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Driven Toward Madness: The Fugitive Slave Margaret Garner and Tragedy on the Ohio by Nikki M. Taylor (2016)

In January of 1856, a prolonged period of frigid temperatures in northern Kentucky—the coldest in sixty years—froze the Ohio River creating a bridge to freedom for enslaved people daring enough to cross it. On Sunday, January 27, 1856, Margaret Garner and seven members of her family made the arduous eighteen-mile journey that separated their lives of enslavement in Kentucky from freedom in Ohio. After only a few hours on free soil, the Garners found themselves facing imminent capture. When the chaos subsided and the Garners were subdued, Mary, a toddler, lay dead and the Garners’ three surviving children all bore wounds of various degrees and intensity. Margaret had attacked her own children. Examining the events that shaped Garner’s decision and the subsequent legal battle that propelled her, if only briefly, into the national spotlight, Nikki M. Taylor offers a nuanced study of Margaret Garner’s life and the impact of the trauma of enslavement on the enslaved.

The title of Taylor’s work suggests a causal relationship between slavery and the “madness” that inspired Garner to kill her daughter. In the introduction, Taylor asserts unequivocally that “slavery caused trauma.” This is a significant aspect of Taylor’s analysis as she argues that understanding Margaret Garner’s trauma is critical to understanding her reaction to the threat of capture. When federal marshals and the Garners’ enslavers surrounded the house where the Garners hid, Margaret and Robert both reacted violently—Taylor, however, reads an important distinction into their respective actions. Robert, using a pistol stolen from his enslaver, fired at the slave catchers as they forced their way into the house. Margaret also responded with deadly force, but unlike Robert, Margaret’s attention focused inside the house. Taylor cogently applies trauma theory first espoused by Sigmund Freud and later expanded by Cathy Caruth to examine this gendered distinction.

Article from the February 2, 1856 issue of the Anti-Slavery Bugle (via Ohio Memory)

Driven Toward Madness explores the intimate aspects of Margaret Garner’s life and fleeting celebrity by tracing the arc of the Garners’ flight, capture, legal controversy, and removal to Louisiana. Taylor insightfully considers the psychological effects of enslavement and sexual abuse and the meaning of infanticide in asking whether murder can be considered resistance. Reconstructing Garner’s life from interviews and articles published in contemporary newspapers, fugitive slave hearings, criminal indictments, and personal papers, Taylor employs a variety of methodological approaches that integrate black feminist theory, trauma studies, pain studies, genetics, history of emotions, and literary criticism to explore the trauma Garner experienced as an enslaved woman, and the violence that Garner endured and enacted. Taylor’s focus on the interconnected themes of motherhood, sexual vulnerability, trauma, and violence, and her attention to Garner’s mental state and perceived psychological trauma push slavery studies into new territory—the psychological impact of enslavement on the enslaved—that until recently has remained under-explored. This interpretative approach presents a challenging line to walk—one that requires the historian to stay true to the extant records yet acknowledge the unavoidable silences and absences within the archive that often obscure enslaved women’s lives. The result is a work that reconsiders enslaved motherhood and how we conceptualize resistance.

Although the specific nature of the violence Garner experienced at the hands of Archibald Gaines is absent from the written record, Taylor persuasively reconstructs a psychological profile of the enslaver. She painstakingly tracks recorded incidents of his violent temper to establish that Gaines was prone to violent outbursts. She describes the scars on Margaret’s face, as evidence of violence that was both up-close and personal; those scars offered silent testimony to the physical abuse she endured.

Margaret’s reproductive history tells of another kind of abuse. Describing Margaret as “perpetually pregnant” from the birth of her first child in 1850 to her escape in 1856, Taylor documents Margaret’s pregnancies as evidence of the sexual abuse she likely experienced. This is perhaps Taylor’s most impressive analytical work. Building on the method of reading the record Annette Gordon-Reed used in her ground-breaking study of Sally Hemings and Thomas Jefferson, Taylor establishes the probability that Gaines fathered at least two of Margaret’s children. Enslaved within different households, Margaret and Robert lived apart. They had what was commonly known as an “abroad marriage.” This meant that their time together was often infrequent and subject to their enslavers’ discretion. Additionally, Robert was often hired out, resulting in frequent and prolonged absences. Citing these absences, Taylor questions the paternity of the child in Margaret’s womb and her two youngest children, Mary and Cilla, who were often described as so fair they appeared white. To support the assertion that Gaines likely impregnated Margaret, Taylor engages in genetic analysis that includes a detailed examination of the probability that Robert (a dark-skinned man) and Margaret (a light-skinned woman) produced two extremely fair-skinned children. Taylor acknowledges the imprecise nature of this type of analysis—but her discussion of genetics, skin color, sexual abuse, court testimony, masculine honor, community complicity and silence, and sexual access point to an answer.

Driven Toward Madness is well-written and thoroughly researched. For scholars of slavery, Taylor’s examination of Margaret Garner’s life within the midwestern community of small-slaveholding households is an insightful examination of motherhood, sexual abuse, violence, and trauma created by the institution of slavery. She brings into clear focus the political implications of the jurisdictional conflict between national and state authorities concerning the Fugitive Slave Law and federal authority that contextualized Garner’s prosecution. Taylor’s work attempts to fill the substantial silences in the record that point to what is ultimately unknowable—that is, how enslavement traumatized Garner to the extent that when faced with capture, Garner picked up a knife, and then a shovel, and attacked her children rather than see them return to enslavement.

Cross-Cultural Exchange in the Atlantic World; Angola and Brazil during the Era of the Slave Trade by Roquinaldo Ferreira (2012)

By Jorge Cañizares-Esguerra

Luanda and Benguela became the busiest, most profitable slaving ports in the transatlantic slave trade in the seventeenth century precisely because these two ports set up tribunals to hear tens of thousands of enslaved petitioners demand freedom. Paperwork in local tribunals set hundreds of thousands free, even at the risk of bankrupting powerful merchants. As petitioners litigated their freedom, the colonial state grew in legitimacy and bottom up support. Through petitioning and litigation, the peoples of Luanda and Benguela became active “Portuguese” vassals with rights. Those under the protection of the sovereign state became more than mere commodities while those outside became increasingly more vulnerable. Pervasively and paradoxically, the very consolidation of state legitimacy contributed to the expansion of the slave trade. After years of working in ecclesiastical, municipal, and state archives in Luanda, Rio, and Lisbon, Ferreria offers a major reconceptualization of colonialism and slavery itself. A better title for his book would have been: Petitioning Slaves and the Creation of the South Atlantic Slave Trade.

Angola was no more than these two relatively small ports of few thousand dwellers (moradores), each with strange connections to their hinterlands. Luanda and Benguela were overwhelmingly black and mulatto cities that engaged in formal ceremonies of protection and “transfer” of sovereignty with neighboring natural lords, sobas. The sobas offered labor, porters, and military aid to urban merchants (pumbeiros and sertanejos) and sheriffs (captães mores), the representatives of the Portuguese state, in exchange for a monopoly on the local redistribution of foreign commodities and support against their rivals. Sobas provisioned the trading caravans to the interior (sertões) with porters. The sobas also offered military aid to the cities when neighboring and distant sovereigns, including the Dutch, French, and British, threatened the ports.

This system of Portuguese sovereignty however was rather limited. To the north and south of Luanda and Benguela lay independent polities that for nearly three hundred years remained impervious to all threats of violence and negotiations. The degree of coastal isolation of these two ports was striking. Given the nature of maritime currents, Benguela and Luanda communicated much more easily with merchants in Rio (Brazil) than with one another. For nearly three centuries there were no roads connecting Luanda and Benguela. Like in the north and south, the eastern, interior frontiers of both cities ended where the independent Imbangala kingdoms began. The frontier was dotted with “forts,” or presidios, that were primarily trading centers: Indian cottons, Brazilian cachaça, and gunpowder for slaves. Within these narrow horizontal coastal-eastern corridors, the ports held loose control over the local natural lords, sobas, sworn to vassalage.

Ferreira describes how the expansion of trade within Luanda and Benguela’s subject territories led to the enslaving of vassals. As commodities arrived and credit expanded, so too did pawnship. Debtors would offer family members and subordinates as slaves to merchants. Sobas would also punish civil and criminal cases, particularly witchcraft, with slavery. This system benefitted merchants who did not have to rely on interior trading fairs to obtain chattel from independent kingdoms. Yet, at the same time, the Portuguese crown empowered local judges to set up tribunals to secure the rights of all vassals. Ferreria describes the workings and evolution of the Tribunal de mucanos in detail, offering a mind bending account of bottom up participation through paperwork.

Recently arrived slaves in Brazil, circa 1830 (via Wikipedia)

Mucanos were petitioners who orally pleaded in front of sobas and capitães mores for freedom when wronged. Slowly, oral petitions became written, local custom codified, local decentralized decisions centralized, and corrupted local judges overseen by outside referees. Ferreria describes how the tribunal de mucanos, originally under the control of mercantile interests and self-interested local lords, evolved into a tribunal controlled by bishops (junta das missões). The juntas would have priests as translators-cum-official legal intermediaries (inquiridor das libertades), scribes (escrivão), registries (livro branco), and archives. Priests would become accountants, collecting the royal quinto (20% tax) after having properly ascertained who was rightfully enslaved. In practice, the job of the junta became one of distinguishing between outsiders from the sertòes, who could be enslaved, from the internal vassals who could not. More importantly, after baptizing the properly enslaved, priests would use the body of slaves to document the act of royal authorization and baptism by fire branding chattel. Slaves leaving Angola would carry two other fire marks as notarial documents: the originating and the receiving merchants’. Ferreria also shows that local decisions taken by the local rural tribunals would evolve into a hierarchical system of urban appellate courts, moving petitions from magistrates (ouvidor) to the governor (ouvidor geral) to Lisbon. There were slaves who sent petitions to Lisbon to appeal. Some even appeared in Lisbon in person.

Ferreria shows that in the second half of the eighteenth century the debate over the right to enslave vassals evolved, particularly as the governor Miguel Antonio Mello argued that the same rules to judge the wrongful enslavement of soba vassals should also apply to processes within the sovereign kingdoms of the sertões. All slaves, regardless of their origin, should have the right to appeal. Mello’s good intentions were not to last beyond his time in office. Mello, nevertheless, waived all fees to mucanos in judicial procedures.

In Luanda and Benguela, race was meaningless except as marker of social status, which was signified through clothing. Many petty merchants were slaves-for-hire, retailers (quissongos), moving cachaça, guns, and Indian cottons into the trading fairs (feiras) in the interior sertões while bringing back caravans of slaves. Many settlers (moradores) of the ports were ladinos, that is urban slaves who enjoyed extraordinary freedoms, including often the right to move to Brazil as servants, petitioners, and traders. Merchants and captains were largely exiles and criminals, degredados, from Brazil. Black settlers and ladinos were considered “white,” but so too were the vassals of allied sobas who through trade acquired European shoes: Negros calçados would petition to be exempted from tribute as porters and be treated as “white.” Female slaves who amassed considerable fortunes as market women (quitanderas) also became free “white” settlers. This was a world of both strict social hierarchies and dizzying social mobility.

One of Ferrerira’s most intriguing contributions is to demonstrate the peculiar relation of Brazil and Angola, one that almost entirely excluded the Portuguese. If Angola was a colony, it was Rio’s and Minas Gerais’s. Beginning in the late seventeenth century, the expansion of gold mining in Minas led to the growth of Brazilian involvement in Luanda and Benguela. Merchant-pombeiros and sheriffs-capitães mores were often exile-degredados from Brazil. Luanda and Benguela settlers sent their kids to be educated in Rio. Many acquired trades in Brazil and came back as carpenters and tailors. When Brazil declared independence in 1822, the Portuguese remained fearful for several decades of repeated conspiracies to unite Angola to the new Brazilian empire. The case of Angola demonstrates that early modern monarchies were indeed polycentric. The center of gravity often lay in America, not Europe.

This extraordinary, eye-opening book not only illuminates the distinct nature of South Atlantic systems of slavery, connecting Rio to Luanda and Benguela, a system that accounted for at least one third of all the slaves brought to the Americas. It also throws light on the role of slave petitioning in securing legitimacy and political resilience There were extraordinary parallels between the Tribunal de mucanos in Angola and the Republica de indios in Spanish America. In both cases, the state invested heavily in protecting nonwhite vassals from mercantile predation. In doing so, the system grew in legitimacy and longevity. The true paradox of modernity might not be that white freedom was possible because there was black slavery, as Edmund Morgan argued in American Slavery, American Freedom. The true paradox might well be that slavery grew and multiplied precisely because there were tens of thousands of slaves who petitioned and obtained their freedom.

Madeleine’s Children: Family, Freedom, Secrets and Lies in France’s Indian Ocean Colonies, by Sue Peabody (2017)

By Isabelle Headrick

The Isle Bourbon and the Isle de France lie in the southern Indian Ocean, 1,200 miles off the southeast coast of Africa. France acquired the islands in 1638 and 1715, respectively, and developed Isle Bourbon as a provisioning stop for grain and livestock for ships traveling between Europe and India. Although these islands shared certain features with France’s Caribbean colonies, they also differed from them in the practices of racial ideologies and the economic and slavery regimes. For example, the sugar monoculture revolution did not arrive to Bourbon and Isle de France until the early nineteenth century, after the collapse of the sugar economy in St. Domingue. In this very specific context, the narrative frame of Madeleine’s Children: Family, Freedom, Secrets and Lies in France’s Indian Ocean Colonies hinges on a betrayal.

Madeleine’s Children tells the story of Madeleine, an enslaved woman of Indian (southeast Asian) origin who was manumitted in 1789 by her wealthy French owner, Marie Anne Routier, yet was not informed of her manumission until Routier’s death nineteen years later. Routier also left Madeleine a financial bequest large enough to pay for the freedom of her enslaved twenty-two year-old son, Furcy. However, soon after (1809), Routier’s son-in-law, Joseph Lory, tricked Madeleine out of this bequest and acquired the ownership of Furcy. Furcy sued both for his freedom and for money owed to him several times without success until achieving de facto freedom in 1829 and official free status in 1848. Peabody’s inquiries revolve around the ways that that betrayal, and the consequences for the betrayed, interacted with geography, colonial politics, the legal and bureaucratic system, and economic and family entanglements. She underscores the complicated family relationships by exposing the likelihood that the frequently abusive Eugénie Lory, Marie Anne’s daughter and Joseph’s wife, was Furcy’s half-sister through the patriarch of the family, Charles Routier. In the context of growing animosity between the creole elites and the French colonial authorities, aggravated by the Indian Ocean turn toward sugar production and consequent need for slaves, Furcy’s claim to freedom and reimbursement ignited a political crisis in Bourbon.

Through her study of ship passenger lists, censuses, bills of sale, and other autobiographies, Peabody sets herself the ambitious goal of understanding both the practices of enslavement by French Indian Ocean creole elites and the experiences of slavery and freedom from the perspective of the enslaved. This is particularly challenging given the paucity of narratives by freed-people from the world of French slavery (compared to British and American abolitionist literature). However she assembles enough information about Madeleine, Furcy, and the Routiers-Lorys to emphasize the centrality of family in either unmaking or making the enslaved or freeperson’s sense of self and place. Both Madeleine and Furcy were torn from family by their owners, and their first actions upon achieving freedom were to re-embed themselves firmly in family and economic society—Madeleine, by acting (unsuccessfully) to secure her son’s freedom, and Furcy, by setting up a confectionary business, marrying, and raising children. Likewise, the meaning of travel could shift dramatically, depending on one’s position. For the enslaved, travel usually caused catastrophic dislocation and rupture, while for the colonial elites, it reinforced their place in family and commercial global networks.

Map of the Isle Bourbon (via Wikimedia)

Readers familiar with Rebecca Scott and Jean Hébrard’s Freedom Papers: An Atlantic Odyssey in the Age of Emancipation, will appreciate the significance that Peabody attaches to legal and bureaucratic documents, not only for later historians but for people fighting to obtain or maintain their freedom. In the case of Furcy, who may have been the best-documented slave in Bourbon, Peabody had to rely on archives that were incomplete. Some particularly important documents, she surmises, may have been missing by design. She argues that slavery was a system that was maintained not only through the state’s coercive laws, but by corruption and manipulation of those laws and falsification or elimination of documents on the part of the owners. This manipulation had ramifications both contemporaneously and in future years: critical documents would turn up absent, obstructing later legal recourse for Furcy. Therefore Furcy was a victim not only of the institution of slavery but of Lory’s personal corruption and unscrupulousness—traits, Peabody argues, that typified the French Indian Ocean creole elite class. The historian’s efforts to make sense of the corrupted archive, or “the chasm between the written documents and the lived experience of slavery and freedom,” is one of the pervasive themes of Madeleine’s Children.

In the conversation with other historians, Peabody seeks to deepen understandings of freedom and slavery by enlarging the focus to include the French empire as it reached beyond the Atlantic. Her attention to the slave smuggling triggered by the abolition of transoceanic slave trading reinforces studies of contraband in the late eighteenth century. And while Madeleine, Marie Anne and Eugénie all inhabited a reality far from the revolutionary feminists in mainland France, Peabody is deeply invested in understanding the experiences of women, including highlighting the entangling practices of employing enslaved women as midwives and wet-nurses. Focusing on one family’s experiences reveals the complex and messy underbelly of an empire in the process of transformation and France’s bumpy trajectory toward the promises of the 1789 revolution.

White Women and the Economy of Slavery

by Stephanie E. Jones-Rogers

Harrington Fellow at The University of Texas at Austin, 2018-2019

In 1849, sixty-five “ladies of Fayette County” Tennessee wanted their State legislature to know that a central dimension of patriarchy was failing. In a collective petition, they highlighted the ways that this failure was unfolding and how it impacted the lives of Tennessee women, particularly those who were married or who were soon to be wed. At the center of their petition were “thoughtless husbands” who fell far and short of patriarchal ideals. These men, through “dissipation or improvident management,” created circumstances which compelled their new wives to endure lives plagued by “destitution,” “hardship, and suffering.”

The signatories went on to draw astonishing contrasts between the patriarchs of old and those of a new age, and the ways that these different generations of men treated the women in their lives. The young women they purported to represent entered marriages with “competent estates descended to them from the estates of their deceased fathers,” noble men who accumulated their wealth and property through years of labor, diligence, and frugality. They waxed nostalgic about those hardworking men of their fathers’ generation who hoped to pass the fruits of their extensive and admirable efforts onto their children. Yet, within no more than two years of marriage, they alleged, their husbands had wasted it all. Playing to the legislature’s fatherly sentiments, the Fayette County ladies told its members that the men whom they entrusted their daughters to were inept, thieving failures who stole their fortunes and financial legacies, and left their most vulnerable children in “want and suffering.”

The legal doctrine of coverture and the constraints it imposed upon married women were central to the failures of which they spoke. Coverture provided that when a woman married her assets or wages became her husband’s. If she acquired any property after she married, those assets would belong to her husband as well. In other words, the legal doctrine of coverture robbed married women of their independent legal and economic identities.

These sixty-five Fayette County women challenged the tenets of coverture and asked the legislature to consider whether the elements of this legal doctrine were “based on the principle of equity and justice.” They queried whether it was “right and justice to subject the patrimony of married Ladies to the payment of the debts of the husbands which often exist before marriage.” Their line of questioning made it clear that, in their eyes, it was not.

They called upon the legislature to “devise and enact some Law for the State” whereby “the personal estates of females [would] be placed upon a similar basis as their Real estate, and so protected and secured that it cannot be sold, and taken from them without their consent.”

There was a specific reason why they deemed this “placement” necessary: slavery and the region’s dependency upon it. Slave-owning parents typically gave their daughters more slaves than land, and as a result, slaves were profoundly important to women’s personal stability. These women asked the legislature to protect the kind of property that was worth the most to them, because in light of “peculiar Southern institutions, manners, and customs, it [wa]s in most cases a much greater privation and inconvenience to the married ladies to be deprived of their slaves than of their land.”

The petition put forth by these sixty-five “ladies” was exceptional because of its collective nature, but the arguments and circumstances they laid bare in this document echoed those which married slave-owning women voiced in their homes and communities as well as in the individual bills of complaint they filed in nineteenth-century chancery courts throughout the South. In the not-so-private conversations at home and in their petitions, married slave-owning women throughout the South repeatedly made it clear that their husbands were robbing them of their slaves, squandering their assets, and violating what these women believed to be their property rights in enslaved people.

They explained how they came to own the slaves in question—i.e. whether they were inherited, given as gifts, or purchased—as well as the kind of control they exercised over them. They provided documents such as bills of sale, wills, and deeds to support their claims. With striking candor, they informed family, friends, and judges alike that their husbands came to their marriages impoverished and slave-less. It was women, they argued, who owned the slaves in their households, not their husbands. And when it was necessary, they produced witnesses whose testimony substantiated their assertions. One by one, at home and in court, married slave-owning women throughout the South did what the sixty-five women from Fayette County, Tennessee did collectively; they called upon family, friends, and judges throughout the region to help to secure their ownership of slaves and shield their property from their husbands’ ineptitude and misuse.

New Orleans, 1850s. Daguerrotype. The Burns Archive via Wikimedia.

White slave-owning women were not the only ones to insist on their profound economic investments in the institution of slavery; the enslaved people they owned and white members of southern communities did too. The testimony of formerly enslaved people and other narrative sources, legal documents, and financial records dramatically reshape current understandings of white women’s economic relationships to slavery, situating those relationships firmly at the center of nineteenth-century America’s most significant and devastating system of economic exchange. These sources reveal that white parents raised their daughters with particular expectations related to owning slaves and taught them how to be effective slave masters. These lessons played a formative role in how white women conceptualized their personal relationships to human property, imagined the powers that they would possess once they became slave owners in their own right, and shaped their techniques of slave control.

These lifelong processes of indoctrination make it clear why some white women did not feel compelled to relinquish control over their slaves to their spouses once they married, why they sought to manage and “master” their slaves, why they felt completely comfortable buying and selling enslaved people, and why they sued their husbands in court over their slaves, too. The ownership of slaves was gendered: white women slave owners played roles in the trans-regional domestic slave trade and nineteenth-century slave markets. And they responded to the Civil War and adapted to its economic aftermath in the ways that were often different from their husbands, fathers, and brothers.

The Petition of Ladies of Fayette County Tennessee, November 9, 1849, is Document Number: 19-1849-1, Legislative Petitions, Tennessee State Library and Archives, Nashville Tennessee, Accession #: 11484907 Race and Slavery Petitions Project, Series 2, County Court Petitions

Stephanie E. Jones-Rogers, They Were Her Property: White Women as Slave Owners in the American South

Books for Further Reading

Walter Johnson, Soul by Soul: Life Inside the Antebellum Slave Market (1999) is the most recent and comprehensive study of southern slave markets to date. Johnson examines the interplay between white sellers, buyers, and enslaved people within the context of the slave market and the interstate slave trade.

Steven Deyle, Carry Me Back: The Domestic Slave Trade in American Life (2007) complements Johnson’s study by exploring the ways in which the slave market permeated every town, city, and rural landscape. By doing so, Deyle makes visible how the indifferent calculations of white southerners, and the trauma which these calculations brought about in the lives of enslaved people, occurred far beyond the slave market and often via private sales between members of southern communities.

Edward Baptist, The Half Has Never Been Told: Slavery and the Making of American Capitalism (2016) lays bare the human impact and toll of the slave trade and how the forced migration and labor of enslaved people in the West and Lower South, and the violence white southerners perpetrated against them in order to get them to do that work, proved fundamental to American capitalism.

Daina Ramey Berry, The Price for their Pound of Flesh: The Value of the Enslaved, from Womb to Grave, in the Building of a Nation (2017) studies the actual human cost of slavery via the prices affixed and values assigned to enslaved people from conception to after death. Ramey Berry’s study also reveals that enslaved people developed their own systems of value that forthrightly challenged those imposed upon them.

Featured Image: Eastman Johnson, Negro Life at the South (1859). New York Historical Society via Wikimedia (detail)

The Public Archive: The Paperwork of Slavery

Millions of tweets and millions of state documents. Intimate oral histories and international radio addresses. Ancient pottery and yesterday’s memes. Historians have access to this immense store of online material for doing research, but what else can we do with it? In Spring 2018, graduate students in the Public and Digital History Seminar at UT Austin experimented with ways to make interesting archival materials available and useful to the public; to anyone with access to a computer. Over the Summer, Not Even Past will feature each of these individual projects.

Slave passes were an early form of racialized surveillance, small pieces of paper with the power to decide where black men and women could travel, who they could meet, and whether they might be subject to violence. Digitized by Galia Sims, The documents in “Guards and Pickets: Paperwork of Slavery” provide a glimpse into the paperwork created to control the movement and relationships of the enslaved, like passes, jail fees, marriage certificates, patrol invoices.

More on Sims’ project and The Public Archive here.

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The Price for Their Pound of Flesh by Daina Ramey Berry
Missing Signatures: The Archives at First Glance by Alina Scott
The Illegal Slave Trade in Texas, 1808-1865 by Maria Hammack

The Littlefield Lectures: The Van and the Rear: Abolitionist Roots of Radical Reconstruction (Day 2)

On February 26-27 2018, The History Department at the University of Texas at Austin was pleased to welcome Dr. Manisha Sinha, Professor and James L. and Shirley A. Draper Chair in American History at the University of Connecticut, as the featured speaker for The Littlefield Lecture Series. Dr. Sinha’s first lecture, titled “Abolition and the Making of Southern Reaction,” is featured here.

Watch Professor Sinha’s second lecture on Not Even Past, titled “The Van and the Rear: Abolitionist Roots of Radical Reconstruction:”

You may also like:

15 Minute History Episode 105: Slavery and Abolition with Dr. Manisha Sinha
Reconstruction in Austin: The Unknown Soldiers by Nicholas Roland
Work Left Undone: Emancipation was not Abolition by George Forgie

The views and opinions expressed in this article or video are those of the individual author(s) or presenter(s) and do not necessarily reflect the policy or views of the editors at Not Even Past, the UT Department of History, the University of Texas at Austin, or the UT System Board of Regents. Not Even Past is an online public history magazine rather than a peer-reviewed academic journal. While we make efforts to ensure that factual information in articles was obtained from reliable sources, Not Even Past is not responsible for any errors or omissions.

The Littlefield Lectures: Abolition and the Making of Southern Reaction (Day 1)

Watch Professor Sinha’s first lecture on Not Even Past, titled “Abolition and the Making of Southern Reaction:”

Dr. Manisha Sinha was born in India and received her Ph.D. from Columbia University where her dissertation was nominated for the Bancroft prize. She was awarded the Chancellor’s Medal, the highest honor bestowed on faculty and received the Distinguished Graduate Mentor Award in Recognition of Outstanding Graduate Teaching and Advising from the University of Massachusetts, Amherst, where she taught for over twenty years.

Her recent book The Slave’s Cause: A History of Abolition, winner of the 2017 Frederick Douglass Prize, is a groundbreaking history of abolition that recovers the largely forgotten role of African Americans in the long march toward emancipation from the American Revolution through the Civil War.

Her first book, The Counterrevolution of Slavery: Politics and Ideology in Antebellum South Carolina, was a Finalist for both the Avery O. Craven Award for Best Book on the Civil War Era, Organization of American Historians, and the George C. Rogers Award for Best Book on South Carolina History. It was named one of the ten best books on slavery in Politico in 2015.

Dr. Sinha’s research interests lie in United States history, especially the transnational histories of slavery and abolition and the history of the Civil War and Reconstruction. She is a member of the Council of Advisors of the Lapidus Center for the Historical Analysis of Transatlantic Slavery at the Schomburg, New York Public Library, co-editor of the “Race and the Atlantic World, 1700-1900,” series of the University of Georgia Press, and is on the editorial board of the Journal of the Civil War Era. She has written for The New York Times, The New York Daily News, Time Magazine, CNN, The Boston Globe, The Washington Post, and The Huffington Post, and been interviewed by The Times of London, The Boston Globe, and Slate.

In 2014, she appeared on Jon Stewart’s The Daily Show. She was an adviser and on-screen expert for the Emmy nominated PBS documentary, The Abolitionists (2013), part of the NEH funded Created Equal film series. In 2017, she was named one of Top Twenty Five Women in Higher Education by the magazine Diverse: Issues in Higher Education. Professor Sinha is currently working on her new book on abolition and the making of Radical Reconstruction.

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The Public Archive

Doing History Online and In Public

by Joan Neuberger

Links to their projects can all be found below on this page.

We built these digital, public projects in four main steps.

First, with the help of UT librarians, the students identified collections related to their research that were not yet available to the public. These collections of documents come from the many wonderful archives on our campus: the Harry Ransom Center, the Lyndon Baines Johnson Presidential Library, the Perry-Castañeda Library, the Briscoe Center for American History, and the Nettie Lee Benson Latin American Collection. Then we digitized them.

Second, we each wrote a series of blog-essays to share our archival finds with the public. Each blog is meant to show something historically significant about our documents and to open them up in ways that any curious reader, without any background in the subject, can understand and appreciate.

Third, we wrote lesson plans based on our documents to allow educators at the K-12 and college levels to bring our archives into their classrooms.

Finally, we each built a website to introduce our topics, to share our digitized documents, and to make our blogs and lesson plans openly available.

Here are the results:

Qahvehkhaneh: Reading Iranian Newspapers: by Andrew Akhlaghi

The coffeehouse, qahvehkhaneh, was an important political and cultural institution in Iran. As men drank coffee, played backgammon, and discussed business, they also listened to impassioned pleas for democracy and reform from newspapers published in the Ottoman Empire, Russian Caucasus, and British India, smuggled into Iran and read aloud. This qahvehkhaneh is meant to spread the issues of one newspaper, Etella’at, to those curious about Iran.

Bureaucracy on the Ground: the Gálvez Visita of 1765: by Brittany Erwin.

This project examines the localized consequences and on-the-ground implications of the royal inspection, or visita general, administered by José de Gálvez in New Spain from 1765-1771.

After the Silence: María Luisa Puga and the 1985 Mexico City Earthquake by Ashley Garcia

María Luisa Puga (1944-2004) was a talented Mexican novelist from the Post-Boom movement whose personal notebooks, manuscripts, correspondence, and related documents are held in the Benson Latin American Collection. On this site you will find digitized selections from Cuaderno 118, which contains both Puga’s coverage of the earthquake that struck Mexico DF (now Mexico City) in 1985 and her reflections on those original pages, written in 2002.

Building a Jewish School in Iran: The Barmaïmon-Hamadan Manuscript by Isabelle Headrick

Where do you go when you want to change the world? For Isaac and Rebecca Bassan in 1900, the destination was Hamadan, Iran, to establish a French-language, Jewish school for the small Jewish community in that city. About fifty years another teacher at the school, Isaac Barmaïmon, wrote an 81-page manuscript that describes the first twenty years of the school’s existence.

Food Migrations: Texas Czech Culinary Traditions by Tracy Heim

Texans with Czech heritage have been able to preserve their culture in America through organizations, cultural events, church groups, and especially through food. Two books of recipes and other documents contextualize the process of migration into life in Texas and create a framework for understanding the Texas Czech culture.

Indian Revolt of 1857 by Anuj Kaushal.

South Asia witnessed an event during 1857 which altered the history of India, Britain, and the British East India Company. The event, known as a mere “mutiny” by the British and as an anti-colonial revolt by Indians, was reported in the English language press around the world.

The Road to Sesame Street by Peter Kunze

The Road to Sesame Street features government documents tracing the development of the Public Broadcast Act of 1967, the landmark legislation that established the Corporation for Public Broadcasting, PBS, and NPR. Using materials from the Lyndon B. Johnson Presidential Library in Austin, this project provides a behind-the-scenes view of the power players, interest groups, and decisions that laid the groundwork for American public media.

Animating Italian Immigration: Sicilian-American Puppetry by Megan McQuaid.

Attending a puppet theatre performance with familiar characters acting out well-known stories gave some Italians living in New York City a regular taste of the homeland they had left behind.

Frederic Allen Williams: Citizen-Artist with a Magic Lantern by Jesse Ritner

Frederic Allen Williams (1898-1955) was a prominent sculptor, lecturer, intellectual, and rodeo rider based in New York City, where he became known for his talks on Native American art, illustrated with magic lantern slides, which he gave in his midtown studio near the then recently built Museum of Modern Art.

Woven Into History: Living Cultural Fabrics by Alina Scott

The nineteenth and twentieth-century Navajo rugs in this collection aims to provide a platform for respectful collaboration and discourse to recenter the discussion of Navajo culture and commodity production around them and to diversify traditional conversations about Navajo textiles and their communities.

Mercenary Monks by Jonathan Seefeldt

These texts are windows into a thriving monastic world whose varied activities included: raising mercenary armies, caring for widows and child brides, providing credit and other banking services, collecting tax revenue from farmers, providing merit and prestige to an emerging merchant class, and asserting a (short-lived) form of political independence.

Guards and Pickets: The Paperwork of Slavery by Gaila Sims.

The documents in this collection provide a glimpse into the paperwork created to control the movement and relationships of the enslaved, as well as the financial documentation used to make money off the institution of slavery.

Acknowledgments

We would like to thank the following people for sharing their expertise in digital and public history with us: Dale Correa, Liza Talbot, Ian Goodale, Stephanie Malmros, Christina Bleyer, Albert Palacios, Andrea Gustavson, Elizabeth Gushee, Astrid Ruggaldier, Penne Restad, and Stacy Vlasits.

Empire of Cotton: A Global History by Sven Beckert (2015)

By Edward Watson

Sven Beckert places cotton at the center of his colossal history of modern capitalism, arguing that the growth of the industry was the “launching pad for the broader Industrial Revolution.” Beckert follows cotton through a staggering spatial and chronological scope. Spanning five thousand years of cotton’s history, with a particular focus on the seventeenth to twentieth centuries, Empire of Cotton is a tale of the spread of industrialization and the rise of modern global capitalism. Through emphasizing the international nature of the cotton industry, Beckert exemplifies how history of the commodity and global history are ideally suited to each other. Produced over the course of ten years and with a transnational breadth of archive material, Empire of Cotton is a bold, ambitious work that confronts challenges that many historians could only dream of attempting. The result is a popular history that is largely successful in attaining the desirable combination of being both rigorous and entertaining.

Beckert frames his history of cotton with two intertwining terms: “war capitalism” and “industrial capitalism.” Both terms lack precise definitions but Beckert generally refers to their underlying themes. A play on the term “war communism” from the Russian Civil War, “war capitalism” was a period when European statesmen and capitalists established their dominance in global cotton networks, often through violent, imperialist means of conquest and expansion. Beckert counters the notion that Europeans controlled the cotton industry as a result of scientific innovation, arguing that, “Europeans became important to the worlds of cotton not because of new inventions or superior technologies, but because of their ability to reshape and then dominate global cotton networks.” “Industrial capitalism” evokes the more discreet ways in which states intervened to protect the interests of global capitalists through more diplomatic channels, preserving the initial gains made through “war capitalism.” Neither concept is exclusive, with “war capitalism” and “industrial capitalism” continually interacting with one another and overlapping chronologically, as Beckert underscores how “industrial capitalism’s institutional innovations facilitated war capitalism’s death.”

Enslaved African Americans pick cotton in Savannah, Georgia, sometime between 1867 and 1890 (via Library of Congress Prints & Photographs Division)

Through the discussion of these two concepts, Beckert underlines the importance of forced labor, with an emphasis on slavery in particular, in the development of global capitalism. Beckert claims that “the flow of cotton from the United States to Europe and of capital in the opposite direction” was at the core of developing international trade networks. The author echoes an important and emerging argument: modern global capitalism relied upon the growth of the cotton industry, which was itself indebted to slavery, as “cotton demanded quite literally a hunt for labor.” Beckert asserts that the “physical and psychological violence of holding millions in bondage were of central importance to the expansion of cotton production in the United States and of the Industrial Revolution in Great Britain.” Empire of Cotton subsequently reads as a critique of long held complacencies about the centrality of the slave trade to the development of modern capitalism.

Beckert establishes a wide-ranging, holistic study that glides from country to country, focusing on the market of cotton rather than diving into the weeds of national specificities. One of the great strengths of macrohistory is that these works tend not to be restricted by the confines of the nation state, providing a means of escaping exceptionalism and promoting a more global approach to historical study. Expanding on such works as Sidney Mintz’s Sweetness and Power: The Place of Sugar in Modern History and more recently Elizabeth Abbott’s Sugar: A Bittersweet History Beckert outlines a vast narrative told through the lens of a singular commodity. With regard to the history of cotton specifically, Beckert largely complements Giorgio Riello’s 2013 book Cotton: The Fabric That Made the Modern World, which traces cotton production from 1000-2000. While there is common ground between the two authors in terms of scope and a focus on the economics of the cotton industry, Beckert emphasizes the direct link between the cotton industry and the tumultuous development of modern capitalism, whereas Riello is more interested in the processes of globalization.

“The queen of industry, or the new south:” Cover illustration shows a man labeled “King Cotton” leaning against a bale of cotton and stomping on the back of a slave in 1861, textile mills spewing smoke as African Americans pick cotton in 1882, and Columbia working at a spinning machine in the middle (via Library of Congress Prints & Photographs Division)

For all its impressive qualities, however, there are certain shortcomings that should be addressed. There is a lack of conceptual engagement with violence, modern capitalism, and the Industrial Revolution, each of which merit further attention. Moreover, “war capitalism” and “industrial capitalism” are rather elusive analytical frameworks, making it difficult to directly discern between the two and their distinct utility. Additionally, the unquestioned preeminence of cotton presents an overly monocausal explanation for larger trends that are arguably more multifaceted. For instance, E.A. Wrigley (2010) argues that in 1801 the British Empire’s four largest industries were cotton, wool, building, and leather – with each component being of roughly equal size. Therefore, the assumption that cotton has a direct connection to industrialization prior to 1801, and is the most important of the four largest industries, warrants more of a discussion. Furthermore, there is a curious evasion, considering Beckert’s revisionist stance, of one of the most unavoidable scholarly traditions surrounding modern global capitalism: Marxism. Perhaps this is partially due to the enormity inherent in such a study. Nevertheless, cotton’s centrality is taken as a given, and while it would be perfectly legitimate to argue that the cotton industry was vital to the Industrial Revolution, Empire of Cotton’s analytical base would be on much firmer ground with a deeper conceptual engagement with violence and capitalism.

On the other hand, it could also be argued that Beckert is merely being conscious of his readership and aiming to make academic scholarship more accessible to a wider audience. What is lost through a certain amount of oversight in analyzing conceptual frameworks is counterbalanced by its engaging narrative. Empire of Cotton is more than deserving of its wide acclaim, demonstrating the potential of ambitious and exciting trends in historiographical inquiry. The author strikes a fine balance between effortlessly fluent prose and complex subject matter, making a significant contribution to the fields of global history and history of the commodity as well as enticing a wider audience. While Empire of Cotton is a dense, impressively researched book, Beckert manages to appeal to a broader audience and create a fluently written, academically rigorous account of cotton’s journey from a local, artisanal product to a global, mass-produced commodity.

You may also like:

Review: Seeds of Empire by Andrew Torget (2015)
H.W. Brands on the rise of American capitalism
Review: The British Industrial Revolution in Global Perspective by Robert C. Allen (2009)

“Doing” History in the Modern U.S. Survey: Teaching with and Analyzing Academic Articles

Originally posted on Process History on September 5, 2017.

by Christopher Babits

Near the end of the spring semester, my department asked me to teach a summer session of U.S. History since 1865. I had a short time to think about what I’d teach and how I’d teach it. For me, it was important for students to “do” the work of historians. This meant more than reading primary sources, though. In addition to this, students would engage with “essential questions” that are key for understanding the United States’ recent past. Moreover, in lieu of assigning a traditional textbook, which might not fully align with these essential questions, I decided that my students would read, analyze, and critique articles from the Journal of American History.

My first preparatory task was to frame the course around the essential questions. I wanted to create questions around a broad range of potential student interests. I chose four topics: 1) America’s role in the world; 2) economics and labor; 3) women and gender; and 4) comparative civil rights. These topics covered some of the important themes of post-Civil War U.S. History.

The questions I crafted (see Figure #1: The Course’s Essential Questions) were beneficial on several levels. Initially, they helped me with one of the most daunting challenges of syllabus creation—picking and choosing content to cover. These essential questions narrowed what I would focus on; lectures and in-class activities would always have to answer (at least) one of these questions. On top of this, I used the four questions to pick articles from the Journal of American History. From a content standpoint, these articles would provide additional detail that my lectures and in-class activities might not be able to cover in depth.

Selecting academic articles for an introductory survey can be tricky. I had to think about whether students would have enough prior knowledge to truly engage with the secondary source. At the same time, I needed to be cognizant of whether the article covered a fair amount of time, which might then help students understand important historical concepts, like change over time and contingency. Moreover, if I could, I wanted the articles to be useful for answering more than one of the course’s essential questions.

The Journal of American History, March 2014

I ultimately chose fifteen articles from the Journal of American History to help students answer the course’s four essential questions. (See Figure #2: Academic Articles for a complete list.) Erika Lee’s “Enforcing the Borders,” for example, helped students compare and contrast a wide-range of racialized lived experiences from the Chinese Exclusion Act through the 1924 Immigration Act. Her article complemented lecture material on and primary sources about the history of white supremacy. Julia Mickenberg’s “Suffragettes and Soviets,” on the other hand, highlighted the interconnections between domestic and global events. Mickenberg’s article proved useful for students interested in women’s and gender history as well as those fascinated by the events of the First World War. Jacquelyn Dowd Hall’s classic, “The Long Civil Rights Movement,” was one of my students’ favorite articles. Hall famously critiqued the “classical” phase of the Civil Rights Movements in her article. Yet, for the purposes of my course, Hall’s article also helped students better understand the history of African Americans, the intersection of race and gender, and racialized economics. Hall’s seminal article, then, could assist students with three of the course’s four essential questions.

Students who are used to reading textbooks, however, can find reading academic articles challenging. To have them gain the skills necessary to successfully engage with these academic articles, I devoted a fair amount of in-class time to reading, interpreting, and analyzing these sources. I viewed my role as an encouraging coach who kept his approach to the analysis of academic articles straightforward and accessible. For the first three articles assigned in the class, I had students (re)read the introduction and the conclusion with a partner or in small groups. I asked students to underline and annotate where the historian(s) articulated their argument. Sometimes this meant that students had to mark several parts of the introduction and conclusion, trying to make sense of complex arguments which had multiple supporting parts. At first, this was a tough task for students, consuming upwards of 20 minutes of a 75-minute class. However, as we spent more time on this skill, students slowly gained more confidence. I was able to go around the room to work with small groups of students, focusing them on specific parts of introductions and conclusions. After a couple sessions, I asked students to paraphrase arguments in their own words. Students’ confidence grew the more they worked with one part of “doing” history—understanding historical arguments. Over time, what had taken 20 or 25 minutes soon dwindled to 12 or 15.

Students were required to write an analysis for two of the academic articles they read. To ensure further success, students were provided a fair amount of scaffolding on these assignments. To assist with article analyses, I created a reading grid that asked students to: research the historian/scholar; note and critique the sources used in the article; make historical connections to lectures and/or primary sources; and reflect on how the source could answer one of the course’s essential questions. I had detailed questions for each box of the reading grid, providing a fair amount of guidance for students to understand what they should be looking for when analyzing an article. Figure #3:The Reading Grid displays the course’s emphasis on scaffolding the analysis of academic articles.

By the end of the term, I could see that the focus on teaching with and analyzing academic articles worked on several levels. The most important, in my opinion, was how students improved from their first to their second article analysis. They had a much more nuanced understanding of historical argumentation in their second analyses. In addition, students wrote more critically about the historians’ source bases and felt more comfortable critiquing “master narratives” they had learned in high school. For those afraid of using academic articles in their surveys, I want to offer a simple reassurance: students never shied away from this hard work. My provisional course instructor survey scores indicate that students recognized article analyses as a core part of their learning. I already have a strong sense of which articles students enjoyed, but I hope my course instructor surveys include constructive criticism about the articles students viewed as least helpful for answering the course’s essential questions.

There were other outcomes to using academic articles. Many of the articles I selected emphasized U.S. History in a transnational perspective. As a result, students had to think about the United States as a place which influences—and is influenced by—others parts of the world. By carefully selecting articles, I also made it so I did not have to assign a traditional textbook. Lectures, primary sources, and the articles covered enough material for students to understand the American experience and to walk away with their own informed interpretation of the nation’s history.

As an educator now weeks removed from the course I taught, I see an even greater purpose to teaching with academic articles. As we navigate a period of deep political division, one that is fraught with fear for many, teaching with academic articles has the possibility to instill crucial civic skills in our students. By respectfully challenging those who came before them, each scholar I assigned demonstrated that disagreement is a core part of the democratic experience. Using academic articles instead of a textbook allowed my students to see that disagreement does not need to be hateful or vitriolic. Instead, it can be a productive way to move forward, pushing in the direction of the “more perfect Union” enshrined in the Constitution.

Figure 1: The Course’s Essential Questions

America’s role in the world	Determine how the United States’ foreign policy changed and/or remained consistent from the Spanish-American War through the Cold War. How did the U.S. confront the challenges it faced around the globe? Are there core tenets (or beliefs) that have guided American foreign policy? If so, what are they? If not, how do foreign policy conflicts differ from each other?
Economics and labor	Evaluate the ways the American economy has changed over the past 150 years. How did “big business” alter the landscape of U.S. industry? Why did Progressive Era and New Deal reformers pass the reforms they did? Have Americans found a way to balance economic growth and workers’ rights in the post-World War II period?
Women and gender	Analyze the political and economic fight for women’s equality. To what extent has the role and status of women changed over the past 150 years? What have been landmark victories for women’s rights? Why have various political factions opposed women’s and feminist groups? Is there work left to be done?
Comparative civil rights	The continued fight for equality has, in many ways, defined the American experience. Compare and contrast the struggle for civil rights that two of the following segments of the population experienced: 1) African Americans; 2) women; 3) Mexican Americans; 4) Asian Americans; and/or 5) LGBTQ individuals. Are there commonalities that you see in the political rhetoric and tactics of these two groups? How would you describe the unique challenges these segments of the population faced? What are the arguments, agendas, challenges, etc. that have made coalitions difficult to form, both within and between different rights movements?

Figure 2: Academic Articles

Author	Article title	Year of publication	Essential question(s) answered
Erika Lee	Enforcing the Borders: Chinese Exclusion along the U.S. Borders with Canada and Mexico, 1882-1924	2002	America’s role in the world & comparative civil rights
Richard White	Information, Markets, and Corruption: Transcontinental Railroads in the Gilded Age	2003	Economics and labor
Jürgen Martschukat	“The Art of Killing by Electricity”: The Sublime and the Electric Chair	2002	Economics and labor & comparative civil rights
Julia L. Mickenberg	Suffragettes and Soviets: American Feminists and the Specter of Revolutionary Russia	2014	America’s role in the world; women and gender; & comparative civil rights
Lisa McGirr	The Passion of Sacco and Vanzetti: A Global History	2007	America’s role in the world; economics and labor; & comparative civil rights
Julia C. Ott	“The Free and Open People’s Market”: Political Ideology and Retail Brokerage at the New York Stock Exchange, 1913–1933	2009	Economics and labor
Rachel Louise Moran	Consuming Relief: Food Stamps and the New Welfare of the New Deal	2011	Economics and labor & women and gender
James J. Weingartner	Americans, Germans, and War Crimes: Converging Narratives from “the Good War”	2008	America’s role in the world & comparative civil rights
Thomas A. Guglielmo	Fighting for Caucasian Rights: Mexicans, Mexican Americans, and the Transnational Struggle for Civil Rights in World War II Texas	2006	America’s role in the world; economics and labor; & comparative civil rights
Elaine Tyler May	Security against Democracy: The Legacy of the Cold War at Home	2011	America’s role in the world; economics and labor; women and gender; & comparative civil rights
Nancy Bernkopf Tucker	Taiwan Expendable? Nixon and Kissinger Go to China	2005	America’s role in the world & comparative civil rights
Jacquelyn Dowd Hall	The Long Civil Rights Movement and the Political Uses of the Past	2005	Economics and labor; women and gender; & comparative civil rights
Michael B. Katz et al.	The New African American Inequality	2005	Economics and labor & comparative civil rights
Kevin J. Mumford	The Trouble with Gay Rights: Race and the Politics of Sexual Orientation in Philadelphia, 1969-1982	2011	Women and gender & comparative civil rights
Michael H. Hunt	In the Wake of September 11: The Clash of What?	2002	America’s role in the world

Figure 3: The Reading Grid (PDF)

Also by Christopher Babits on Not Even Past:

Finding Hitler (in all the Wrong Places?)
The Rise of Liberal Religion by Matthew Hedstrom (2013)
Encountering America: Humanistic Psychology, Sixties Culture, and the Shaping of the Modern Self by Jessica Grogan (2012)
Another perspective on the Texas Textbook Controversy

You may also like:

A collection of articles by faculty and graduate students on teaching US survey courses
Teaching Assistants in the Department of History share stories on learning to teach
History Professor Jeremi Suri experiments with teaching US history survey courses digitally

« Previous Page

Doing History Online and In Public

Qahvehkhaneh: Reading Iranian Newspapers: by Andrew Akhlaghi

Bureaucracy on the Ground: the Gálvez Visita of 1765: by Brittany Erwin.

After the Silence: María Luisa Puga and the 1985 Mexico City Earthquake by Ashley Garcia

Building a Jewish School in Iran: The Barmaïmon-Hamadan Manuscript by Isabelle Headrick

Food Migrations: Texas Czech Culinary Traditions by Tracy Heim

Indian Revolt of 1857 by Anuj Kaushal.

The Road to Sesame Street by Peter Kunze

Animating Italian Immigration: Sicilian-American Puppetry by Megan McQuaid.

Frederic Allen Williams: Citizen-Artist with a Magic Lantern by Jesse Ritner

Woven Into History: Living Cultural Fabrics by Alina Scott

Mercenary Monks by Jonathan Seefeldt

Guards and Pickets: The Paperwork of Slavery by Gaila Sims.

Acknowledgments

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