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Duke's Aldridge Academy, Tottenham, Haringey London
School is up to Secondary School and affiliated to UK National Curriculum of England. The School is a Coed Day School, with classes from Year 7 to Year 11. It is an English Medium school.
Year 7 - Year 11
Private School
Coed - Day School
Gender - Boarding
British Curriculum
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About School
Know about Duke's Aldridge Academy, Tottenham, Haringey: Board & Curriculum, Admission Procedure, Fees & Fee Structure, Contact Details, Facilities and Ranking, Rating and Reviews.
Duke's Aldridge Academy, Tottenham Haringey, is a Secondary School, affiliated to UK National Curriculum of England. The School is a Coed Day School, with classes from Year 7 to Year 11. It is an English Medium school. The school is located in Tottenham area of Haringey, England. Duke's Aldridge Academy, Tottenham was established in 1972. It is a Private School and is managed by Aldridge Education.
Year Established
School Type
Aldridge Education
Class Year 7 - Class Year 11
Admission Period
- UK National Curriculum of England
School Level
The motto of Duke's Aldridge Academy Tottenham is Inspire to Excel. It is a Coed Day School, which serves the educational needs of over 1046 students from Year 7 through Year 11. The classes in Duke's Aldridge Academy for every academic year begins in September and ends in August.
Duke’s Aldridge Academy is a member of the Aldridge Education family of schools.
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Address & Contact Information
School address.
Trulock Road, Tottenham, London N17 0PG, United Kingdom
School Chairman & Principal
School contact person, phone number.
442088010091
Email Address
School website.
https://www.dukesacademy.org.uk/
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Document Essay About Emancipation Proclamation Using The The "Freedom On My Mind"M Book
Freedom on My Mind A History of African Americans with Documents
SECOND EDITION
Deborah Gray White
Rutgers University
Waldo E. Martin Jr.
University of California, Berkeley
FOR BEDFORD/ST. MARTIN’S Vice President, Editorial, Macmillan Learning Humanities: Edwin Hill Publisher for History: Michael Rosenberg Senior Executive Editor for History: William J. Lombardo Director of Development for History: Jane Knetzger Developmental Editor: Jennifer Jovin Editorial Assistant: Lexi DeConti Senior Production Editor: Rosemary Jaffe Media Producer: Michelle Camisa Production Supervisor: Robert Cherry History Marketing Manager: Melissa Famiglietti Copy Editor: Arthur Johnson Indexer: Leoni Z. McVey Cartography: Mapping Specialists, Ltd. Photo Editor: Cecilia Varas Photo Researcher: Bruce Carson Permissions Editor: Eve Lehmann Senior Art Director: Anna Palchik Text Design: Boynton Hue Studio Cover Design: John Callahan Cover Photos: Top to bottom: Olaudah Equiano: Portrait of an African, c. 1757–1760 (oil on canvas), Ramsay, Allan (1713–1784) (attr. to)/Royal Albert Memorial Museum, Exeter, Devon, UK/Bridgeman Images; Harriet Tubman: Lindsley, H. B., photographer (Harriet Tubman, full-length portrait, standing with hands on back of a chair) between c. 1860 and 1875. Retrieved from the Library of Congress, https://www.loc.gov/item/2003674596; Madame C. J. Walker: The Granger Collection, New York; Shirley Chisholm: © Everett Collection Historical/Alamy Stock Photo; U.S. President Barack Obama: Andrew Harrer/Bloomberg via Getty Images.
Copyright © 2017, 2013 by Bedford/St. Martin’s.
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher.
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116
ISBN 978-1-319-06604-8 (ePub)
ACKNOWLEDGMENTS Acknowledgments and copyrights appear on the same page as the text and art selections they cover; these acknowledgments and copyrights constitute an extension of the copyright page.
Preface for Instructors Why This Book This Way
“Freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed,” wrote Martin Luther King Jr. in his “Letter from Birmingham City Jail.” Written in April 1963 while he was incarcerated for participating in a nonviolent protest against racial segregation, King’s letter was a rebuttal to white religious leaders who condemned such protests as unwise and untimely. King’s understanding of freedom also summarizes the remarkable history of the many generations of African Americans whose experiences are chronicled in this book. Involuntary migrants to America, the Africans who became African Americans achieved freedom from slavery only after centuries of struggle, protest, and outright revolt. Prior to the Civil War, most were unfree inhabitants of a democratic republic that took shape around the ideals of “life, liberty, and the pursuit of happiness.” Although largely exempted from these ideals, African Americans fought for them.
Writing of these enslaved noncitizens in the first chapter of The Souls of Black Folk (1903), black historian W. E. B. Du Bois proclaimed, “Few men ever worshipped Freedom with half such unquestioning faith as did the American Negro.” Du Bois saw a similar spirit among his contemporaries: He was certain that “there are to-day no truer exponents of the pure human spirit of the Declaration of Independence than the American Negroes.” Yet Du Bois lived in an era when freedom was still the “unattained ideal.” Segregated and disfranchised in the South, and subject to racial exploitation and discrimination throughout the nation, black people still sought “the freedom of life and limb, the freedom to work and think, the freedom to love and aspire.” Moreover, as long as black people were not free, America could not be the world’s beacon of liberty. The black freedom struggle would continue, remaking the nation as a whole.
Our Approach Like Du Bois, we, the authors of Freedom on My Mind, take African Americans’ quest for freedom as the central theme of African American history and explore all dimensions of that quest, situated as it must be in the context of American history. Our perspective is that African American history complicates American history rather than diverging from it. This idea is woven into our narrative, which records the paradoxical experiences of a group of people at once the most American of Americans — in terms of their long history in America, their vital role in the American economy, and their enormous impact on American culture — and at the same time the Americans most consistently excluded from the American dream. Juxtaposed against American history as a whole, this is a study of a group of Americans who have had to fight too hard for freedom yet have been systematically excluded from many of the opportunities that allowed other groups to experience the United States as a land of opportunity. This text encourages students to think critically and analytically about African American history and the historical realities behind the American dream.
The following themes and emphases are central to our approach:
The principal role of the black freedom struggle in the development of the American state. Our approach necessitates a study of the troubled relationship between African Americans and the American democratic state. Freedom on My Mind underscores the disturbing fact that our democracy arose within the context of a slaveholding society, though it ultimately gave way to the democratic forces unleashed by the Revolution that founded the new nation and the Civil War that reaffirmed federal sovereignty. Exempt from the universalist language of the Declaration of Independence — “all men are created equal” — African Americans have been, as Du Bois insightfully noted, “a concrete test of the underlying principles of the great republic.” Most vividly illustrated during the political upheavals of Reconstruction and the civil rights movement — which is often called America’s second Reconstruction — African American activism has been crucial to the evolution of American democratic institutions.
The diversity of African Americans and the African American experience. Any study of the African American freedom struggle must recognize the wide diversity of African Americans who participated in it, whether they did so through open rebellion and visible social protest; through more covert means of defiance, disobedience, and dissent; or simply by surviving and persevering in the face of overwhelming odds. Complicating any conceptions students might have of a single-minded, monolithic African American collective, Freedom on My Mind is mindful of black diversity and the ways and means that gender, class, and ethnicity — as well as region, culture, and politics — shaped the black experience and the struggle for freedom. The book explores African Americans’ search for freedom in slave rebellions, everyday resistance to slavery, the abolitionist movement, Reconstruction politics, post-emancipation labor struggles, the great migration, military service, civil rights activism, and the black power movement. It shows how American democracy was shaped by African Americans’ search for, as Du Bois put it, “human opportunity” — and the myriad forms and characters that this search assumed.
An emphasis on culture as a vital force in black history. Freedom on My Mind also illuminates the rich and self-affirming culture blacks established in response to their exclusion from and often adversarial relationship with American institutions — the life Du Bois metaphorically characterized as “behind the veil.” The rhythms
and structure of black social and religious life, the contours of black educational struggles, the music Du Bois described as the “greatest gift of the Negro people” to the American nation, the parallel institutions built as a means of self-affirmation and self-defense — all of these are examined in the context of African Americans’ quest for freedom, escape from degradation, and inclusion in the nation’s body politic.
A synthesis that makes black history’s texture and complexity clear. While culture is central to Freedom on My Mind, we offer an analytical approach to African American culture that enables students to see it as a central force that both shaped and reflected other historical developments, rather than as a phenomenon in a vacuum. How do we process black art — poetry, music, paintings, novels, sculptures, quilts — without understanding the political, economic, and social conditions that these pieces express? When spirituals, jazz, the blues, and rap flow from the economic and social conditions experienced by multitudes of blacks, how can we not understand black music as political? Indeed, African American culture, politics, and identity are inextricably entwined in ways that call for an approach to this subject that blends social, political, economic, religious, and cultural history. Such distinctions often seem arbitrary in American history as a whole and are impossible in chronicling the experiences of African Americans. How can we separate the religious and political history of people whose church leaders have often led their communities from the pulpit and the political stump? Therefore, Freedom on My Mind sidesteps such divisions in favor of a synthesis that privileges the sustained interplay among culture, politics, economics, religion, and social forces in the African American experience.
Twenty-first-century scholarship for today’s classroom. Each chapter offers a synthesis of the most up-to- date historiography and historiographical debates in a clear narrative style. So much has changed since Du Bois pioneered the field of African American history. Once relegated to black historians and the oral tradition, African American history as a scholarly endeavor flowered with the social history revolt of the 1960s, when the events of the civil rights movement drew new attention to the African American past and the social upheaval of the 1960s inspired historians to recover the voices of the voiceless. Women’s history also became a subject of serious study during this era, and as a result of all of these changes, we now survey an American history that has been reconstituted by nearly a half century of sustained attention to race, class, and gender.
Drawing on the most recent scholarship, this text not only will deepen students’ understanding of the interconnectedness of African American and American history but also will link African American struggles for political and civil rights, individual autonomy, religious freedom, economic equity, and racial justice to other Americans: white, red, yellow, and brown. As Americans, these groups shared a world subject to similar structural forces, such as environmental changes, demographic forces, white supremacy, and the devastating effects of world events on the American economy in times of global economic upheaval or war. Sometimes blacks bonded with other groups, and sometimes their interests clashed. Often the experiences of other Americans ran parallel to the African American experience, and sometimes African American resistance served as a template for the resistance of others. Freedom on My Mind recounts this complex historical interaction. Although more than a century has unfolded since Du Bois wrote Souls, we have tried to remain true to the spirit of that text and write, with “loving emphasis,” the history of African Americans.
The Docutext Format We believe that the primary goals of our book — to highlight the deep connections between black history and the development of American democracy, illustrate the diversity of black experience, emphasize the centrality of black culture, and document the inextricable connections among black culture, politics, economics, and social and religious life — could not be realized to their fullest extent through narrative alone. Thus Freedom on My Mind’s unique docutext structure combines a brief narrative with rich, themed sets of textual and visual primary documents, reimagining the relationship between the narrative and the historical actors who form it. The narrative portion of each chapter is followed by a set of primary sources focused on a particular chapter topic. Each set is clearly cross-referenced within the narrative so that students can connect it to and interpret it in terms of what they’ve learned. Carefully developed pedagogical elements — including substantive introductions, document headnotes, and Questions for Analysis at the close of each set — help students learn to analyze primary documents and practice “doing” history.
These visuals and documents showcase and examine a rich variety of African American cultural elements and underscore the abiding connections among African American political activism, religious beliefs, economic philosophies, musical genres, and literary and fine art expression. A host of pictorial source types — from artifacts, photographs, paintings, and sculpture to cartoons and propaganda — and documentary sources ranging from personal letters, memoirs, and poetry to public petitions and newspaper accounts illuminate the primary evidence that underpins and complicates the history students learn. Taken together, documents and images as varied as slave captivity narratives, early American visual portrayals of black freedom fighters, the writings of free blacks like Absalom Jones and James Forten, scenes of everyday realities in the 1930s, accounts from Tuskegee Syphilis Study participants, the narratives of the civil rights era, reflections on redefining community in a diverse black America, and the responses of #BlackLivesMatter protesters and the police to the deaths of young black men all provide students with a vivid and appealing illustration of the interplay of societal forces and the centrality of African American culture to American culture. By placing these historical actors in conversation with one another, we enable students to witness firsthand the myriad variations of and nuances within individual and collective black experiences and to appreciate the points at which African Americans have diverged, as well as those at which they have agreed. Together with a narrative that presents and analyzes their context, these documents facilitate students’ comprehension of the textured, complicated story that is the history of African America.
Support for Students Freedom on My Mind includes a variety of carefully crafted pedagogical features to help students grasp, assimilate, analyze, and recall what they’ve learned. Each chapter opens with a thematic vignette illustrating the issues confronting African Americans of that time period and then transitions to an informative introduction that sets out the thesis and takeaway points of the chapter. A chapter timeline highlights the most significant events of both African American history and general United States history during that time period, providing a quick reference for students. At the end of each chapter’s narrative, a Conclusion allows students to retrace their steps through the chapter and previews the chapter that follows. A Chapter Review section provides a list of key terms — all of which are bolded when first defined in the narrative and listed with their definitions in a Glossary of Key Terms at the end of the book — as well as three to five Review Questions encouraging students to think critically about the deeper implications of each chapter section and the connections between sections.
In addition to the visual sources in the document sets, the narrative is enhanced by the inclusion of over 160 images and 35 maps and By the Numbers graphs, each with a substantive caption that helps students relate what they’re seeing to what they’ve read and analyze quantitative data.
To facilitate further research and study, we have included extensive Notes and section-specific lists of Suggested References at the close of every chapter. Finally, we have provided an Introduction for Students that introduces students to the work of the historian and the practice of primary source analysis, and two Appendices that include a wide variety of tables, charts, and vital documents, many of them annotated to provide a deeper reference tool. We are confident that these elements will be useful not only for students but also for instructors who wish to introduce students to the practice of history and provide the resources their students will need for research projects, further reading, and reference.
Support for Instructors We structured this book with the instructor in mind as well as the student: We believe that the book’s docutext format provides the convenience and flexibility of a textbook and source reader in one, allowing instructors a unique opportunity to incorporate primary readings and visuals seamlessly into their classes and introduce students to primary-source analysis and the practice of history. The Document Projects and the pedagogy that supports them can be used in many ways — from in-class discussion prompts to take-home writing assignments or essay questions on exams. An Instructor’s Resource Manual for Freedom on My Mind provides a variety of creative suggestions for making the best use of the documents program and for incorporating rich multimedia resources into the course. The Bedford Lecture Kit and online test bank provide additional instructional support. For more information on available student and instructor resources and the wide range of books that can be packaged with this text at a discount, see the Versions and Supplements section on pages x–xii.
New to the Second Edition Based on reviewer feedback to the first edition, we decided to consolidate the written and visual primary sources at the ends of the chapters into mixed-source Document Projects. As a result, we were able to expand the number and types of documents offered on a particular topic, such as those on the Middle Passage (chapter 1), debt peonage (chapter 9), lynching (chapter 9), and the Tuskegee experiments during World War II (chapter 11). The new edition also gave us the opportunity to add wholly new document sets on the codification of slavery in the seventeenth and eighteenth centuries (chapter 2) and the Black Lives Matter movement (chapter 15).
Outside of the Document Projects, we expanded coverage of key topics in both African American and general U.S. history. In the eighteenth century, we further explore the impact of the Great Awakening on slaves’ lives (chapter 3) and go into more depth about the significance of Crispus Attucks to American Revolutionary history (chapter 3). We examine African Americans’ roles in the War of 1812, both as members of the nation’s military forces and as free black civilians (chapter 4). We added to our examination of the evolution of race relations over the last one hundred years by discussing racial discrimination in labor unions (chapter 10), white backlash against affirmative action in the late 1960s and early 1970s (chapter 14), increased tension among blacks and other racial groups that also felt marginalized and oppressed (chapter 14), and the relationship between the black community and law enforcement (chapter 15). Finally, we updated the last chapter to include an analysis of President Obama’s second term.
Acknowledgments In completing this book, we owe thanks to the many talented and generous friends, colleagues, and editors who have provided us with suggestions, critiques, and much careful reading along the way.
Foremost among them is the hardworking group of scholar-teachers who reviewed the first edition for us. We are deeply grateful to them for their insights and suggestions, and we hope we do them justice in the second edition. We thank Luther Adams, University of Washington Tacoma; Ezrah Aharone, Delaware State University; Jacqueline Akins, Community College of Philadelphia; Okey P. Akubeze, University of Wisconsin– Milwaukee; Lauren K. Anderson, Luther College; Scott Barton, East Central University; Diane L. Beers, Holyoke Community College; Dan Berger, University of Washington Bothell; Christopher Bonner, University of Maryland; Susan Bragg, Georgia Southwestern State University; Lester Brooks, Anne Arundel Community College; E. Tsekani Browne, Montgomery College; Monica L. Butler, Seminole State College of Florida; Thomas L. Bynum, Middle Tennessee State University; Erin D. Chapman, George Washington University; Meredith Clark-Wiltz, Franklin College; Alexandra Cornelius, Florida International University; Julie Davis, Cerritos College; John Kyle Day, University of Arkansas at Monticello; Dorothy Drinkard-Hawkshawe, East Tennessee State University; Nancy J. Duke, Daytona State College, Daytona Beach; Reginald K. Ellis, Florida A&M University; Keona K. Ervin, University of Missouri–Columbia; Joshua David Farrington, Eastern Kentucky University; Marvin Fletcher, Ohio University; Amy Forss, Metropolitan Community College; Delia C. Gillis, University of Central Missouri; Kevin D. Greene, The University of Southern Mississippi; LaVerne Gyant, Northern Illinois University; Timothy Hack, Middlesex County College; Kenneth M. Hamilton, Southern Methodist University; Martin Hardeman, Eastern Illinois University; Jarvis Hargrove, North Carolina Central University; Jim C. Harper II, North Carolina Central University; Margaret Harris, Southern New Hampshire University; Patricia Herb, North Central State College; Elizabeth Herbin-Triant, University of Massachusetts Lowell; Pippa Holloway, Middle Tennessee State University; Marilyn Howard, Columbus State Community College; Carol Sue Humphrey, Oklahoma Baptist University; Bryan Jack, Southern Illinois University Edwardsville; Jerry Rafiki Jenkins, Palomar College; Karen J. Johns, University of Nebraska at Omaha; Winifred M. Johnson, Bethune-Cookman University; Gary Jones, American International College; Ishmael Kimbrough III, Bakersfield College; Michelle Kuhl, University of Wisconsin Oshkosh; Lynda Lamarre, Georgia Military College; Renee Lansley, Framingham State University; Talitha LeFlouria, University of Virginia; Monroe Little, Indiana University–Purdue University Indianapolis; Margaret A. Lowe, Bridgewater State University; Vince Lowery, University of Wisconsin–Green Bay; Robert Luckett, Jackson State University; Steven Lurenz, Mesa Community College; Peggy Macdonald, Florida Polytechnic University; Bruce Mactavish, Washburn University; Gerald McCarthy, St. Thomas Aquinas College; Suzanne McCormack, Community College of Rhode Island; Anthony Merritt, San Diego State University; Karen K. Miller, Boston College; Steven Millner, San Jose State University; Billie J. Moore, El Camino Compton Center; Maggi M. Morehouse, Coastal Carolina University; Lynda Morgan, Mount Holyoke College; Earl Mulderink, Southern Utah University; Cassandra Newby- Alexander, Norfolk State University; Victor D. Padilla Jr., Wright College; N. Josiah Pamoja, Georgia Military College, Fairburn; Leslie Patrick, Bucknell University; Abigail Perkiss, Kean University; Alex Peshkoff, Cosumnes River College; Melvin Pritchard, West Valley College; Margaret Reed, Northern Virginia Community College, Annandale Campus; Stephanie Richmond, Norfolk State University; John Riedl, Montgomery College; Natalie J. Ring, University of Texas at Dallas; Maria Teresa Romero, Saddleback College; Tara Ross, Onondaga
Community College; Selena Sanderfer, Western Kentucky University; Jonathan D. Sassi, CUNY–College of Staten Island; Gerald Schumacher, Nunez Community College; Gary Shea, Center for Advanced Studies and the Arts; Tobin Shearer, University of Montana; John Howard Smith, Texas A&M University–Commerce; Solomon Smith, Georgia Southern University; Pamela A. Smoot, Southern Illinois University Carbondale; Karen Sotiropoulos, Cleveland State University; Melissa M. Soto-Schwartz, Cuyahoga Community College; Idris Kabir Syed, Kent State University; Linda D. Tomlinson, Fayetteville State University; Felicia A. Viator, University of California, Berkeley; Eric M. Washington, Calvin College; and Joanne G. Woodard, University of North Texas.
Our debt to the many brilliant editors at Bedford/St. Martin’s is equally immeasurable. We are grateful to publisher Michael Rosenberg, senior executive editor William J. Lombardo, director of development Jane Knetzger, history marketing manager Melissa Famiglietti, editorial assistant Lexi DeConti, and the other members of Bedford’s outstanding history team for guiding the development of this second edition. We also thank Bruce Carson and Cecilia Varas for researching and clearing the book’s photographs, Kalina Ingham and Eve Lehmann for clearing the text permissions, Arthur Johnson for copyediting the manuscript, Roberta Sobotka and Linda McLatchie for proofreading, Leoni Z. McVey for indexing, Cia Boynton for her design of the book’s interior, and John Callahan for his design of the cover. We also want to acknowledge Rosemary Jaffe, our production editor for both the first and second editions, who coordinated the work of copyediting, proofreading, and illustrating this book with amazing grace, good humor, and attention to detail. Finally, we would like to thank Jennifer Jovin, whose careful editing of the second edition helped streamline and fine- tune the original text. Letting go of carefully crafted paragraphs and sections is always difficult, but Jennifer’s insight, patience, and gentle nudging made it easier than usual. Without her guidance we would not have been able to reimagine the book. We thank them all for making the writing of this book such a pleasant experience.
In writing this book we have also relied on a large number of talented scholars and friends within the academy to supply us with guidance, editorial expertise, bright ideas, research assistance, and many other forms of support, and we would like to thank them here. The enormous — but by no means comprehensive — list of colleagues, friends, students, and former students to whom we are indebted includes Isra Ali, Marsha Barrett, Rachel Bernard, Melissa Cooper, John Day, Jeff Dowd, Joseph L. Duong, Ann Fabian, Jared Farmer, Larissa Fergeson, Krystal Frazier, Raymond Gavins, Sharon Harley, Nancy Hewitt, Martha Jones, Stephanie Jones-Rogers, Mia Kissil, Christopher Lehman, Thomas Lekan, Emily Lieb, Leon F. Litwack, Julie Livingston, David Lucander, Catherine L. Macklin, Jaime Martinez, Story Matkin-Rawn, Gregory Mixon, Donna Murch, Kimberly Phillips, Alicia Rodriguez, David Schoebun, Karcheik Sims-Alvarado, Jason Sokol, Melissa Stein, Ellen Stroud, Melissa Stuckey, Anantha Sudakar, Patricia Sullivan, Keith Wailoo, Dara Walker, and Wendy Wright. Deborah would especially like to thank Maya White Pascual for her invaluable assistance with many of the documents in the last third of the book. Her insight, skill, and talent were absolutely indispensable.
Finally, all three of us are grateful to our families and loved ones for the support and forbearance that they showed us during our work on this book.
Versions and Supplements Adopters of Freedom on My Mind and their students have access to abundant resources, including documents, presentation and testing materials, volumes in the acclaimed Bedford Series in History and Culture, and much more.
To Learn More For more information on the offerings described below, visit the book’s catalog site at macmillanlearning.com, or contact your local Bedford/St. Martin’s sales representative.
http://macmillanlearning.com Get the Right Version for Your Class To accommodate different course lengths and course budgets, Freedom on My Mind is available in several different formats, including e-Books, which are available at a substantial discount.
Combined edition (chapters 1–15) — available in paperback and e-Book formats
Volume 1: To 1885 (chapters 1–8) — available in paperback and e-Book formats
Volume 2: Since 1865 (chapters 8–15) — available in paperback and e-Book formats
Students can find PDF versions of the e-Book at our publishing partners’ sites, such as VitalSource, Barnes & Noble NookStudy, RedShelf, Kno, CafeScribe, and Chegg. As noted below, any of these volumes can be packaged with additional titles for a discount. To get ISBNs for discount packages, visit macmillanlearning.com or contact your Bedford/St. Martin’s sales representative.
http://macmillanlearning.com Take Advantage of Instructor Resources Bedford/St. Martin’s has developed a rich array of teaching resources for this book and for this course. They range from lecture and presentation materials to course management options. Most can be downloaded at macmillanlearning.com.
Bedford Coursepack for Blackboard, Canvas, Brightspace by D2L, or Moodle. We can help you integrate our rich content into your course management system. Registered instructors can download coursepacks that include our popular free resources and book-specific content for Freedom on My Mind. Visit macmillanlearning.com to find your version or download your coursepack.
Instructor’s Resource Manual. The instructor’s manual offers both experienced and first-time instructors tools for preparing lectures and running discussions. It includes content learning objectives, annotated chapter outlines, and strategies for teaching with the textbook, plus a survival guide for first-time teaching assistants.
Guide to Changing Editions. Designed to facilitate an instructor’s transition from the previous edition of Freedom on My Mind to this new edition, this guide presents an overview of major changes as well as changes within each chapter.
Online Test Bank. The test bank includes a mix of fresh and carefully crafted multiple-choice, matching, short-answer, and essay questions for each chapter, along with volume-based essay questions. Many of the multiple-choice questions feature a map, an image, or a primary-source excerpt as the prompt. All questions appear in easy-to-use test bank software that allows instructors to add, edit, re-sequence, and print questions and answers. Instructors can also export questions into a variety of course management systems.
The Bedford Lecture Kit: Maps, Images, and Lecture Outlines. Be effective and save time with The Bedford Lecture Kit. These presentation materials are downloadable individually from the Instructor Resources tab at macmillanlearning.com. They include fully customizable multimedia presentations built around chapter outlines that are embedded with maps, figures, and images from the textbook and are supplemented by more detailed instructor notes on key points and concepts.
America in Motion: Video Clips for U.S. History. Set history in motion with America in Motion, an instructor DVD containing dozens of short movie files of events in twentieth-century American history. America in Motion engages students with dynamic scenes from key events and challenges them to think critically. All files are classroom-ready, edited for brevity, and easily integrated with presentation slides or other software for electronic lectures or assignments. An accompanying guide provides each clip’s historical context, ideas for use, and suggested questions.
http://macmillanlearning.com http://macmillanlearning.com http://macmillanlearning.com Print, Digital, and Custom Options for More Choice and Value For information on free packages and discounts up to 50%, visit macmillanlearning.com or contact your local Bedford/St. Martin’s sales representative.
NEW! Bedford Custom Tutorials for History. Designed to customize textbooks with resources relevant to individual courses, this collection of brief units, each of which is 16 pages long and loaded with examples, guides students through basic skills such as using historical evidence effectively, working with primary sources, taking effective notes, avoiding plagiarism and citing sources, and more. Up to two tutorials can be added to a Bedford/St. Martin’s history survey title at no additional charge, freeing you to spend your class time focusing on content and interpretation. For more information, visit macmillanlearning.com/historytutorials.
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http://macmillanlearning.com Brief Contents CHAPTER 1 From Africa to America, 1441–1808
CHAPTER 2 African Slavery in North America, 1619–1740
CHAPTER 3 African Americans in the Age of Revolution, 1741–1783
CHAPTER 4 Slavery and Freedom in the New Republic, 1775–1820
CHAPTER 5 Black Life in the Slave South, 1820–1860
CHAPTER 6 The Northern Black Freedom Struggle and the Coming of the Civil War, 1830–1860
CHAPTER 7 Freedom Rising: The Civil War, 1861–1865
CHAPTER 8 Reconstruction: The Making and Unmaking of a Revolution, 1865–1885
CHAPTER 9 Black Life and Culture during the Nadir, 1880–1915
CHAPTER 10 The New Negro Comes of Age, 1915–1940
CHAPTER 11 Fighting for a Double Victory in the World War II Era, 1939–1948
CHAPTER 12 The Early Civil Rights Movement, 1945–1963
CHAPTER 13 Multiple Meanings of Freedom: The Movement Broadens, 1961–1976
CHAPTER 14 Racial Progress in an Era of Backlash and Change, 1967–2000
CHAPTER 15 African Americans and the New Century, 2000–Present
Contents Preface for Instructors
Versions and Supplements
Maps and Figures
Introduction for Students
CHAPTER 1 From Africa to America, 1441–1808
CHAPTER VIGNETTE: Prince Henry’s African Captives
African Origins
The History of West Africa
Slavery in West Africa
The Rise of the Transatlantic Slave Trade
Europe in the Age of the Slave Trade
The Enslavement of Indigenous Peoples
The First Africans in the Americas
The Business of Slave Trading
The Long Middle Passage
Capture and Confinement
On the Slave Coast
Inside the Slave Ship
Hardship and Misery on Board
Conclusion: The Slave Trade’s Diaspora
Chapter 1 Review
DOCUMENT PROJECT: Firsthand Accounts of the Slave Trade
OLAUDAH EQUIANO, The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, 1789
• BELINDA, The Petition of Belinda, 1782
• JAMES BARBOT Jr., General Observations on the Management of Slaves, 1700
• A Slave in Revolt
• ALEXANDER FALCONBRIDGE, An Account of the Slave Trade on the Coast of Africa, 1788
• The Brig Sally’s Log
• Suggested References
CHAPTER VIGNETTE: “20. and Odd Negroes”: The Story of Virginia’s First African Americans
Slavery and Freedom in Early English North America
Settlers, Servants, and Slaves in the Chesapeake
The Expansion of Slavery in the Chesapeake
The Creation of the Carolinas
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Duke's Aldridge
URN: 144900
Rating and reports
All reports.
05 November 2019
06 September 2017
- Previously Northumberland Park Community School Closed
About Duke's Aldridge
- Type: Academy
- Boarding: No
- Religious character: Does Not Apply
- Local authority: Haringey
- Age Range: 11 - 16
- Gender: Mixed
- Number of pupils: 1051
- School capacity: 1050
- Address: Trulock Road, Tottenham, London, N17 0PG
- Region: London
Contact details and general enquiries
- Principal: Ms Monica Duncan
- Telephone: 02088010091
- Fax: 02088019022
- Website: http://www.dukesacademy.org.uk
Part of ALDRIDGE EDUCATION
Open to show all academies in this trust.
AldridgeUTC@MediaCityUK
100- 102 Broadway, Salford, Greater Manchester, M50 2UW
Brighton Aldridge Community Academy
Lewes Road, Brighton, East Sussex, BN1 9PW
Darwen Aldridge Community Academy
Sudell Road, Darwen, Lancashire, BB3 3HD
Darwen Aldridge Enterprise Studio
Police Street, Darwen, Lancashire, BB3 1AF
Darwen Vale High School
Blackburn Road, Darwen, Lancashire, BB3 0AL
Portslade Aldridge Community Academy
Chalky Road, Portslade, Brighton, East Sussex, BN41 2WS
Sudell Primary School
Ellison Fold Terrace, Darwen, Lancashire, BB3 3EB
At the same postcode
- Sunbeams Academy
- Vale School
- Ilse Amlot Centre for Women and Children Closed
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Regular homework consolidates work done in lessons and helps students develop the ability to study independently. It also gives parents a way to find out more about what their children are doing in class. ... Duke's Aldridge Academy Trulock Road, Tottenham, London, N17 0PG. P: 0208 801 0091. F: 0208 801 9022. E: [email protected] ...
Find out what Duke's Aldridge Academy think about Satchel One's leading homework app, Show My Homework. ----- ...
Homework; Home School Agreement; Mental Health - Parents. Mental Health Guide; Mental Health Check In Form; ... Show Thread . Reply on Twitter ... Duke's Aldridge Academy Trulock Road, Tottenham, London, N17 0PG. P: 0208 801 0091. F: 0208 801 9022. E: [email protected].
Duke's Aldridge Academy Trulock Road, Tottenham, London, N17 0PG. P: 0208 801 0091 F: 0208 801 9022 E: [email protected] Follow us
Duke's Aldridge Academy (formerly Northumberland Park Community School) is a co-educational secondary school located in the Northumberland Park ward of Tottenham in the London Borough of Haringey, United Kingdom.. The school offers GCSEs and BTECs as programmes of study for pupils.. The school site is located immediately next to Tottenham Hotspur F.C.'s newly built Tottenham Hotspur Stadium ...
Following a consultation in Spring 2017 the board took the decision to convert to academy status and Duke's Aldridge Academy opened as the seventh school in our Trust in September 2017. Based close to Tottenham Hotspurs' redeveloped football ground the academy is a co-educational, multi-ethnic school for 11 - 16-year-olds.
The Student & Family Information Booklet will then show you how to access your tutor group area and sessions. BACA - Link; PACA - Link; Duke's - Link; DACA - Link; Darwen Vale - Link; Darwen Studio School - Link; ... " Duke's Aldridge Academy Student. Aldridge Education. 0207 297 0340 [email protected].
The motto of Duke's Aldridge Academy Tottenham is Inspire to Excel. It is a Coed Day School, which serves the educational needs of over 1046 students from Year 7 through Year 11. The classes in Duke's Aldridge Academy for every academic year begins in September and ends in August.
Mick May OBE - Chair of Governors. David Benson - Principal. Anna Jordan - Senior Vice Principal, Academic. Ryan Bernard - Vice Principal, Pastoral. Jamie Clayton - Vice Principal, Teaching & Learning. Niall Dumigan - Assistant Principal, Inclusion (Interim Role) Nick Edwards - Assistant Principal, Data. Rupert Greenish ...
Keeping your homework organised. Sends you reminders for when homework is due. Helps show you how much homework you have. Keeps you up to date when you're away from school. No need to write your homework down before leaving class. Let's you message your teacher in private if you need help with your work. Homework Description.
Document Essay About Emancipation Proclamation Using The The "Freedom On My Mind"M Book Freedom on My Mind A History of African Americans with Documents SECOND EDITION Deborah Gray White Rutgers University Mia Bay Rutgers University Waldo E. Martin Jr. University of California, Berkeley 2 FOR BEDFORD/ST. MARTIN'S Vice President, Editorial, Macmillan Learning Humanities: Edwin Hill Publisher ...
From in-house to optimised cleaning: How we took Duke's Aldridge Academy on a journey to efficiency About Duke's Aldridge Academy Duke's Aldridge Academy is an educational academy based in North London, part of the Aldridge Education family of schools. The academy welcomes 210 new students each academic year and specialises in the arts, partnering with […]
Duke's Aldridge Academy in London - Haringey. Share: Pricing Details Size Weekday (£) Weekend (£) Football - Car Park: 200.00 200.00 Prices shown are per hour unless otherwise stated. Schedule << >> What you will find at this facility No description. Location Trulock Road, London - Haringey, N17 0PG.
Aldridge Education - Home. "My child feels valued and is full of hopes and aspirations for the future, which the school nurtures. I cannot recommend the school highly enough." "We feel we chose the right school for our children. It offers a great selection of subjects, has excellent facilities, passionate and innovative staff."
Duke's Aldridge Academy Trulock Road, Tottenham, London, N17 0PG. P: 0208 801 0091 F: 0208 801 9022 E: [email protected] Follow us
Open to show all Academies in this Trust. AldridgeUTC@MediaCityUK. 100- 102 Broadway, Salford, Greater Manchester, M50 2UW. Brighton Aldridge Community Academy. Lewes Road, Brighton, East Sussex, BN1 9PW. Darwen Aldridge Community Academy. Sudell Road, Darwen, Lancashire, BB3 3HD. Darwen Aldridge Enterprise Studio.
All Duke's students have access through the Duke's Google login area. If you have an issue accessing Century, please let your teacher know so the Heads of Department can assist. ... Homework; Home School Agreement; Mental Health - Parents. Mental Health Guide; ... Duke's Aldridge Academy Trulock Road, Tottenham, London, N17 0PG. P: 0208 ...
Sarantis Koulis and Kerim Bikim they have both attained an astonishing average of nearly 4 grades higher than expected in each of their 'Progress 8' subjects. Other outstanding results at Duke's were in: Art GCSE 94% students achieving a grade 5 or better with 52% achieving grade 7 or above. Sciences, where 75% of students gained Grade 5 ...
Homework. If you do not have personal login details for SMHW, just click on the blue login tab on the right hand side of the home page. Then click on Homework at the bottom, you will be taken to the Show My Homework Access page, from here you can select your (child's)year group, the subject you wish to look at, and/or your (child's)teacher, here you will find homework set for you (your ...
Aldridge Education is registered in England and Wales as a "Private Limited Company by guarantee without share capital", company number 05670663. Our registered office address is Duke's Aldridge Academy, Trulock Road, London, England, N17 0PG. Telephone: 0207 297 0340.
As Principal, it is my responsibility to create an environment in which your child can become a confident, articulate, resilient, and kind young adult. Our curriculum, enrichment programme, and student experience help ensure our pupils learn, thrive, and make progress. We are committed to preparing and supporting our pupils to go on to pursue ...
Duke's Aldridge Academy Trulock Road, Tottenham, London, N17 0PG. P: 0208 801 0091 F: 0208 801 9022 E: [email protected] Follow us