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University Microfilms Copyright 1984 by Mitchell, Reavis Lee, Jr. All
8404787 Mitchell, Reavis Lee, Jr. BLACKS IN AMERICAN HISTORY TEXTBOOKS: A STUDY OF SELECTED THEMES IN POST-1900 COLLEGE LEVEL SURVEYS Middle Tennessee State University D.A. 1983 University Microfilms Internet ion elæ o N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1984 by Mitchell, Reavis Lee, Jr. All Rights Reserved Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V 1. Glossy photographs or pages. 2. Colored illustrations, paper or print_____ 3. Photographs with dark background_____ 4. Illustrations are poor copy______ 5. Pages with black marks, not original copy_ 6. Print shows through as there is text on both sides of page. 7. Indistinct, broken or small print on several pages______ 8. Print exceeds margin requirements______ 9. Tightly bound copy with print lost in spine______ 10. Computer printout pages with indistinct print. 11. Page(s)____________ lacking when material received, and not available from school or author. 12. Page(s) 18 seem to be missing in numbering only as text follows. 13. Two pages numbered _______iq . Text follows. 14. Curling and wrinkled pages______ 15. Other ________ University Microfilms International Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BLACKS IN AMERICAN HISTORY TEXTBOOKS: A STUDY OF SELECTED THEMES IN POST-190 0 COLLEGE LEVEL SURVEYS Reavis Lee Mitchell, Jr. A dissertation presented to the Graduate Faculty of Middle Tennessee State University in partial fulfillment of the requirements for the degree Doctor of Arts December, 1983 Reproduced with permission of the copyright owner. -
Senate (Legislative Day of Wednesday, February 28, 1996)
E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 104 CONGRESS, SECOND SESSION Vol. 142 WASHINGTON, THURSDAY, FEBRUARY 29, 1996 No. 26 Senate (Legislative day of Wednesday, February 28, 1996) The Senate met at 11 a.m., on the ex- Senator MURKOWSKI for 15 minutes, able to get this opportunity to go piration of the recess, and was called to Senator DORGAN for 20 minutes; fol- where they can get the help they order by the President pro tempore lowing morning business today at 12 need—perhaps after the regular school [Mr. THURMOND]. noon, the Senate will begin 30 minutes hours. Why would we want to lock chil- of debate on the motion to invoke clo- dren in the District of Columbia into PRAYER ture on the D.C. appropriations con- schools that are totally inadequate, The Chaplain, Dr. Lloyd John ference report. but their parents are not allowed to or Ogilvie, offered the following prayer: At 12:30, the Senate will begin a 15- cannot afford to move them around Let us pray: minute rollcall vote on that motion to into other schools or into schools even Father, we are Your children and sis- invoke cloture on the conference re- in adjoining States? ters and brothers in Your family. port. It is also still hoped that during Today we renew our commitment to today’s session the Senate will be able It is a question of choice and oppor- live and work together here in the Sen- to complete action on legislation ex- tunity. -
The Hilltop 11-2-2004 Magazine
Howard University Digital Howard @ Howard University The iH lltop: 2000 - 2010 The iH lltop Digital Archive 11-2-2004 The iH lltop 11-2-2004 Magazine Hilltop Staff Follow this and additional works at: https://dh.howard.edu/hilltop_0010 Recommended Citation Staff, Hilltop, "The iH lltop 11-2-2004 Magazine" (2004). The Hilltop: 2000 - 2010. 199. https://dh.howard.edu/hilltop_0010/199 This Book is brought to you for free and open access by the The iH lltop Digital Archive at Digital Howard @ Howard University. It has been accepted for inclusion in The iH lltop: 2000 - 2010 by an authorized administrator of Digital Howard @ Howard University. For more information, please contact [email protected]. The Hilltop THE BATTLE: IN AN EPIC BA TILE FOR --:J:n~.r l!liiM1 STANDING BY YOUR MAN: ALWAYS AGREE WITH THEIR RUNNING MATES, BUT THEY MUST STAND BEHIND IHEIR~- . PRESIDENTIAL CANDIDATE AND SUPPORT THEM IF THEY WILL BECOME VICE PRESIDENT. Bush and Kerry battle II out for the iob • • • • • • • • • • • • • • • • • t Kerry and Bush t i J:ompared. •' 'I l •I •I • • • • • • • • • • • • • • • • FILEPHOTO -1<now who else ~ Is on the ballet. •• ••••••••• The second in Charge: THE VICE PRESIDENT FILE PHOTO • • • • • • • • The money Find out how • • Spent on the The Electoral • • Campaign College Vote • • Works • FILE PHOTO • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 't ... • • • • Do you know • • Who your • • Senior is? • • FILE PHOTO FILE PHOTO • • • • • • • • • • • • • • • • • • • • • • • • • • Three US Supreme Justices to retire soon MAGAZINE DESIGNED BY ARION JAMERSON I ~ • • • • • •I ,• • • I • I • • • I I • • • • • t .... .. .... FILE PHOTOS The Battle to Become President of the United States ofAme rica • BY NAKIA HILL to the Republican and Democratic Bush had four years to do some Conventions and both candidates thing anything to make life bet Millions of United States positions. -
National Register of Historic Places Multiple Property Documentation Form
NPS Form 10-900-b B No. 1024-0018 (Rev. Aug. 2002) Expires Jan. 2005) United States Department of the Interior National Park Service National Register of Historic Places Multiple Property Documentation Form This form is used for documenting multiple property groups relating to one or several 'n ow *° Comp/ete the Multiple Property Documentation Form (National Register Bulletin 16B). Complete each item by entering the requestedirrforTiaTi dditional space, use continuation sheets (Form 10-900-a). Use a typewriter, word processor, or computer to complete all items. X New Submission Amended Submission A. Name of Multiple Property Listing HISTORIC PUBLIC SCHOOLS OF KANSAS B. Associated Historic Contexts (Name each associated historic context, identifying theme, geographical area, and chronological period for each. THE AMERICAN EDUCATION SYSTEM (1700 - 1955) THE EVOLUTION OF THE PUBLIC SCHOOL SYSTEM IN KANSAS (1854 - 1955) THE PUBLIC SCHOOL BUILDINGS OF KANSAS (1854 - 1955) C. Form Prepared by name/title- Brenda R. Spencer, Preservation Planning and Design street & number- 10150 Onaga Road telephone- 785-456-9857 city or town- Wamego state- KS zip code-66547 D. Certification As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this documentation form meets the National Register documentation standards and sets forth requirements for the listing of related properties consistent with the National Register criteria. This submission meets the procedural and professional requirements set forth in 36 CFR Part 60 and the Secretary of the Interior's Standards and Guidelines for Archeology and Historic Preservation. (__ See continuation sheet for additional comments.) C n Signature ana title of certifying official Date State or Federal Agency or Tribal government I hereby certify that this multiple property documentation form has been approved by the National Register as a basis for evaluating related properties for listing in the National Register. -
Cultural Landscapes Inventory, Monroe Elementary School
National Park Service U.S. Department of the Interior Brown v. Board of Education National Historic Site Kansas Monroe Elementary School Cultural Landscapes Inventory July 2014 Table of Contents The Cultural Landscapes Inventory Overview 5 Chapter 1: Inventory Unit Summary 7 Chapter 2: Concurrence Status 9 Chapter 3: Geographic Information & Location Map 11 Chapter 4: Management Information 15 Chapter 5: National Register Information 17 Chapter 6: Chronology & Physical History 19 Chapter 7: Analysis & Evaluation of Integrity 43 Chapter 8: Condition 71 Chapter 9: Treatment 73 Bibliography 75 MWRO, Cultural Landscapes Program, 2013 Cover Image: Monroe Elementary School (NPS 2014) Monroe Elemenatry School Brown v. Board of Education National Historic Site The Cultural Landscapes Inventory Overview: CLI General Information The Cultural Landscapes Inventory (CLI) is a database containing information on the historically signifi- cant landscapes within the National Park System. This evaluated inventory identifies and documents each landscape’s location, size, physical development, condition, landscape characteristics as character-defining features, as well as other valuable information useful to park management. Cultural landscapes become approved inventory records when all required data fields are entered, the park superintendent concurs with the information, and the landscape is determined eligible for the National Register of Historic Places through a consultation process or is otherwise managed as a cultural resource through a public planning process. The CLI, like the List of Classified Structures (LCS), assists the National Park Service (NPS) in its efforts to fulfill the identification and management requirements associated with Section 110(a) of the National Historic Preservation Act, National Park Service Management Policies (2001), and Director’s Order #28: Cultural Resource Management. -
Institutional Decolonization: Toward a Comprehensive Black Politics
NATIONAL POLITICAL SCIENCE REVIEW VOLUME 20.1 INSTITUTIONAL DECOLONIZATION: TOWARD A COMPREHENSIVE BLACK POLITICS A PUBLICATION OF THE NATIONAL CONFERENCE OF BLACK POLITICAL SCIENTISTS A PUBLICATION OF THE NATIONAL CONFERENCE OF BLACK POLITICAL SCIENTISTS NATIONAL POLITICAL SCIENCE REVIEW VOLUME 20.1 INSTITUTIONAL DECOLONIZATION: TOWARD A COMPREHENSIVE BLACK POLITICS A PUBLICATION OF THE NATIONAL CONFERENCE OF BLACK POLITICAL SCIENTISTS National Political Science Review | ii THE NATIONAL POLITICAL SCIENCE REVIEW EDITORS Managing Editor Tiffany Willoughby-Herard University of California, Irvine Duchess Harris Macalester College Sharon D. Wright Austin The University of Florida Angela K. Lewis University of Alabama, Birmingham BOOK REVIEW EDITOR Brandy Thomas Wells Oklahoma State University EDITORIAL RESEARCH ASSISTANTS Lisa Beard Armand Demirchyan LaShonda Carter Amber Gordon Ashley Daniels Deshanda Edwards EDITORIAL ADVISORY BOARD Melina Abdullah—California State University, Los Angeles Keisha Lindsey—University of Wisconsin Anthony Affigne—Providence College Clarence Lusane—American University Nikol Alexander-Floyd—Rutgers University Maruice Mangum—Alabama State University Russell Benjamin—Northeastern Illinois University Lorenzo Morris—Howard University Nadia Brown—Purdue University Richard T. Middleton IV—University of Missouri, Niambi Carter—Howard University St. Louis Cathy Cohen—University of Chicago Byron D’Andra Orey—Jackson State University Dewey Clayton—University of Louisville Marion Orr—Brown University Nyron Crawford—Temple University Dianne Pinderhughes—University of Notre Dame Heath Fogg Davis—Temple University Matt Platt—Morehouse College Pearl Ford Dowe—University of Arkansas H.L.T. Quan—Arizona State University Kamille Gentles Peart—Roger Williams University Boris Ricks—California State University, Northridge Daniel Gillion—University of Pennsylvania Christina Rivers—DePaul University Ricky Green—California State University, Sacramento Neil Roberts—Williams College Jean-Germain Gros—University of Missouri, St. -
H.Doc. 108-224 Black Americans in Congress 1870-2007
Keeping the Faith: AFRICAN AMERICANS RETURN TO CONGRESS, 1929–1970 With his election to the U.S. House of Representatives from a Chicago district in 1928, Oscar De Priest of Illinois became the first African American to serve in Congress since George White of North Carolina left office in 1901 and the first elected from a northern state. But while De Priest’s victory symbolized renewed hope for African Americans struggling to regain a foothold in national politics, it was only the beginning of an arduous journey. The election of just a dozen more African Americans to Congress over the next 30 years was stark evidence of modern America’s pervasive segregation practices. The new generation of black lawmakers embarked on a long, methodical institutional apprenticeship on Capitol Hill. Until the mid- 1940s, only one black Representative served at any given time; no more than two served simultaneously until 1955. Arriving in Washington, black Members confronted a segregated institution in a segregated capital city. Institutional racism, at turns sharply overt and cleverly subtle, provided a pivotal point for these African-American Members— influencing their agendas, legislative styles, and standing within Congress. Pioneers such as Adam Clayton Powell, Jr., of New York, Charles C. Diggs, Jr., of Michigan, and Augustus (Gus) Hawkins of Adam Clayton Powell, Jr., of New York, a charismatic and determined civil rights proponent in the U.S. House, served as a symbol of black political activism for millions of African Americans. Image courtesy of Library of Congress California participated in the civil rights debates in Congress and helped shape fundamental laws such as the Civil Rights Act of 1964. -
Test Your Knowledge of Black History WHO AM I
Test your knowledge of Black History 1. Black History Month, which emerged 4. Which is widely known as the 7. Black History Month falls in from an event known as Negro History birthplace of hip-hop? February because which two Week, was the brainchild of this historical important historical figures have A. figure. Harlem birthdays in the month of February? B. The Bronx A. John Lewis C. Thomas Dorsey C. Detroit A. Frederick Douglass and Madam C.J Walker B. Carter G. Woodson D. George W. Carver D. Chicago B. Frederick Douglass and Carter G. Woodson C. Frederick Douglass and Sojourner Truth 2. From which university did former First 5. Rosa Parks became famous for her D. Frederick Douglass and Abraham Lincoln Lady Michelle Obama graduate? role in inspiring which protest for civil rights? 8. Kamala Harris, United States’ first A. Princeton C. Yale female Vice President, first African- B. Stanford D. Harvard A. Freedom Rides American, and first Asian-American B. Montgomery Bus Boycott Vice President, graduated from 3. Dr. Martin Luther King Jr. gave his C. March from Selma to Montgomery Howard University, which is located in famous I Have a Dream speech _________. D. Sit-in Movement ________. A. During a sermon at Ebenezer Baptist Church in 6. The 13th Amendment to the U.S. A. Atlanta Atlanta, Georgia Constitution outlawed slavery in all the B. Queens, N.Y. B. At the swearing-in of President John F. Kennedy United States in __________. C. Washington D.C. D. C. At the end of the march from Selma to Chicago A. -
200 Notable Days: Senate Stories, 1787 to 2002
C H A P T E R I I I War and Reconstruction 1851-1880 July 4, 1851 Capitol Cornerstone Dedicated n the Fourth of July, 1851, sunny and unseasonably who had witnessed the placing of the building’s original corner- mild weather attracted large crowds to the Capitol’s stone 58 years earlier. O east front plaza. The festive multitudes looked Into a specially fashioned granite block—believed to forward to a day of parades, speeches, and fireworks. These events have been placed in the northeast corner of the new House were to celebrate the laying of a cornerstone as the beginning of a wing—Capitol Architect Thomas U. Walter set current newspa- major Capitol construction project. pers, documents, and $40.44 in new coins from the Philadelphia Five new states had entered mint. Using the same trowel that President George Washington the Union over the previous six had employed in setting the 1793 cornerstone, a Masonic official years. This expansion added to performed a sealing ceremony. the membership of Congress Then all eyes turned to the east front steps for a view of the and strained the capacities of the nation’s foremost orator, former Senator Daniel Webster. In his Capitol’s already overcrowded two-hour address, Webster compared the United States of that legislative chambers. day with the nation at the time of the first cornerstone laying. The recently enacted He also noted that he had placed a brief handwritten statement Compromise of 1850 had eased under the cornerstone. That statement included his message fears that the nation would to future generations. -
1. Name of Property Historic Name Sumner High School Other Names/Site Number Sumner Elementary School 2
RECEIVED 2280 NFS Form 10-900 OMB No. 1024-0018 United States Department of the Interior National Park Service AU630 NATIONAL REGISTER OF STRATION FORM This form is for use in nominating or requesting determinations of eligibility for individual properties or districts. See instructions in "Guidelines for Completing National Register Forms" (National Register Bulletin 16). Complete each item by marking "x" in the appropriate box or by entering the requested information. If an item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, styles, materials, and areas of significance, enter only the categories and subcategories listed in the instructions. For additional space use continuation sheets (Form 10-900a). Type all entries. 1. Name of Property historic name Sumner High School other names/site number Sumner Elementary School 2. Location street & number 716 Walnut Street city, town Sumner (N/A) vicinity of county Worth code GA 321 state Georgia code GA zip code 31789 (N/A) not for publication 3. Classification ( ) private (X) public-local ( ) public-state ( ) public-federal Category of Property (X) building(s) ( ) district ( ) site ( ) structure ( ) object Number of Resources within Property: Contributing Noncontributing buildings sites structures objects total Contributing resources previously listed in the National Register: 0 Name of related multiple property listing: N/A 4. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act of 1966, as anended, I hereby certify that this nonination Meets the documentation standards for registering properties in the National Register of Historic Places and Meets the procedural and professional requirements set forth in 36 CFR Part 60. -
H.Doc. 108-224 Black Americans in Congress 1870-2007
H PART ONE H Former Black-American Members “The Fifteenth Amendment in Flesh and Blood” THE SYMBOLIC GeneratION OF BLACK AMERICans IN Congress, 1870–1887 When Senator Hiram Revels of Mississippi—the first African American to serve in Congress—toured the United States in 1871, he was introduced as the “Fifteenth Amendment in flesh and blood.”1 Indeed, the Mississippi-born preacher personified African-American emancipation and enfranchisement. On January 20, 1870, the state legislature chose Revels to briefly occupy a U.S. Senate seat, previously vacated by Albert Brown when Mississippi seceded from the Union in 1861.2 As Senator Henry Wilson of Massachusetts escorted Revels to the front of the chamber to take his oath on February 25, the Atlanta Constitution reported that “the crowded galleries rose almost en masse, and each particular neck was stretched to its uttermost to get a view. A curious crowd (colored and white) rushed into the Senate chamber and gazed at the colored senator, some of them congratulating him. A very respectable looking, well dressed company of colored men and women then came up and took Revels captive, and bore him off in glee and triumph.”3 The next day, the Chicago Tribune jubilantly declared that “the first letter with the frank of a negro was dropped in the Capitol Post Office.”4 But Revels’s triumph was short-lived. When his appoint- Joseph Rainey of South Carolina, the first black Representative in Congress, earned the distinction of also being the first black man to preside over a session of the House, in April 1874. -
Racial Desegregation in Public Education in the U.S
NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 RACIAL DESEGREGATION IN PUBLIC EDUCATION IN THE U.S. Page 1 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form E. STATEMENT OF HISTORIC CONTEXTS INTRODUCTION In 1998 the U.S. Congress authorized the National Park Service to prepare a National Historic Landmarks Theme Study on the history of racial desegregation in public education. The purpose of the study is to identify historic places that best exemplify and illustrate the historical movement to provide for a racially nondiscriminatory education. This movement is defined and shaped by constitutional law that first authorized public school segregation and later authorized desegregation. Properties identified in this theme study are associated with events that both led to and followed these judicial decisions. Some properties have already been identified as National Historic Landmarks (NHLs) for their association with well-known decisions and events in the African American strategy to desegregate schools. Currently three landmark schools represent the U.S. Supreme Court’s decision in Brown v. Board of Education (1954) that overturned the “separate but equal” doctrine of Plessy v. Ferguson (1896) that found separate facilities for blacks constitutional if they were equal to the facilities for whites. Another landmark school, Central High School in Little Rock, Arkansas, is associated with President Eisenhower’s decision to use federal troops to enforce school desegregation under the U.S. Constitution. These and other historically designated properties discussed in this study are identified as NHL for National Historic Landmark or NHS for National Historic Site and the year designated, i.e., Hampton Institute (NHL, 1969).