DOCSLIB.ORG

African-American World War Ii Veterans, Double Consciousness, and Civil Rights 1940-1955

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
African-American World War Ii Veterans, Double Consciousness, and Civil Rights 1940-1955 View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Carolina Digital Repository PRELUDE TO A REVOLUTION: AFRICAN-AMERICAN WORLD WAR II VETERANS, DOUBLE CONSCIOUSNESS, AND CIVIL RIGHTS 1940-1955 Sarah Ayako Barksdale A dissertation I submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the History Department in the College of Arts and Sciences. Chapel Hill 2014 Approved by: Richard H. Kohn Joseph T. Glatthaar Adriane Lentz-Smith Crystal Feimster Benjamin Waterhouse ©2014 Sarah Ayako Barksdale ALL RIGHTS RESERVED i “A New, radical Negro spirit has been born in France, which leaves us older radicals far behind. Thousands of young black men have offered their lives for the Lilies of France and they return ready to offer them again for the Sun-flowers of Afro-America.” -W.E.B. Du Bois, The Crisis, June 1919 ii ABSTRACT Sarah Barksdale: Prelude to a Revolution (Under the direction of Richard H. Kohn) This dissertation examines and analyzes the experiences of African-American servicemen in World War II through the lens of double consciousness. I argue that the black experience in the U.S. military at home and overseas, as troops encountered different cultures and places, changed and raised consciousness for black troops. In turn, this altered consciousness contributed to racial progress and new attitudes on the homefront upon their return. In the postwar period, veterans employed increasingly militant forms of protest, spearheaded a variety of desegregation efforts, and improved organizational efforts in the black community. Using an interdisciplinary approach to this topic, I incorporate oral testimonies from black veterans, the theory of double consciousness, and elements of contemporary black literature to articulate the prevailing consciousness within the black community in general and veterans in particular. The study makes a critical connection between the Second World War and the civil rights movement. iii ACKNOWLEDGEMENTS I want to begin by thanking my adviser, Richard H. Kohn, for his mentorship, guidance, edits (frustrating as this could be at times), and patience throughout this process. Having seen others undertake this passage with less active advisers, I know that I could not have finished without such an exceptional guide. My committee members as well for their cooperation and recommendations throughout, and the History Department staff for their consistent backing. And my colleagues at UNC for their feedback and friendship. In the past seven years I have received a great deal of assistance from a number of organizations. First, the University of North Carolina, particularly the History Department and the Royster Society of Fellows. As a Reynolds Fellow for the first five years at UNC, the society provided me with the means to conduct my research and move forward in the process unencumbered by other responsibilities. The society’s support has been invaluable. I also want to thank the Army Center for Military History, the German Historical Institute, and the Office of the Secretary of Defense Historical Office for their assistance at various stages of research and writing. And again, my colleagues and mentors at each of these places for their guidance and support. Lastly, I want to thank my parents for their patience, love, and encouragement throughout this process. The rest of my family and close friends I include in this as well (and of course, the Fuzz). Thank you for all of your love and support: periodically putting a roof over my head, always lending a hand in anything from moving to resuscitating my struggling automobile, and keeping me sane and loved through frequently stressful periods. All my love and thanks. iv TABLE OF CONTENTS INTRODUCTION ………………………………………………………………………….. vi CHAPTER 1: THE DILEMMA: AFRICAN-AMERICAN TROOPS ON THE HOMEFRONT……………………………………………………………………. 1 CHAPTER 2: A JIM-CROW REEDUCATION: AFRICAN-AMERICAN TROOPS IN EUROPE……………………………………………………………………… 64 CHAPTER 3: SURVIVAL OF THE FITTEST: AFRICAN-AMERICAN TROOPS IN THE PACIFIC, DISMANTLING WHITE SUPREMACY………………….. 116 CHAPTER 4: “WE RETURN FROM FIGHTING,” DEMOBILIZATION AND THE ENIGMA OF BLACK MILITARY SERVICE………………………………… 158 CHAPTER 5: THE DESCENT TO HELL: AFRICAN-AMERICAN VETERANS TRANSGRESS BOUNDARIES AND UNWRITTEN LAWS……………… 204 CHAPTER 6: CONTESTING INVISIBILITY: BLACK VETERANS ORGANIZE…………………………………………………………………………………. 253 CONCLUSION……………………………………………………………………………... 302 BIBLIOGRAPHY……………………………………………………………………………318 v Introduction And as I groped in darkness and felt the pain of millions, gradually, like day driving night across the continent, I saw dawn upon them like the sun a vision of a time when all men walk proudly through the earth and the bombs and missiles lie at the bottom of the ocean . Then washed in the brightness of this vision, I saw how in its radiance would grow and be nourished and suddenly burst into terrible and splendid bloom the blood-red flower of revolution. “Roses and Revolutions” (1948, excerpts)1 Dudley Randall In 1943, African-American poet Dudley Randall entered the U.S. Army Air Forces. Although a draftee, Randall explained that in World War II, troops felt “we were fighting for something . we were fighting against fascism.” He trained in Greensboro, North Carolina before moving to the Pacific as part of a segregated signal corps headquarters detachment. His unit spent its time overseas in a heavy construction detail; the men dug up trees, built camps and officer’s quarters, and erected telephone lines for airfields. The experience endured in Randall’s memory, and he gathered a great deal of material for his poetry. “I remember going on a ship across the Pacific Ocean and seeing flying fish,” wrote Randall. “I remember seeing the islands 1 Dudley Randall, Roses and Revolutions: The Selected Writings of Dudley Randall, ed. Melba Joyce Boyd (Detroit, MI: Wayne State University Press, 2009), 33. vi and seeing New Caledonia with houses pink and white and green against the hillside, and butterflies as big as brightly colored birds, flying over palm trees. And I marveled at the wonderful variety in nature.” Randall also vividly recalled the civilians in the Pacific, the French speaking New Caledonians. “I met the people who lived there and it opened my eyes to the wonder and the beauty and the variety of the world.”2 After the war, Randall returned to Detroit, Michigan. “When I returned to the United States, I was eager to go to college,” he revealed. Prior to the war, he and his family lacked the resources for higher education. The G.I. Bill provided that opportunity, and Randall described it as a “wonderful thing because it helped a whole class of people who would not have had the chance to get a college education.” He used the benefits to attend Wayne University and study English literature and Russian language. In college, Randall entered the Miles Poetry Workshop and established himself as a poet with his first publication in 1948, “Roses and Revolutions.” He graduated with a degree in English literature the following year, and went on to become a prolific civil rights poet and publisher during the Black Arts Movement.3 Randall’s wartime experiences shaped his life in some crucial respects. He gained a new understanding of people and places. The postwar benefits provided him with opportunities that might otherwise have remained out of reach. In “Roses and Revolutions,” Randall depicted a darkness that descended upon the earth and he portrayed the African-American plight. He detailed the dawning of a new consciousness, and predicted that this burgeoning vision of equality would someday produce a revolution. It is difficult to pinpoint when Randall ceased to grope in the darkness, as he put it. Perhaps when he witnessed the 1943 Detroit race riots, or 2 Melba Joyce Boyd, Wrestling with the Muse: Dudley Randall and the Broadside Press (New York: Columbia University Press, 2003), 66; Randall, Roses and Revolutions, 4-7. 3 Boyd, Wrestling with the Muse, 67. vii during his time abroad, or when he returned home and beheld the attacks on black veterans in 1946. At some point, these wartime experiences produced a new consciousness, essential to his future in the struggle.4 More than a million African-American servicemen served in a segregated military during the Second World War. The experience changed and raised consciousness and produced new worldviews for many black troops and affected the civil rights struggles after the war. As African-American servicemen moved overseas and experienced combat, new cultures and places, and interacted with unfamiliar peoples, their horizons expanded. For troops that remained in the United States, the evident paradox of serving in a segregated military while waging a war for freedom, liberty, and democracy affected them in other respects. Despite the diversity of experiences, the shifting social landscapes that World War II created changed them. Some African-American servicemen returned to civilian life infuriated by the discrimination, debasement, and mistreatment of military life. Others returned with a new sense of the world; their time abroad altered their understandings of race relations and reeducated them about acceptable social interactions. These experiences left the veterans better prepared to carry on a struggle back home. When African-American veterans reentered civilian society, they found that they often lacked access to certain citizenship benefits that should have been accorded to them as veterans. In response, black veterans fought to establish themselves as legitimate veterans and obtain those benefits which should have been automatic. They performed (conscious and unconscious) public 4 Randall’s activism represents a different region and mode of activism than many of those discussed herein. A Northerner, he became active in the Black Arts Movement and worked to articulate an emergent type of black nationalism and the form of the burgeoning civil rights movement. Veterans like Randall, John O.
Load more

Recommended publications
  • US 6Th Circuit Judge Damon J. Keith 1922-2019
    U.S. 6th Circuit Judge Damon J. Keith 1922-2019 Damon J. Keith, a U.S. 6th Circuit Court of Appeals judge whose rulings as a federal district judge in Detroit in the 1970s catapulted him to the status of civil rights icon, died peacefully in his sleep early Sunday at his riverfront apartment in Detroit. He was 96. Keith, the grandson of slaves and the longest-serving African-American judge in the nation, burst onto the national stage in 1970 when, as a U.S. district judge, he ordered citywide busing to desegregate Pontiac schools. It was the first court decision to extend federal court-ordered busing to the North. In 1971, Keith ruled that President Richard Nixon and U.S. Attorney General John Mitchell violated the U.S. Constitution by wiretapping student radicals in Ann Arbor without a court order. In 1979, as judge on the U.S. 6th Circuit Court of Appeals, Keith upheld then-Mayor Coleman Young’s affirmative action plan to integrate the Detroit Police Department. Despite receiving hate mail and death threats, Keith never flinched. “It just let us know that there is still a lot of work to do,” he once said. He was Detroit’s most revered and admired black person next to Young, Detroit’s first black mayor, and Rosa Parks, whose refusal to give up her seat to a white man on an Alabama bus in 1955 sparked the modern civil rights movement. “One cannot be around Damon for very long without sensing his commitment to all that is good about our country,” Judge Peter Fay of the U.S.
    [Show full text]
  • AA MS 01 Gerald E. Talbot Collection Finding Aid
    University of Southern Maine USM Digital Commons Search the Manuscript Collection (Finding Aids) The African American Collection 2-2020 AA MS 01 Gerald E. Talbot Collection Finding Aid David Andreasen Kristin D. Morris Karin A. France Marieke Van Der Steenhoven Caroline Remley See next page for additional authors Follow this and additional works at: https://digitalcommons.usm.maine.edu/aafinding_aids Part of the African American Studies Commons, American Studies Commons, Cultural History Commons, Social History Commons, and the United States History Commons Recommended Citation Gerald E. Talbot Collection, African American Collection of Maine, Jean Byers Sampson Center for Diversity in Maine, University of Southern Maine Libraries. This Article is brought to you for free and open access by the The African American Collection at USM Digital Commons. It has been accepted for inclusion in Search the Manuscript Collection (Finding Aids) by an authorized administrator of USM Digital Commons. For more information, please contact [email protected]. Authors David Andreasen, Kristin D. Morris, Karin A. France, Marieke Van Der Steenhoven, Caroline Remley, Andrea Harkins, Kara Kralik, and Anya O'Meara This article is available at USM Digital Commons: https://digitalcommons.usm.maine.edu/aafinding_aids/1 UNIVERSITY OF SOUTHERN MAINE LIBRARIES SPECIAL COLLECTIONS JEAN BYERS SAMPSON CENTER FOR DIVERSITY IN MAINE AFRICAN AMERICAN COLLECTION OF MAINE GERALD E. TALBOT COLLECTION AA MS 1 Total Boxes: 133 Total Drawers: 36 Linear Feet: 207.75 By David Andreasen, Kristin D. Morris, Karin A. France, Marieke Van Der Steenhoven, Sarah Haugh, Caroline Remley, Liam P. Sigaud, Colin Donovan, Andrea Harkins, Anya O’Meara and Kara Kralik Portland, Maine July 2010, revised February 2020 Copyright 2010 by the University of Southern Maine 2 Administrative Information Provenance: The Gerald E.
    [Show full text]
  • The Black Arts Enterprise and the Production of African American Poetry
    0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE The Black Arts Enterprise and the Production of African American Poetry The Black Arts Enterprise and the Production of African American Poetry Howard Rambsy II The University of Michigan Press • Ann Arbor First paperback edition 2013 Copyright © by the University of Michigan 2011 All rights reserved Published in the United States of America by The University of Michigan Press Manufactured in the United States of America c Printed on acid-free paper 2016 2015 2014 2013 5432 No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, or otherwise, without the written permission of the publisher. A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Rambsy, Howard. The black arts enterprise and the production of African American poetry / Howard Rambsy, II. p. cm. Includes bibliographical references and index. ISBN 978-0-472-11733-8 (cloth : acid-free paper) 1. American poetry—African American authors—History and criticism. 2. Poetry—Publishing—United States—History—20th century. 3. African Americans—Intellectual life—20th century. 4. African Americans in literature. I. Title. PS310.N4R35 2011 811'.509896073—dc22 2010043190 ISBN 978-0-472-03568-7 (pbk. : alk. paper) ISBN 978-0-472-12005-5 (e-book) Cover illustrations: photos of writers (1) Haki Madhubuti and (2) Askia M. Touré, Mari Evans, and Kalamu ya Salaam by Eugene B. Redmond; other images from Shutterstock.com: jazz player by Ian Tragen; African mask by Michael Wesemann; fist by Brad Collett.
    [Show full text]
  • The Bankruptcy of Detroit: What Role Did Race Play?
    The Bankruptcy of Detroit: What Role did Race Play? Reynolds Farley* University of Michigan at Michigan Perhaps no city in the United States has a longer and more vibrant history of racial conflict than Detroit. It is the only city where federal troops have been dispatched to the streets four times to put down racial bloodshed. By the 1990s, Detroit was the quintessential “Chocolate City-Vanilla Suburbs” metropolis. In 2013, Detroit be- came the largest city to enter bankruptcy. It is an oversimplification and inaccurate to argue that racial conflict and segregation caused the bankruptcy of Detroit. But racial issues were deeply intertwined with fundamental population shifts and em- ployment changes that together diminished the tax base of the city. Consideration is also given to the role continuing racial disparity will play in the future of Detroit after bankruptcy. INTRODUCTION The city of Detroit ran out of funds to pay its bills in early 2013. Emergency Man- ager Kevyn Orr, with the approval of Michigan Governor Snyder, sought and received bankruptcy protection from the federal court and Detroit became the largest city to enter bankruptcy. This paper explores the role that racial conflict played in the fiscal collapse of what was the nation’s fourth largest city. In June 1967 racial violence in Newark led to 26 deaths and, the next month, rioting in Detroit killed 43. President Johnson appointed Illinois Governor Kerner to chair a com- mission to explain the causes of urban racial violence. That Commission emphasized the grievances of blacks in big cities—segregated housing, discrimination in employment, poor schools, and frequent police violence including the questionable shooting of nu- merous African American men.
    [Show full text]
  • Thomas Jefferson Day, 2006
    Proc. 8001 Title 3—The President and online campaign to encourage teens to reject drug use and other nega- tive pressures. My Administration has also hosted a series of summits to educate community leaders and school officials on successful student drug testing. The struggle against alcohol abuse, drugs, and violence is a national, state, and local effort. Parents, teachers, volunteers, D.A.R.E. officers, and all those who help our young people grow into responsible, successful adults are strengthening our country and contributing to a future of hope for ev- eryone. NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim April 11, 2006, as National D.A.R.E. Day. I call upon young people and all Americans to fight drug use and violence in our communities. I also urge our citizens to support the law enforcement officials, volunteers, teachers, health care professionals, and all those who work to help our children avoid drug use and violence. IN WITNESS WHEREOF, I have hereunto set my hand this seventh day of April, in the year of our Lord two thousand six, and of the Independence of the United States of America the two hundred and thirtieth. GEORGE W. BUSH Proclamation 8001 of April 13, 2006 Thomas Jefferson Day, 2006 By the President of the United States of America A Proclamation Today, we celebrate the birthday of Thomas Jefferson. Few individuals have shaped the course of human events as much as this proud son of Vir- ginia.
    [Show full text]
  • Brass Bands of the World a Historical Directory
    Brass Bands of the World a historical directory Kurow Haka Brass Band, New Zealand, 1901 Gavin Holman January 2019 Introduction Contents Introduction ........................................................................................................................ 6 Angola................................................................................................................................ 12 Australia – Australian Capital Territory ......................................................................... 13 Australia – New South Wales .......................................................................................... 14 Australia – Northern Territory ....................................................................................... 42 Australia – Queensland ................................................................................................... 43 Australia – South Australia ............................................................................................. 58 Australia – Tasmania ....................................................................................................... 68 Australia – Victoria .......................................................................................................... 73 Australia – Western Australia ....................................................................................... 101 Australia – other ............................................................................................................. 105 Austria ............................................................................................................................
    [Show full text]
  • Liberian Studies Journal
    VOLUME XVI 1991 NUMBER 1 LIBERIAN STUDIES JOURNAL 1 1 0°W 8 °W LIBERIA -8 °N 8 °N- MONSERRADO MARGIBI -6 °N RIVER I 6 °N- 1 0 50 MARYLAND Geography Department ION/ 8 °W 1 University of Pittsburgh at Johnstown 1 Published by THE LIBERIAN STUDIES ASSOCIATION, INC. PDF compression, OCR, web optimization using a watermarked evaluation copy of CVISION PDFCompressor Cover map: compiled by William Kory, cartography work by Jodie Molnar; Geography Department, University of Pittsburgh at Johnstown. PDF compression, OCR, web optimization using a watermarked evaluation copy of CVISION PDFCompressor VOLUME XVI 1991 NUMBER 1 LIBERIAN STUDIES JOURNAL Editor D. Elwood Dunn The University of the South Associate Editor Similih M. Cordor Kennesaw College Book Review Editor Alfred B. Konuwa Butte College EDITORIAL ADVISORY BOARD Bertha B. Azango Lawrence B. Breitborde University of Liberia Beloit College Christopher Clapham Warren L. d'Azevedo Lancaster University University of Nevada Reno Henrique F. Tokpa Thomas E. Hayden Cuttington University College Africa Faith and Justice Network Svend E. Holsoe J. Gus Liebenow University of Delaware Indiana University Corann Okorodudu Glassboro State College Edited at the Department of Political Science, The University of the South PDF compression, OCR, web optimization using a watermarked evaluation copy of CVISION PDFCompressor CONTENTS ABOUT LANDSELL K. CHRISTIE, THE LIBERIAN IRON ORE INDUSTRY AND SOME RELATED PEOPLE AND EVENTS: GETTING THERE 1 by Garland R. Farmer ZO MUSA, FONINGAMA, AND THE FOUNDING OF MUSADU IN THE ORAL TRADITION OF THE KONYAKA .......................... 27 by Tim Geysbeek and Jobba K. Kamara CUTTINGTON UNIVERSITY COLLEGE DURING THE LIBERIAN CIVIL WAR: AN ADMINISTRATOR'S EXPERIENCE ............
    [Show full text]
  • The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Richmond University of Richmond UR Scholarship Repository History Faculty Publications History 1993 The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory Edward L. Ayers University of Richmond, [email protected] Scot A. French Follow this and additional works at: http://scholarship.richmond.edu/history-faculty-publications Part of the Race and Ethnicity Commons, and the United States History Commons Recommended Citation Ayers, Edward L. and Scot A. French. "The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory." In Jeffersonian Legacies, edited by Peter S. Onuf, 418-456. Charlottesville: University Press of Virginia, 1993. This Book Chapter is brought to you for free and open access by the History at UR Scholarship Repository. It has been accepted for inclusion in History Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. CHAPTER I 4 The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J SCOT A. FRENCH AND EDWARD L. AYERS For generations, the memory of Thomas Jefferson has been inseparable from his nation's memory of race and slavery. Just as Jefferson's words are invoked whenever America's ideals of democracy and freedom need an elo­ quent spokesman, so are his actions invoked when critics level charges of white guilt, hypocrisy, and evasion. In the nineteenth century, abolitionists used Jefferson's words as swords; slaveholders used his example as a shield.
    [Show full text]
  • TRC of Liberia Final Report Volum Ii
    REPUBLIC OF LIBERIA FINAL REPORT VOLUME II: CONSOLIDATED FINAL REPORT This volume constitutes the final and complete report of the TRC of Liberia containing findings, determinations and recommendations to the government and people of Liberia Volume II: Consolidated Final Report Table of Contents List of Abbreviations <<<<<<<<<<<<<<<<<<<<<<<............. i Acknowledgements <<<<<<<<<<<<<<<<<<<<<<<<<<... iii Final Statement from the Commission <<<<<<<<<<<<<<<............... v Quotations <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<. 1 1.0 Executive Summary <<<<<<<<<<<<<<<<<<<<<<<< 2 1.1 Mandate of the TRC <<<<<<<<<<<<<<<<<<<<<<<< 2 1.2 Background of the Founding of Liberia <<<<<<<<<<<<<<<... 3 1.3 History of the Conflict <<<<<<<<<<<<<<<<<<<................ 4 1.4 Findings and Determinations <<<<<<<<<<<<<<<<<<<< 6 1.5 Recommendations <<<<<<<<<<<<<<<<<<<<<<<<... 12 1.5.1 To the People of Liberia <<<<<<<<<<<<<<<<<<<. 12 1.5.2 To the Government of Liberia <<<<<<<<<<. <<<<<<. 12 1.5.3 To the International Community <<<<<<<<<<<<<<<. 13 2.0 Introduction <<<<<<<<<<<<<<<<<<<<<<<<<<<. 14 2.1 The Beginning <<................................................................................................... 14 2.2 Profile of Commissioners of the TRC of Liberia <<<<<<<<<<<<.. 14 2.3 Profile of International Technical Advisory Committee <<<<<<<<<. 18 2.4 Secretariat and Specialized Staff <<<<<<<<<<<<<<<<<<<. 20 2.5 Commissioners, Specialists, Senior Staff, and Administration <<<<<<.. 21 2.5.1 Commissioners <<<<<<<<<<<<<<<<<<<<<<<. 22 2.5.2 International Technical Advisory
    [Show full text]
  • QUARTERMASTER CHIEF PETTY OFFICER (Navigation and Ship Handling Master)
    QUARTERMASTER RATING ROADMAP January 2012 CAREER ROADMAP Seaman Recruit to Master Chief Roadmaps The educational roadmap below will assist Sailors in the Quartermaster community through the process of pursuing professional development and advanced education using various military and civilian resources e.g. PQS program; SMART Transcript; NKO (E-Learning); Navy College; etc. Successful leadership is the key to military readiness and will always require a high degree of technical skill, professional knowledge, and intellectual development. What is a Career Roadmap for Quartermaster? Quartermaster roadmaps are just what the name implies – a roadmap through the Enlisted Learning and Development Continuum from Quartermaster Seaman Recruit through Quartermaster Master Chief. The principal focus is to standardize a program Navywide by featuring the existing skills of Quartermaster necessary to be successful in the Navy. The ultimate goal of a roadmap is to produce a functional and competent Quartermaster. What is the Enlisted Learning and Development Continuum? Enlisted Learning and Development Continuum is the formal title given to the curriculum and process building on the foundation of Sailorization beginning in our Delayed Entry Program through Recruit Training Command and throughout your entire career. The continuum combines skill training, professional education, well-rounded assignments, and voluntary education. As you progress through your career, early-on skill training diminishes while professional military education gradually increases. Experience is the ever-present constant determining the rate at which a Sailor trades skill training for professional development. Do Sailors have to follow the Roadmap? Yes. The Quartermaster roadmap includes the four areas encompassed by the Continuum in Professional Military Education to include; Navy Professional Military Education, Joint Professional Education, Leadership and Advanced Education.
    [Show full text]
  • Tales of the Tuskegee Airmen: Pre/Post-Lesson Packet February 25, 2020
    Tales of the Tuskegee Airmen: Pre/Post-Lesson Packet February 25, 2020 This packet was developed to provide students with greater context into the story of the Tuskegee Airmen prior to the Streamable Learning program with the Virginia War Memorial, as well as discussion questions for afterwards. Teachers are strongly encouraged to go over the biography of Howard Baugh before the program, as the speakers are the sons of Captain Baugh. The glossary and descriptions of planes may be useful for students to have during the program itself. The program will consist of approximately 30 minutes of presentation followed by a question and answer period, so please have questions ready. Questions may be sent in advance to Morgan Guyer at [email protected]. I. Glossary II. Howard Baugh Biography III. Tuskegee Planes IV. Discussion Questions V. Additional Resources VI. Howard Baugh Chapter of the Tuskegee Airmen, Inc. GLOSSARY Tuskegee Institute: founded in Alabama in 1881 as a school for African-Americans. United States Army Air Corps: the predecessor to the US Air Force, the USAAC was the aerial warfare service of the United States Army from 1926-1947 Congressional Medal of Honor: the United States’ highest military honor, awarded for personal acts of valor above and beyond the call of duty Harlem Hellfighters: the 369th Infantry unit in World War I (1914-1918), which consisted of only African-Americans and received many awards for bravery in action HBCU: Historically Black College or University Willa Brown: first African-American woman to become a Master Mechanic, a US trained pilot, and a member of the Civil Air Patrol Eleanor Roosevelt: First Lady of the United States from 1933-1945, famously flew in a plane with a black pilot at Tuskegee Plessy v.
    [Show full text]
  • Tuskegee Airmen Chronology Daniel L. Haulman Organizational
    TUSKEGEE AIRMEN CHRONOLOGY DANIEL L. HAULMAN ORGANIZATIONAL HISTORY BRANCH AIR FORCE HISTORICAL RESEARCH AGENCY MAXWELL AFB, AL 36112-6424 14 November 2011 1 TUSKEGEE AIRMEN CHRONOLOGY Dr. Daniel L. Haulman Chief, Organization History Division Air Force Historical Research Agency Expanded Edition: 30 September 2011 27 June 1939: Congress passed the Civilian Pilot Training Act. (Robert J. Jakeman, The Divided Skies.) September-October 1939: The Civil Aeronautics Administration received Tuskegee Institute’s application to be a civilian pilot training institution, and after Tuskegee obtained permission to use the Montgomery Airport as a facility, the application was approved. (Robert J. Jakeman, The Divided Skies) Late February 1940: The Civil Aeronautics Authority approved Tuskegee’s Kennedy Field for Civilian Pilot Training, after improvements to the field, eliminating Tuskegee Institute’s need to use the Montgomery Airport. (Robert J. Jakeman, The Divided Skies) 25 March 1940: George A. Wiggs arrived in Tuskegee to administer the standard written examination required of all Civilian Pilot Training students. Every student who took the examination passed, surpassing the passing rate of other schools in the South. (Robert J. Jakeman, The Divided Skies.) 16 September 1940: Congress passed a Selective Service Act which required all the armed services to enlist “Negroes”. On the same day, the War Department announced that the Civil Aeronautics Authority, in cooperation with the U.S. Army, would start the development of “colored personnel” for the aviation service. (Public Law 783, 16 September 1940; War Department Press Release, 16 September 1940; 99th Fighter Squadron summary history in the lineage and honors folder of the 99th Flying Training Squadron at the Air Force Historical Research Agency (AFHRA), Maxwell AFB, AL) Late October 1940: In a press release, President Franklin D.
    [Show full text]