1 Course Syllabus Monuments, Memorials, and UVA ARTH 2559 Instructor: Justin Greenlee Meeting Time: MTWRF 1:00 pm - 3:15 pm Credits: 3 Course classification: Art Prerequisites: None Course Description This course offers an investigation of monuments and memorials at the University of Virginia and beyond, including the cities of Charlottesville and Richmond, VA. We will study the most recent debates regarding monuments and memorials and issues of history, race, ethnicity, violence, and memory. Discussions of works of art in their historical context will involve the founding of the University, the Civil War, Reconstruction, the period of enforced racial segregation known as Jim Crow, and current debates regarding monuments and memorials in changing societies. During the four-week session we will spend a considerable amount of time outside of the classroom to ask “big questions” -- What does the commemorative landscape of UVA look like? Who/ what is celebrated? What is erased/ lies are being told? Design The design of the course responds to a variety of initiatives at UVA, including—but not directly related to—the President’s Commissions on the University in the Age of Slavery and Segregation. The selection of objects to be discussed also owes a significant debt to instructors who have taught courses involving themes of art and commemoration at UVA, previously, namely: UVA: Race and Repair; Black Fire; Slavery and its Legacies; Universities, Slavery, and Public Memory; Race, Space, and Culture; Arts and Cultures of the Slave South. Assignments and research conducted by the instructor also draw from resources including “(W)HERE TO STAY?! A Season of Exhibitions and Events Exploring Displacement and Belonging in Charlottesville,” “Start with the Story: Charlottesville,” and the #unislavery, #slaveryu, and #slaveryuva hashtags on Twitter. All of these sources can be found in the monumentsmemorialsuva repository in Zotero.
2 Textbook There is no assigned textbook for the course. Course readings can be found as .pdfs and web links on Collab. Reserve Shelf A variety of books and printed articles relevant to the course can be found on a course reserve shelf for ARTH 2559 in the Fiske Kimball Fine Arts Library. Readings from these sources are not required but are available for browsing should they become helpful during the session. A list of items on course reserve can be found in the on Collab (tab: “Course Reserves”) and in the monumentsmemorialsuva repository under the tag #coursereserve. Student Learning Goals Content After completing this class, students will have the ability to: • • • • • •
recognize monuments and memorials at UVA and beyond; describe the significance of works of art via: 1) close looking; and 2) a discussion of historical context; summarize the most recent debates over art and commemoration in changing societies, including issues of so-called “Confederate heritage” as well as legislation and litigation involving monuments and memorials; articulate a sharpened awareness of how monuments and memorials contributed to the institutional and personal history of white supremacy at UVA; understand how works of art relate to the history of race and place in central Virginia; appreciate the role of monuments and memory in the violence leading up to, including, and following the events of August 11 and 12, 2017 in Charlottesville.
Skills Many of the objects examined in the course are in our immediate surroundings. We will spend a consideration amount of time on Grounds, in UVA’s Small Special Collections Library, and, on occasion, make excursions to relevant sites in Charlottesville. The second half of the course will also include a trip to Richmond for guided tours of Monument Avenue and Shockoe Bottom, an important American heritage site that will, someday, be a memorial park and a site of conscience that acknowledges Richmond’s role in the global slave trade.
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Application The “big questions” asked in this course (What does the commemorative landscape of UVa look like?; Who/ what is celebrated?; What is erased/ lies are being told?) suggest that an interest in the commemorative landscape has meaning when it addresses the legacies of slavery, misogyny, imperialism, and xenophobia that exist in our society, today. Any aesthetic or visual treatment of monuments and memorials will always be meaningfully linked to systemic and structural obstacles at the intersection of art and social justice, be it the excessive use of force against black bodies, mass incarceration, poverty, the poor condition of public schools, distressed housing, redlining, joblessness, lack of access to public transportation, and the implicit and/or explicit bias found in college admissions and hiring practices. Assignments Daily Readings Class meetings during the first three weeks of the course include assigned readings. The fourth week will be reserved for work towards the final project. All readings are available as .pdfs or hyperlinks on Collab. All readings on the web—also marked with an asterisk (*) in the Course Schedule— should be annotated with Hypothesis.is, with individual comments marked with the tag #monumentsmemorialsuva. In-Class Activities and Journal Responses Most class meeting include an in-class activity. Given the limited span of the course, it is important that you come to every class and participate in these activities to the best of your ability. In-class activities will be followed by brief journal responses (or “reflections”) of approximately 250 words that will be submitted via Collab by midnight the same day. Prompts will be sent to you by email immediately following each class. Final Project During the final week of the session you will complete a digital project made available online and, according to its contents, may be presented to President Ryan, the members of the President's Commission on the University in the Age of Segregation, the University Architect, and the Change Agent Commemoration Committee at UVA. The final project will be a cooperation with the Jefferson School for African American Heritage in Charlottesville and respond to their research needs. Options for the digital presentation of student research may include the authorship of a website, sound file, video, extended Twitter thread, Adobe Spark presentation, StoryMap.js/ StoryMap in ArcGIS Online, Cvillepedia wiki entry, or Siftr project.
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Grading -- Participation in class discussions = 20% of final grade -- Engagement with in-class activities and excursions = 20% of final grade -- Journal responses to activities and excursions = 20% of final grade -- Final project presentation = 20% of final grade -- Final project = 20% of final grade How Can I Do Well in This Course? You will do well in this course if you are prepared for each class meeting. Some tips to help you prepare for class and stay on top of assignments: -- complete all assigned readings; -- annotate readings on the web with Hypothesis.is; -- bring your notes on the readings (printed, in .pdf, and on Hypothesis) to every class meeting -- take notes in class and/or summarize class discussions in a paragraph written directly after our meetings (What did we talk about? What questions do you have? What needs clarification? What would you like to discuss next time?); -- attend every class and participate in hands-on activities and excursions; -- submit your journal entries via Collab; -- bring your completed journals with you to class; -- think about/ brainstorm/ develop what you’d like to work on for final project during the first three weeks of the course. Class Interactions It is my hope that the course will do more than impart the content of monuments and memorials, including major artworks, personalities, movements, and ideas. Beyond these aspects, I hope we will also learn how to talk, disagree, and argue in a respectful and constructive way. I hope we will think of the classroom as a community and put concerted effort into fostering an active classroom culture. Many of your assignments will ask for you to collaborate with your classmates. To do this effectively, you, as the student, must take ownership of the course. In order to make class periods as interactive and student-driven as possible, I’ll use the following tools: Email I will be in contact via email every day following class meetings. Emails will act as reminders of topics to be discussed during the text class period, assigned readings, and introduce prompts related to in-class activities, if applicable.
5 Hypothesis.is All readings on the web should be annotated with Hypothesis.is and marked using the hashtag #monumentsmemorialsuva. You can learn about the tool here. N.b.: Hypothesis requires Chrome and downloading an extension to your browser. Collab We have a course website on Collab. The site includes all assigned readings, an electronic version of the Course Schedule, and provides a place to submit journal responses via the “Assignments” tab. Zotero repository A collection of materials relevant to the course are available to you via a monumentsmemorialsuva repository in Zotero. These are *NOT* assigned readings, merely a searchable list of sources that may be useful to you. UVa Box folders On the first day of class you will receive an invitation via email to view a UVa Box folder that contains images to be discussed in class. The same folder will contain shared UVa Box that will be used to share in-class writing Notes (more info and FAQ here). Email Policy Feel free to contact me via email with any questions about the course. Please note that while I try to return emails within one business day, I generally do not check email after 5:00 pm or on weekends. Attendance Attendance is required. A role sheet will be placed on the table at every class period. It is the student’s responsibility to ensure that it is signed. Any falsification of this role will be considered an act of academic dishonesty and treated accordingly. Participation in class discussions—of which attendance is a major part—accounts for 20% of final grade -- One absence = attendance grade of A (100) -- Two absences = attendance grade of B (85) -- Three absences = attendance grade of C (75) -- Four absences = attendance grade of D (65) -- Five absences = attendance grade of F (55) Three late arrivals will count as one absence. If any long-term attendance issues arise, contact me and we will discuss possible options.
6 Class Participation Students are expected to participate in class discussion. Positive and productive class participating means asking questions about course readings and lectures, as well as offering your own comments and insights. Special Considerations If you are already registered with the Student Disability Access Center (SDAC) at UVa, please make an appointment with me as soon as possible to discuss your accommodations. If you have a disability but have not yet contacted SDAC, do so in the first week of class. If you need help with this process, please let me know. SDAC is located in the Department of Student Health and can be contacted at (434) 243-5180/5181. Access to Technology and the Internet If it is difficult for you to access a computer or the Internet, please talk to me at the beginning of the semester so we can strategize, together, about the best ways to bring those tools to you. Academic Conduct All students who are enrolled at the University of Virginia are expected to be honorable and to observe standards of conduct appropriate to a community of scholars. I trust every student in this course to fully comply with all the provisions of the University’s Honor Code. By enrolling in this course, you have agreed to abide by and uphold the Honor System of the University of Virginia. All graded assignments must be pledged. All suspected violations will be forwarded to the Honor Committee and you may, at my discretion, receive a zero on that assignment regardless of any action taken by the Honor Committee. If you believe you may have committed an Honor Offense, you may wish to file a Conscientious Retraction by calling the Honor Office at 434-924-7602. More information can be found at: www.virginia.edu/honor. Phones in the Classroom You are welcome to bring computers to class. Phones and other wireless devices are not permitted. Please turn your phone to silent before you enter the classroom.
7 Weekly Schedule -------------------------------------------------------------------- Week 1 -------------------------------------------------------------------Sunday, June 9 2:00 PM, Court Square Walking tour of Confederate statues in downtown Charlottesville Led by Dr. Jalane Schmidt and Dr. Andrea Douglas Possible guest speakers: A. D. Carson, Karenne Wood, Anthony Guy Lopez, Frank Dukes, Eto Otitigbe, Meejin Yoon, Andrea Douglas, Jalane Schmidt, Don Gathers, Zyahna Bryant, Wes Bellamy, and Kristen Szakos Monday, June 10 Introduction to the course In-class activity: Trip to Special Collections Assignments: -- (*) “The Illusion of Progress: Charlottesville’s Roots in White Supremacy” -- Jennifer Oast, “ ‘Faithful and Valuable’: Slavery at Hampden-Sydney College, the University of Virginia, and the Hollins Institute,” in Institutional Slavery: Slaveholding Churches, Schools, Colleges, and Businesses in Virginia, 1680-1860 (New York: Cambridge University Press, 2016), 159-202 -- Listen to A. D. Carson, Sleepwalking 2 -- Also “Good Mourning, America” (lyrics); “Willie Revisited” (lyrics); “Ferguson, MO” (lyrics); “Black Love Poem” (lyrics); “Talking to White Folks” (lyrics); “Kill Whitey”; “Familiar” (lyrics) -- Journal Response #1 (Special Collections) Tuesday, June 11 A history of white supremacy at UVA and in the city of Charlottesville In-class activity: Listening roundtable with A. D. Carson Assignments: -- (*) Anthony Guy Lopez, “Insulting statues must go” -- (*) Richard Guy Wilson and Kay Slaughter, “Remarkable statue should be preserved” -- Visit Monacan Indian Nation website and Native Land acknowledgment app -- Journal Response #2 (A. D. Carson)
Commented [JG1]: Topics to be discussed: Images of Fayerweather Gymnasium/ Hall; Carr’s Hill, Blue Cottage, and the president’s house; architect John Peebles; the proposed Memorial Arch to the Confederacy on the South Lawn; the Bayly Building/ Fralin Museum of Art; Paul Goodloe McIntire, the McIntire Department of Art, parks, and monuments; A History of the University of Virginia in 100 Objects; trip to Special Collections to see iconic images of the university
Commented [JG2]: Topics to be discussed: Bicentennial protests; The serpentine walls and bricks of the Academical Village; Thomas Jefferson’s drawing of the Rotunda and the UVA logo; the Tanner engraving, Pavilion IX, and the Morea drawing as visual records of slavery at UVA; the Confederate soldier and cemetery; the cemetery “beyond the walls”; GoochDillard cemetery; the KKK at Jefferson’s grave in 1921; the robes in the Albemarle Historical Society; the donation to the Memorial Gymnasium Building Fund; the KKK in Corks & Curls; minstrelsy at UVA and the University Chapel Fund; David Duke in Charlottesville during the Summer of Hate; Paul Barringer and the Barringer Wing of the University of Virginia Medical School; Anglo-Saxon clubs; Edwin Alderman; images of the Anatomical Theater, Anatomical Hall, and plaque; black bodies, and medical advancement at UVA; eugenics; UVA and the Tuskegee experiments; the Potter’s Field in Richmond; the East Marshall Street Well Project; desegregation and Massive Resistance; the first black men and women to be admitted to UVA; Martese Johnson and the pavement outside of Trinity Pub; the lynching of John Henry James and the Charlottesville pilgrimage; building names; the Phelps-Stokes Series/Papers and Black “pathology” in Charlottesville
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Wednesday, June 12 Depictions of Native Americans in nearby monuments In-class activity: Excursion to see the George Rogers Clark monument Assignments: -- 2018 President’s Commission on Slavery and the University report to President Teresa A. Sullivan, 15-52
Commented [JG3]: Topics to be discussed: Acknowledgement of Monacan land; the Monacan Indian Nation and their fight for federal status; Native Americans in the monuments dedicated to George Rogers Clark, “Conqueror of the Northwest” and Merriweather Lewis, William Clark, and Sacagawea; the Beauty Queen protest, featuring Miss Representation and Miss Information, and the plaque and festivities from 2009; Monumental Meanings conference; the Jefferson’s interest in Native Americans and the westward expansion; the entry hall to Monticello
-- Journal Response #3 (George Rogers Clark) Thursday, June 13 Art on Grounds In-class activity: Entire class on Grounds Assignments: -- Lynn Rainville, Hidden History: African American Cemeteries in Central Virginia (Charlottesville: University of Virginia Press), 51-65, 136-139, 149-161 -- (*) Brenda Marie Osbey, “Field Work” (view performance here; text here) -- Journal Response #4 (Slavery at UVa) Friday, June 14 The life of enslaved people at the University and its surroundings In-class activity: Trip to the site of the Memorial to Enslaved Laborers Assignments: -- Listen to queries 1 and 2 from Notes on the State podcast -- Journal Response #5 (Memorial to Enslaved Laborers)
Commented [JG4]: Topics to be discussed: Fayerweather Hall; Carr’s Hill as a site of protest; the Mad Bowl and Easters; the Confederate plaques that were removed from the Rotunda; animals on Brooks Hall and its history as a museum; Holsinger Studio; the University Chapel and the Tiffany Studios window for Eugenie Faulkner Moore; the plaque for the Anatomical Theater; the fragments of the Berlin Wall outside Alderman Library; Anatomical Hall; The Aviator and James Rogers McConnell; Gutzon Borglum, Mount Rushmore, and Stone Mountain; George Zolnay’s bust of Edgar Allan Poe; the Black Bus Stop; the murals by Allyn Cox in Clark Hall; Dawson’s Row; Moses Ezekiel’s Blind Homer and Young Guide; the murals by Lincoln Perry in Old Cabell Hall; the Rotunda Annex and the Great Fire of 1895; copies of The School of Athens, the plaque commemorating Dr. Martin Luther King Jr.’s visit to Grounds in 1963 and “The Future of Integration”; the Catherine Foster homestead, graveyard, and the Venable Lane Community; the closing of the South Lawn; the murals in Bodo’s Bagels on the Corner; the Bridge of Scores; the Senff Gates; Mark Dion’s Cabin of Curiosities; Beta Bridge Commented [JG5]: Topics to be discussed: The President’s Commissions; the Blue Ribbon Commission; August 11/12; Walking Tour and app related to Enslaved African Americans at the University; Plan of Cleared Land; the Maverick Plan; Wyndhurst, the Norris-Preston cottage, and Asalie Preston; Gooch-Dillard cemetery; the African-American cemetery; the serpentine walls marker; the slate plaque to Enslaved Laborers; Founder’s Day Tree; Pavilion V, Pavilion VI, and the Gibbons; the Mews; the Hotels; the garden behind Pavilion VI; East Lawn basement rooms; Pavilion IX and the Tanner engraving; Mrs. Gray’s kitchen; the Crackerbox; the Memorials for Enslaved Laborers
9 -------------------------------------------------------------------- Week 2 -------------------------------------------------------------------Monday, June 17 “The Lengthened Shadow of One Man”: Images of Thomas Jefferson Activity: Trip to the Arthur J. Morris Law Library to see photographic records of the May Days protests in 1970 (RG 204-79) Assignments: -- (*) "Life of Isaac Jefferson of Petersburg, Virginia, Blacksmith" by Isaac Granger (Jefferson) -- “He Was Who He Needed to Be,” Not Even Past podcast episode devoted to Henry Martin and the Preservers of the Daughters of Zion Cemetery in Charlottesville
Commented [JG6]: Topics to be discussed: Obey by Zaina Natour; “Hold your heroes accountable” by Ellie Grace; Jefferson on Mount Rushmore; the logo; standing Jefferson by law school/ Darden; Thomas Jefferson’s personal copy of Notes on the State of Virginia; Gertrude Stein, the Dali Lama, and Georgia O’Keefe in front of the Rotunda; the Annex; the Rotunda Library; and the cartoon of the Great Fire; Thomas Jefferson, Monticello, Mulberry Row, and Sally Hemmings; photographs of students participating in the May Day protests of 1970; the Sally Hemmings; rallying to support of integration in 1968; protests against Jefferson; graffiti; the proximity of the Jefferson Society and the KKK in Corks & Curls, 1921; “Jefferson Beyond Jefferson”; bronze Jefferson by Moses Ezekiel in front of the Rotunda; marble statue by Alexander Galt in the Rotunda; Sully portrait; seated Jefferson by Karl Bitter
-- Journal Response #6 (May Days) Tuesday, June 18 Icons of the university Activities: Enslaved Walking Tour at the University of Virginia Assignments: -- Louis Nelson, “Object Lesson: Monuments and Memory in Charlottesville,” Buildings and Landscapes (Fall, 2018): 17-35 -- Journal Response #7 (Enslaved Walking Tour)
Commented [JG7]: Topics to be discussed: Peyton Skipwith; W. W. Yen; Henry Martin; Peter Briggs; Isabella and William Gibbons; John Minor; Edgar Allan Poe; Woodrow Wilson; Michelle Obama; Gertrude Stein; the Dali Lama; Martin Luther King, Jr.; John Hartwell Cocke; Edwin Alderman; Sally Cottrell Cole; the enslaved caretaker in the Tanner engraving; the laborers in the Morea drawing; Ruben from the Blue Cottage photograph; black men in the Cadaver Society photographs; Holsinger photographs; Isaac Granger; Paul Barringer; Joseph Carrington Cabell; Henry William Ruffner; Commodore (“Anatomical”) Lewis; business owners on The Corner
10 Wednesday, June 19 Race and place in the city of Charlottesville In-class activity: Watch “That World is Gone: Race and Displacement in a Southern Town” and trip to Special Collections to view the Jackson Davis collection of African American Photographs Assignments: -- James Robert Saunders and Renae Nadine Shackelford, Urban Renewal and the End of Black Culture in Charlottesville, Virginia: An Oral History of Vinegar Hill (Jefferson, NC.: McFarland, 1998), 1-25 (Introduction and Chapter 1: “The Prime of Vinegar Hill”) -- Journal Response #8 (Jackson Davis) Thursday, June 20 Trip to the Jefferson School and downtown Charlottesville Tour of the Jefferson School; view "Pride Overcomes Prejudice" and the special exhibition of work by Jamelle Bouie entitled “Simply: The Black Towns”; visit to the Daughters of Zion Cemetery Assignments: -- Kirk Savage, Standing Soldiers, Kneeling Slaves: Race, War, and Monument in NineteenthCentury America (Princeton: Princeton University Press, 1997), 163- 208 (Chapter 6: “Common Soldiers”) -- (*) Brendan Wolfe, “United Daughters of the Confederacy and White Supremacy” -- Journal Response #9 (Jefferson School)
Commented [JG8]: Topics to be discussed: The history of McKee’s Row and the photograph by Rufus Holsinger; the Vinegar Hill neighborhood and “revitalization”; photos by Gundars Osvalds; the Freedom of Speech Wall; Heather Heyer Way and the flower memorial; the Confederate solider in front of the County Courthouse; the slave auction block; the county jail; Daughters of Zion Cemetery; the Jefferson School; the proposed monument to Vinegar Hill; the new mural by Federico Cuatlacuatl; the rock house of Adele Preston; the First Baptist Church; drawings by Ralph Lermond
11 Friday, June 21 Common soldiers and cemeteries at UVa and in Charlottesville In-class activity: Trip to see the soldier in the Confederate cemetery at UVa Assignments: -- K. Ian Grandison, “The Other Side of the ‘Free’ way: Planning for ‘Separate But Equal in the Wake of Mass Resistance,” in Race and Real Estate, eds. Adrienne Brown and Valerie Smith (New York: Oxford University Press, 2015), 196-232 -- (*) Chelsea Higgs Wise, "Rewriting Richmond's story"
Commented [JG9]: Topics to be discussed: The Monument to the Confederate Dead in the cemetery at UVa; The Fallen, by John Lipscomb Johnson; the African American cemetery; Charlottesville General; Silent Sam; the Unsung Founders monument in Chapel Hill; the proposed arch to the Confederacy on the South Lawn; the Confederate plaque on the Rotunda; Ladies’ Memorial Associations and the United Daughters of the Confederacy
-- Journal Response #10 (Confederate cemetery) -------------------------------------------------------------------- Week 3 -------------------------------------------------------------------Monday, June 24 Monuments and memorials in Richmond Assignments: -- Selden Richardson, Built by blacks: African American architecture and neighborhoods in Richmond (Charleston, SC: History Press, 2008), 33-46, 158-170, 172-73, 184-185 Tuesday, June 25 Trip to Richmond Tour of Monument Avenue and Shockoe Bottom Assignments: -- The Change.org petition authored by Zyahna Bryant (here) -- (*) Brendan Wolfe, “History Writ Aright” -- (*) Sophie Abramowitz, Eva Latterner, and Gillet Rosenblith, “Tools of Displacement: How Charlottesville, Virginia’s Confederate statues helped decimate the city’s historically successful black communities” -- Journal Response #11 (Richmond)
Commented [JG10]: Topics to be discussed: John Mitchell, Jr., monuments, and the Richmond Planet; Confederate statues on Monument Avenue; Arthur Ashe; the Shockoe Bottom Memorial Park; the Devil’s Half Acre; the African Burial Ground; Gabriel’s Rebellion; images of Gabriel; the Potter’s Field/ Second African Burial Ground; Winfree Cottage; First Baptist Church in Richmond; East Marshall Street Well Project; the construction of the Richmond-Petersburg Turnpike and the destruction of Jackson Ward; Mantle; Emancipation Proclamation monument; Virginia Women’s Monument; Virginia Civil Rights Memorial
12 Wednesday, June 26 Lee, Jackson, and the soldier on the courthouse lawn Assignments: -- Dell Upton, What Can and Can’t Be Said: Race, Uplift, and Monument Building in the Contemporary South (New Haven: Yale University Press, 2015), 200-212 (Chapter 6: “What Might Be Said”) -- Visit Monument Lab, Paper Monuments, and Colloqate Design websites -- Journal Response #12 (Lee and Jackson) Thursday, June 27 Creative responses to Confederate monuments Assignments: -- (*) Southern Poverty Law Center’s “Whose Heritage? A Report on Public Symbols of the Confederacy” -- (*) Jalane Schmidt, “Excuse me, America, your house is on fire: Lessons from Charlottesville on the KKK and ‘alt right’” -- UVA Disorientation Guide Friday, June 28 Activity: Painting Beta Bridge/ Wikipedia edit-a-thon in Special Collections focused on surfacing black life in Charlottesville -------------------------------------------------------------------- Week 4 -------------------------------------------------------------------Monday, July 1 - Wednesday, July 3 Final project work *NO CLASS* Thursday, July 4 Friday, July 5 Class presentations And so we went to the University of Virginia, Charlottesville and I had a good time there, Jefferson did make a place that is a pleasure there, if you can have enough columns and they are all over then a place is interesting, Washington used to be like that, columns are always interesting and there never were as many of them anywhere as there were there at the University of Virginia, so many of them, and where you could see all of them. -- Gertrude Stein, Everybody's Autobiography (1937), remarking on her visit from 1935
Commented [JG11]: Topics to be discussed: Sonya Clark; Titus Kaphar, Collen Mullins’ Exposition series; Matt Shain’s empty pedestals; “General Devotion/ General Demotion” at the Valentine; Invisible C’ville BDA design competition; Untold RVA, Colloqate Design; Paper Monuments; Monuments Lab; billboards; light projections; self-constructed monuments; mini-chalk boards; “free history lessons,” teachins, zines, tagging, iconoclasm; exhibitions; yarn bombs; kudzu; shirts, handkerchiefs; design; Reclaim; Monumental, It Was Never About a Statue; UnSeenCville; the Charleston massacre; Bree Newsome; history of #takeemdown activism against Confederate monuments; New Orleans; Memphis; Baltimore; Montgomery, AL; Richmond; Winston-Salem; Silent Sam, Take Action Chapel Hill, and alternative monuments