Ari Wilkins graduated from Louisiana State University with a bachelor’s degree in interior design. She has been actively researching family history since 1998. Ms. Wilkins has spoken nationally at the National Genealogical Society, the Federation
It introduced the topic and concept; explained it; then used a case study to apply it. The application is what helps cement the understanding and use of records. It forces one to think differently based on times (pre or post emancipation) local laws and practices. It’s just another perfect example of how we must stay laser focused and approach the research with an arsenal of tools, namely those laws and practices that apply to our cases. It was outstanding because it was concise and ultra-informative.
Excellent webinar by Ari Wilkins on FPOC in Apprentice Records. She made it very clear and easy to follow her findings. This adds an additional understanding to the lives of FPOC and my family from NC.
This is a new to me area of exploration and I am eager to follow the leads given by Ari!! My gt.grandfather (1808-1889) was a FPOC but family lore does not say how that happened or anything about his early life. He also was a JP in NC in the 1860s and literate. I will be busy trying to fill in some gaps in my information about Benj. Johnson of Edgecombe Co.
African American Research 101 – Reconstruction Era (Part 2 of 3)
This lecture will discuss how to get started in African American research. The objective of this presentation will be to research either a free person of color or a formerly enslaved African American and identify the last enslaver. It will introduce Reconstruction Era records such as: The Freedmen’s Bureau records, Freedmen’s Bank Records, Southern Claims Commission records, military records, census records, voter’s registration, newspapers, and vital records. It will also cover methodology for 1870 African American brick wall problems.
This lecture will discuss how to get started in African American research. The objective of this presentation will be to research either a free person of color or a formerly enslaved African American and identify the last enslaver. It will introduce Reconstruction Era records such as: The Freedmen’s Bureau records, Freedmen’s Bank Records, Southern Claims Commission records, military records, census records, voter’s registration, newspapers, and vital records. It will also cover methodology for 1870 African American brick wall problems.
African American Research 101 – Post-Civil War to the Present (Part 1 of 3)
This lecture will discuss how to get started in African American research. The objective of this lecture is to demonstrate what comprehensive African American research looks like from 1870 to the present. It will discuss sources such as: census, vital, and military records; the WPA slave narratives; newspapers; and city directories. It will also cover basic genealogical methodology.
This lecture will discuss how to get started in African American research. The objective of this lecture is to demonstrate what comprehensive African American research looks like from 1870 to the present. It will discuss sources such as: census, vital, and military records; the WPA slave narratives; newspapers; and city directories. It will also cover basic genealogical methodology.
Friends of Friends: Quakers and African American Communities
Well-known for their anti-slavery views, Quakers began to migrate to the slave-free territories in the 19th century. As they migrated out of the South, Quakers emancipated and traveled with their newly freed slaves. Once settled, the sect continued their abolitionist cause by supporting the Underground Railroad – transporting runaway slaves to free states. In turn, free blacks established their own settlements, while still maintaining ties with the Quaker community.
Well-known for their anti-slavery views, Quakers began to migrate to the slave-free territories in the 19th century. As they migrated out of the South, Quakers emancipated and traveled with their newly freed slaves. Once settled, the sect continued their abolitionist cause by supporting the Underground Railroad – transporting runaway slaves to free states. In turn, free blacks established their own settlements, while still maintaining ties with the Quaker community.
Slavery existed in some northern states well into the 19th century. Learn about the motives for gradual emancipation, how it affected enslaved African Americans and enslavers at this time, the state laws surrounding slavery, and the records that it created.
Slavery existed in some northern states well into the 19th century. Learn about the motives for gradual emancipation, how it affected enslaved African Americans and enslavers at this time, the state laws surrounding slavery, and the records that it created.
Documenting, Organizing, and Analyzing Plantation Enslaved Persons
Keeping track of hundreds of enslaved persons can be an overwhelming task. This lecture will offer suggestions for organizing and analyzing enslaved persons' information using spreadsheets.
Keeping track of hundreds of enslaved persons can be an overwhelming task. This lecture will offer suggestions for organizing and analyzing enslaved persons' information using spreadsheets.
From This Day Forward – Documenting Marital Unions of Enslaved and Emancipated Persons
Despite the fact that their marriages were not legally recognized before 1865, enslaved couples were uniting in "quasi-marital" relationships, and were cohabitating as husband and wife, as evidenced by many extant documents created during and after the end of America’s Civil War. In this presentation, we explore examples of documents that provide evidence of these relationships, and sources for finding them.
Despite the fact that their marriages were not legally recognized before 1865, enslaved couples were uniting in "quasi-marital" relationships, and were cohabitating as husband and wife, as evidenced by many extant documents created during and after the end of America’s Civil War. In this presentation, we explore examples of documents that provide evidence of these relationships, and sources for finding them.
Following the Civil War, when nearly 200,000 African American men served, the U.S. Army established 4 African American infantry (later modified to 2) and 2 cavalry regiments in 1868. They initially served in the West but fought in the Spanish American War and the two World Wars in segregated units. It was not until 1948 that Executive Order 9981 integrated the military. What was life like for these soldiers? Where do you find service and pension records?
Following the Civil War, when nearly 200,000 African American men served, the U.S. Army established 4 African American infantry (later modified to 2) and 2 cavalry regiments in 1868. They initially served in the West but fought in the Spanish American War and the two World Wars in segregated units. It was not until 1948 that Executive Order 9981 integrated the military. What was life like for these soldiers? Where do you find service and pension records?
Who Were “Felix Richards’ Slaves”?: Identifying Enslaved People Photographed During the Civil War
Nine African Americans — two women and seven children — were posed amid a laundry day setting in a rare Civil War-era photograph. The handwritten caption identified them only as “Felix Richards Slaves” and the location as Volusia, near Alexandria, Va. Could their true identities be established? In this case study, historian and genealogist Amy Bertsch discusses a variety of sources, including probate records, a chancery suit, Civil War pension applications, and the former enslaver’s federal compensation claim, she used to identify the individuals in the photo, which is now at the National Museum of African American History and Culture. She explores how these records can yield new discoveries for family historians and she also demonstrates the importance of researching the enslaver’s family when conducting African American family research.
Nine African Americans — two women and seven children — were posed amid a laundry day setting in a rare Civil War-era photograph. The handwritten caption identified them only as “Felix Richards Slaves” and the location as Volusia, near Alexandria, Va. Could their true identities be established? In this case study, historian and genealogist Amy Bertsch discusses a variety of sources, including probate records, a chancery suit, Civil War pension applications, and the former enslaver’s federal compensation claim, she used to identify the individuals in the photo, which is now at the National Museum of African American History and Culture. She explores how these records can yield new discoveries for family historians and she also demonstrates the importance of researching the enslaver’s family when conducting African American family research.
Using Negative Evidence: The Power of Silence in the Records
Can genealogists take a negative (the absence of something) and develop it into a positive (proof of something)? Yes! If we understand what we’re working with and how to develop it. Negative evidence is a tool used by many investigative fields; but its definition varies between disciplines. This session defines the concept used by genealogists and historians: contextually suggestive silence. In layman’s language, Mills clearly separates negative evidence from concepts that are often confused with it: negative searches, negative findings, negative arguments, and negative conclusions. Case studies using autosomal and Y-DNA, censuses, church records, death certificates, land deeds and grants, topo maps, and other source types to demonstrate how to recognize contextually suggestive silence and develop it into solutions for situations in which no document explicitly answers our research question.
*** This class requires a password and an active webinar membership to attend. On the day of the webinar, obtain the password (located at the top of FamilyTreeWebinars.com when logged in as a member). Then click the Join Webinar link in your confirmation/reminder email, and enter the password when prompted. ***
Can genealogists take a negative (the absence of something) and develop it into a positive (proof of something)? Yes! If we understand what we’re working with and how to develop it. Negative evidence is a tool used by many investigative fields; but its definition varies between disciplines. This session defines the concept used by genealogists and historians: contextually suggestive silence. In layman’s language, Mills clearly separates negative evidence from concepts that are often confused with it: negative searches, negative findings, negative arguments, and negative conclusions. Case studies using autosomal and Y-DNA, censuses, church records, death certificates, land deeds and grants, topo maps, and other source types to demonstrate how to recognize contextually suggestive silence and develop it into solutions for situations in which no document explicitly answers our research question.
*** This class requires a password and an active webinar membership to attend. On the day of the webinar, obtain the password (located at the top of FamilyTreeWebinars.com when logged in as a member). Then click the Join Webinar link in your confirmation/reminder email, and enter the password when prompted. ***
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Very interesting & informative. I love Ari’s training sessions.
Donna Adams
This webinar was most informative I will watch again to assist me with my research. Thank you Ari for a well-planned webinar.
I could listen to Ari Wilkins all day! Great case study 🙂
It introduced the topic and concept; explained it; then used a case study to apply it. The application is what helps cement the understanding and use of records. It forces one to think differently based on times (pre or post emancipation) local laws and practices. It’s just another perfect example of how we must stay laser focused and approach the research with an arsenal of tools, namely those laws and practices that apply to our cases. It was outstanding because it was concise and ultra-informative.
Great class, Thank you
Excellent presentation and case study!
Excellent webinar by Ari Wilkins on FPOC in Apprentice Records. She made it very clear and easy to follow her findings. This adds an additional understanding to the lives of FPOC and my family from NC.
This is a new to me area of exploration and I am eager to follow the leads given by Ari!! My gt.grandfather (1808-1889) was a FPOC but family lore does not say how that happened or anything about his early life. He also was a JP in NC in the 1860s and literate. I will be busy trying to fill in some gaps in my information about Benj. Johnson of Edgecombe Co.