The Kansas-Nebraska Act, which repealed the ban against slavery in the North, served as a catalyst to activate numerous groups which were unhappy with the Indiana Democratic Party. From this period emerged the new Republican party and also a revitalized Democratic party with new leadership. (IS)

Describes the Northwest Ordinance as a victory for both the North and the South as each section received concessions which strengthened its interests. Discusses the document's historical background and assesses the effect of the Ordinance on the practice of slavery. (GEA)

Describes how George Washington Jonson attempted to persuade people in the streets of the importance of abolitionism and of the Liberal party devoted to that cause. Argues that Jonson's activities illustrate a nonschool type of education in nineteenth century Buffalo that was as socially significant as the development of public schools. (CMG)

Why the faculty at Western Reserve College in Hudson, Ohio, adopted immediate abolitionism in 1832-33 and the college trustees, who were of similar background, remained colonizationists is examined. (RM)

John Brown's death did not cause the Civil War; it precipitated the conflict. Many ministers anticipated the war and hurried its outbreak by canonizing a fanatic. By 1859, the abolitionists needed a martyr to infuse new emotion into their cause and seized upon John Brown to fill this role. (Author/GC)

The Black anthropologist, Vera Mae Green, is featured in this analysis of the concept of soul as applied to African-Americans. Music and dance are used to express soul in cultural context. But soul is also a force, an energy which encompasses the Black experience and makes Black culture persevere. (VM)

Describes the Northwest Ordinance as a vision for self-government and discusses the conflict between William Henry Harrison and Jonathan Jennings in the newly formed Indiana Territory. Elaborates on how statehood in Indiana was achieved and what status slavery assumed in Indiana. (BSR)

Discusses how slavery affected Blacks' self concepts. Offers a theory describing how the Black self concept is developed as a result of personal experience in a racially biased society. (BE)

Presents an essay dealing with two nineteenth-century incidents of religious intolerance. Recounts the story of Joseph Smith, the founder of the Mormon Church, who was murdered by opponents of the new religion. Explains how the writings of Presbyterian minister and newspaper publisher, Elijah Lovejoy, set off a response that led to his death. (SG)

Discusses Spielberg's film "Amistad," a production of the dramatization of a 19th-century slave revolt and its repercussions. Focuses on the point that Africans fiercely resisted slavery rather than passively submitted to it. Urges teachers to incorporate this aspect of resistance into their teaching of the history of slavery. (MMU)

Presents evidence from former slaves on specific aspects of the literacy process: which slaves learned to read and write, what levels of literacy they attained, who taught them, the context in which this teaching and learning took place, and why slaves were taught or taught themselves. (CMG)

Describes how Jean-Baptiste Belley-Mars, a former slave, influenced Haitian history through his role in arguing for the abolition of slavery in the French colonies at the 1794 Paris National Convention. (MJL)

Describes the Underground Railroad, a loosely organized system used by runaway Southern slaves to reach freedom in the North. Discusses the role of "conductors," who acted as guides and offered shelter along the route. (FMW)

Discusses Theodore Weld's "American Slavery As It Is," the largest selling antislavery text prior to "Uncle Tom's Cabin." Argues that it signaled a key moment in the abolitionist's efforts to represent slavery. Maintains that it helped to set in place a vocabulary of images that has implications for race relations today. (SR)

The featured document that is the main topic of this article, Robert E. Lee's Demand for the Surrender of John Brown and his Party [at Harpers Ferry], October 18, 1859, is from the Records of the Adjutant General's Office, 1780s-1917; Record Group 94, and is in the holdings of the National Archives. As a part of "Teaching with…