Confederate flag from SC capitol moved to Confederate Relic Room museum
The flag was taken away from the South Carolina capitol building in Columbia back in 2015, in the wake of the massacre at a church in Charleston. It's now housed in a museum.
Confederate Relic Room Move Vetoed
Gov. Nikki Haley vetoed a study of possibly moving the Confederate Relic Room and Military Museum from Columbia to Charleston.
Who Burnt Columbia? by Augustine T. SMYTHE read by David Wales | Full Audio Book
Who Burnt Columbia? by Augustine T. SMYTHE (1830 - 1914)
Genre(s): War & Military
Read by: David Wales in English
Chapters:
00:00:00 - 01 - Part 1 Depositions For Claimants
00:39:46 - 02 - Part 2 Deposition Of General Oliver O. Howard, Part 1
01:31:57 - 03 - Part 3 Deposition Of General Oliver O. Howard, Part 2
02:16:32 - 04 - Part 4 Deposition Of General William Tecumseh Sherman, Part 1
02:57:29 - 05 - Part 5 Deposition Of General William Tecumseh Sherman, Part 2
03:36:09 - 06 - Part 6 Deposition Of General William Tecumseh Sherman, Part 3
This Librivox reading consists of selections from depositions in a lawsuit brought after the end of the American Civil War by some businessmen of the former Confederacy. This reading focuses on the sworn statements of General William Tecumseh Sherman who commanded the Carolinas campaign and General Oliver O. Howard who was one of Sherman's subordinate commanders. The subject is the still-controversial burning of Columbia, capital of South Carolina, toward the end of the Civil War.'Official Depositions of Wm, Tecumseh Sherman, 'General of the Army of the United States,' and Gen. O.O. Howard, U.S.A., For The Defence; and Extracts From Some Of The Depositions For The Claimants, Filed in Certain Claims vs. United States, Pending Before 'The Mixed Commission on British and American Claims,' in Washington, D.C.' (Book subtitle)The Carolinas Campaign was the final campaign in the Western Theater of the American Civil War. In January 1865, Union Maj. Gen. William Tecumseh Sherman advanced north from Savannah, Georgia, through the Carolinas, with the intention of linking up with Union forces in Virginia…. [After conquering Atlanta, Sherman] persuaded Grant that he should march north through the Carolinas… destroying everything of military value along the way, similar to his march to the sea through Georgia. Sherman was particularly interested in targeting South Carolina, the first state to secede from the Union, for the effect it would have on Southern morale…. On February 17, Columbia surrendered to Sherman... Union forces were overwhelmed by throngs of liberated Federal prisoners and emancipated African Americans. Many soldiers took advantage of ample supplies of liquor in the city and began to drink. Fires began in the city, and high winds spread the flames across a wide area. Most of the central city was destroyed, and the city's fire companies found it difficult to operate in conjunction with the invading Union army, many of whom were also trying to put out the fire. The burning of Columbia has engendered controversy ever since, with some claiming the fires were accidental, others stating they were a deliberate act of vengeance, and others claiming that the fires were set by retreating Confederate soldiers who lit bales of cotton on their way out of town… On February 18, Sherman's forces destroyed virtually anything of military value in Columbia, including railroad depots, warehouses, arsenals, and machine shops. - Summary by Book's subtitle, Wikipedia, and David Wales
More information:
LibriVox - free public domain audiobooks (
A Selection of Original Civil War Views of Morris Island
A short tour of Morris Island, SC during the War Between The States taken by various photographers from original glass plates in the Library of Congress. Most by Haas and Peale, one by George S. Cook of Charleston showing the shell exploding in Ft Sumter)
Sherman's March 1985 (Full Documentary)
Movie loosely based on the actual Sherman's March. It's mostly about Ross McElwee(the director) and his adventures with hot southern women. He recalls seeing a atmosphere nuke test as a child, which affected his life forever. Oh, and Burt Reynolds makes an appearance! A die-hard fan got a kiss on the cheek from Burt, and her life was also greatly affected forever! Mish-mash movie, but very entertaining!
Shermans March 1986
“On Monuments: Place, Time, and Memory”
This event is co-organized by the Harvard University Committee on the Arts, the Harvard University Graduate School of Design, and the Harvard University Faculty of Arts and Sciences.
Opening Remarks by:
Drew Faust
President of Harvard University
Lincoln Professor of History
Introduction by:
Mohsen Mostafavi
Dean and Alexander and Victoria Wiley Professor of Design
Presentations by:
Robin Kelsey, “Camera Angle: Revisiting Maya Lin’s Vietnam Veterans”
Dean of Arts and Humanities Faculty of Arts and Sciences and Shirley Carter Burden Professor of Photography, Harvard University
Sarah Lewis, “The Future Perfect: Race and Monuments in the United States”
Assistant Professor of History of Art and Architecture and African and African American Studies, Harvard University
Jennifer Roberts, “Trying to Remember”
Elizabeth Cary Agassiz Professor of the Humanities , Harvard University
Krzysztof Wodiczko, “Let the Monument Speak”
Professor in Residence, Art, Design & the Public Domain, Harvard University Graduate School of Design
Following their presentations, participants will engage in a panel discussion and will be joined by:
Homi K. Bhabha
Anne F. Rothenberg Professor of the Humanities in the Department of English, the Director of the Humanities Center and the Senior Advisor on the Humanities to the President and Provost at Harvard University
Erika Naginski
Professor of Architectural History and Director of Doctoral Programs, Harvard University Graduate School of Design
South Georgia Man Has Prolific Arrowhead Collection
It’s not uncommon for farmers to uncover arrowheads and other Native American artifacts in the course of their work. But one South Georgia man has taken arrowhead collecting to a whole new level, and has a very prolific collection. Ray D’Alessio explains.
Stolen Children: The Legacy of the Carlisle Indian School and Canadian Residential Schools
November 7, 2018
Program Introduced by KHC Fellow, Julio Meza
Speaker: Hayes P. Mauro, Associate Professor, Queensborough Community College, Art & Design Department
Short Films: Kent Monkman’s Brothers and Sisters, Released 2015, 3 mins and Stolen Children, Residential School Survivors Speak Out, Released 2015, 18 mins
Two short films based on original archival footage and the accounts of survivors of the Canadian residential schools will be screened. A talk will follow by Professor Mauro based on his book, The Art of Americanization at the Carlisle Indian School. He will speak about the social reformers, usually Christian evangelicals, who wished to Americanize Native Americans and African Americans, along with newer immigrants from southern and eastern Europe. This meant transforming them into culturally acceptable entities who looked, acted, dressed, and thought like an idealized middle class Anglo-American. Needless to say, this had ramifications for both race and gender definitions.
Part of the KHC/NEH 2018-19 Colloquium
Survivance on Turtle Island: Engaging with Native American Cultural Survival, Resistance, and Allyship
Removal of Confederate monuments and memorials | Wikipedia audio article
This is an audio version of the Wikipedia Article:
Removal of Confederate monuments and memorials
00:01:59 1 Background
00:03:35 2 Academic commentary
00:09:03 3 History of removals
00:10:10 4 Organizations encouraging monument removal
00:10:48 5 Destruction of monuments
00:12:00 6 Laws hindering removals
00:14:20 7 Public opinion
00:15:04 8 What to do with the plinths (pedestals)
00:16:59 9 Removed monuments and memorials
00:17:09 9.1 National
00:17:29 9.2 Alabama
00:19:13 9.3 Alaska
00:19:39 9.4 Arizona
00:20:12 9.5 Arkansas
00:20:50 9.6 California
00:22:55 9.7 Colorado
00:23:13 9.8 District of Columbia
00:24:18 9.9 Florida
00:31:38 9.10 Georgia
00:33:25 9.11 Kansas
00:34:12 9.12 Kentucky
00:35:31 9.13 Louisiana
00:41:48 9.14 Maine
00:42:06 9.15 Maryland
00:44:50 9.16 Massachusetts
00:45:12 9.17 Mississippi
00:45:46 9.18 Missouri
00:46:42 9.19 Montana
00:47:14 9.20 Nevada
00:47:41 9.21 New Mexico
00:47:56 9.22 New York
00:48:47 9.23 North Carolina
00:54:18 9.24 Ohio
00:55:19 9.25 Oklahoma
00:55:49 9.26 South Carolina
00:56:27 9.27 Tennessee
00:59:55 9.28 Texas
01:08:04 9.29 Utah
01:08:20 9.30 Vermont
01:09:14 9.31 Virginia
01:15:51 9.32 Washington (state)
01:18:29 9.33 Wisconsin
01:19:40 9.34 Canada
01:20:08 10 See also
01:20:51 11 Further reading
01:23:37 11.1 Video
Listening is a more natural way of learning, when compared to reading. Written language only began at around 3200 BC, but spoken language has existed long ago.
Learning by listening is a great way to:
- increases imagination and understanding
- improves your listening skills
- improves your own spoken accent
- learn while on the move
- reduce eye strain
Now learn the vast amount of general knowledge available on Wikipedia through audio (audio article). You could even learn subconsciously by playing the audio while you are sleeping! If you are planning to listen a lot, you could try using a bone conduction headphone, or a standard speaker instead of an earphone.
You can find other Wikipedia audio articles too at:
You can upload your own Wikipedia articles through:
The only true wisdom is in knowing you know nothing.
- Socrates
SUMMARY
=======
For decades in the U.S., there have been isolated incidents of removal of Confederate monuments and memorials, although generally opposed in public opinion polls, and several U.S. States have passed laws over 115 years to hinder or prohibit further removals.
In the wake of the Charleston church shooting in June 2015, several municipalities in the United States removed monuments and memorials on public property dedicated to the Confederate States of America. The momentum accelerated in August 2017 after the Unite the Right rally in Charlottesville, Virginia. The removals were driven by the belief that the monuments glorify white supremacy and memorialize a treasonous government whose founding principle was the perpetuation and expansion of slavery. Many of those who object to the removals, like President Trump, believe that the artifacts are part of the cultural heritage of the United States.The vast majority of these Confederate monuments were built during the era of Jim Crow laws (1877–1954) and the Civil Rights Movement (1954–1968). Detractors claim that they were not built as memorials but as a means of intimidating African Americans and reaffirming white supremacy. The monuments have thus become highly politicized; according to Eleanor Harvey, a senior curator at the Smithsonian American Art Museum and a scholar of Civil War history: If white nationalists and neo-Nazis are now claiming this as part of their heritage, they have essentially co-opted those images and those statues beyond any capacity to neutralize them again.In some Southern states, state law restricts or prohibits altogether the removal or alteration of public Confederate monuments. According to Stan Deaton, senior historian at the Georgia Historical Society, These laws are the Old South imposing its moral and its political views on us forever more. This is what led to the Civil War, and it still divides us as a country. We have competing visions not only about the future but about the past.
Modern display of the Confederate flag | Wikipedia audio article
This is an audio version of the Wikipedia Article:
Modern display of the Confederate flag
00:01:30 1 Background
00:01:56 2 The vernacular Confederate flag
00:03:31 3 Revival and controversy
00:04:55 3.1 Unofficial military use
00:06:08 3.2 Political groups
00:09:27 3.3 Religious groups
00:09:49 3.4 Public opinion (2011-2017)
00:11:51 3.5 Historical and modern meaning
00:13:53 3.6 Popularity outside the southern U.S.
00:14:12 3.6.1 Pacific Northwest
00:15:39 3.6.2 At European far-right events
00:16:11 3.6.3 Southern pride in Italy's football stadiums
00:17:55 3.7 In film and television
00:18:18 3.8 Use by musicians
00:19:11 3.9 University of Mississippi statue
00:20:27 3.10 House bill banning flag at VA cemeteries
00:21:31 3.11 Six Flags Over Texas
00:22:09 3.12 Display at American University
00:22:36 3.13 Silent Sam controversy (North Carolina)
00:22:57 4 Official usage in southern U.S. states
00:24:10 4.1 State flags
00:24:18 4.1.1 Alabama
00:26:13 4.1.2 Arkansas
00:26:39 4.1.3 Florida
00:27:11 4.1.4 Georgia
00:28:22 4.1.5 Mississippi
00:29:40 4.1.6 North Carolina
00:30:05 4.2 State symbol
00:30:48 4.3 State seals
00:32:17 4.4 Vehicle license plates
00:34:01 4.5 Display at South Carolina State Capitol
00:38:11 5 Reactions to 2015 Charleston church shooting
00:40:23 5.1 Removal from South Carolina State Capitol
00:45:56 5.2 Retailer bans
00:48:33 5.3 NASCAR
00:49:45 5.4 Washington National Cathedral
00:50:44 6 Trump rallies
00:52:13 7 Display in South Carolina vandalized
00:53:02 8 See also
00:53:37 9 Further reading
Listening is a more natural way of learning, when compared to reading. Written language only began at around 3200 BC, but spoken language has existed long ago.
Learning by listening is a great way to:
- increases imagination and understanding
- improves your listening skills
- improves your own spoken accent
- learn while on the move
- reduce eye strain
Now learn the vast amount of general knowledge available on Wikipedia through audio (audio article). You could even learn subconsciously by playing the audio while you are sleeping! If you are planning to listen a lot, you could try using a bone conduction headphone, or a standard speaker instead of an earphone.
You can find other Wikipedia audio articles too at:
You can upload your own Wikipedia articles through:
The only true wisdom is in knowing you know nothing.
- Socrates
SUMMARY
=======
The display of flags used by and associated with the Confederate States of America (1861–1865) has continued, with a long interruption, into the present day, with the Southern cross used in the battle flag of General Robert E. Lee's Army of Northern Virginia gaining the most popular recognition as a modern symbol of the Confederacy, and by extension, the Southern United States in general. Such displays have been made for a variety of reasons, with Southern heritage, states' rights, and historical commemoration among the stated reasons for particular uses. Displaying the flag has long been controversial in the United States, due to the flag's longstanding associations with racism, slavery, segregation, white supremacy, and treason. Many Southerners associate the Confederate battle flag with pride in their heritage and traditions, but for most outsiders it is impossible to separate the flag from its association with the defense of slavery and racial bias.
Despite the common belief that the Confederate flag has remained in uninterrupted use since the end of the American Civil War, its use was mostly limited to historical films, like Gone with the Wind (1939). Its revival in the 1950s and 1960s came about because of the American Civil War Centennial, but was also used to show opposition to the
Civil Rights Movement, starting with Senator Strom Thurmond's Dixiecrats in 1948. Racism played a major role in its renewed popularity.
2019 Asian American Literature Festival
Four events at the Library of Congress celebrated Asian American literature during a three-day city-wide festival. Novelist Monique Truong gave a personal tour of Asian American literature through a mix of social/intellectual history, anecdotes and short readings by writers both celebrated and overlooked. Poets Jennifer Chang and Cathy Park Hong uncovered the work of lesser-known senior poets who importantly shaped Asian American literary culture. Mini-lectures were followed by readings of poets' work inspired by these secret histories. Poet Arthur Sze gave a personal tour of Asian American literature through a mix of social/intellectual history, anecdotes and short readings by writers both celebrated and overlooked. Poets Kazim Ali and Ching-In Chen uncovered the work of lesser-known senior poets who importantly shaped Asian American literary culture. Mini-lectures will be followed by readings of poets' work inspired by these secret histories.
For transcript and more information, visit
St. Augustine, Florida
St. Augustine (Spanish: San Agustín) is a city in Northeast Florida and the oldest continuously occupied European-established settlement and port in the continental United States. The county seat of St. Johns County, it is part of Florida's First Coast region and the Jacksonville metropolitan area. According to the 2010 census, the city population was 12,975. The St. Augustine urban area has a population of 69,173.
San Agustín was founded in September 1565 by Spanish admiral Pedro Menéndez de Avilés, and subsequently served as the capital of Spanish Florida for two hundred years. It remained the capital of East Florida as the territory changed hands between the Spanish and British, and remained the capital of the Florida Territory until it was moved to Tallahassee in 1824. Since the late 19th century, its historical character has made the city a major tourist attraction. It is the headquarters for the Florida National Guard.
This video is targeted to blind users.
Attribution:
Article text available under CC-BY-SA
Creative Commons image source in video
Italian Americans | Wikipedia audio article
This is an audio version of the Wikipedia Article:
Italian Americans
00:02:45 1 History
00:02:54 1.1 Early period (1492–1775)
00:07:08 1.2 War of Independence to Civil War (1775–1861)
00:11:39 1.3 Civil War and after (1861–90)
00:14:44 1.4 The period of mass immigration (1890–1920)
00:27:26 1.5 1917-1941
00:35:04 1.6 World War II
00:39:05 1.7 Wartime violation of Italian-American civil liberties
00:42:20 1.8 Post-World War II period
00:48:37 1.9 Close of the twentieth century
00:51:49 2 Politics
00:55:57 3 Business and economy
00:56:58 3.1 Workers
00:58:50 3.2 Women
01:04:17 4 Culture
01:07:10 4.1 Literature
01:13:06 4.2 Religion
01:16:56 4.2.1 Italian Jews
01:20:04 4.3 Education
01:21:23 4.4 Language
01:27:55 4.5 Newspapers
01:32:17 4.6 Folklore
01:34:15 5 Discrimination and stereotyping
01:40:52 6 Communities
01:43:01 6.1 New York City
01:46:25 6.2 Philadelphia
01:49:15 6.3 Boston
01:50:19 6.4 Newark
01:52:12 6.5 Saint Louis
01:52:21 6.6 Syracuse
01:53:42 6.7 Providence
01:54:34 6.8 Chicago
01:56:57 6.9 Cleveland
01:58:41 6.10 Milwaukee
01:59:39 6.11 Ybor City
02:00:57 6.12 Birmingham
02:01:39 6.13 San Francisco
02:02:10 6.14 Los Angeles
02:03:29 6.15 San Diego
02:04:43 7 Demographics
02:10:14 7.1 U.S. States with over 10% people of Italian ancestry
02:10:48 7.2 U.S. Communities with the most residents of Italian ancestry
02:13:05 8 Notable people
02:13:14 9 See also
02:13:55 10 References and notes
02:14:05 11 Bibliography
02:14:14 12 External links
Listening is a more natural way of learning, when compared to reading. Written language only began at around 3200 BC, but spoken language has existed long ago.
Learning by listening is a great way to:
- increases imagination and understanding
- improves your listening skills
- improves your own spoken accent
- learn while on the move
- reduce eye strain
Now learn the vast amount of general knowledge available on Wikipedia through audio (audio article). You could even learn subconsciously by playing the audio while you are sleeping! If you are planning to listen a lot, you could try using a bone conduction headphone, or a standard speaker instead of an earphone.
You can find other Wikipedia audio articles too at:
You can upload your own Wikipedia articles through:
The only true wisdom is in knowing you know nothing.
- Socrates
SUMMARY
=======
Italian Americans (Italian: italoamericani or italo-americani [ˌitalo.ameriˈkaːni]) are an ethnic group consisting of Americans who have ancestry from Italy. Italian Americans are the seventh largest Census-reported ethnic group in the United States (which includes American ethnicity, an ethnonym used by many in the United States; overall, Italian Americans rank seventh, behind German American, African American, Irish American, Mexican American, English American, and American).About 5.5 million Italians immigrated to the United States from 1820 to 2004. By 1870, there were less than 25,000 Italian immigrants in America, many of them Northern Italian refugees from the wars that accompanied the Risorgimento—the struggle for Italian unification and independence from foreign rule. Immigration began to increase during the 1870s, when more than twice as many Italians immigrated (1870–79: 46,296) than during the five previous decades combined (1820–69: 22,627). The 1870s were followed by the greatest surge of immigration, which occurred between 1880 and 1914 and brought more than 4 million Italians to the United States, the great majority being from Southern Italy and Sicily, with most having agrarian backgrounds. This period of large scale immigration ended abruptly with the onset of the First World War in 1914 and, except for one year (1922), never fully resumed.
Further immigration was greatly limited by several laws Congress passed in the 1920s.Approximately 84% of the Italian immigrants came from the former Kingdom of the Two Sicilies. This was the poorest and least developed part of Italy, still largely rural and agricultural, where much of the populace had been impoverished by centuries of foreign misrule, and an oppressive taxation system imposed after Italian unification in 1861. After unification, the Italian government initially encouraged emigration to relieve economic pressures in the South. After the American Civil War, which resulted in over a half million killed or wounded, immigrant workers were recruited from Italy and elsewhere to fill the labor shortage caused by the war. In the United States, most Italians began their new lives as manual laborers in Eastern cities, mining camps and in agriculture.
The descendants of the Italian immigrants gradually rose from a lower economic class in the first generation to a level comparable to the national average by 1970. The Italian community has often been characterized by strong ties to family, the Roma ...
Political Concepts: The Trump Edition (Saturday PM Session 1)
Political Concepts at Brown: A Critical Lexicon in the Making
The goal of Political Concepts is to serve as a platform for revising, inventing, and experimenting with concepts while exploring the political dimension of their use and dissemination. Participants operate under the assumption that our era urgently needs a revised political lexicon that would help us better understand the world in which we live and act, and that the humanities at large can and should contribute toward such a revision. In the past, some of the participants revised key political concepts while others showed the political work done by terms and common nouns that are not usually considered “political.”
The 2017–2018 conference was dedicated to analyzing and contesting the transformation of the American political system under the presidency of Donald Trump.
Moderator:
Lingzhen Wang, Associate Professor of East Asian Studies, Brown University
Presenters:
Love – Nick Mirzoeff, Professor of Media, Culture, and Communication, New York University
Wildness – Jack Halberstam, Visiting Professor of Gender Studies and English, Columbia University
Saturday, December 2nd, 2017
Brown University
The National for Tuesday September 12, 2017: Irma recovery, iPhone X, Rohingya refugees
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The National is CBC Television's flagship news program. Airing seven days a week, the show delivers news, feature documentaries and analysis from some of Canada's leading journalists.
Connecting American Indian & Federal Libraries: Native American Research & Resources
Presentations on the American Indian Library Initiative (AILI) of FEDLINK, the Federal Library and Information Network. AILI identifies and establishes federal networks of value to American Indian libraries. These include preservation, digitization, cataloging, reference services, event and training opportunities on core information services and access to existing federal resources in legal and STEM (science, technology, engineering and math) knowledge collections.
The program featured a panel of American Indian historians and cultural experts discussing federal and regional history and culture. The program concluded with a demonstration of the Indigenous Tribal Law Project, a free, online resource created to make tribal law more accessible and findable by providing comprehensive listings of tribes, tribal websites and online primary source materials.
Speaker Biography: Joseph Genetin-Pilawa is assistant professor of history at George Mason University and former Kluge Scholar at the Library of Congress.
Speaker Biography: Gabrielle Tayac is a member of the Piscataway Indian Nation and a historian at the National Museum of the American Indian.
For transcript and more information, visit