Group+10+African-American+Slavery+&+Segregation

__**African-American Slavery and Segregation**__

__**History of Slavery**__  In 1619, a ship owned by English traders brought 20 Africans to Jamestown, Virginia; a seemingly small matter that changed the course of American history. At first Africans weren’t the most popular form of slaves, European laborers were cheaper to get than Africans were. Africans and European laborers worked as equals, though Africans were still viewed as being inferior to the Europeans. The first Africans brought to Virginia were treated more like servants, not as property. Around 1676, the use of Africans began to rise in Virginia. The English laborers could easily run away because they blended in with the society of the time. They also wanted to be treated respectfully and required time off. If an Englishman labored for their full term, they were able to claim lands promised to them, which is something that wasn’t bestowed to the African slaves. After Bacon’s Rebellion, slave owners began to worry that lower-class whites might encourage Africans to rebel with them and started to buy more Africans because they were easily disciplined. Along with these factors, the English laborers were starting to find jobs back in their British territories, making them harder to come across. Africans were easy to get and they couldn’t request to have fair treatment or land, which is what eventually led to them being preferred over the English laborers.

 At the time of the American Revolution, slavery in the northern states began to diminish but was still prosperous in the south. During the late 1780’s the constitutional debates began. Though it was known that slavery would be ending within the next century, the south was still fighting to keep slavery legal. They were able to win three things from the north that allowed slavery to continue. The first thing being The Fugitive Slave Act of 1793; this allowed the slave owners to cross state lines while trying to catch a slave who had escaped. The second thing was the Three-Fifths Clause which counted every slave as 3/5's a person in the Electoral College. The last thing they won was the right to trade with Africa for Slaves until 1808.

 By the year 1800, the north had abolished slavery and several anti-slavery societies began to form. However, slavery still continued in the south. Because of the Three-Fifths clause, the south was able to dominate presidential elections, voting only for those who favored slavery. The invention of the cotton gin in 1793 allowing for more cotton to be grown due to the new ability to process it quickly. Also, England started using cotton in place of wool for its textiles, increasing the demand for cotton which was readily available in America due to the slaves. The increase in cotton demand also led to an increase of slaves in America. Since slave trade was no longer allowed, slave owners began treating their slaves better. Slaves were now often kept with their families as a way to prevent them from trying to escape. Slaves were now given good medical care and their working conditions were improved so they would live longer. Slaves were now looked at as an investment. However, they were still greatly punished for any wrong doings, life wasn’t easy for them.

 In 1861, Abraham Lincoln was elected president. Fearing his republican beliefs, the southern states renamed themselves the confederate states and separated themselves from the north. The civil war began in 1861 between north and south. When it ended in 1865, the end of slavery came with it. In December of 1865 the 13th amendment was passed, abolishing slavery in America. If you would like to know more about the history please visit [] which covers the history in more depth.

 __**History of Segrega**____**tion**__ **__Plessy v. Ferguson__** In 1892, Homer Plessy was arrested for boarding a white car on the East Louisiana Railroad. This was part of a plan to challenge the 1890 Louisiana Separate Car Act. They chose Plessy to be the challenger because he was only 1/8th black and looked like any other white person, but under law he was considered black. He refused to leave the white car, which lead to his arrest. Plessy’s first court trail was at the Louisiana District Court. Here, the judge ruled that the state has the right to have separate cars as long as it’s within Louisiana’s boarders. Therefore, he found Plessy guilty of refusing to leave the white car. Plessy then appealed to the Supreme Court of Louisiana. There, they also declared the intrastate separation of train cars constitutional. This led to the appeal to the Supreme Court of the United States. Once again, Plessy’s case was shot down. Eight out of the nine justices felt the separation did not break the 13th or 14th amendment. Their reason being, that separating the blacks and whites did not put a stamp of inferiority on the blacks. In 1896, the Supreme Court ruled that separate but equal was constitutional and did not violate the 14th amendment. In turn, this led to the creation of the Jim Crow Laws.

**__Jim Crow Laws__**  The Jim Crow Laws were a systematic and legal way to segregate black Americans. These laws were mostly in the Southern states. For many people these weren’t just laws, they were a way of life. Some religious people believed that blacks were created to be servants and the whites were the chosen ones. They used God to make these laws seem ok. The laws were based on thoughts that whites were superior to whites in every way; intellectual, morally, and behaviorally. They believed that together whites and blacks would make a mixed race that would destroy America. By allowing interracial activities, people would be encouraged to create the mixed breed. People who broke these laws were fined, sent to jail, or lynched. However, most of the time, whites would take matter into their own hands before they made it through the system. Here is a list of some of the Jim Crow Laws: -the above laws were found at []
 * 1) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">A Black male could not offer his hand (to shake hands) with a White male because it implied being socially equal. Obviously, a Black male could not offer his hand or any other part of his body to a White woman, because he risked being accused of rape.
 * 2) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Blacks and Whites were not supposed to eat together. If they did eat together, Whites were to be served first, and some sort of partition was to be placed between them.
 * 3) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Under no circumstance was a Black male to offer to light the cigarette of a White female -- that gesture implied intimacy.
 * 4) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Blacks were not allowed to show public affection toward one another in public, especially kissing, because it offended Whites.
 * 5) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Jim Crow etiquette prescribed that Blacks were introduced to Whites, never Whites to Blacks. For example: "Mr. Peters (the White person), this is Charlie (the Black person), that I spoke to you about."
 * 6) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Whites did not use courtesy titles of respect when referring to Blacks, for example, Mr., Mrs., Miss., Sir, or Ma'am. Instead, Blacks were called by their first names. Blacks had to use courtesy titles when referring to Whites, and were not allowed to call them by their first names.
 * 7) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">If a Black person rode in a car driven by a White person, the Black person sat in the back seat, or the back of a truck.
 * 8) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">White motorists had the right-of-way at all intersections.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">**__National Association of the Advancement of Colored People (NAACP)__** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">The National Association of the Advancement of Colored People was founded in 1909 by a diverse group of 9 individuals. The formation of this group was partially due to lynching after the assignation of Abraham Lincoln. Their mission statement is: “to ensure the political, educational, social, and economic equality of rights of all persons and to eliminate race-based discrimination”. Between 1917 and 1919 their membership grew from 9,000 to 90,000 members. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">The NAACP started with an anti-lynching campaign. This was a 30 year long fight. They supported bills that would punish any person responsible or took part in any lynching. This bill passed the House of Representatives, but was not passed in the Senate. Following this, there was no other legislation passed concerning lynching. However, they launched a public debate which in turn, decreased the number of lynching cases radically. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">The NAACP sponsored and led many civil rights cases held in the Supreme Court of the United States. The most notable one was Brown v. Board of Education of Topeka, Kansas. This case marked the turn of segregation.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">**__Brown v. Board of Education of Topeka, Kansas__** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Third grader, Linda Brown, had to walk 6 blocks to get on a bus that took her a mile to her segregated, all-black school. There was a school that was only 7 blocks to her house that, by law, she could not attend because they didn’t allow blacks. Her father, Oliver Brown, took her to the all-white school to speak to the principal. The principal would not allow Linda to go to the school. Brown turned to the NAACP for help. They happily agreed to assist him in a trail. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Together Brown and the NAACP went on trial at the US District Court of the District of Kansas in June of 1951. Here they argued that the segregation of schools was detrimental to the educational of black students. This sent a message to the black children that they are inferior and would grow up thinking that. The curriculum of the schools was much different due to the separation. The court debated that the separation would prepare the children for the segregation they would face as adults. However, they did agree that separation gave the black children a disadvantage by making them feel inferior, and in turn ruining their confidence to learn. This thought was overruled due to the fact no one had ever overturned the Plessy v. Ferguson case. They felt that they needed to side with the Board of Education. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">The ruling of the District Court led to the appeal to the Supreme Court of the United States in October 1951. The case was combined with other cases from many states and was finally heard in December 1952. The court failed to reach any kind of decision. A year later, December 1953, the argument was heard once again. This time they were asked to argue in terms of the 14th Amendment. This did little to help the justices. The justices had to decide whether the equal rights of the children were being taken away by segregating schools. On May 17, 1954 the court came to a 9-0 unanimous vote in favor of Brown. They ruled that separate is not equal, overturning the Plessy v. Ferguson case. Chief Justice Brown read the final decision allowed: <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">**“We come then to the question presented: Does segregation of children in public schools solely on the ba****sis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">**minority group of equal educational opportunities? We believe that it does...We conclude that in the field of public education the doctrine of 'separate but equal' has no place. Separate educational facilities are** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">**inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">**guaranteed by the Fourteenth Amendment.”** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">This case started the end to segregation in the United States. It did not however end it all immediately. Segregation of all other facilities was still allowed. This case specifically ended segregation in schools. There were many demonstrations and boycotts that would slowly end segregation in all facilities. The end came on July 2, 1964 when President Johnson signed the Civil Rights Act, which prohibits discrimination of all kinds.

__**<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Musealization and Memorialization: **__ **<span style="color: #000000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 12pt; line-height: 19px;">Contrasts and Comparisons **

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">**Questions to consider while reading about the varying methods of musealization and memorialization of the Holocaust, slavery and segregation:** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">- How do you think time will change how we choose to musealize or memorialize the Holocaust? Is there any form of musealization that you think we will cringe at in later decades? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">- What are the reasons for these differences? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">- Do you think the differences would give a visitor to our <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">country the impression that the Holocaust is more important to the United States, or vice versa?

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">**Slavery and Segregation Museum v. Holocaust Museum**

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">-Slavery and Segregation Museum <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">The slavery and segregation museum, Great Blacks in Wax Museum, is located in Baltimore, Maryland. It originally opened in 1983, becoming the city’s first wax museum and the first wax museum of African <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">American history in the nation. The museum is comprised of a renovated firehouse, a Victorian Mansion, and former apartment buildings, together equaling a space of approximately 30,000 square feet. The museum includes over 100 wax figures and scenes, depicting not only slavery and segregation, but the role of youth in making history and achievements in African American history. The museum also houses an auditorium for lectures, films, and dramatic presentations, as well as a gift shop and book shop.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">For more information, visit: http://www.greatblacksinwax.org/index.html

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">-Holocaust Museum

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> The Holocaust museum, Holocaust Museum Houston, is located in Houston, Texas’ Museum <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> District. It opened thirteen years after Great Blacks in Wax did, in 1996. Its 27,000 square feet make this museum the fourth largest Holocaust memorial museum in the United States. It hosts the Boniuk Library, a collection of 5,000 volumes on the Holocaust, as well as Holocaust artifacts, documents, photographs and film reels containing more than 250 recorded testimonies from Holocaust survivors, witnesses, liberators and members of the Hitler Youth.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> An additional attraction the museum offers is the Wings of Witness project. During this project, a collaborative effort of over 50,000 international participants, approximately 11 million pop tabs were collected. Overall, the aluminum weighed over five tons! The pop tabs were used to craft individual feathers. These feathers were then subsequently used to form a butterfly whose wingspan spanned the length of a large room. This exhibit became one of many butterflies internationally. Each individual pop tab is in representation of one of the holocaust victims.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">For more information, visit: http://www.hmh.org/ and http://www.wingsofwitness.org/exhibitions.htm#Houston

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">**Slavery Memorial v. Holocaust Memorial**

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">-Slavery Memorial

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">The Freedmen’s Monument or Emancipation Monument is located in Lincoln Park, Washington, D.C. It was crafted in bronze, by Thomas Ball, in 1876. The sculpture is controversial because it depicts a black man crouching at President Lincoln’s feet. It illustrates Lincoln freeing the slaves and the developmental process for the memorial began immediately after Lincoln’s assassination. The sculpture was paid for by African American citizens. The monument is a source for numerous criticisms, including those of historian Kirk Savage, who said it was "a monument entrenched in and perpetuating racist ideology." Its location, a public park with high levels of foot traffic, offers plentiful opportunities for a lot of viewing by people.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">For more information, visit: http://www.nps.gov/nr/travel/wash/dc87.htm

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">-Holocaust Memorial

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Plans for the Holocaust Memorial of the Greater Miami Jewish Federation began in the mid 80’s, but the memorial was not opened until 1990. Comprised of grand, elaborate sculptures in bronze designed by Kenneth Treister and surrounded by a lily pond, garden, stone plaza and semicircle of stone columns, the memorial receives ample amounts of visitors due to its location on bustling Miami Beach, Florida. The large memorial is intended to take the viewer on a journey. Starting with the sculpture, The Beginning, the viewer considers the good in people. Then the viewer travels under a wooden arbor in semicircular lined with a row of stone columns. The surrounding walls hold a series of black granite slabs etched with Holocaust photographs. This portion is called The Arbor of History. The journey ends at The Sculpture of Love and Anguish. It is a giant outstretched arm, tattooed with a number from Auschwitz, reaching towards the sky. Representing the last reach of a dying person, each viewer may have their own interpretation. Some may see despair, others hope.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">For more information, visit: http://www.holocaustmmb.org/

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">**Slavery Poem v. Holocaust Poem**

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">-Slavery Poem

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">The poem turned song, “Strange Fruit”, written by Abel Meeropol in 1937, and performed by Billie Holiday in 1939, is below. It was one of the first songs of its kind. Author Meeropol worked with celebrities such as Frank Sinatra and Holiday became a celebrity of her own after the release of “Strange Fruit.” Though this poem is metaphorical, most works on slavery and segregation were more straightforward. To watch her perform this piece, please visit this link: http://www.youtube.com/watch?v=h4ZyuULy9zs.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Southern trees bear strange fruit, <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Blood on the leaves and blood at the root, <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> Black bodies swinging in the Southern breeze,

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> Strange fruit hanging from the popular trees, <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> Pastoral scene of the gallant south, <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> The bulging eyes and the twisted mouth, <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> Scent of magnolias, sweet and fresh, <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> Then the sudden smell of burning flesh!

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> Here is fruit for the crows to pluck, <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> For the rain to gather, for the wind to suck, <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> For the sun to rot, for the trees to drop, <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> Here is a strange and bitter crop.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">For more information, visit: http://www.wsws.org/articles/2002/feb2002/frut-f08.shtml

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;"> <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">-Holocaust Poem

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">The poem “Death Fugue” was written by Paul Celan in 1948. The famous Jewish author, Celan, committed suicide in 1970. Like “Strange Fruit,” this poem is metaphorical like many other works on the Holocaust are.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Black milk of daybreak we drink it at evening <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">we drink it at midday and morning we drink it at night <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">we drink and we drink <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">we shovel a grave in the air where you won't lie too cramped <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">A man lives in the house he plays with his vipers he writes <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">he writes when it grows dark to Deutschland your golden hair Margareta <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">he writes it and steps out of doors and the stars are all sparkling he whistles his hounds to stay close <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">he whistles his Jews into rows has them shovel a grave in the ground <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">he commands us play up for the dance

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">For more information and the full poem, visit: http://www.poetryfoundation.org/poem/179933

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">**Differences Between Methods of Musealization and Memorialization of the Holocaust versus Slavery and Segregation**

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">A visit to either museum is not required to note the many differences between the Great Blacks in Wax Museum and Holocaust Museum Houston. These specific museums were chosen because they share some fundamental similarities. Firstly, the both opened in relatively the same time period, with a little over a decade separating them. They both also were very similar in square footage. I insured that both museums were in the United States because slavery and segregation museums in other countries are rare and in some cases do not exist entirely. These elements became the control group to make comparing the two museums easier.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">The Holocaust museum was focused on one thing: remembering the events and victims. The same cannot be said about the slavery and segregation museum. As previously mentioned, this museum covered slavery and segregation in addition to other notable events in African American history. This broad format seemed to be typical of many slavery museums. Beyond the Holocaust museum being more focused, it appeared to have a more serious approach to its remembrance. Even the Holocaust museum’s site is somber and serious. Conversely, the slavery museum website featured pictures of children enjoying their visit and the colorful wax exhibits. Overall, all slavery museums seem to market more of a family learning experience than the Holocaust museums do. Is this because the Holocaust is viewed as a more sensitive topic? If we consider what the public’s reaction to a Holocaust victim being illustrated in wax, there would likely be a wide variety of passionate and negative responses. Some would believe that doing so would be disrespectful, just as critics thought that letting visitors of concentration camps lie in original beds was. Also, though both museums have a book shop, only the Great Blacks in Wax Museum has a typical gift shop too, with souvenirs and children’s toys. Many would likely believe that toys being sold in the same location as a Holocaust remembrance site would cheapen the memory.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Similar contrasts and comparisons can be made about the Holocaust and slavery and segregation memorials. Though both are located in populous cities with many visitors, the Holocaust memorial is far more grand, where as the slavery memorial is understated and simple. Also, the Slavery monument is much more controversial. Does this mean that the monument was not chosen with as great of care? Or is it because the monument was made over one hundred years prior to the Holocaust memorial? When memorials and museums grow old and begin to become offensive to some, as our methods of remembering change, should these memorials and museums be taken down?

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Even poems on the two differ. Holocaust poems are generally more metaphorical and leave a lot of room for interpretation. In contrast, the poems on slavery and segregation were generally literal and detailed more graphic events and sufferings. Though “Strange Fruit” was a metaphor, is still included more vivid details than a typical Holocaust poem would. Is this because the memories of the Holocaust are still too fresh and painful to remember in exact detail? Or can these contrasts be attributed to cultural differences.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">In summation, the musealization and memorialization of the Holocaust seems to be undertaken with a greater degree of sensitivity than slavery and segregation receives. This is likely due to the fact that slavery and segregation happened a much longer time ago than the holocaust did. The sadness that surrounds Holocaust remembrance, for example with poems and their authors, is also likely due to the same fact of passing time. This serves as evidence that with any event, national and global, pain fades over time, and individuals gradually become less sensitive to the way the memory is handled. The events of slavery and segregation have not been forgotten, but they are viewed as more historical information than a heinous crime against humanity still evoking pain. This serves as a reminder that it is more important, with any tragedy, //that we remember// what happened, what was lost and what can be learned, than //how we remembered.//

<span style="color: #359999; display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: center;">__**Comparisons and Contrasts**__
 * __<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Labor Co __****__<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">nditions __**

Plantation Work Building Railroads

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Both slaves and victims of the Holocaust had to work long of labor. Slaves worked from sunrise to sunset, or what they called "can see to can't see". They worked both outdoors and indoors and their jobs ranged from working on plantation fields to building railroads to domestic jobs, such as cooking and cleaning. For Holocaust victims, a decree early in 1942, established a requirement of a minimum of 11 hours of work a day in all concentration camps. They worked mainly outdoors building the camps, but some prisoners worked in industrial plants. For the prisoners at the concentration camps, labor was one of the means used to destroy them.


 * __<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Living Conditions __**

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">The living conditions for slaves and prisoners were very similar. Most slaves had to share a small hut with up to nine other individuals. Holocaust victims were assigned to barracks that they shared with over 700 people. Neither the slaves nor the prisoners were given proper nutrition. However, just like with the labor conditions, the lack of nutrition for the prisoners was a way to destroy them. While the slave owners did not spend more money than they needed to in order to feed the slaves, the goal was not to have them die because it meant less workers. They simply lived on a diet of fatty meats and cornbread. Slaves and prisoners ended up getting illnesses and diseases. The primary issues that slaves had to deal with were abdominal swelling, bowed legs, skin lesions, diarrhea, dysentery, whooping cough, and respiratory diseases. While most of the illnesses and diseases were painful or uncomfortable, they weren't always lethal. However, for prisoners, the primary illnesses and diseases that they had to deal with were painful, uncomfortable, and most of the time resulted in death. They had to deal with malaria, typhus, tuberculosis, typhoid fever, yellow fever, and infectious hepatitis.


 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">__Punishments and Torture__ **

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Both slaves and victims of the Holocaust had to deal with forms of torture and punishment. They were beaten or whipped, shot, or hung and left to die. Slaves were usually chained to the ground or put in shackles, so that they could not run away. Victims of the Holocaust were put through medical experimentations, including sterilizations so they could not have more children. Slaves, on the other hand, were encouraged to have children because this meant more people to work for the slave owners.


 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">__Statistics__ **

KKK symbol

Nazi flag with Swastika <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;"> Over 10 million individuals died as a direct consequence of the Atlantic slave trade. It is unknown how many <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">individuals actually died after being brought to the United States or while working. The KKK, or Ku Klux Klan, was founded in 1866. It originated in the South after the American Civil War, as a secret society organized to assert white supremacy through terrorism and intimidation. Today, there are around 5,000 members in the United States. The top symbol on the left is a symbol of the KKK. It is a cross in a circle with a blood drop in the middle. According to the Klan, "the blood drop represents the blood shed by Jesus Christ as a sacrifice for the White Aryan Race". During the Holocaust, approximately 15 million people died, including 6 million Jews. The Nazi Party, or National Socialist German Workers' Party, was founded in 1919. The party promoted German nationalism and anti-Semitism. Today, there are neo-Nazi groups that hold similar beliefs. One group, the National Socialist Movement or NSM, is the largest group in the United States. They were founded in 1974 and have several hundred members. The bottom symbol on the left is a Nazi flag. The swastika in the center is a symbol of the Nazi Party.


 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">__Video Games__ **

Screen Shot of the Ethnic Cleansing Game <span style="font-family: arial,helvetica,sans-serif;">

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">While there are many books, television shows, and movies that portray and discuss slavery and the Holocaust, there are also video games. In KZ Manager, the "player" of the game becomes a commander of a Nazi concentration camp and earns points for managing the camp and accomplishing tasks, such as gassing prisoners and selling gold fillings. In Ethnic Cleansing, the "player" has the option of being a Skinhead or a Klansman and is assigned the task of killing blacks, Latinos, and Jews. Slavery the Game, however, is not an actual game. Instead, the game and "advertisement" were created, according to the creators, Javelin Reds, to "raise awareness for slavery". The advertisement for Slavery the Game can be viewed at: http://www.youtube.com/watch?v=kMjQAN9ZoxE

<span style="color: #359999; display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: center;">__**Sources**__ <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"African-American History Timeline (Civil Rights Movement, Facts, Events, Leaders) — Infoplease.com." //Infoplease: Encyclopedia, Almanac, Atlas, Biographies, Dictionary, Thesaurus. Free Online Reference, Research & Homework Help. — Infoplease.com//. Web. 02 Dec. 2011. <http://www.infoplease.com/spot/bhmtimeline.html>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Plessy v Ferguson." //UMKC School of Law//. Web. 02 Dec. 2011. <http://law2.umkc.edu/faculty/projects/ftrials/conlaw/plessy.html>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Early Civil Rights Struggles: Brown v. Board of Education." //www.watson.org//. Web. 02 Dec. 2011. <http://www.watson.org/~lisa/blackhistory/early-civilrights/brown.html>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Jim Crow Laws - Separate Is Not Equal." //National Museum of American History//. Web. 02 Dec. 2011. <http://americanhistory.si.edu/brown/history/1-segregated/jim-crow.html>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Finkelman, Paul. The Era of Integration and Civil Rights, 1930-1990. New York: Garland Pub, 1992. Print.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Slavery in America: Historical Overview. Web. 2 Dec. 2011. []

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Africans on Board the Slave Bark Wildfire, April 30, 1860. Photograph. Flights to Freedom. Web. 2 Dec. 2011. []

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Slavery. Photograph. Lincoln on Slavery. Web. 2 Dec. 2011. []

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Smith, John D. Black Slavery in the Americas: An Interdisciplinary Bibliography, 1865-1980. Westport, Conn: Greenwood Press, 1982. Print

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Aerial Butterfly. Photograph. Project Background. Web. 28 Nov. 2011. <http://www.wingsofwitness.org/ProjectBackground.htm>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Billie Holiday. Photograph. Strange Fruit: The Story of a Song. Web. 16 Nov. 2011. <http://www.wsws.org/articles/2002/feb2002/frut-f08.shtml>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Freedmen’s Monument. Photograph. Lincoln Park. Web. 15 Nov. 2011. <http://www.nps.gov/nr/travel/wash/dc87.htm>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Hand. Photograph. The Creation of the Holocaust Memorial. Web. 15 Nov. 2011. <http://www.holocaustmmb.org/>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Margarete, 1981. Photograph. Art of the 20th Century. Web. 1 Dec. 2011. <http://www.all-art.org/art_20th_century/Kiefer1.html>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Museum Exterior. Photograph. Our Museum. Web. 28 Nov. 2011. <http://www.hmh.org/au_museum.shtml>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Slave in box. Photograph. Great Blacks in Wax Museum. Web. 1 Dec. 2011. <http://www.roadsideamerica.com/story/11009>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">“Deathfugue.” Poetry Foundation. Web. 16 Nov. 2011. <http://www.poetryfoundation.org/poem/179933>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">“Great Blacks in Wax Museum.” Roadside America. Web. 28 Nov. 2011. <http://www.roadsideamerica.com/story/11009>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">“Lincoln Park.” National Park Service, US Department of the Interior: Washington, DC. Web. 15 Nov. 2011. <http://www.nps.gov/nr/travel/wash/dc87.htm>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">“Our Museum.” Holocaust Museum Houston. Web. 28 Nov. 2011. <http://www.hmh.org/au_museum.shtml>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">“Project Background.” Wings of Witness. Web. 28 Nov. 2011. <http://www.wingsofwitness.org/ProjectBackground.htm>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">“Strange Fruit: The Story of a Song.” World Socialist Web Site. Web. 16 Nov. 2011. <http://www.wsws.org/articles/2002/feb2002/frut-f08.shtml>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">“The Creation of the Holocaust Memorial.” Holocaust Memorial of the Greater Miami Jewish Federation. Web. 15 Nov. 2011. <http://www.holocaustmmb.org/>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">“Then and Now.” The National Great Blacks in Wax Museum. Web. 1 Dec. 2011. <http://www.greatblacksinwax.org/expansion_plans.htm>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"African Holocaust: Greatest Holocaust in History". AFRICAN HOLOCAUST | Definitive African History and Cultural Site. 27 Nov. 2011. <http://www.africanholocaust.net/html_ah/holocaustspecial.htm>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Antebellum Slavery". PBS: Public Broadcasting Service. 27 Nov. 2011. <http://www.pbs.org/wgbh/aia/part4/4p2956.html>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"BBC-History - World Wars: A View of The Holocaust". BBC Homepage. 20 Nov. 2011. <http://www.bbc.co.uk/history/worldwars/genocide/holocaust_overview_01.shtml>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Black Peoples of America - How Slaves Lived". History on the Net. 9 Nov. 2011. <http://www.historyonthenet.com/Slave_Trade/how_slaves_lived.htm>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;"> "Black Peoples of America - Slave Punishments". History on the Net. 9 Nov. 2011. <http://www.historyonthenet.com/Slave_Trade/punishments.htm>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Black Peoples of America - Slaves' Work". History on the Net. 9 Nov 2011. <http://www.historyonthenet.com/Slave_Trade/work.htm>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Ethics in Video Games « MrDannyOConnor". MrDannyOConnor. 1 Dec. 2011. <http://mrdannyoconnor.wordpress.com/2010/12/01/ethics-in-video-games/>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Ku Klux Klan - Extremism in America". ADL: Fighting Anti-Semitism, Bigotry and Extremism. 2 Dec. 2011. <http://www.adl.org/learn/ext_us/kkk/default.asp?LEARN_Cat=Extremism>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Living Conditions, Labor and Executions". Jewish Virtual Library Homepage. 20 Nov. 2011. <http://www.jewishvirtuallibrary.org/jsource/Holocaust/auconditions.html>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Nazi Party — History.com Articles, Video, Pictures and Facts". History.com — History Made Every Day — American & World History. 27 Nov. 2011. <http://www.history.com/topics/nazi-party>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"NOVA Online | Holocaust on Trial | The Experiments". PBS: Public Broadcasting Service. 20 Nov. 2011. <http://www.pbs.org/wgbh/nova/holocaust/experiside.html>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Slavery the Game". Slavery the Game. 27 Nov. 2011. <http://slaverythegame.com/>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"The Confederate Flag:An American Cultural Object". American Studies @ The University of Virginia. 27 Nov. 2011. <http://xroads.virginia.edu/~class/am483_97/projects/sarratt/intro.html>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"The National Socialist Movement". ADL: Fighting Anti-Semitism, Bigotry and Extremism. 2 Dec. 2011. <http://www.adl.org/Learn/Ext_US/nsm/default.asp?LEARN_Cat=Extremism>.

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">"Video Game Uncovered in Europe Uses Nazi Death Camps as Theme - New York Times". The New York Times - Breaking News, World News & Multimedia. 1 Dec. 2011. <http://www.nytimes.com/1991/05/01/world/video-game-uncovered-in-europe-uses-nazi-death-camps-as-theme.html>