ __________________________________________________________________________ Mathematics: What is the range, median and mode of the following pitch speeds?

90 mph

95 mph

87 mph

98 mph

99 mph

85 mph

94 mph

Range = ________ mph Median = ________ mph Mode =

________ mph

Did you know? Cincinnati has a rich baseball history. The first team of professional baseball players, the Cincinnati Red Stockings, took the field in 1869. Cincinnati was first again 66 years later when President Franklin Roosevelt threw the switch from the White House to turn on the lights at Crosley Field for the first night game played under stadium lights between Cincinnati and Philadelphia.

Did you know? In the 1870s an American woman could not vote or own property in her own name after marriage but she could play ball – as well as it could be played in an outfit that weighed as much as 30 pounds and included a floor-length skirt, underskirts, a long-sleeved, high-necked blouse and high button shoes! The All-American Girls Baseball League played its last season in 1954; however it was a ―whites only‖ league, forcing African American women like Toni Stone, Connie Morgan and Mamie ―Peanuts‖ Johnson to play on otherwise all-male teams in the Negro Leagues in the 1950s

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Additional Notes:

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STEM Self-Guide Worksheet

NASA flight suit worn by Dr. Guion ―Guy‖ Bluford Guy Bluford (1942- ) flew 144 missions in the Vietnam War before earning a doctorate in aerospace engineering in 1978. Bluford began work as a NASA astronaut in 1979 and became the first African American in space in 1983.

Science: Bluford served on the crew of STS 61-A, the German D-1 Spacelab mission, which launched from Kennedy Space Center, Florida, on October 30, 1985. During this mission, 76 experiments were performed in Spacelab in such fields as fluid physics, materials processing, life sciences, and navigation.

What can we learn from performing experiments in space?

__________________________________________________________________________ __________________________________________________________________________ Technology: Technology is extremely important and always changing with NASA; however, even with the best technology, there is still a time delay between Earth and space. The time delay between the Mars Pathfinder rover and Earth was about 10 to 15 minutes depending on the relative position of Earth and Mars. How would this time delay affect the controlling of and effectiveness of the rover?

__________________________________________________________________________ __________________________________________________________________________ Engineering: We use many inventions for space exploration back here on Earth. Fire fighters rely on their fire resistant suits, made from fabrics designed for space suits, to keep them safe. Other inventions such as cordless tools and cordless vacuums were engineered from the need to be cordless in space. What is different from Earth in space that forces scientists and engineers to develop new inventions?

__________________________________________________________________________ __________________________________________________________________________ Mathematics: Bluford’s first mission was STS-8, which launched from Kennedy Space Center, Florida, on August 30, 1983. STS-8 completed 98 orbits of the Earth in 145 hours before landing at Edwards Air Force Base, California, on September 5, 1983. Approximately how many orbits of Earth did the Challenger complete each day?

Approximately _______ orbits Did you know? Dr. Mae C. Jemison blasted into orbit aboard the space shuttle Endeavor on September 12, 1992, becoming the first African American woman in space. Dr. Jemison is a chemical engineer, scientist, physician, teacher and astronaut, with a wide range of experience in technology, engineering, and medical research. In addition to her extensive background in science, she is well-versed in African and African-American Studies and is trained in dance and choreography.

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STEM Self-Guide Worksheet

Rosa Parks’ arrest card (1955) On December 1, 1955, Rosa Parks was riding a crowded Montgomery, Alabama bus. By law, she was required to give up her seat if a white person did not have one.

When she refused to let a white man have her place, the bus driver had her arrested.

At the police station, she was fingerprinted.

Her fingerprints are on the card shown here.

Science: Fingerprints are formed before birth and may have as many as 150 ridge characteristics. The ridge characteristics of the finger are formed where the epidermis (the outer portion of the skin) and dermis (the inner skin) meet. Below are a few fingerprint patterns.

Which of the patterns below do you have? _________________________________________ What patterns can you find on Rosa Parks’ arrest card? ________________________________ ARCH

TENTED ARCH

LOOP

WHORL

DOUBLE LOOP

POCKET LOOP

ACCIDENTAL

Technology: Computers are now able to scan and digitally encode fingerprints so that they can be subject to high-speed computer processing. How do you think this is improving the fingerprinting system and making it more effective?

__________________________________________________________________________ __________________________________________________________________________ Engineering & Mathematics: Due to the extremely large number of prints submitted to the FBI daily, the need for a new computer storage system which compresses the files using algorithms was created. An algorithm is a well defined set of instructions and is used in computer science, mathematics, science and more; even a cooking recipe can be considered an algorithm. Although you may not be aware of it, when you were taught how to add and subtract fractions, you were taught an algorithm. Use that algorithm to solve the following problems.

1 9

5

+ 9

3

+ 9

=

6 7

-

4 7

-

1 7

=

Did you know? There are over 250 million sets of fingerprint records on file. If all of the fingerprint cards on file were stacked on top of one another, they would equal one hundred and thirty three stacks, each the size of the Empire State Building! Finding space to keep all of these fingerprint cards is difficult!

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STEM Classroom Connections 1. Make a telescope using a single lens and aluminum foil.

It is possible to make a telescope using aluminum foil and one lens. The lens will act as the telescope's objective lens. To make an eyepiece, poke a tiny hole in the foil, and use this pinhole as the telescope eyepiece lens. The tiny hole in the foil removes the blur but it also makes the image very dim. This type of telescope is best for viewing closer objects during the day.

To make a good pinhole, stack up several layers of aluminum foil, poke the stack with a pin, then separate the layers and choose whichever one has a very round, very small hole. Experiment with different holes; put one on your eye, look through it a brightly-lit scene, and see how sharp everything looks. Smaller holes generally give sharper, dimmer images, but VERY small holes cause blur because of "optical diffraction" effects.

You want your pinhole to be very small, but not so small that things become blurry.

To make a telescope, hold the best pinhole against your eye and look through it. Look at a brightly lit scene, such as the sunny outdoors outside a classroom window. Now place your objective lens against the pinhole, then move it slowly outwards. When you see a magnified scene, your telescope is working! You can hold your lens in different spots so the scene is either upside down or right side up.

You can use your pinhole-telescope to create a "zoom lens" effect by moving the objective lens towards the pinhole or away. And depending on the distance between the pinhole and the lens, the scene you see can either be upside-down or right-side-up. It's very complicated to build a zoom-lens telescope with real eyepiece lenses, but if you use a pinhole it becomes simple.

2. Create several drums of varying sizes and shapes using different materials such as glass jars, oatmeal canisters, toilet paper rolls, buckets and tin cans. Determine how the size and shape affects the sound of each drum. Test different materials for the drum head such as wax paper, plastic wrap, foil, construction paper, grocery bags and balloons and record how they affect the sound.

Additional component – try to create a story using your drums. Determine the effectiveness of communicating using drums. Why would this be useful to slaves.

3. Develop an invention that applies to your life. Identify a need in your school, home or community and then invent a solution to do something about it.

Don’t forget to include the scientific method while you work on your invention. Here are some helpful tips to making your invention a success: Research past and present inventors – how were they influenced or inspired, what obstacles did they have to overcome, how did they succeed with their invention?

Brainstorm some needs – examine your school, home and community and determine a need that you might be able to help with. Talk to people affected by the problem to better understand how you might be able to help.

Design and build a solution – pick a need and create a list of materials and supplies you will need for your invention. Discuss your ideas and questions with someone who might be able to help with the design.

25

Test and redesign if necessary – test your invention and involve people affected by the problem to perfect your solution. Do not give up if your first tries are unsuccessful. Brainstorm and redesign your invention to perfect it.

Share your invention – show off your invention to those affected by the problem or enter your invention into a contest. Research online to see how others may have solved the same need.

4. Find the “sweet spot” in a baseball bat. Hold a baseball bat, hanging down, loosely between your thumb and index finger, just below the knob on the bat's handle.

Have a friend tap the bat gently with a hammer, starting at the fat end and moving toward the handle.

You should feel a vibration in your fingers whenever the bat is struck, except when the "node" is hit; then you'll feel nothing. You may also notice a slightly different sound when the node is struck. Whenever an object is struck, it vibrates in response. These vibrations travel in waves up and down the length of the object. If you hit the ball on the bat's node, the vibrations from the impact will cancel out, and you won't feel any stinging or shaking in your hand. Since little of the bat's energy is lost to vibrations when this spot is hit, more can go to the ball.

5. Determine the speed at which a ball is thrown in mph. A few examples are below: The pitchers mound is 60.5 feet from home plate in major league baseball. A pitcher throws the ball from the pitchers mound and it crosses home plate half a second later.

How fast in miles per hour was the ball traveling?

60.5 feet .5 seconds

X

1 mile 5280 feet

X

3600 seconds 1 hour

=

miles hours

_______ miles per hour In major league baseball the distance between 1st and 2nd base is 90 feet. The second baseman caught the ball on 2nd base and threw the ball to the 1st baseman trying to get a double out. The ball traveled from 2nd base to 1st base in 1 second. How fast in miles per hour was the ball traveling?

90 feet 1 second

X

1 mile 5280 feet

X

3600 seconds 1 hour

=

miles hours

_______ miles per hour 6. Plan a trip to Mars. Imagine you and your two or three other crewmates are planning for a trip to Mars. Assume that all your basic needs for air, food, water, and warmth will be met by the basic design of the spaceship and the supplies that have already been stowed aboard. All you and your mates must do is decide what personal items to take to pass the time and keep yourselves entertained and happy. Sounds easy, right? But remember, you are on a spaceship and space for personal items is limited. All the items your crew takes along must fit into a box 1 meter wide by 1 meter high by 1 meter deep—in other words, having a volume of 1 cubic meter (1 m3). (One meter is about 39-1/2 inches).

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Mars is the fourth planet from the Sun, and Earth is the third planet from the Sun. It takes Earth about 365 days to make one orbit around the Sun (one Earth year). It takes Mars 687 Earth days to make its journey around the Sun. So to get to Mars, we blast off from Earth going in the same direction as Earth and Mars are both traveling around the Sun, and by adding a little speed using the spacecraft’s engines, we eventually match up with Mars’ orbit and catch up to Mars itself. If we don’t care about gas mileage, we can really step on it and get there in six months! A more fuel-efficient trip takes about 11 months.

So, after a six-month journey, you land on Mars and have to stay at least 19 months, until Mars and Earth approach their closest positions again before you take off for the sixmonth journey home. You will be gone a total of about 2-1/2 years! This is a long time to be cooped up in a spaceship or in a Mars habitat with a few other crewmates! How would you pass the time? And how would you plan for all the crewmates to get along together?

Keep in mind the following things: You and your crewmates might want to take items that are of interest to everyone and can be shared.

For electronics that require batteries, you will need 2.5 years worth of batteries!

There is no cell phone service in space.

There is no cable or satellite TV in space.

To save space you might want to consider items that are compact, or can be disassembled and reassembled when needed.

For 1 year of this trip, you will be in a zero gravity environment on the spaceship, for the rest of the time you will be on Mars and will be in gravity only 1/3 that of Earth’s gravity.

7. Create a “who stole the cookie from the cookie jar” scenario. In a classroom or group setting, have students create their own fingerprint cards, then compile the cards in a “fingerprint database” binder that is accessible to the students when they are investigating the cookie thief. Set up a “crime scene” with a cookie jar and choose a student’s fingerprints to copy and tape to the cookie jar. Have the students examine the scene and determine who stole the cookie from the cookie jar.

NOTE: While this is a pretend scene, some students may get upset by being the ―thief‖ so choose your student wisely – you may want to discuss it with the student first if you are hesitant. Having the students create the cards that can be given pretend names later may work best for your class. Also, inform students that their fingerprints are only being used for fun in the classroom and they will not leave the classroom. Some students associate fingerprints with crime and police and may be hesitant to participate.

Creating fingerprint cards – have the students take a blank sheet of paper and trace both of their hands with a marker. Within each finger, including the thumbs, have the students place a fingerprint using washable inkpads. Don’t forget to have the students place their names on their fingerprint cards. Place the classroom fingerprints into a binder as the ―fingerprint database‖ for students to review.

Creating the “crime scene” – choose a student that will be a good sport and copy their fingerprints to be cut out and placed throughout the scene. Place a cookie jar on a table and create your classroom ―crime scene‖ containing the fingerprints from the selected student.

27

Have the class take turns investigating the ―crime scene‖ and comparing the fingerprints at the crime scene to those in the ―fingerprint database‖ binder. Students not investigating may spend time researching about fingerprints and how they are formed. They may examine and classify their own fingerprints, learning about how investigators collect and study them in real-life situations.

MODIFICATIONS: This may be elaborated for higher grade levels by having the ―thief‖ assist with the set-up and actually make fingerprints that will be dusted and recorded by the students. You can also include additional prints of innocent cookie eaters that must be eliminated during the investigation. Be creative with the ―crime scene‖ and extend the activity to tie in other subjects as you see fit.

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AFRICAN AMERICAN ENTREPRENEURSHIP Pre-Visit Vocabulary: Define and/or explain these vocabulary words and terms: Inventor Entrepreneur Goods and Services Supply and Demand Consumers Producers Background: Research the background of African American entrepreneurs and inventors in America.

Exhibit Link: Explain the importance of African American entrepreneurs, inventors, writers, artists and entertainers to American History and our lives today.

29

AFRICAN AMERICAN ENTREPRENEURSHIP Self-Guide Worksheet 1. Select several African American entrepreneurs. List their significant contribution to American history.

Entrepreneur _______________________

Significant Contribution ___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

2. Locate and describe the accomplishments of the following African American women.

Women

Accomplishment

Rosa Parks

___________________________________________

Madam C. J. Walker

___________________________________________

Serena Williams

___________________________________________

Sojourner Truth

___________________________________________

Harriet Tubman

___________________________________________

Angela Davis

___________________________________________

Aretha Franklin

___________________________________________

Shirley Chisholm

___________________________________________

3. Make a list of African American athletes, musicians, artists, writers and entertainers that used their entrepreneurship skills to contribute to American history.

African American _______________________

Entrepreneurship Skill ___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

_______________________

___________________________________________

4. Explain how the African American church supported entrepreneurship by being the center of the social, cultural, social-political and economic growth after the 15th amendment to the constitution. _____________________________________________________________________ _____________________________________________________________________

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Additional Notes:

31

AFRICAN AMERICAN ENTREPRENEURSHIP Classroom Connections 1. Research African American inventors. Record their accomplishments and the dates of their inventions on one timeline. Record the corresponding important events during the same span of years on another line to create a multiple-tier timeline.

2. Research some local African American entrepreneurs and inventors such as those listed below. Explain their influence and contributions to American and local history.

J.P. Ball Eliza Potter Henry Boyd Robert Duncanson William Watson Wendell P. Dabney Granville T. Woods Samuel T. Wilcox

32

33

ADDITIONAL RESOURCES Chronologic Highlights of Cincinnati's Black Community Calkins, David L. "Chronologic Highlights of Cincinnati's Black Community." Cincinnati Historical Society Bulletin 28 (Winter 1970): 344-353.

Pre-1800's Escaping slaves flee to the Northwest Territory, their numbers unknown. Population figures for free Negro migration during this period are so indefinite that approximation is impossible.

337 Negroes lived in Ohio. No accurate figure for Cincinnati exists.

The State Constitution of Ohio upheld the Northwest Ordinance of 1787 which had prohibited slavery in this area. However, the State Constitution divested the Negro of his political and civil rights.

1804 Black Laws—Legislation was passed prohibiting any Negro or mulatto from settling in the state of Ohio unless he could produce papers showing he was a free man. All Negroes living in Ohio were required to register with their respective county clerks.

1807 Black Laws-Negroes were required to give a bond of $500 as a guarantee of good behavior.

Negroes were prohibited from testifying against any white man in court.

1809-1810 The first Negro church was erected with William Allen as its preacher. The church, which burned three times and was rebuilt, allegedly was used as a station of the Underground Railroad from 1812-1815.

1810 Negro population was reported as 80 out of a total of 6,000.

(Note: population figures prior to 1850 are only approximate.)

1815 Negro population was reported as 200 out of a total of 6,000.

1819 Negro population was reported as 367 out of a total of 9,120.

1824 The first African Methodist Episcopal Church was formed in Cincinnati by the Reverend Philip Brodie and the Reverend James King, the first and third pastors of the new Bethel Church. It had seceded from the Deer Creek Methodist Church, founded in 1815. The A.M.E. church, which still exists today at Sixth and Broadway where it has been located since 1870, is the Allen Temple African Methodist-Episcopal Church.

1825 Henry Collins established the first Negro school in Cincinnati, located on the south side of Seventh Street between Broadway and Duck Creek. The school soon failed.

1826 Negro population was reported as 690 out of a total of 16,230. The Cincinnati Colonization Society, to sponsor the deportation of blacks to Africa, was founded by prominent whites, reflecting the growing fear over the increasing Negro population.

Henry Boyd (1802-?), a slave who bought his freedom, moved to Cincinnati in 1826 where he took up the cabinetmaker-carpenter trade. Boyd invented and manufactured a popular corded bed in a factory where he employed 20-50 workers of both races.

1829 Negro population was reported as 2,258 out of a total of 24,148.

Black Laws—Past legislation had not been strictly enforced. However, a growing Negro population led to racial antagonism as whites attempted to prevent an increase of the Negro population by rigid enforcement of existing legislation. As a result a three-day riot ensued.

Though Negroes petitioned for repeal of the laws, they did not succeed and about one-half of the Negro population, between 1,000-1,200, fled the city.

1830 Black Laws—Legislation forbade the Negro to serve in the state militia.

1831 Negro population was reported as 1,194 out of a total of 28,014. The decline is attributed to emigration following the 1829 riot.

Black Law—Legislation forbade the Negro to serve on juries.

1834 The Lane Seminary Rebellion—Seminary students, who had initiated eighteen nights of antislavery debates and were working directly with Negroes in the community, staged a walkout when they were ordered to suspend such blatant activities. The Lane rebels then

1800 1802

34

1836

1838 1840 1841

1843 1844

1845

1846 1847 1848 1849

1850 1852

enrolled at Oberlin College, Oberlin, Ohio, which consequently became a stronghold of abolitionist activity, as well as a school for all races.

The first successful Negro elementary school was established by Owen T. B. Nickens on the brink of Sixth Street Hill, looking down into the Deer Creek.

Charles McMicken, benefactor of the University of Cincinnati, bought 10,000 acres north of Liberia (known as Ohio in Africa) as a haven for emigrating Negroes. McMicken failed at this colonization attempt but inserted a clause in his will excluding Negroes from sharing in his educational benefactions.

Augustus Wattles, one of the "Lane rebels" of 1834, induced many blacks to improve their condition by migrating to Mercer County where they acquired farm land.

James G. Birney, a southerner and former slave owner, became the target of antiabolitionist activity. The Philanthropist, an abolitionist paper published in Cincinnati by Birney, was attacked and its press destroyed. Negroes within the city were also attacked.

This melee became known as the riot of 1836.

Black Laws—Legislation prohibited the public education of Negroes at the expense of the state.

Negro population was reported as 1,500 out of a total of 42,500.

A bloody week-long riot broke out between Negroes and whites, with the mayor declaring martial law. The press of The Philanthropist was again destroyed.

Robert S. Duncanson (1822-1872), artist, settled in Mt. Healthy and won the patronage of the wealthy white philanthropist, Nicholas Longworth. He became known as one of the leading landscape painters of his day and certainly was one of the earliest black American painters. His most famous painting was "The Land of the Lotus Eaters" (1861), location now unknown. Notable among his works are the hall murals at the Taft Museum.

Disfranchised American, the first known local newspaper published by blacks, made its appearance. Its various editors were Alphonso M. Sumner, William L. Yancy, Reverend Thomas Woodson, and Gideon Q. Langston.

The Colored Orphans' Asylum was founded by a Quaker, Lydia P. Mott, in one of Nicholas Longworth's buildings on Ninth Street.

Reverend Hiram S. Gilmore, a white philanthropist, established the Cincinnati High School, the first private colored high school, on the east end of Harrison Street. The school graduated such notable leaders as P.B.S. Pinchback (acting governor of Louisiana) and John M. Langston (congressman from Virginia and dean of the Howard University Law School) as well as local photographer Thomas C. Ball, educators Peter H. Clark and John I. Games, Dr. C. F. Buckner, and Reverend Philip Tolliver. The enactment in 1849 of free public education for the colored eclipsed the role of Gilmore's school.

Thomas C. Ball, photographer, began his long career in Cincinnati. Ball and his partner Alexander Thomas achieved longtime success with their Daguerreian Gallery on Fourth Street. James P. Ball, perhaps a brother to Thomas, was another daguerreotyper in the city, also located on Fourth Street.

Robert Gordon, a freed slave, came to Cincinnati where he developed a lucrative business in the coal trade. By 1879 he was reported to have amassed a fortune of $200,000. During the Civil War he invested in U.S. Bonds and bought real estate in fashionable Walnut Hills.

Levi Coffin (1798-1877), a white abolitionist, came to Cincinnati and became the "national president" of the Underground Railroad.

Black Law—Legislative revision now gave Negroes the right to testify in court.

Black Laws—A partial repeal provided separate public schools for Negroes, to be administered by elected Negro trustees. In Cincinnati Negroes' efforts to organize their educational system failed when local authorities refused to provide funds. John I. Games (1821- 1859), a well-to-do provision store owner and longtime trustee of the colored school board, led a fight in the courts which resulted in victory in 1852.

Negro population was reported as 3,237 out of a total of H5,438.

A Colored School Board and Superintendency were created. Negro power to elect their own trustees was revoked in 1853 and returned in 1856. In 1874 the Colored School Board was

35

1855 1859 1860 1862

1863 1866 1869 1870 1873 1874

1876 1879

1880 1882 1883 1884

1887

1890 1891 1893

abolished and management was turned over to the Board of Education. In 1876 the Superintendency of Colored Schools was abolished.

Uncle Tom's Cabin, by former Cincinnati resident Harriet Beecher Stowe, was published.

This novel played a crucial part in igniting opposition to slavery.

Herald of Freedom, SL newspaper issued for three months by Peter H. Clark, was published by M. Bently of Ludlow, Kentucky.

Samuel T. Wilcox, a prominent Negro grocery merchant, had accumulated $59,000 in taxable property.

Negro population was reported as 3,731 out of a total of 161,044.

Negroes and Irish laborers fought over job rights along the levee. The week-long altercation, known as the riot of 1862, spread throughout the city.

With the formation of the "Black Brigade," Cincinnati Negroes played a significant role in preparing the city for an anticipated attack from Confederate General Kirby Smith.

Colored Citizen, a, newspaper published until 1873, had as its earliest editors Joseph C. Corbin and John P. Sampson and A. Moore as publisher. The later editor was Charles W. Bell. It was revived January 1, 1887, under the editorship of H. F. Leonard.

Gaines High School, the first Negro public high school, was established with Peter H. Clark (1829-1926) as principal. It was named for John I. Gaines, who worked to advance his people through education, and continued until 1890.

Joe Early was elected constable, probably the first Negro to be elected to office in Ohio.

Negro population was reported as 5,900 out of a total of 216,239.

Negroes were permitted to vote for the first time in Ohio.

Pinckney Benton Stewart Pinchback, who attended Cincinnati High School, advanced from acting governor of Louisiana to election to the U.S. Senate from that state, but was not permitted to take his seat.

William H. Parham became the first Negro graduate of the Cincinnati Law School. He was also the first Negro to be nominated for the State Legislature. From 1866 to 1876 he was superintendent of the Colored Schools of Cincinnati, and in 1887 he replaced Peter Clark as principal of Gaines High School.

Declaration, 1876-?, was a Negro newspaper published by Charles W. Bell.

George Washington Williams (1849-1891), a local Baptist minister and student of law, became the first Negro elected to the Ohio Legislature. Williams also achieved prominence in the literary world as one of the first Negro historians. His History of the Negro Race in America From 1619 to 1880 (1882) and A History of the Negro Troops in the War of the Rebellion, 1861-1865 (1888) were well received. Williams was appointed as U.S. Minister to Haiti in 1885.

Negro population was reported as 8,179 out of a total of 255,139.

Afro-American, 1882-?, a newspaper.

Colored Patriot, ?-1883-?, advertised as a Republican newspaper.

Henry Hagerman became Cincinnati's first Negro policeman.

Granville T. Woods (1856-1910), inventor, was a mechanical genius who held more than 35 patents. In 1884 he obtained his first patent on a steam boiler furnace. Numerous other electrical inventions followed.

American Catholic Tribune, 1884-1894, advertised as the first and only Negro Catholic paper in the United States. The editor and publisher was Dan A. Rudd.

Black Laws were completely repealed. The bill was written by Benjamin W. Arnett (18381906), a former pastor of Allen Temple in Cincinnati and the Negro representative for Greene County.

A law was passed permitting integration of the white common schools. Attendance at the Negro schools dwindled.

Negro population was reported as 11,684 out of a total or 296,908.

Charles Turner, who became an eminent biologist, graduated from the University of Cincinnati.

News Recorder, 1893-?, a newspaper edited by J. S. Sandipher.

36

1896

1897 1900 1907 1910 1913 1915 1920

1924 1926 1928 1930 1931 1935 1939 1940

1948 1949

1950

1951

Voice of the People, 1896-?, a newspaper edited by ex-Congressman Samuel B. Hill and Harry Leonard.

The Douglass League, a Republican political club, was founded by Wendell Phillips Dabney (1865-1952) and others in order to pressure for reforms for the advancement of Negroes.

W. P. Dabney became the first Negro Assistant Paymaster of Cincinnati. When he was appointed Paymaster in 1923, with no commensurate raise in pay, he quit.

Negro population was reported as 14,482 out of a total of 325,902.

Kid Ashe, former Cincinnati newsboy, won fame in New York as a boxer.

W. P. Dabney began publication of the Union, SL Negro newspaper which continued publication until his death in 1952, to inform and aid Negroes. Dabney was one of the most prominent civil rights leaders in the city.

Negro population was reported as 19,639 out of a total of 363,591.

W. P. Dabney published a pamphlet, "The Wolf and the Lamb," protesting a bill in the State Legislature which would have prohibited interracial marriage. The bill was defeated.

The Cincinnati chapter of the National Association for the Advancement of Colored People (N.A.A.C.P.) was established with W. P. Dabney as its first president.

Negro population was reported as 30,079 out of a total of 401,207.

The Universal Negro Improvement and African Communities League, a part of Marcus Garvey's "Back to Africa Movement," became strong in Cincinnati under the leadership of Sir William Ware. Membership was an estimated 8,000.

DeHart Hubbard won the broadjump championship at the Olympic Games in Paris. He was a graduate of Walnut Hills High School (1921), ranking first in his class. He set a world record for the broadjump in 1925 with a jump of 25 feet, 10 7/8 inches.

W. P. Dabney wrote and published Cincinnati's Colored Citizens: Historical, Sociological and Biographical, SL valuable source for the history and achievements of local Negroes, and still the only published work exclusively about Cincinnati's Negroes.

Jennie D. Porter became the first Negro to receive a Ph.D. from the University of Cincinnati.

At the time she was one of four Negro women in the United States to hold a Ph.D. degree.

Negro population was reported as 47,818 out of a total of 451,160.

Frank A. B. Hall, with Republican endorsement, was elected as Cincinnati's first Negro councilman.

Dr. Lucy Oxley became the first Negro graduate of the University of Cincinnati College of Medicine.

Theodore M. Berry, lawyer, became the first Negro to occupy the position of Assistant County Prosecutor in Hamilton County. He was elected to City Council in 1942.

Negro population was reported as 55,757 out of a total of 455,610.

Willard Saxby Townsend (1895-1957), native Cincinnatian and labor leader, organized and became president of the United Transport Service Employees of America (U.T.S.E.A.).

When this union merged with the C.I.O., Townsend was placed on the General Executive Board of the C.I.O., becoming its first Negro board member.

Mrs. Nora Fulton became the first Negro ever appointed to the staff of the Clerk of City Council.

Ezzard Charles became heavyweight boxing champion of the world, 1949-1951. He attended old Woodward High School. Charles was the only man ever to defeat Joe Louis in a title fight.

Garland Andrews became the first Negro foreman of a Hamilton County grand jury.

Negro population was reported as 78,685 out of a total of 503,998.

Charles Hatcher, Jr., became the first Negro appointed to the Cincinnati Public Recreation Commission.

Attorneys Joseph H. Fulton and William A. McClain, Assistant City Solicitor, became the first Negroes elected to the Cincinnati Bar Association.

Henry A. Garcia of Wilberforce, Ohio, became the first Negro student at the Cincinnati Conservatory of Music.

37

1953 1954

1955

1956 1957

1958

1959 1960

1961 1963

1964 1965 1966 1967

Jesse D. Locker, native Cincinnatian and lawyer, was appointed Ambassador to Liberia by President Dwight D. Eisenhower. He had previously served twelve consecutive years as a city councilman.

Mrs. Ethel Fletcher, a Negro refused entrance to the Coney Island amusement park, won a court victory guaranteeing her civil rights. The ruling, however, applied only to Mrs. Fletcher and not to the entire Negro race.

Roosevelt M. Cade became the first Negro to join a fraternity at the University of Cincinnati.

Charles Houston of New York City became the first Negro to live in a University of Cincinnati fraternity house.

Wallace (Bud ) Smith won the lightweight boxing championship of the world, holding it until 1956. He attended old Woodward High School.

Herbert S. Bane became the first Negro fire recruit appointed in Cincinnati.

Gilbert Tarlton was the first Negro from the Cincinnati Archdiocese to become a Catholic priest.

Theodore M. Berry, vice mayor, became the first Negro to officially head the city's administration, acting in the absence of Mayor Charles P. Taft. Later Berry was appointed Assistant Director of the Federal Anti-Poverty Program, Department of Health, Education and Welfare.

Negroes sang in Cincinnati's May Festival for the first time.

Dr. Paul S. Hough became the first Negro appointed to the city Board of Health.

Michael M. Turpeau, attorney, was named an administrative consultant to the Veterans Administration Board of Veterans Appeals in Washington, becoming the first Negro appointed to such a post.

Oscar Robertson became the first All-American athlete in the University of Cincinnati's history.

Jerry Maxey became the first Negro elected by the Junior Chamber of Commerce as "Father of the Year."

Harry Turner was appointed a probation officer in the Municipal Court Probation Department, the first Negro to join the department.

Negro population was reported as 108,757 out of a total of 502,550 city inhabitants, or 21.6%. Outside of Cincinnati the metropolitan figure was 2.8% Negro.

Antonio M. Blackburn, Jr., an art teacher at Taft High School, won one of the highest awards Sweden can give an artist: the Medal of the Swedish State School of Arts, Crafts, and Design. He studied for a year in Sweden.

The University of Cincinnati recognized the campus's first Negro fraternity, Kappa Alpha Psi. William A. McClain, lawyer, and the first Negro ever to win the National Intercollegiate Oratorical Championship (1934), was appointed to the top legal post in the city, as City Solicitor. He became the first Negro to achieve an important non-elective city position.

Calvin H. Conliffe became the first Negro elected to the Cincinnati Board of Education.

Winther E. McCroom was named an Assistant U. S. District Attorney in Cincinnati, the first Negro lawyer to serve in the Federal Attorney's local office in the last fifty years.

William N. Lovelace was appointed by Governor James A. Rhodes as the first Negro judge of the Municipal Court of Cincinnati.

Arthur F. Hull, Jr., Assistant Manager of the Systems and Methods Department of the Cincinnati Gas and Electric Company, became the first Negro to serve on the Cincinnati Civil Service Commission.

Lawrence C. Hawkins was appointed Assistant Superintendent of Cincinnati Public Schools, the highest post ever attained by a Negro within the educational system.

Reverend L. Venchael Booth became the first Negro appointed to the Board of Directors of the University of Cincinnati.

Arthur Elliott was appointed United States Marshal.

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1969 1970

Dr. Nathan Wright, native of Cincinnati and holder of five college degrees, wrote Black Power and Urban Unrest. A prolific writer, he attended Walnut Hills High School and the University of Cincinnati.

Lawrence C. Hawkins became the first Negro dean at the University of Cincinnati.

Dr. Clarence Reid was appointed Director of Pediatrics at Jewish Hospital.

Calvin H. Conliffe, first black member elected to the Cincinnati Board of Education, became its first black president.

Negro population was reported as 125,070 out of a total of 452,524 city inhabitants, or 27.6%. Outside of Cincinnati the metropolitan figure was 2.9% Negro.

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Timeline of Slavery 1565 1619 1755 1770s

African slaves arrive in North America at Spanish colony of St. Augustine.

First Africans arrive in Jamestown, Virginia initially identified as Indentured Servants.

All 13 colonies legally recognize ―chattel‖ (slavery).

Slave labor becomes vital to Southern economy because of growth of rice, tobacco, sugar and indigo plantations. Northern economy increases because of the development of small farms and industry.

1793 Invention of cotton gin, a machine that separates the fibers of cotton from the seed, increases the importance of slavery to the Southern economy.

Canada’s only anti-slavery law passed.

First Fugitive Slave Law passed.

1803 First Black Codes (Black Laws) enacted.

1804 Free blacks must register certificate of freedom and pay 12 ½ cents for each family member.

1805 African Slave Trade supposedly forbidden.

1808 Cincinnati passes local laws to reinforce Black Codes.

1829 Isabella Van Wagener changes her name to Sojourner Truth and begins preaching her abolitionist beliefs in the North.

1829-1830 First petition campaign again Black Codes.

1830 Use of the train as a means of transportation increases and the term ―Underground Railroad‖ is first used to describe the movement of runaway slaves.

1833 British Parliament passes Emancipation Act, which frees all slaves and outlaws slave trade.

1835 James G. Birney, future owner of The Philanthropist, an abolitionist newspaper, arrives in Cincinnati 1836 The Philanthropist becomes the official newspaper of the Ohio Anti-Slavery Society.

Angry mobs attack the printing press of The Philanthropist.

1838 Blacks banned from public schools.

1839 Ohio passes state Fugitive Slave Act. 1847-1863 Frederick Douglass, abolitionist and escaped slave, publishes newspaper, The North Star.

1849 Black Codes repealed.

Harriet Tubman, escaped slave, begins to help over 300 slaves to freedom on the Underground Railroad.

1850 Second Fugitive Slave Law passed.

1851 Harriet Beecher Stowe publishes Uncle Toms Cabin.

1857 Dred Scott case 1858 Slave ship Wanderer arrives; she delivers probably last cargo of slaves to America 1861 Civil War begins.

1863 Abraham Lincoln issues Emancipation Proclamation.

1865 Civil War ends.

13th Amendment to the U.S. Constitution prohibits slavery in America.

1866 14th Amendment gave citizenship to African Americans (men only).

1870 15th Amendment gave the right to vote to African American (men only).

40

Some Notable African American Women Inventors Inventor

Invention

Date

Ammons, V.M.

Fireplace Damper Actuating Tool

Sept. 30, 1975

Bath, P.

Laser Apparatus for Surgery of Cataractus Lenses

July 6, 1999

Benjamin, M.E.

Gong and Signal Chair for Hotels

July 17, 1888

Blount, B

Portable Receptacle Support – helps amputees feed themselves

April 24, 1951

Boone, S.

Ironing Board

April 26, 1892

Bradberry, H.

Bed Rack

May 25, 1943

Bradberry, H.

Torpedo Discharge Means

Dec. 11, 1945

Brown, M.V.B.

Home Security System

Dec. 2, 1969

Carter, I.O.

Nursery Chair

Feb. 9, 1960

Downing, G.

Reciprocating Corner Baseboard Cleaning Auxilary Attachment for Rotary Floor Treatment Machine

Feb. 13, 1973

Goode, S.E.

Folding Cabinet Bed

July 14, 1885

Hammonds, J.F.

Apparatus for Holding Yarn Skeins

Dec. 15, 1896

Holmes, L.M.

Knockdown Wheeled Toy

Nov. 14, 1950

Kenner, M.B.D.

Carrier Attachment for Invalid Walker

May 18, 1976

Kenner, M.B.D.

Bathroom Tissue Holder

Oct. 19, 1982

Kenner, M.B.D.

Back Washer Mounted on Shower Wall and Bathtub

July 29, 1987

Mangin, A.M.

Pastry Fork

March 1, 1892

Miro, R.

Stationary Organizer

July 20, 2004

Newman, L.D.

Hairbrush

Nov. 5, 1898

Parker, A.H.

Heating Furnace

Dec. 23, 1919

Snowden, M.

Rain Hat

March 5, 1983

Thomas, V.L.

Illusion Transmitter

Oct. 21, 1980

Toland, M.

Float-Operated Circuit Closer

May 4, 1920

Turner, M.M.

Fruit Press

April 25, 1916

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SUGGESTED READING Pre K-K Rappaport, Doreen and Dryan Collier. Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. Johnson, Angela. Wind Flyers

Grades 1-3 Krull, Kathleen. Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest Woman Levine, Ellen. If You Traveled on the Underground Railroad

Grades 4-6 Davis, Ossie. Just Like Martin Golding, Vivien. Traditions from Africa

Grades 5-8 Griffin, Judith Berry, and Margot Tomes. Phoebe the Spy Bridges, Margo Lundell. Through My Eyes

Grades 7-9 Schissel, Lillian. Black Frontiers: A History of African American Heroes in the Old West Levine, Ellen. Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories

Grades 9-12 Northrup, Solomon. Twelve Years a Slave Wood, Peter. Strange New Land: Africans in Colonial America

Adult Stauffer, John. Giants: The Parallel Lives of Frederick Douglass and Abraham Lincoln Bennett, Lerone. Before the Mayflower: A History of Black People

COMING SOON For the complete Suggested Reading book list, please visit www.cincymuseum.org/education

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