A satire on enforcement of the "gag-rule" in the House of Representatives, prohibiting discussion of the question of slavery. Growing antislavery sentiment in the North coincided with increased resentment by southern congressmen of such discussion as meddlesome and insulting to their constituencies. The print may relate to John Quincy Adams's opposition to passage of the resolution in 1838, or (more likely) to his continued frustration in attempting to force the slavery issue through presentation of northern constituents' petitions in 1839. In December 1839 a new "gag rule" was passed by the House forbidding debate, reading, printing of, or even reference to any petition on the subject of abolition. Here Adams cowers prostrate on a pile composed of petitions, a copy of the abolitionist newspaper the "Emancipator," and a resolution to recognize Haiti. He says "I cannot stand Thomson's [sic] frown." South Carolina representative Waddy Thompson, Jr., a Whig defender of slavery, glowers at him from behind a sack and two casks, saying "Sir the South loses caste whenever she suffers this subject to be discussed here; it must be indignantly frowned down." Two blacks crouch behind Thompson, one saying "de dem Bobolishn is down flat!" Weitenkampf cites an impression with an imprint naming Robinson as printer and publisher, this line being apparently trimmed from the Library's impression. The drawing style and handling of the figures strongly suggest that "Abolition Frowned Down" is by the same Robinson artist as the anonymous "Called to Account" and "Symptoms of a Duel" (nos. 1839-10 and -11).|Drawn by HD?|Entd . . . 1839 by H.R. Robinson . . . Southn. Dist. of N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 59.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1839-12.

By examining Lincoln's three most famous speeches the Gettysburg Address and the First and Second Inaugural Addresses in addition to a little known fragment on the Constitution, union, and liberty, students trace what these documents say regarding the significance of union to the prospects for American self-government.

In this learning experience, the students will analyze multiple primary source documents as well as secondary information sources to understand this watershed event in Virginia and US History. The three men who will be studied in this experience ran away from their slave-holding captors and made their way to Fort Monroe. Upon arrival, military leadership at the fort claimed that the run-aways were enemy contraband and therefore could be confiscated by the Union forces. They were declared free through this war-time loophole and when the news spread, many other African Americans would soon start coming to Fort Monroe to claim their freedom as well.  Students begin by examining the records of enslaved people who ran away “to the enemy” (Union forces). Finally, students will use a Cost/Benefit analysis chart to guide their analysis of secondary information sources and develop an understanding of the concepts of resistance and a working knowledge of the event of Mallory, Baker, and Townsend sparking one of the first blows to the system of slavery.

This collection uses primary sources to explore The Adventures of Huckleberry Finn by Mark Twain. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

One of the heroes of the Battle of Bunker Hill was Salem Poor, an African American. Black people fought on both sides during the American Revolution. Census data also reveal that there were slaves and free Blacks living in the North in 1790 and after. What do we know about African-American communities in the North in the years after the American Revolution?

About one-third of Patriot soldiers at the Battle of Bunker Hill were African Americans. Census data also reveal that there were slaves and free Blacks living in the North in 1790 and later years. What were the experiences of African-American individuals in the North in the years between the American Revolution and the Civil War?

The large, bold woodcut image of a supplicant male slave in chains appears on the 1837 broadside publication of John Greenleaf Whittier's antislavery poem, "Our Countrymen in Chains." The design was originally adopted as the seal of the Society for the Abolition of Slavery in England in the 1780s, and appeared on several medallions for the society made by Josiah Wedgwood as early as 1787. Here, in addition to Whittier's poem, the appeal to conscience against slavery continues with two further quotes. The first is the scriptural warning, "He that stealeth a man and selleth him, or if he be found in his hand, he shall surely be put to death. "Exod[us] XXI, 16." Next the claim, "England has 800,000 Slaves, and she has made them free. America has 2,250,000! and she holds them fast!!!!" The broadside is advertised at "Price Two Cents Single; or $1.00 per hundred.|N.Y. sold at the Anti-Slavery Office, 144 Nassau St. 1837.|Title appears as it is written on the item.|Wedgwood Portraits and the American Revolution, p. 116-117.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1837-16.

The United States was founded on the principles of natural rights, equality, and classical republicanism, but how well did it actually live up to these ideals? In this lecture, Professor Rob McDonald of the US Military Academy at West Point describes the conflict between the ideals of the American Revolution and the unfortunate realities of the time.

This course provides a basic history of American social, economic, and political development from the colonial period through the Civil War. It examines the colonial heritages of Spanish and British America; the American Revolution and its impact; the establishment and growth of the new nation; and the Civil War, its background, character, and impact. Readings include writings of the period by J. Winthrop, T. Paine, T. Jefferson, J. Madison, W. H. Garrison, G. Fitzhugh, H. B. Stowe, and A. Lincoln.

This course provides a basic history of American social, economic, and political development from the colonial period through the Civil War. It examines the colonial heritages of Spanish and British America; the American Revolution and its impact; the establishment and growth of the new nation; and the Civil War, its background, character, and impact. Readings include writings of the period by J. Winthrop, T. Paine, T. Jefferson, J. Madison, W. H. Garrison, G. Fitzhugh, H. B. Stowe, and A. Lincoln.

A critical look at Irish Repeal movement leader Daniel O'Connell's condemnation of slavery in the United States. Clay portrays O'Connell's agitation against slavery as an affront to American friends of repeal, who contributed sizable amounts of money for "rent" to support the insurgent movement in Ireland. Conversely, Clay also portrays English-supported American abolitionists as inimical to repeal. In the cartoon is an effeminately dressed Robert Tyler, son and personal secretary to John Tyler, as well as a published poet and repeal advocate. Armed with his "Epitaph on Robert Emmet" (an earlier Irish patriot) and "Ahaseurus" (his religious poem, published in 1842) young Tyler presents O'Connell to his father. Robert Tyler proclaims, "Mr. O'Connell this is my Father, he is a great friend to repeal and when he is re elected he will give you his "mite." I am his Son and though I've got no money I've a great deal of Poetry in me--I have begun Robert Emmet's epitaph-from the sale of which I have no doubt I shall be able to send a large Army to Ireland." President Tyler, rising from his chair, says, "Welcome Mr. O'Connell! I'm just what Bobby says I am--I am all for repeal no halfway man but go the whole figure you jolly old Beggar." O'Connell wears knee-breeches and a hat decorated with a republican cockade and a clay pipe. He holds a club marked "Agitation" and a sack "Repale Rint" (i.e., "repeal rent"), and retorts, "Arrah! give up your Slaves I'd rather shake hands wid a pick-pocket than wid a Slave Holder, and if we ge our repale we'll set em all free before you can say Pathernoster--I dont want any of your blood-stained money!" An abolitionist resembling William Lloyd Garrison, with a document "Petition to Tyler to emancipate his slaves" under his arm, touches O'Connell's shoulder. He reassures the Irishman, "Friend Daniel, we will join you in all your views. your cause and ours is one only we dont want to meddle with Irish repeal for fear we may lose our English friends." On the left a black house slave standing beside Tyler's chair adds "By jolly I wish Massa Harry Clay [Kentucky senator Henry Clay] was here--Dis dam low Irishman not dare talk to him dat way!"|Entered . . . 1843 by H.R. Robinson.|H.R. Robinson 142 Nassau St. New York, Lithy in all its branches.|Signed with monogram: EWC (Edward Williams Clay).|Title appears as it is written on the item.|Weitenkampf, p. 71.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1843-2.

Angelina Grimké. “Appeal to the Christian Women of the South”. Book excerpt, 1836. From TeachingAmerican History. https://teachingamericanhistory.org/document/appeal-to-christian-women-of-the-south/ (accessed January 19, 2022)Description: Grimke writes an anti-slavery tract.

The print is a fragment of a larger lithograph entitled "Invasion of Cuba," composed of two panels, applauding American "filibustering" expeditions to liberate Cuba from Spain. (See also "The Great Naval Blockade of Round Island" and "Genl Lopez the Cuban Patriot Getting His Cash," nos. 1849-5 and 1850-10.) "Invasion of Cuba" evidently appeared in the wake of Lopez's second failed invasion of Cuba in August 1851. The left panel, "The Expedition," expresses sympathy with American intervention there in defiance of Great Britain. Our panel criticizes the Fillmore administration's conciliatory attitude toward Cuba, and alignment of the island's Spanish rule with the Catholic Church and other conservative powers in Europe. Spanish governor Jose Gutierez de la Concha sits on a throne in the center of a crowded scene, his left foot on the face of the recumbent female figure of Cuba, as he decorates American consul A. F. Owen, who kneels at left. In the right foreground American Secretary of State Daniel Webster holds a "Secret Treaty with Spain" in one hand and behind his back clasps hands with Britain, represented by a lion in sailor's costume. Nearby stands a fox in uniform, probably representing France. To the right of the throne stand various prelates, bishops, and the pope, along with several beasts wearing crowns. On the left of the throne are ministers with star-shaped heads, in a state of agitation. In the left foreground Brother Jonathan, smoking a cigar and waving a saber, carries off a Cuban flag. Above Gutierez's throne are several smaller scenes of Spanish atrocities. On the left is the execution by a Cuban firing squad of American volunteers under W. H. Crittenden in Havana, August 16, 1851. The captive Americans are bound and kneeling. In the center, expedition commander Narciso Lopez is garroted by a black man, as he sits in a chair decorated with a small cross (an anti-Catholic reference). The scene on the right shows two ships, one American and one Cuban, and has the date August 13. It may represent the capture of Crittenden's retreating forces on the high seas. Below the print is the caustic commentary: "Our Consul at Havana decorated by Don Quixote with the Order of the Golden Fleeze for his Neutrality in the Cuba Question under the Applause of the Absolute Powers! The Stars in Consternation. Jonathan runs off swearing: 'Cuba must be smoked' anyhow!"|Signed with monogram: AW.|Title appears as it is written on the item.|Murrell, p. 188-189 (reproduces the complete print).|Weitenkampf, p. 104.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1851-4.

A small card bearing a vitriolic indictment of the Confederacy. The artist particularly attacks the the institution of slavery, the foundation of Southern economy. A large shield is flanked by two figures: a planter (left) and a slave. The planter wears spurs and a broad-brimmed hat and smokes a cigar. The slave is clad only in breeches, and his hands are manacled. Above the shield are two crossed flags, the Confederate flag and one bearing a skull and crossbones and the number 290. Between the flags are a rooster and a streamer with the motto "servitudo esto perpetua." On the shield are images associated with the South: a mint julep, a bottle of "Old Rye," a pistol and dagger, a whip and manacles, cotton, tobacco, and sugar plants, and slaves hoeing. In the background left, dominated by the palmetto tree of South Carolina, three planters, one holding a whip, play cards at a table. Beyond, two men duel with pistols. On the right, a female slave is auctioned as two slave children stand by and a black woman watches from a cabin doorway.|G.H. Heap Inv. [i.e., published].|H.H. Tilley Del. et Sc.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1862-13.

Interdisciplinary survey of people of African descent that draws on the overlapping approaches of history, literature, anthropology, legal studies, media studies, performance, linguistics, and creative writing. This course connects the experiences of African-Americans and of other American minorities, focusing on social, political, and cultural histories, and on linguistic patterns.

Advanced-level students will write narratives from the perspective of slaves depicted in rare photographs, and then create a print depicting a moment from the narratives.

Students will learn about ancient styles of Roman portraiture and their influence on western European art, research and write a paper that compares Roman and American slavery, and produce an original sketch of a grave relief for a freed slave.

An advertising calendar for a lithographic printer, with various patriotic motifs and a subtle commentary on the Emancipation Proclamation. The calendar, for 1863, is set within an elaborate architectural framework. The whole is draped with an enormous flag which hangs down from an enthroned Columbia at top. Columbia sits holding a sword and shield, an eagle on her left, and a globe and the Constitution at her feet. Further left are a plough, scythe, and wheat sheaves. On the right appear symbols of progress and industry including a telescope, locomotive, anvil and hammer, millstone and gear wheel, and bales and barrels of goods. On the middle register are symbols of the arts, sciences, and learning, including an easel painting, palette and brushes, musical instruments, books, urns, and a tapestry. On the far left a seaman mans a cannon before a backdrop of sails and smokestacks. On the right an infantryman stands guard with his dog before an encampment. At the bottom are two scenes. The scene on the left shows three black children and a white child, who watches idly as one of the three stands on a cotton bale and whitewashes over a placard reading "1862." Another black child, kneeling on a crude wooden block with chains attached to it (an allusion to slavery), holds the bucket of whitewash, and the third blows soap bubbles. In the scene on the right the roles are reversed: as the white child works, the three black children are idle. Standing on a pedestal labeled "Emancipation," the white boy inscribes the date "1863" on a panel. He holds a portfolio under his arm. A black child sits on a classical cornice at left, holding a small bucket of paint while one of his companions reclines on the ground. The third black child sits fiddling on a fallen column nearby. A small hourglass appears in a vignette below the calendar. |Ehrgott, Forbriger & Co. Lith. Cincinnati.|Entered . . . 1862 by Ehrgott, Forbriger & Co. . . . Ohio.|The Library's impression of the calendar was deposited for copyright on January 3, 1863. |Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1862-18.

Students will investigate through primary and secondary sources the dynamics of the development of race relations in early colonial Virginia from court cases between 1640 to 1656. The story and cases of John Punch (1640), John Casor (1655), and Elizabeth Key Grinstead (1656) are known to be some of the first freedom suits in the Virginia colony. Students will then investigate slave codes from 1705 to determine how colonial officials justified the treatment of enslaved people.

The collection of documents brought together in this project begins to tell the story of the growth of Protestant religion among African Americans during the nineteenth century, and of the birth of what came to be known as the "Black Church" in the United States. This development continues to have enormous political, spiritual, and economic consequences. But perhaps what is most apparent in these texts is the diversity of ways in which that religious tradition was envisioned, experienced, and implemented. From the white Baptist and Methodist missionaries sent to convert enslaved Africans, to the earliest pioneers of the independent black denominations, to black missionaries in Africa, to the eloquent rhetoric of W.E.B. DuBois, the story of the black church is a tale of variety and struggle in the midst of constant racism and oppression. It is also a story of constant change, and of the coincidence of cultural cohesion among enslaved Africans and the introduction of Protestant evangelicalism to their communities.