The Politics of Annexation
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Nominees and Bios
Nominees for the Virginia Emancipation Memorial Pre‐Emancipation Period 1. Emanuel Driggus, fl. 1645–1685 Northampton Co. Enslaved man who secured his freedom and that of his family members Derived from DVB entry: http://www.lva.virginia.gov/public/dvb/bio.asp?b=Driggus_Emanuel Emanuel Driggus (fl. 1645–1685), an enslaved man who secured freedom for himself and several members of his family exemplified the possibilities and the limitations that free blacks encountered in seventeenth‐century Virginia. His name appears in the records of Northampton County between 1645 and 1685. He might have been the Emanuel mentioned in 1640 as a runaway. The date and place of his birth are not known, nor are the date and circumstances of his arrival in Virginia. His name, possibly a corruption of a Portuguese surname occasionally spelled Rodriggus or Roddriggues, suggests that he was either from Africa (perhaps Angola) or from one of the Caribbean islands served by Portuguese slave traders. His first name was also sometimes spelled Manuell. Driggus's Iberian name and the aptitude that he displayed maneuvering within the Virginia legal system suggest that he grew up in the ebb and flow of people, goods, and cultures around the Atlantic littoral and that he learned to navigate to his own advantage. 2. James Lafayette, ca. 1748–1830 New Kent County Revolutionary War spy emancipated by the House of Delegates Derived from DVB/ EV entry: http://www.encyclopediavirginia.org/Lafayette_James_ca_1748‐1830 James Lafayette was a spy during the American Revolution (1775–1783). Born a slave about 1748, he was a body servant for his owner, William Armistead, of New Kent County, in the spring of 1781. -
Complaint Appendices
APPENDIX A SECTION VIII – STUDENTS ARTICLE III STUDENT CONDUCT AND DISCIPLINE POLICY 8-3.1 STUDENT CONDUCT Student Rights Every student has the right to be educated in a safe, respectful and inviting environment and a responsibility not to deny this right to any other student. The school shall protect the rights of students to attend school and participate in all activities of the school. It is the responsibility of the School Board of the City of Richmond and the administration to issue regulations establishing rules of conduct from student behavior in order to protect the health, safety and welfare of its students. It is imperative that each student exercise responsible conduct in accordance with the rules and regulations that have been established by Richmond Public Schools. General Conduct Students are expected to maintain positive conduct that is consistent with the following Guiding Principles, including, but not limited to: 1. Respect; 2. Responsibility; 3. Appreciation of differences; 4. Honesty; 5. Safety; and 6. Lifelong learning. To that end, each school is expected to develop and implement a school-wide Positive Behavior Support and Discipline Plan. The plan will be aligned with the Richmond Public Schools Standards of Student Conduct. Within the plan, conduct issues are to be addressed by implementing proactive strategies to provide positive behavior support. These include defining and teaching behavioral expectations, acknowledging and reinforcing appropriate behavior, developing a continuum of responses for problem behavior and reviewing and analyzing discipline data to evaluate the effectiveness of the plan. When a student ceases to maintain acceptable conduct, the school shall make every effort to support the student in developing improved behavior through conferences and close contact with the student’s parent or guardian, and through the use of all available school and community resources. -
Anniversary of the Thalhimers Lunch Counter Sit-In
TH IN RECOGNITION OF THE 50 ANNIVERSARY OF THE THALHIMERS LUNCH COUNTER SIT-IN Photo courtesy of Richmond Times Dispatch A STUDY GUIDE FOR THE CLASSROOM GRADES 7 – 12 © 2010 CenterStage Foundation Table of Contents Acknowledgements 3 Standards of Learning 4 Historical Background 6 The Richmond 34 10 Thalhimers Sit-Ins: A Business Owner’s Experience 11 A Word a Day 15 Can Words Convey 19 Bigger Than a Hamburger 21 The Civil Rights Movement (Classroom Clips) 24 Sign of the Times 29 Questioning the Constitution (Classroom Clips) 32 JFKs Civil Rights Address 34 Civil Rights Match Up (vocabulary - grades 7-9) 39 Civil Rights Match Up (vocabulary - grades 10-12) 41 Henry Climbs a Mountain 42 Thoreau on Civil Disobedience 45 I'm Fine Doing Time 61 Hiding Behind the Mask 64 Mural of Emotions 67 Mural of Emotions – Part II: Biographical Sketch 69 A Moment Frozen in Our Minds 71 We Can Change and Overcome 74 In My Own Words 76 2 ACKNOWLEDGEMENTS Contributing Authors Dr. Donna Williamson Kim Wasosky Elizabeth Thalhimer Smartt Janet Krogman Jon King The lessons in this guide are designed for use in grades 7 – 12, and while some lessons denote specific grades, many of the lessons are designed to be easily adapted to any grade level. All websites have been checked for accuracy and appropriateness for the classroom, however it is strongly recommended that teachers check all websites before posting or otherwise referencing in the classroom. Images were provided through the generous assistance and support of the Valentine Richmond History Center and the Virginia Historical Society. -
DISTRICT • Operational Effectiveness
“On the Road to Glory” RICHMOND PUBLIC SCHOOLS Building a Better • Academic Improvement • Fiscal Responsibility DISTRICT • Operational Effectiveness Academic Performance Targets • Accreditation • Advance to Two & Four-Year Colleges/Military Increase the number of accredited schools that meet 10% increase by 2018 predetermined benchmark targets for pass rates established by VA • Virginia Four-Year Graduation Rate • Annual Measurable Objectives Academic 85% or better graduation rate by 2018 10% reduction in the annual fail rate • Attendance Improvement • Early Childhood Literacy 94% or better attendance rate annually 85% or more of K-3 students meeting benchmark by 2018 • Career and Technical Education • Advanced Programs 10% increase in CTE completers by 2018 10% increase by 2018; 100% increase in SAT participation RPS is committed to improving student achievement and recognizes growth over time or continuous improvement as a critical factor in determining the effectiveness of our division in preparing all students for success in college, careers, and service to the community after graduation. Continuous improvement is highlighted as an essential component in turning around low performing schools and is an effective method to engage all stakeholders in a cycle that incorporates the use of multiple measures of student performance data to inform instructional practices. For this reason, performance targets have been established for the next three years as listed above. Invested in Student Success Richmond City Schools • FY 2015 Adopted General -
VMFA Annual Report 2005-2006
2005–2006 Annual Report Mission Statement Table of Contents VMFA is a state-supported, Officers and Directors . 2 Forewords . 4 privately endowed Acquisition Highlights educational institution Julie Mehretu . 8 Uma-Mahesvara. 10 created for the benefit Gustave Moreau. 12 of the citizens of the Victor Horta . 14 William Wetmore Story . 16 Commonwealth of Gifts and Purchases . 18 Virginia. Its purpose is Exhibitions . 22 to collect, preserve, The Permanent Collection. 24 The Public-Private Partnership. 32 exhibit, and interpret art, Educational Programs and Community Outreach. 36 to encourage the study Attendance: At the Museum and Around the State . 44 of the arts, and thus to Behind the Scenes at VMFA. 45 The Campaign for the Virginia Museum of Fine Arts . 48 enrich the lives of all. Honor Roll of Contributors. 60 Volunteer and Support Groups . 72 Advisory Groups . 72 Financial Statements. 73 Staff . 74 Credits . 76 Cover: Stadia III (detail), 2004, by Julie Mehretu (American, born Ethopia Publication of this report, which covers the fiscal year July 1, 2005, to June 30, 1970), ink and acrylic on canvas, 107 inches high by 140 inches wide (Museum 2006, was funded by the Virginia Museum of Fine Arts Foundation. Purchase, The National Endowment for the Arts Fund for American Art, and Web site: www.vmfa.museum partial gift of Jeanne Greenberg Rohalyn, 2006.1; see Acquisition Highlights). Virginia Museum of Fine Arts, Richmond, Virginia 23221-2466 USA Right: Buffalo Mask, African (Mama Culture, Nigeria), 19th–20th century, © Virginia Museum of Fine Arts Foundation. All rights reserved. wood and pigment, 171/4 inches high by 137/8 inches wide by 14 3/4 inches Printed in the United States of America. -
Perrow Commission, and for That Reason Must State Why I Cannot Concur in the Majority Report
EDUCATION IN VIRGINIA REPORT OF THE COMMISSION ON EDUCATION to the GOVERNOR OF VIRGINIA MAJORITY REPORT CONCURRING STATEMENTS DISSENTING REPORT COMMONWEALTHOF VIRGINIA Department of Purchases and Supply Richmond 1959 MEMBERS OF THE COMMISSION MOSBY G. PERROW,JR., Chairman First Congressional District HOWARD H. ADAMS HARRY B. DAVIS RUSSELL M. CARNEAL W. MARVIN MINTER Second Congressional District EDWARD L. BREEDEN, JR. WILLARD J. MOODY W. T. LEAHY JAMES W. ROBERTS Third Congressional District FITZGERALD BEMISS EDWARD E. WILLEY FRED G. POLLARD JOSEPH J. WILLIAMS, JR. Fourth Congressional District JOHN H. DANIEL GARLAND GRAY MILLS E. GODWIN, JR. JOSEPH C. HUTCHESON Fifth Congressional District J. D. HAGOOD C. STUART WHEATLEY, JR. S. FLOYD LANDRETH HUNT M. WHITEHEAD Sixth Congressional District EARL A. FITZPATRICK MOSBY G. PERROW, JR. ICOSSEN GREGORY H. RAY WEBBER Seventh Congressional District CURRY CARTER LAWRENCE H. HOOVER GEORGE M. COCHRAN ROBERT WHITEHEAD Eighth Congressional District ROBERT Y. BUTTON EDWARD 0. McCUE, JR. ROBERT R. GWATHnIEY, I11 W. TAYLOE MURPHY Ninth Congressional District M. M. LONG VERNON C. SMITH GARNETT S. MOORE HARRY C. STUART Tenth Congressional District JOHN A. K. DONOVAN C. HARRISON MANN, JR. CHARLES R. FENWICK JAMES M. THOMSON COUNSEL TO THE COMMISSION W. R. BROADDUS, JR. C. F. HICKS WALTER E. ROGERS HENRY T. WICKHAM STAFF JOHN B. BOATWRIGHT, JR. G. M. LAPSLEY EDUCATION IN VIRGINIA REPORT OF THE COMMISSION ON EDUCATION Richmond, Virginia March 31, 1959 To: HONORABLEJ. LINDSAYALMOND, JR., Goaernor of Virginia: Your Commission was appointed February 5, 1959, to make recom- mendations by March 31, 1959, for meeting the crisis brought about by a series of judicial decrees affecting the Public Free School System of Virginia. -
Jackson Ward Historic District 2002 Additional Documentation
19WS Form 10-CO3 OME No, ?0024-W18 (osr. ieeo) United States Department of the Interior NationaI Park Setvice NATIONAL REGISTER OF HISTORIC PLACES REGISTRATIONFORM Thfs form is for use m nominating or requesting deteminations for indivldusl properties and districts. See instrudions in How to Complete the Srr8fional Register of Hrslonc Places Regtstretion Form (Nat~onalRegister Bulletrn %A). Complete each rtem by marking "x" In the appropr~atebox or by entering the informahon requested. If any item does not appky to the property berng documented, enter "NtA" for "not applicable." For functions. architectural classrfication, materials, and areas of s~gnifiance,enter only categories and subcategor~esfrom the instructions. Place addlhonal entnes and narrative items on continuatron sheets (NPS Form 10-Q00a). Use a typewriter, word processor,or computer, tocomplete all items. 1. Name of Property Historic Name: Jackson Ward Historic District (Additional Documentation) Other nameslsite num bec VDHR File No. 127-237 2. Location street & number rouqhlv bounded bv Gilmer, Marshall. North Third and Leiqh Streets city or town Richmond vicinity NIA state Virqinia code VA county Richmond (Independent City) code 760 zip code 23220 - 3. StatelFederal Agency Certification As the designated authority under the National Hlstonc Preservation Act of 1986, as amended, I hereby certify that this H nomination fl request for detemtnat~onof eltgibility rneets the dmumentation standards for regfstering propert~esIn the National Regstet of Hrstoric Places and meets the procedural and professional requlrwnents set forth in 36 CFR Part 60. In my opinion. the property E meets D does not meet the National Register Criteria. I recommend that this property be considered s~gnifrcanf heet for additional comments.) /A /yp~/, /.&q, - ~atd'/ Director. -
From Desegregation to Desexigration in Richmond, Virginia, 1954-1973 Leslee Key Virginia Commonwealth University
CORE Metadata, citation and similar papers at core.ac.uk Provided by VCU Scholars Compass Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2011 From Desegregation to Desexigration in Richmond, Virginia, 1954-1973 Leslee Key Virginia Commonwealth University Follow this and additional works at: http://scholarscompass.vcu.edu/etd Part of the History Commons © The Author Downloaded from http://scholarscompass.vcu.edu/etd/2603 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. ©2011 Leslee Key All Rights Reserved From Desegregation to Desexigration in Richmond, Virginia, 1954-1973 A thesis submitted in partial fulfillment of the requirements for the degree of Master of History at Virginia Commonwealth University By Leslee Key Bachelor’s of Arts, Virginia Commonwealth University, 2006 Director: John Kneebone Professor, Department of History Virginia Commonwealth University Richmond, Virginia December, 2011 ii Acknowledgements Foremost, I would like to express my gratitude to my advisor Dr. John T. Kneebone for his continued support and indispensable guidance on this endeavor, as well as Dr. Jennifer Fronc who headed my independent study on the Thalhimer boycott in the fall of 2009. I would also like to thank Dr. Timothy Thurber whose endearing sentiments and expertise proved to be of great assistance particularly in times of need. I would like to thank my husband, Eddie, and my children, Brenna (8) and Henry (4), for their patience and support. -
COMPREHENSIVE ANNUAL FINANCIAL REPORT for the Fiscal Year Ended June 30, 2015
COMCPREHENOMPREHESNIVSIVEE AANNNNUAALL F FIINNANACNIACLI RALEP REPORT ORT The School Board of the City of Richmond A Component Unit of the City of Richmond, Virginia The School Board of the City of Richmond A Component Unit of the City of Richmond, Virginia FOR THFE oFIrSC tAhLe Y FEAiRsca ENDl YEDe aJUNr EE n30d,e201 d J5u ne 30, 2015 Richmond Public Schools • Richmond, Virginia i Richmond Public Schools • Richmond, Virginia RICHMOND PUBLIC SCHOOLS COMPREHENSIVE ANNUAL FINANCIAL REPORT For the Fiscal Year Ended June 30, 2015 Prepared By: Department of Finance Dana T. Bedden, Ed. D. Superintendent of Schools Ralph L. Westbay Assistant Superintendent for Financial Services Wanda Payne Director of Finance www.richmond.k12.va.us THE SCHOOL BOARD OF THE CITY OF RICHMOND COMPREHENSIVE ANNUAL FINANCIAL REPORT FOR THE FISCAL YEAR ENDED JUNE 30, 2015 TABLE OF CONTENTS INTRODUCTORY SECTION (unaudited) Letter of Transmittal ............................................................................................................. i School Board Members and School Board Officials ........................................................... xiii Organizational Chart ............................................................................................................. xiv FINANCIAL SECTION Report of Independent Auditor .......................................................................................... 4 Management’s Discussion and Analysis .............................................................................. 7 BASIC FINANCIAL -
Virginians on the Monument Nominations WORKING DOCUMENT: NOT for DISTRIBUTION
Virginians on the Monument Nominations WORKING DOCUMENT: NOT FOR DISTRIBUTION 1. The Reverend John J. Jasper, (July 4, 1812‐1901), founder of Sixth Mount Zion Baptist Church, Richmond. First located on Brown’s Island. 2. Gabriel and Gabriel's Rebellion of 1800, which, had the conspiracy been undiscovered, would have been the largest slave insurrection in North America. 3. Lucy Goode Brooks, who, with her husband, Albert Royal Brooks, were dedicated to securing their family and gaining their freedom. After the Civil War ended, Ms. Brooks raised money and mobilized support on behalf of displaced and orphaned African American children by founding the Friends' Asylum for Colored Orphans in 1872, which still operates today as The Friends’ Association for Children. 4. Resistance by enslaved men and women of Fauquier County, such as Anthony Burns, who escaped to Boston in 1854 only to be re‐captured and tried under the Fugitive Slave Act, returned and imprisoned under isolation at Lumpkin's Jail, where he nevertheless found ways to communicate with other inmates about his escape experiences and smuggle out letters to abolitionist allies, ultimately regaining his freedom once again. 5. Margie Jumper‐‐On a Sunday afternoon in 1946, Margie Jumper, an African American housekeeper working in an all‐white neighborhood, boarded a crowded — and segregated —Roanoke streetcar to go home. The streetcar was crowded. White passengers sat in the middle and front of the trolley. African American passengers sat in the back. If there was no room to sit, the African American passengers stood. In that day and age, Mrs. Jumper was not allowed to sit where she wanted. -
Focusing on the Future Program of Studies
RICHMOND PUBLIC SCHOOLS • 2011 – 2012 PROGRAM OF STUDIES • GRADES 6 – 12 • GRADES OF STUDIES PROGRAM – 2012 • 2011 PUBLIC SCHOOLS RICHMOND FOCUSING ON THE FUTURE A Publication of Richmond Public Schools Richmond, Virginia In accordance with federal laws, the laws of the Commonwealth of Virginia and the policies of the School Board of the City of Richmond, the Richmond Public Schools does not discriminate on the basis of sex, race, color, age, religion, disabilities or national origin in the provision of employment and services. The Richmond Public Schools operates equal opportunity and affirmative action programs for students and staff. The Richmond Public Schools is an equal opportunity/affirmative action employer. The Title IX Officer is Ms. Angela C. Lewis, Clerk of the School Board, 301 N. 9th St., Richmond, VA 23219-1927, (804) 780-7716. The Section 504 Coordinator is Mr. Harley Tomey, Director of Exceptional Education and Student Services, 301 N. 9th St., Richmond, VA, 23219-1927, (804) 780-7911. The ADA Coordinator is Ms. Valarie Abbott Jones, 2015 Seddon Way, Richmond, VA 23230-4117, (804) 780-6211, for the Relay Center dial 711. The United States Department of Education’s Office of Civil Rights may also be contacted at 550 12th Street SW, PCP-6093 Washington, DC 20202, (202) 245-6700. School Board Kimberly M. Bridges, Chair Dawn C. Page, Vice Chair Donald L. Coleman Kimberly B. Gray Maurice A. Henderson Norma H. Murdoch-Kitt Adria A. Graham Scott Chandra H. Smith Evette L. Wilson PROGRAM OF STUDIES Dr. Yvonne W. Brandon, Superintendent 2011-2012 / GRADES 6-12 PLANNING GUIDE FOR STUDENTS AND PARENTS Directory of Schools Middle Schools Thomas Jefferson Tanya Roane, Principal Binford Model 4100 West Grace Street 23230 Peter Glessman, Principal Tel: (804) 780-6028 Fax: (804) 780-6295 1701 Floyd Avenue 23220 Tel: (804) 780-6231 Fax: (804) 780-6057 John Marshall Beverly Britt, Principal Lucille M. -
Expansion and Exclusion: a Case Study of Gentrification in Church Hill
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2016 Expansion and Exclusion: A Case Study of Gentrification in Church Hill Kathryn S. Parkhurst Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Oral History Commons, Social History Commons, and the United States History Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/4098 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Expansion and Exclusion: A Case Study of Gentrification in Church Hill A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at Virginia Commonwealth University. By Kathryn Schumann Parkhurst Bachelor of Arts, University of Virginia, 2009 Master of Teaching, University of Virginia, 2010 Director: Dr. John T. Kneebone Associate Professor and Chair, Virginia Commonwealth University Department of History Virginia Commonwealth University Richmond, Virginia May 2016 Table of Contents Abstract............................................................................................................................................3 Introduction......................................................................................................................................4