Talking Piece Special Edition

Total Page:16

File Type:pdf, Size:1020Kb

Talking Piece Special Edition Partners in Restorative Initiatives talking piece Special Edition February 2020 Dear Allies, As we celebrate this year’s Black History Month, please join us in honoring some of our finest Americans, past and present. We continue to feel the positive effects of their contributions to our country. Whether it was the invention of a three-light traffic signal by Garrett Augustus Morgan, or the invention of a wagon- mounted fire escape ladder by Joseph Winters, these Americans have made contributions that benefit us all. We honor them this Black History Month—and every day of the year. Crispus Attucks Joseph Winters Dorie Miller Benjamin Banneker Ernest Everett Just Daniel "Chappie" James Jr. Prince Hall Alain Locke Charlie “Bird” Parker James Forten Ethel Hedgeman Lyle Leon Sullivan David Walker Eubie Blake James Baldwin Sojourner Truth A. Philip Randolph Shirley Chisholm Nat Turner Zora Neal Hurston Benjamin Hooks Ira Aldridge Benjamin E. Mays John Coltrane Benjamin "Pap" Singleton Charles Hamilton Houston Maya Angelou Martin R. Delany Marian Anderson Lorraine Hansberry Henry Highland Garnet Paul Robeson Toni Morrison Frederick Douglass Duke Ellington Colin Powell Alexander Crummell Percy Julian James Weldon Johnson Harriet Tubman Roy Wilkins Maxine Waters Hiram Revels Langston Hughes Julian Bond Henry McNeal Turner Charles Drew Wilma Rudolph Mary Eliza Mahoney Ralph Bunche Jesse Jackson Lewis Latimer Adam Clayton Powell Jr. Maulana Karenga Samuel Robert Cassius Thurgood Marshall Muhammad Ali Booker T. Washington Richard Wright Reginald F. Lewis Granville T. Woods Katherine Dunham August Wilson Daniel Hale Williams Dorothy Height Kweisi Mfume Ida B. Wells-Barnett Benjamin O. Davis Jr. Ruby Bridges Mary Church Terrell Rosa Parks Mae Jemison George Washington Carver Jesse Owens Oprah Winfrey Matthew Henson Billie Holiday Kamala Harris Madam C. J. Walker Cecil Moore Michelle Obama W.E.B. Du Bois John Hope Franklin Shonda Rhimes Paul Laurence Dunbar Gwendolyn Brooks Tiger Woods William Monroe Trotter Fannie Lou Hamer Malcolm X Mary McLeod Bethune John H. Johnson Martin Luther King Jr. Carter G. Woodson Jackie Robinson Barack Obama Peaceful and courageous living to you, Robin Warren “Black History is American History” Operations Manager 1 Addressing Structural Racism in our Lives Daniel Redic “It takes more courage to examine the dark corners of your own soul and the back alleys of your society than it does for a soldier to fight on a battlefield” ― William Butler Yeats The attempt to address structural racism precipi- few of the events that reminded us that there was tates the realization of a singular truth—that a sys- still a profound disgust for the black face in Ameri- tem of racism is maintained and upheld by all who ca. But many people of color, myself included, were are in it. This is a delicate concept to propose be- not surprised that hatred and discrimination were still cause it allows for denial: those who do not wish to thriving. be considered complicit in the continuation of op- While the Obama presidency may have paved the pression can consider themselves bystanders or vic- way for the blatant resurgence of overt racism tims, rather than perpetrators and the guardians of and discrimination during the advent of the Trump oppression. This goes for white people and people of administration, the truth is that these historical color alike, for as long as we are not engaged in events are just markers in the American racial strug- active anti-racism, we are contributing to the continu- gle. Everything in the last 450 years of this country’s ation of systemic oppression. This requires courage, history has culminated in a nation of profoundly trau- “...for as long as we are not engaged in active anti-racism, we are contributing to the continuation of systemic oppression.” the courage to look for the truth within oneself and matized people who fall all along the racial spectrum evaluate one’s own part in the inequity that continues from Black to White. This suggests that no one is to thrive in our society. Race is not about skin color safe from the trauma of America's “original sin,” but relationship, and we cannot be in relation if we nor are we exempt from our complicity in it. So, the are in denial about who we truly are. question becomes this: how can we tend to the In 2009 many people saw, for the first time in their wounds that we are still inflicting on ourselves and lives, a shift in the social climate that was unprece- our neighbors and loved ones with our subtle com- dented and foreign—the election of Barack Obama plicity? What even is this complicity? as president of the United States. It seemed to por- For the person of color, the trauma of a hyper- tend the culmination and maturation of a nation racialized society creates internalized oppression mired in centuries of oppression and degradation. that bleeds into everything that they do. For the white The nation seemed to outgrow its history of hating person it becomes a moral trauma where the black faces. However, Obama’s election into office thought of contributing to the degradation and contin- did not simply usher us into a post-racial America, ued oppression of the disenfranchised is abhorrent this was evident throughout much of his presidency. and appalling. The reality is, it’s all pain. It is a pain On the one hand, prominent black leaders chided his that places the blame on anyone but oneself. But it is decisions, claiming that he did not do enough for his our pain, and it does not matter where it comes own people. On the other hand, a majority congress from. We come to terms with this by taking responsi- sought to stifle many of his attempts at efficacy in bility for our own healing. This is a difficult concept to office. It was clear that we had not progressed as far present. It can seem as if I as we had thought. am exempting progressive white people The racial divide that had defined our nation for cen- from responsibility for the privilege-blindness associ- turies was reinvigorated in poignant instances of ated with white supremacy culture. It may also seem hate and discrimination during those eight years. that I am blaming people of color for not getting over The wrongful arrest of Harvard Professor Henry Lou- the injustices that have been visited upon us. How- is Gates Jr. in his own home, the slaying of Treyvon ever, this is furthest from the truth of what I propose. Martin, and the Charleston Church shooting were a The trauma associated with systemic oppression has 2 distinctive effects on those on either side of the racial- of oppression, both through inaction and by being ized spectrum. blind to the harm that their own privilege can cause to On one end there is whiteness that is afforded privi- people of color. It requires resolve to experience em- lege and advantage, while on the other end there is pathy for another’s suffering and do something blackness that is viewed as the analogue for the sins to relieve it, rather than protecting their own comfort. of the nation: laziness, violence, lawlessness, etc. In What are people of color responsible for? They are between there are the many shades of other races, responsible for taking on the task of their own heal- socialized in their proximity to whiteness or black- ing. They are responsible for managing their fear, the ness; the closeness to either end of the spectrum de- fear of using their voices when indignity is visited up- termines the level of privilege afforded. on them, the fear of disrupting the equilibrium Your proximity on the spectrum of racial socialization of their white colleagues when faced with inequity, the determines how you have been traumatized by the fear of retaliation and death. This means that society that we live in, be it moral or historical, con- there needs to be a strict evaluation of the ways in science or opportunity. Bearing this in mind, I propose which they participate in the systems of oppression that the road to healing is one of personal responsibil- that dominate their consciousness. People of color ity. We must ask ourselves, ‘what am I responsible need to examine the ways in which they silence for?’ We are responsible for identifying our personal themselves, the ways in which they criticize them- complicity in the systems of oppression that exist and selves and the ways in which they protect the sys- resolving to adjust our behavior through self- tems of oppression that plague them. It takes courage knowledge and courage. to look inside and realize how they believe the nega- For the white person this means that they need to tive ideas that pervade the public consciousness strictly evaluate the de facto privilege that they have. about themselves. It takes courage to heal and to use This includes looking at their personal identity and, the pain associated with hundreds of years of trauma more importantly, the ways in which their privilege to act against the instilled instinct of silence and com- might harm those around them, placency. It takes courage to realize albeit inadvertently. This usually the juxtaposed complexities of being a happens through micro-aggressions person of color in a white- such as color blindness (I don’t see dominated culture. This complexity is color), minimizing the racial experi- W.E.B. Dubois’s double conscious- ences of others by equating personal ness of the Negro, the pressure of as- suffering (I experience discrimination similation, and maintenance of a in these ways…), equating the inten- unique identity.
Recommended publications
  • The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970
    Revolution and Reconciliation: The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970 David P. Cline A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for a degree of doctor of philosophy in the Department of History. Chapel Hill 2010 Approved by: Advisor: Jacquelyn Dowd Hall Reader: W. Fitzhugh Brundage Reader: William H. Chafe Reader: Laurie F. Maffly-Kipp Reader: Heather A. Williams © 2010 David P. Cline ALL RIGHTS RESERVED ii ABSTRACT DAVID P. CLINE: Revolution and Reconciliation: The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970 (Under the direction of Jacquelyn Dowd Hall) The Student Interracial Ministry (SIM) was a seminary-based, nationally influential Protestant civil rights organization based in the Social Gospel and Student Christian Movement traditions. This dissertation uses SIM’s history to explore the role of liberal Protestants in the popular revolutions of the 1960s. Entirely student-led and always ecumenical in scope, SIM began in 1960 with the tactic of placing black assistant pastors in white churches and whites in black churches with the goal of achieving racial reconciliation. In its later years, before it disbanded in mid-1968, SIM moved away from church structures, engaging directly in political and economic movements, inner-city ministry and development projects, and college and seminary teaching. In each of these areas, SIM participants attempted to live out German theologian Dietrich Bonhoeffer's exhortation to “bring the church into the world.” Revolution and Reconciliation demonstrates that the civil rights movement, in both its “classic” phase from the mid-1950s to the mid-1960s and its longer phase stretching over most of the twentieth century, was imbued with religious faith and its expression.
    [Show full text]
  • Black Women, Educational Philosophies, and Community Service, 1865-1965/ Stephanie Y
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2003 Living legacies : Black women, educational philosophies, and community service, 1865-1965/ Stephanie Y. Evans University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Evans, Stephanie Y., "Living legacies : Black women, educational philosophies, and community service, 1865-1965/" (2003). Doctoral Dissertations 1896 - February 2014. 915. https://scholarworks.umass.edu/dissertations_1/915 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. M UMASS. DATE DUE UNIVERSITY LIBRARY UNIVERSITY OF MASSACHUSETTS AMHERST LIVING LEGACIES: BLACK WOMEN, EDUCATIONAL PHILOSOPHIES, AND COMMUNITY SERVICE, 1865-1965 A Dissertation Presented by STEPHANIE YVETTE EVANS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2003 Afro-American Studies © Copyright by Stephanie Yvette Evans 2003 All Rights Reserved BLACK WOMEN, EDUCATIONAL PHILOSOHIES, AND COMMUNITY SERVICE, 1865-1964 A Dissertation Presented by STEPHANIE YVETTE EVANS Approved as to style and content by: Jo Bracey Jr., Chair William Strickland,
    [Show full text]
  • Ledroit Park Historic Walking Tour Written by Eric Fidler, September 2016
    LeDroit Park Historic Walking Tour Written by Eric Fidler, September 2016 Introduction • Howard University established in 1867 by Oliver Otis Howard o Civil War General o Commissioner of the Freedman’s Bureau (1865-74) § Reconstruction agency concerned with welfare of freed slaves § Andrew Johnson wasn’t sympathetic o President of HU (1869-74) o HU short on cash • LeDroit Park founded in 1873 by Amzi Lorenzo Barber and his brother-in-law Andrew Langdon. o Barber on the Board of Trustees of Howard Univ. o Named neighborhood for his father-in-law, LeDroict Langdon, a real estate broker o Barber went on to develop part of Columbia Heights o Barber later moved to New York, started the Locomobile car company, became the “asphalt king” of New York. Show image S • LeDroit Park built as a “romantic” suburb of Washington, with houses on spacious green lots • Architect: James McGill o Inspired by Andrew Jackson Downing’s “Architecture of Country Houses” o Idyllic theory of architecture: living in the idyllic settings would make residents more virtuous • Streets named for trees, e.g. Maple (T), Juniper (6th), Larch (5th), etc. • Built as exclusively white neighborhood in the 1870s, but from 1900 to 1910 became almost exclusively black, home of Washington’s black intelligentsia--- poets, lawyers, civil rights activists, a mayor, a Senator, doctors, professors. o stamps, the U.S. passport, two Supreme Court cases on civil rights • Fence war 1880s • Relationship to Howard Theatre 531 T Street – Originally build as a duplex, now a condo. Style: Italianate (low hipped roof, deep projecting cornice, ornate wood brackets) Show image B 525 T Street – Howard Theatre performers stayed here.
    [Show full text]
  • FSE Permit Numbers by Address
    ADDRESS FSE NAME FACILITY ID 00 E UNIVERSITY BLVD, FY21, UNIVERSITY OF MARYLAND UMCP - XFINITY CENTER SOUTH CONCOURSE 50891 00 E UNIVERSITY BLVD, FY21, UNIVERSITY OF MARYLAND UMCP - FOOTNOTES 55245 00 E UNIVERSITY BLVD, FY21, UNIVERSITY OF MARYLAND UMCP - XFINITY CENTER EVENT LEVEL STANDS & PRESS P 50888 00 E UNIVERSITY BLVD, FY21, UNIVERSITY OF MARYLAND UMCP - XFINITY CENTER NORTH CONCOURSE 50890 00 E UNIVERSITY BLVD, FY21, UNIVERSITY OF MARYLAND UMCP - XFINITY PLAZA LEVEL 50892 1 BETHESDA METRO CTR, -, BETHESDA HYATT REGENCY BETHESDA 53242 1 BETHESDA METRO CTR, 000, BETHESDA BROWN BAG 66933 1 BETHESDA METRO CTR, 000, BETHESDA STARBUCKS COFFEE COMPANY 66506 1 BETHESDA METRO CTR, BETHESDA MORTON'S THE STEAK HOUSE 50528 1 DISCOVERY PL, SILVER SPRING DELGADOS CAFÉ 64722 1 GRAND CORNER AVE, GAITHERSBURG CORNER BAKERY #120 52127 1 MEDIMMUNE WAY, GAITHERSBURG ASTRAZENECA CAFÉ 66652 1 MEDIMMUNE WAY, GAITHERSBURG FLIK@ASTRAZENECA 66653 1 PRESIDENTIAL DR, FY21, COLLEGE PARK UMCP-UNIVERSITY HOUSE PRESIDENT'S EVENT CTR COMPLEX 57082 1 SCHOOL DR, MCPS COV, GAITHERSBURG FIELDS ROAD ELEMENTARY 54538 10 HIGH ST, BROOKEVILLE SALEM UNITED METHODIST CHURCH 54491 10 UPPER ROCK CIRCLE, ROCKVILLE MOM'S ORGANIC MARKET 65996 10 WATKINS PARK DR, LARGO KENTUCKY FRIED CHICKEN #5296 50348 100 BOARDWALK PL, GAITHERSBURG COPPER CANYON GRILL 55889 100 EDISON PARK DR, GAITHERSBURG WELL BEING CAFÉ 64892 100 LEXINGTON DR, SILVER SPRING SWEET FROG 65889 100 MONUMENT AVE, CD, OXON HILL ROYAL FARMS 66642 100 PARAMOUNT PARK DR, GAITHERSBURG HOT POT HERO 66974 100 TSCHIFFELY
    [Show full text]
  • Living in Harmony
    LIVING IN HARMONY Empowering Children to Become World Harmony Builders Andrew Kutt LIVING IN HARMONY Empowering Children to Become World Harmony Builders LIVING IN HARMONY WITH OURSELVES Illustrations by Radha Honig Copyright 2005, Andrew Kutt All rights reserved. No portion of this book may be reproduced in any form without express written permission from the Publisher. TABLE OF CONTENTS Introduction Part I: Discovering Harmony Within Ourselves Chapter One ....1 Silence and Concentration Chapter Two ....7 Imagination Chapter Three ....15 Learning about Our Feelings Chapter Four ....25 The Good Things about Ourselves - Our Virtues Chapter Five ....33 Feeling and Expressing Harmony through Art Chapter Six ....39 The Pathway of Writing Chapter Seven ....47 Music Chapter Eight ....57 Building Harmony through Affirmations Chapter Nine ....63 Fitness Chapter Ten ....73 Involvement with Nature Part II: Creating Harmony in the World Chapter Eleven ....89 Welcome to the Web of Life: Understanding How Every Relationship Can Build a Positive World Chapter Twelve ....105 Creativity: Becoming a Problem-Solver Every Day Chapter Thirteen ....121 Let’s Do It Together: Learning the Skills of Cooperation and Teamwork Chapter Fourteen ....139 Conflict Means a Chance to Grow: Learning the Art of Non-Violent Conflict Resolution Chapter Fifteen ....155 Some for You and Some for Me – Learning to Become Partners in Sharing the World’s Resources Chapter Sixteen ....171 Good Morning, Meet your World: Getting to Know the World We Live In Chapter Seventeen ....187 Learning from the Past and Making a Better Future Chapter Eighteen ....203 The Government Is Us: Gaining the Skills of Active Citizenship Chapter Nineteen ....221 Everyone is Born a Leader: Discovering and Practicing Your Own Leadership Qualities Chapter Twenty ....239 Love Starts Here: Building a Just and Peaceful World Afterword ....251 Introduction Living in Harmony is intended to provide a pathway for students and teachers towards the goals of fostering greater harmony in their schools, in their communities and in the world.
    [Show full text]
  • Brown V. Topeka Board of Education Oral History Collection at the Kansas State Historical Society
    Brown v. Topeka Board of Education Oral History Collection at the Kansas State Historical Society Manuscript Collection No. 251 Audio/Visual Collection No. 13 Finding aid prepared by Letha E. Johnson This collection consists of three sets of interviews. Hallmark Cards Inc. and the Shawnee County Historical Society funded the first set of interviews. The second set of interviews was funded through grants obtained by the Kansas State Historical Society and the Brown Foundation for Educational Excellence, Equity, and Research. The final set of interviews was funded in part by the National Park Service and the Kansas Humanities Council. KANSAS STATE HISTORICAL SOCIETY Topeka, Kansas 2000 Contact Reference staff Information Library & archives division Center for Historical Research KANSAS STATE HISTORICAL SOCIETY 6425 SW 6th Av. Topeka, Kansas 66615-1099 (785) 272-8681, ext. 117 E-mail: [email protected] Web site: http://www.kshs.org ©2001 Kansas State Historical Society Brown Vs. Topeka Board of Education at the Kansas State Historical Society Last update: 19 January 2017 CONTENTS OF THIS FINDING AID 1 DESCRIPTIVE INFORMATION ...................................................................... Page 1 1.1 Repository ................................................................................................. Page 1 1.2 Title ............................................................................................................ Page 1 1.3 Dates ........................................................................................................
    [Show full text]
  • A Reflection and Recognition of the African American Family (Revised)
    DOCUMENT RESUME ED 280 925 UD 025 430 TITLE Black History Month: A Reflection and Recognition of the African American Family (Revised). INSTITUTION New York State Education Dept., Albany. Div. of Civil Rights and Intercultural Relations. PUB DATE Jan 86 NOTE 59p.; For previous edition, see ED 255 592. AVAILABLE FROMNew York State Education Dept., Division of Civil Rights and Intercultural Relations, Room 471 EBA-Washington Ave., Albany, NY 12234 (free). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Reference Materials - Bibliographies (131) EDRS PnICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Black Achievement; *Black History; *Black Influences; Elementary Secondary Education; Instructional Materials; Learning Activities ABSTRACT Instructional materials for nse during Black History Month in elementary and secondary schools are compiled in this booklet. Background information, instructional activities, and resources for classroom use are included for all disciplines. The materials are designed to reflect the relationship between past and present events in African and African American history. Following a foreword, instructor's guide, and chronology of notable African Americans, the booklet is divided into seven sections containing materials o, respectively: General Achievements, Business, Religion, Politics, Music, Math/Science, and Education. Each section consists of four components: (1) an overview (for use as handouts or in-class reading for students; (2) a statement of objectives (to be used by teachers as goals for each unit of instruction); (3) a list of "Facts You Should Know' which provide a chronological perspective of the achievements of African Americans; and (4) instructional activities which may be assigned to students across subject areas.
    [Show full text]
  • Andrew A. Robinson Elementary Every Student in Grades K-5 At
    Black History Timeline Andrew A. Robinson Elementary Every student in grades K-5 at A.R.E. will complete a Black History Timeline at home based on the guidelines in this packet. Students will select a famous African- American in the category for their grade level, complete a timeline at home, and submit it to your ELA teacher on the assigned due date for a grade. The final project is due to your Language Arts teacher on Tuesday, February 25, 2021. Being that this is an at home project, your child will not be given time at school to research, plan, or complete this project. Please help your child in his/her efforts to have the project follow the requirements and handed in on time. PLEASE NOTE: This project will count as a test grade in Language Arts and Social Studies. One project per homeroom class will be selected to be featured on the A.R.E. Facebook page. Let’s hope it’s yours!! Black History Timeline Make an illustrated timeline (10 or more entries on the timeline) showing important events from the life of the person you are doing your Black History Project on. This project should be completed on a sheet of poster board. Underneath each illustration on the timeline, please create a detailed caption about what is in the illustration and the date in which the event occurred. *You must include: • A minimum of 10 entries on the timeline put in chronological order. • At least 5 entries should include an illustrated picture and detailed caption. • You must include at least one event on each of the following topics: the person’s date of birth, education, what made this figure important in African American history and their life’s accomplishment (s).
    [Show full text]
  • Interdisciplinary Convergences with Biology and Ethics Via Cell Biologist Ernest Everett Just and Astrobiologist Sir Fred Hoyle
    Interdisciplinary Convergences with Biology and Ethics via Cell Biologist Ernest Everett Just and Astrobiologist Sir Fred Hoyle Theodore Walker Jr. Biology and ethics (general bioethics) can supplement panpsychism and panentheism. According to cell biologist Ernest Everett Just (1883-1941) ethi- cal behaviors (observable indicators of decision-making, teleology, and psy- chology) evolved from our very most primitive origins in cells. Hence, for an essential portion of the panpsychist spectrum, from cells to humans, ethical behavior is natural and necessary for evolutionary advances. Also, biology- based mind-body-cell analogy (Hartshorne 1984) can illuminate panenthe- ism. And, consistent with panpsychism, astrobiologist/cosmic biologist Sir Fred Hoyle (1915-2001) extends evolutionary biology and life-favoring teleology be- yond planet Earth (another Copernican revolution) via theories of stellar evo- lution, cometary panspermia, and cosmic evolution guided by (finely tuned by) providential cosmic intelligence, theories consistent with a panentheist natural theology that justifies ethical realism. * This deliberation is a significant reworking of »Advancing and Challenging Classical Theism with Biology and Bioethics: Astrobiology and Cosmic Biology consistent with Theology,« a 10 August 2017 paper presented at the Templeton Foundation funded international confer- ence on Analytic Theology and the Nature of God: Advancing and Challenging Classical Theism (7-12 August 2017) at Hochschule für Philosophie München [Munich School of Philosophy] at Fürstenried Palace, Exerzitienhaus Schloss Fürstenried, in Munich, DE— Germany. Conference speakers included: John Bishop, University of Auckland, New Zealand; Joseph Bracken SJ, Xavier University Cincinnati; Godehard Brüntrup SJ, Munich School of Philosophy; Anna Case-Winters, McCormick Theological Seminary; Philip Clayton, Claremont School of Theology; Benedikt Göcke, Ruhr University Bochum; Johnathan D.
    [Show full text]
  • Celebrates 25 Years. 25Th Anniversary Collector’S Edition Dear Students, Educators,And Friends
    South Carolina African American History Calendar Celebrates 25 Years. 25th Anniversary Collector’s Edition Dear Students, Educators,and Friends, One of the highlights of my year is the unveiling of the new African American History Calendar, for it is always a wonderful time of renewing friendships, connecting with new acquaintances, and honoring a remarkable group of South Carolinians. This year is even more exciting, for the 2014 calendar is our 25th Anniversary Edition! For a quarter of a century, the Calendar project has celebrated the lives, leadership, and experiences of gifted people who have shaped who we are as a State and as South Carolinians. Initially developed as a resource for teachers as they include African American history in their classroom curriculum, the Calendar has become a virtual Hall of Fame, combining recognition with education and drawing online visitors from around the globe. Thus far, 297 African Americans with South Carolina roots have been featured on the Calendar’s pages. They represent a wide array of endeavors, including government and military service, education, performing and fine arts, business, community activism, and athletics. They hail from every corner of the state, from rural communities to our largest cities. And each has made a difference for people and for their communities. The Calendar, with its supporting educational materials, has always been designed to help students understand that history is about people and their actions, not simply dates or places. While previous editions have focused on individuals, the 25th Anniversary Edition spotlights 12 milestone events in South Carolina’s African American History. Driven by men and women of courage and conviction, these events helped lay the foundation for who we are today as a State and who we can become.
    [Show full text]
  • Environmental History] Orosz, Joel
    Amrys O. Williams Science in America Preliminary Exam Reading List, 2008 Supervised by Gregg Mitman Classics, Overviews, and Syntheses Robert Bruce, The Launching of Modern American Science, 1846-1876 (New York: Knopf, 1987). George H. Daniels, American Science in the Age of Jackson (New York: Columbia University Press, 1968). ————, Science in American Society (New York: Knopf, 1971). Sally Gregory Kohlstedt and Margaret Rossiter (eds.), Historical Writing on American Science (Baltimore: Johns Hopkins University Press, 1985). Ronald L. Numbers and Charles Rosenberg (eds.), The Scientific Enterprise in America: Readings from Isis (Chicago: University of Chicago Press, 1996). Nathan Reingold, Science, American Style. (New Brunswick: Rutgers University Press, 1991). Charles Rosenberg, No Other Gods: On Science and American Social Thought (Baltimore: Johns Hopkins University Press, 1976). Science in the Colonies Joyce Chaplin, Subject Matter: Technology, the Body, and Science on the Anglo- American Frontier, 1500-1676 (Cambridge: Harvard University Press, 2001). [crosslisted with History of Technology] John C. Greene, American Science in the Age of Jefferson (Ames: Iowa State University Press, 1984). Katalin Harkányi, The Natural Sciences and American Scientists in the Revolutionary Era (New York: Greenwood Press, 1990). Brooke Hindle, The Pursuit of Science in Revolutionary America, 1735-1789. (Chapel Hill: University of North Carolina Press, 1956). Judith A. McGaw, Early American Technology: Making and Doing Things from the Colonial Era to 1850 (Chapel Hill: University of North Carolina Press for the Institute of Early American History and Culture, 1994). [crosslisted with History of Technology] Elizabeth Wagner Reed, American Women in Science Before the Civil War (Minneapolis: University of Minnesota Press, 1992).
    [Show full text]
  • ESEA Title I ABSTRACT This Manual Contains Selected Materials and Ideas Generated During the Multicultura
    Education Aci Title I; ESEA Title I ABSTRACT This manual contains selected materials and ideas generated during the multicultural program implementationat Fremont Elementary School in 1974-75 which vas funded under ESEATitle I. The program included:(1) the consecutive concentrated study of five individual cultures and (2) a comparative multicultural approach built around five basic themes. While it isbelieved that it is essential to develop positive self-concept and intergrouprelations, multicultural awareness is seen as necessary to understand the different human experiences of people who come from different cultures and ethnic groups. In the school, multicultural awareness vas attained through implementationof the following areas: cultural curricula, multicultural curricula; curriculum based onclassroom cultural and ethnic population; integration of multicultural awareness into basic subject areas ofmath, reading, language; and chronological recognition of events and holidays across cultural lines. This project was developed for elementary grades as aformal approach to begin or enrich multicultural studies.Although much of the content is deemed to be appropriate forkindergarten to sixth grade, special emphasis is given to grades four throughsix. (Author/JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERICmakes every effort * * to obtain the best copy available.Nevertheless, items of marginal * * reproducibility
    [Show full text]