DOCSLIB.ORG

Critical Reflections on The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Critical Reflections on The CONFRONTING THE BARRIERS TO UNDERSTANDING TEACHING AND LEARNING EXPERIENCES OF MARGINALIZED GROUPS IN PUBLIC SCHOOLS: CRITICAL REFLECTIONS ON RESEARCH CENTERED ON THE VOICES OF AFRICAN-AMERICAN EDUCATORS A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Christy M. Dodge January 2013 2013 Christy M. Dodge CONFRONTING THE BARRIERS TO UNDERSTANDING TEACHING AND LEARNING EXPERIENCES OF MARGINALIZED GROUPS IN PUBLIC SCHOOLS: CRITICAL REFLECTIONS ON RESEARCH CENTERED ON THE VOICES OF AFRICAN-AMERICAN EDUCATORS Christy M. Dodge, Ph.D. Cornell University 2013 The achievement gap between African-American and European-American students in U.S. public schools is a problem with no simple explanation, and one that leaders struggle to correct. The researcher’s central premise is that there are many ways to improve education for African-American students and that the racial achievement gap is inexcusable. African-American women may offer a unique perspective on this topic, by virtue of their status as women and as African Americans, as well as their experiences as students and teachers. The researcher set out to conduct research exploring the perspectives of African-American female teachers with respect to perceived and actual barriers to the effective education of students, specifically African-American students, teachers’ coping strategies, and teachers’ recommendations for change. However, major obstructing factors prevented the necessary collection of data for that research. In the dissertation, the researcher describes the current climate of education reform in the United States and critiques current reform efforts. She conceptualizes reasons for the structural factors that contribute to and explain the difficulty in collecting data on the experiences and perspectives of African-American teachers in U.S. public schools. Factors that may have prevented schools from allowing access to interview and observe African-American teachers are analyzed. Additionally, the researcher explores the question of why, in the rare cases in which schools did grant permission for the research, African-American teachers may have been uncomfortable participating in interviews about and observations of their experiences and practices. In theorizing about these factors, the researcher discusses the nature of the proposed research, her orientation, and the rationale for the proposed study. Major factors potentially influencing the decisions of school leaders and teachers not to participate are also presented. These include the nature of the public school teaching profession; race relations and history in the United States; education and experience in the United States; and laws, policies, and practices applicable to public education. In evaluating these elements, the researcher brings to light several factors that may prevent such research. The researcher concludes by presenting similar research initiatives and theories on how comparable research goals may be met, and by discussing areas for future research. BIOGRAPHICAL SKETCH Christy Michelle Dodge earned a Bachelor of Arts in International Affairs/German with distinction from the University of Maine, in 1991, at the age of 20. She also earned a Bachelor of Arts in Education, Summa Cum Laude, from the State University of New York at Cortland in 1993. While working as a middle school special education teacher, she attended Johns Hopkins University, where she earned a Master of Science in Special Education in 1998. At Cornell University Christy earned a Master of Science in 2002. She has focused on Curriculum and Instruction and African-American Studies, as a result of her experiences teaching in public schools. While pursuing her studies, Christy was involved in the Graduate Field of Education, serving as the Treasurer and then President of the Cornell Education Society. She was also involved at the university level, working as a Graduate Assistant in the Office of Publications and Statistics, acting as a Fellow for Faculty Interaction Programming at the Big Red Barn Graduate Student Center, and serving as a Student Representative on the Judicial Hearing Board. As part of her studies she spent a year as a Scholar Exchange Student at Harvard University in the African-American Studies program. While writing her dissertation, she has taught education at the kindergarten through twelfth-grade levels. Over the years Christy has also taught regular education and adult education; and she has taught in learning centers and in an after-school program, and has provided independent tutoring services. Christy currently teaches many indigenous Australians at the high school level in a rural community of New South Wales. iii DEDICATION To the many wonderful African-American teachers of yesterday, today, and the future IN MEMORY OF Ramon Daniel Dodge George Clyde Dodge Mary Elizabeth Dodge Mildred Rathbone Jencks iv ACKNOWLEDGMENTS This has truly been an incredible journey, and I must begin by thanking God. I know that I have been truly blessed and have an important role to serve. I am also grateful for the wonderful people with whom I have been honored to work. My chair, N’Dri Assie-Lumumba, has provided endless support and encouragement. I thank her for holding high expectations, for pushing me to work up to my potential, and for never giving up on me. I especially thank her for believing in me at times when I did not believe in myself. Truly, I am also very grateful for my additional committee members, each having helped me for many years, gently encouraging me forward, and pushing me to improve significantly. I could not have done this without the help and support of Dr. John W. Sipple and Dr. Deborah J. Trumbull. I also am extremely appreciative of Dr. Quinetta Roberson, who had to leave my committee to pursue her own dreams. My family is also owed much gratitude. Without their support and encouragement over a lifetime, I could not have accomplished this. I thank my mom, Lois Jean Rathbone Dodge, for editing numerous times and for always being there for me. She has provided significant support over the years! I thank my dad, George Richard Dodge, and his brother, Dr. Robert Kendall Dodge, for reading and critiquing as well. I also thank my mom and dad for the upbringing they gave me. I thank my brother George Richard Dodge, Jr. Esq., who helped me through and encouraged me at times when I lacked confidence and the belief that I could do this. I thank him for always inspiring me and pushing me to be my best! I am most definitely thankful for his sweet, intelligent, creative wife, Athena Robles, as well! I also am full of gratitude for my younger brother, Ramon Daniel Dodge, whose smile, laughter, and encouragement I will never forget. It was his untimely death that drove me to find purpose in my life and to begin a career in education many years ago. v My friend Diane Elyse Lang is also owed tremendous thanks for always encouraging me and having ongoing faith in me. She has always known the right things to say in cheering me on, and she has helped me in various ways. In addition, I appreciate the assistance and support of everyone who has been a friend over the years!!! Last, but extremely important, I know how blessed I am to be married to Scott Matthew Hargash and to have my son, Scott Daniel Dodge Hargash, to brighten each day! They have not known me without this dissertation as a part of our lives. My husband has been there for me and supported me many times over the years. I thank him, too, for helping me in the ways I needed most, when I know it was not always easy to do so. I thank my son for allowing Mom to do what she needed to do. I love and appreciate all of my family, committee members, and friends immensely! vi TABLE OF CONTENTS BIOGRAPHICAL SKETCH ......................................................................................... iii DEDICATION .............................................................................................................. iv ACKNOWLEDGMENTS .............................................................................................. v TABLE OF CONTENTS ............................................................................................. vii CHAPTER I: NARRATIVE OF THE INITIAL FIELDWORK CHALLENGES AND EXPERIENTIAL FACTORS ............................................................................... 1 Research Objectives ................................................................................................. 1 Fieldwork Challenges and Revised Research Objectives ........................................ 7 Professional Background of the Author ................................................................. 11 CHAPTER II: METHODOLOGY AND LITERATURE REVIEW FOR THE RESEARCH INITIALLY PURSUED ......................................................................... 36 The Original Methodology ..................................................................................... 36 Theoretical Approach ............................................................................................. 46 An Outsider-Within Perspective ............................................................................. 50 Literature Review on the Perspectives of African-American Female Teachers .... 52 CHAPTER III: PURPOSE OF EDUCATION, VALUE OF DIVERSITY, AND POSITIVE METHODS OF SCHOOLING FOR AFRICAN-AMERICAN STUDENTS .................................................................................................................
Load more

Recommended publications
  • How to Use This Guide
    How to Use this Guide The New-York Historical Society, one of America’s pre-eminent cultural institutions, is dedicated to fostering research, presenting history and art exhibitions, and public programs that reveal the dynamism of history and its influence on the world of today. Founded in 1804, New-York Historical has a mission to explore the richly layered political, cultural and social history of New York City and State and the nation, and to serve as a national forum for the discussion of issues surrounding the making and meaning of history. Student Historians are high school interns at New-York Historical who explore our museum and library collection and conduct research using the resources available to them within a museum setting. Their project this academic year was to create a guide for fellow high school students preparing for U.S. History Exams, particularly the U.S. History & Government Regents Exam. Each Student Historian chose a piece from our collection that represents a historical event or theme often tested on the exam, collected and organized their research, and wrote about their piece within its historic context. The intent is that this catalog will provide a valuable supplemental review material for high school students preparing for U.S. History Exams. The following summative essays are all researched and written by the 2015-16 Student Historians, compiled in chronological order, and organized by unit. Each essay includes an image of the object or artwork from the N-YHS collection that serves as the foundation for the U.S. History content reviewed. Additional educational supplementary materials include a glossary of frequently used terms, review activities including a crossword puzzle as well as questions and answers taken from past U.S.
    [Show full text]
  • Copyright by Jacob Charles Maguire 2011
    Copyright by Jacob Charles Maguire 2011 The Report Committee for Jacob Charles Maguire Certifies that this is the approved version of the following report: “Though It Blasts Their Eyes”: Slavery and Citizenship in New York City, 1790-1821 APPROVED BY SUPERVISING COMMITTEE: Supervisor: Shirley Thompson Jeffrey Meikle “Though It Blasts Their Eyes”: Slavery and Citizenship in New York City, 1790-1821 by Jacob Charles Maguire, B.A. Report Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2011 Dedication For my dad, who always taught me about citizenship Abstract “Thought It Blasts Their Eyes”: Slavery and Citizenship in New York City, 1790-1821 Jacob Charles Maguire, M.A. The University of Texas at Austin, 2011 Supervisor: Shirley Thompson Between 1790 and 1821, New York City underwent a dramatic transformation as slavery slowly died. Throughout the 1790s, a massive influx of runaways from the hinterland and black refugees from the Caribbean led to the rapid expansion of the city’s free black population. At the same time, white agitation for abolition reached a fever pitch. The legislature’s decision in 1799 to enact a program of gradual emancipation set off a wave of arranged manumissions that filled city streets with black bodies at all stages of transition from slavery to freedom. As blacks began to organize politically and develop a distinct social, economic and cultural life, they both conformed to and defied white expectations of republican citizenship.
    [Show full text]
  • The African Free School Page 1 of 7
    The African Free School Page 1 of 7 Relevant Unit Objectives Module 1: African American Community and Culture This lesson addresses the following Essential Questions: . How did the existence of slavery shape African American communal life and cultural expression? . How is community defined? . How was the African American community defined? Objectives of the Lesson Aim How did the establishment of free schools for African Americans in 18th- and 19th-century New York help transform the lives and identities of its students? At the conclusion of this lesson, students will be able to: . Evaluate the significance of education and literacy to the larger African American community in New York City . Situate the development of schools for African American students within the larger development of public education in New York City . Assess how the education received at the African Free School helped create a class of important African American leaders . Evaluate the importance of education and literacy to democratic participation . Identify some of the literary contributions of James Weldon Johnson and Frances E.W. Harper Introduction Distribute Handout 1, the poem “Learning to Read” by Frances E. W. Harper, an abolitionist and poet born in Maryland in 1825. The poem describes the experience of a freedwoman who was taught to read during Reconstruction. Ask students to consider the following in terms of the poem: 1. Why did southern slaveholders try to prevent slaves from learning to read? 2. What were some of the strategies slaves used to try to learn to read? 3. Why was it so important to the slaves and freedmen to learn to read? What did literacy represent to them? 4.
    [Show full text]
  • Teacher Guide.Qxd
    Classroom Materials developed by the New-YYork Historical Society as a companion to the exhibit Generous support provided by THE NEW-YYORK HISTORICAL SOCIETY Since its founding in 1804, the New-York Historical Society (N-YHS) has been a mainstay of cultural life in New York City and a center of historical scholarship and education. For generations, students and teachers have been able to benefit directly from the N-YHS’s mission to collect, preserve and interpret materials relevant to the history of our city, state and nation. N-YHS consistently creates opportunities to experience the nation’s history through the prism of New York. Our uniquely integrated collection of documents and objects are par- ticularly well-suited for educational purposes, not only for scholars but also for school children, teachers and the larger public. The story of New York’s rootedness in the enslavement of Africans is largely unknown to the general public. Over the next two years, the New-York Historical Society, together with the Schomburg Center for Research in Black Culture, will stage two major exhibitions, with walking tours, educational materials and programs for learners of all ages. The first of these exhibits, entitled “Slavery in New York,” explores the vital roles enslaved labor and the slave trade played in making New York one of the wealthiest cities in the world. In bringing this compelling and dramatic story to the forefront of historical inquiry, “Slavery in New York” will transform col- lective understanding of this great city’s past, present and future. The enclosed resources have been devel- oped to facilitate pre- and post-visit lessons in the classroom and provide learning experiences beyond the duration of the exhibit.
    [Show full text]
  • Annie E. Amos
    University of North Dakota UND Scholarly Commons The Digital Press at the University of North Digital Press Books Dakota 2020 One Hundred Voices: Harrisburg’s Historic African American Community, 1850-1920 Calobe Jackson Jr. Katie Wingert McArdle David Pettegrew Follow this and additional works at: https://commons.und.edu/press-books Recommended Citation Jackson, Calobe Jr.; McArdle, Katie Wingert; and Pettegrew, David, "One Hundred Voices: Harrisburg’s Historic African American Community, 1850-1920" (2020). Digital Press Books. 17. https://commons.und.edu/press-books/17 This Book is brought to you for free and open access by the The Digital Press at the University of North Dakota at UND Scholarly Commons. It has been accepted for inclusion in Digital Press Books by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. ONE HUNDRED VOICES The bronze pedestal of the Commonwealth Memorial. The relief image on top depicts aerial view of the Eighth Ward before its demolition. One Hundred Voices, No. 26-50 ONE HUNDRED VOICES Harrisburg’s Historic African American Community, 1850-1920 Edited by Calobe Jackson, Jr. Katie Wingert McArdle David Pettegrew With a foreword by Lenwood Sloan The Digital Press at the University of North Dakota Grand Forks, ND Unless otherwise indicated, all other content of this book is licensed under a Creative Commons By Attribution 4.0 International License. http://creativecommons.org/licenses/by/4.0/ 2020 The Digital Press @ The University of North Dakota Library of Congress Control Number: 2020941984 The Digital Press at the University of North Dakota, Grand Forks, North Dakota ISBN-13: 978-1-7345068-5-3 (paperback) ISBN-13: 978-1-7345068-6-0 (Ebook/PDF) 100 Voices is an initiative of the International Institute for Peace through Tourism - Harrisburg Peace Promenade.
    [Show full text]
  • James Mccune Smith
    James McCune Smith: Medical doctor, anti-slavery leader, and prominent intellectual James McCune Smith, MD. Engraving by Patrick H. Reason, New-York Historical Society. Public domain Petros C. Karakousis, MD Dr. Karakousis (AΩA, Washington University School of argely overlooked by historians, Dr. James McCune Medicine, St. Louis, 1998) is Professor of Medicine, Smith played a major role in the struggle for racial Division of Infectious Diseases, Department of Medicine, equality in antebellum America. As the first pro- Johns Hopkins University School of Medicine, Baltimore, Lfessionally trained Black physician in the United States, Maryland. McCune Smith served as the medical director of New York City’s Colored Orphan Asylum for more than 20 years, caring for hundreds of poor children, until it was burned “No man in this country more thoroughly understands the down by an angry mob in 1863. whole struggle between freedom and slavery, than does In addition to being a first-rate physician, McCune Smith Dr. Smith, and his heart is as broad as his understanding.” 1 was a leading abolitionist and preeminent essayist, drawing —Frederick Douglass on his training in medicine and statistics to debunk com- mon misconceptions about race, intelligence, medicine, and myriad social constructs. Well ahead of his time, he en- visioned a society based on the unity of the human race, in The Pharos/Spring 2021 19 James McCune Smith which “…the colored people will act just like any other men of 28 years. A subsequent abolition law passed in 1817 ef- placed in their circumstances, and therefore will attain high fectively terminated slavery among State residents on July influence in the destiny of our common country.” 2 4, 1827.
    [Show full text]
  • Race and the American Constitution: a Struggle Toward National Ideals by James O
    THE CONSTITUTION Race and the American Constitution: A Struggle toward National Ideals by James O. Horton The fugitive slave clause in Article 4, Section 2 of the US Constitution. (Gilder Lehrman Collection) In the summer of 1852 Frederick Douglass took the platform at Rochester, New York’s Corinthian Hall at the invitation of the Rochester Ladies Anti­Slavery Society. The society had asked the former slave, who had become one of the most recognized anti­slavery speakers in the nation, to deliver an oration as a part of its Fourth of July observance. Since the Fourth of July fell on a Sunday in 1852, the society moved its observance to Monday, July 5, a decision with which Douglass agreed. For years, free African Americans and many white abolitionists had refused to celebrate the Fourth of July. Their refusal was a protest against the nation’s continuance of slavery, even as its Declaration of Independence professed its commitment to human freedom. At New York City’s African Free School, for example, students vowed to use the Fourth to attack the nation’s hypocrisy. In agreeing to address the Rochester group on July 5, Douglass determined to use the occasion for his own personal protest. On July 5, 1852, a crowd of at least six hundred filled Corinthian Hall as Douglass delivered one of the most striking lectures the residents of Rochester or any other American city had ever heard. It was, in fact, one of America’s most memorable orations, presented at a critical moment in American history. Barely two years before, in 1850, the federal government had issued an assault on the rights of African Americans in the form of a harsh fugitive slave law.
    [Show full text]
  • Fall 2020 Active Retiree
    FALL 2020 Also inside: 2 — Retiree election notes 2 — In memoriam — Words from: • Judy Wishnia, p.4 • Lawrence Wittner, p.5 • Jo Schaffer, p.7 3—RMGC Chair McAteer 4—Send e-letter to demand 11—UUP Benefit: • Daniel Marrone, p.8 pens inaugural column tax hike on millionaires Pet Insurance 7 — Volunteer opportunities The Active Retiree A Newsletter for Retiree Members of United University Professions DisabilityNDEAM, ADA celebrate issues key anniversaries in 2020 ctober 2020 marked the Two months prior 75th anniversary of National marked the 30th an- Disability Employment niversary of the enact- Awareness Month. The pur- ment of the Americans pose of NDEAM is to educate about dis- with Disabilities Act Oability employment issues and celebrate (ADA), which was signed the many and varied contributions of into law July 26, 1990. America's workers with disabilities. The goals of the ADA The history of NDEAM traces back to include equality of 1945 when Congress enacted a law declar- opportunity, full partici- ing the first week in October each year pation, economic self- “National Employ the Physically Handi- sufficiency, and capped Week.” In 1988, Congress ex- independent living. panded the week to a month and changed The ADA has played a the name to NDEAM. historic role in universal design with respect to buildings, Workplaces welcoming of the talents of enabling people with disabilities to fully modes of transportation, websites, and all people, including people with disabili- participate in all aspects of society by other technologies procured and used by ties, are designed to build an inclusive removing barriers to employment, public covered entities.
    [Show full text]
  • Centralizing the History of Slavery, Racism, and Resistance Why Race Still Matters
    Introduction Centralizing the History of Slavery, Racism, and Resistance Why Race Still Matters In the preface to The Souls of Black Folk (1903/2007, 9), W. E. B. DuBois described the “problem of the Twentieth Century” as the “problem of the color-line.” The more research and reading I did for this book and the more discussion and teaching I engaged in on the legacy of slavery, race, and racism in the United States, it became clearer that if DuBois were alive today he would amend this statement. It has become increasingly apparent that the “problem of the color-line” in the United States was not just the“prob- lem of the Twentieth Century,” but is also the “problem” of the eighteenth, nineteenth, and early twenty-first centuries. This book, written just before and after the election of Donald Trump as president of the United States, builds on DuBois’s claim to place slavery, racism, and resistance to oppression at the center of American history. During the last three decades, sociologist William Julius Wilson, who is African American, has been one of the principle researchers and writers about race in the United States. In The Declining Significance of Race (1978), he argued that race played a dimin- ished role in determining opportunity in American society and that problems faced by African Americans were increasingly related to economic issues and social class. This was a controversial position at the time, lauded by conservatives, and some liberals, who saw it as a justification for abandoning, or at least retreating on, federal Great Society and civil rights initiatives from the 1960s.
    [Show full text]
  • African American Settlements in West Africa John Brown Russwurm and the American Civilizing Efforts
    01_Beyan_FM.qxd 20/6/05 8:24 PM Page i African American Settlements in West Africa John Brown Russwurm and the American Civilizing Efforts Amos J. Beyan 01_Beyan_FM.qxd 20/6/05 8:24 PM Page ii AFRICAN AMERICAN SETTLEMENTS IN WEST AFRICA © Amos J. Beyan, 2005. All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles or reviews. First published in 2005 by PALGRAVE MACMILLAN™ 175 Fifth Avenue, New York, N.Y. 10010 and Houndmills, Basingstoke, Hampshire, England RG21 6XS Companies and representatives throughout the world. PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN 1–4039–6891–8 Library of Congress Cataloging-in-Publication Data Beyan, Amos Jones. African American settlements in West Africa : John Brown Russwurm and the American civilizing efforts / Amos J. Beyan. p. cm. Includes bibliographical references (p. ) and index. ISBN 1–4039–6891–8 1. Russwurm, John Brown, 1799–1851. 2. Liberia—History—To 1847. 3. African Americans—Colonization—Liberia—History—19th century. 4. African Americans—Liberia—Biography. 5. Governors—Liberia—Biography. I. Title. DT633.3.R87B49 2005 966 62Ј01Ј092—dc22 [B] 2005040546 A catalogue record for this book is available from the British Library. Design by Newgen Imaging Systems (P) Ltd., Chennai, India.
    [Show full text]
  • Biographical Dictionary
    Biographical Dictionary A Astor, John Jacob (1763–1848) American fur trader and financier, he founded the fur-trading post of Astoria and the American Fur Company. (p. 308) Adams, John (1735–1826) American statesman, Austin, Stephen F. (1793–1836) American colonizer he was a delegate to the Continental Congress, in Texas, he was imprisoned for urging Texas a member of the committee that drafted the statehood after Santa Anna suspended Mexico’s Declaration of Independence, vice president to constitution. After helping Texas win indepen- George Washington, and the second president dence from Mexico, he became secretary of state ICTIONARY of the United States. (p. 228) D for the Texas Republic. (p. 313) Adams, John Quincy (1767–1848) Son of President John Adams and the secretary of state to James Monroe, he largely formulated the Monroe B Doctrine. He was the sixth president of the United States and later became a representative Bagley, Sarah G. (d. 1847?) American mill worker in Congress. (p. 267) and union activist, she advocated the 10-hour Adams, Samuel (1722–1803) American revolution- workday for private industry. She was elected ary who led the agitation that led to the Boston IOGRAPHICAL vice president of the New England Working Tea Party; he signed the Declaration of Indepen- B Men’s Association, becoming the first woman dence. (p. 65) to hold such high rank in the American labor Addams, Jane (1860–1935) American social movement. (p. 357) worker and activist, she was Banneker, Benjamin (1731–1806) African American the co-founder of Hull House, mathematician and astronomer, he was hired an organization that focused by Thomas Jefferson to help survey land for the on the needs of immigrants.
    [Show full text]
  • George Washington Minature
    Episode 710, Story 2: George Washington Minature Wes: Our next story takes us to the heart of Manhattan to investigate a tiny portrait which may lie at the center of some very big history. Its spring, 1789. 20,000 Philadelphians pack the streets to catch a glimpse of their nation’s leader en route to New York. First in war and first in peace, George Washington has been elected President. And as his inaugural procession forges north, America celebrates freedom from British rule. But for the thousands of enslaved African Americans watching the parade, liberty is nowhere in sight. If President Washington won’t pave their way to citizenship, who will? 220 years later, Dave Cox of Greenville, Ohio stumbled onto a tiny painting, which may shed light on the young nation’s struggle for freedom. Dave: I came looking for a drawing, but I found something that may be a whole lot more exciting. Wes: Dave has asked me to meet him at the nearly 250 year old Fraunces Tavern in Lower Manhattan – upstairs houses a museum where he made his discovery. Hey Dave great to see you. Dave and two buddies had travelled from Ohio to Manhattan to find a historic map of Fort Greenville. They were hoping to find it in the archives of Revolutionary War Lieutenant Henry Burbeck, kept here at the Fraunces Tavern Museum. Dave: Unfortunately we didn’t find that, but we came up with something else. Wes: Wow! That is a fabulous portrait! Dave: I could see it says G. Washington across this ribbon at the bottom, and I said hey guys, it might be significant.
    [Show full text]