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Fort Mchenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R
The original documents are located in Box 67, folder “Fort McHenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. THE WHITE HOUSE WASHINGTON '!0: Jack Marsh FROM: PAUL THEIS a>f Although belatedly, attached is some material on Ft. McHenry which our research office just sent in ••• and which may be helpful re the July 4th speech. Digitized from Box 67 of The John Marsh Files at the Gerald R. Ford Presidential Library :\iE\10 R.-\~ D l. \I THE \\'HITE HOI.SE \L\Sllli"GTO:'\ June 23, 1975 TO: PAUL 'IHEIS FROM: LYNDA DURFEE RE: FT. McHENRY FOURTH OF JULY CEREMONY Attached is my pre-advance report for the day's activities. f l I I / I FORT 1:vlc HENRY - July 4, 1975 Progran1 The program of events at Fort McHenry consists of two parts, with the President participating in the second: 11 Part I: "By the Dawn's Early Light • This is put on by the Baltimore Bicentennial Committee, under the direction of Walter S. -
Is Now the Time to Retire the Star-Spangled Banner? by Daniel Hathaway
Is now the time to retire The Star-Spangled Banner? by Daniel Hathaway During the recent demonstrations responding to the death of George Floyd while in police custody in Minneapolis, a number of monuments were toppled that represented the racist history of the United States. Among them, in San Francisco’s Golden Gate Park and elsewhere, statues memorializing Francis Scott Key were pulled down. Key was author of the poem Defence of Fort M’Henry, inspired by the British bombardment in Baltimore Harbor in September 1814, that became the text of The Star-Spangled Banner. Joined to a tune by British composer John Stafford Smith, the song was officially adopted by the U.S. Navy in 1889 and became our National Anthem by resolution of Congress in 1931. The problem with Francis Scott Key, a Baltimore lawyer and district attorney, is that he had owned slaves since 1800. While he went on public record to oppose human trafficking, he also represented the owners of runaway slaves. The problem with his poem is that for 21st-century America, its sentiments seem less and less conducive to uniting a divided nation. The “Star-Spangled Banner” refers to the mammoth flag (originally measuring 30 by 42 feet) with fifteen stars and stripes symbolizing the states that formed the Union at the time. Raised “by dawn’s early light,” the flag, now owned by the Smithsonian Institution, offered proof of an American victory over the British during the War of 1812. Fittingly for the occasion that inspired it, Key’s poem begins with military imagery. -
White Miles..., 139 Free Black Females
SCHOOLS OF THE COLORED POPULATION. PERIOD I.--1O1-1861. The struggles of the colored people of tilh District of Columbia, in securing for themselves thli means of education, furnish a1 very instructive chapter in the history of schools. Their courage and resolution were such, in the midst of their own great ignorance and strenuous opposition from without, that a permanent record becomes an act of justice to them. In the language of Jefferson to Banneker, tile black astronomer, it is ia publication to which their "whole color hlas a right for their justification against thle doubts which have been entertained of them." 'Though poor, proscribed anId unlettered, they founded, in their lumble way, an institution for the education of their children within less tlian two years after tile first school- house of whites was luilt in lie city. T'lie sentiment against the eduention of the colored classes wasViiucli less rigorous in tih( early history of the capital than it was a third of it century later. Tlie free colored people were sometimes even encouraged, to a limited extent, in their efforts to pick upl some fragments of knowledge. They were taught in tile Sunday schools and evening schools occasionally, and respectable mulatto families were in many cases allowtel to attend, with white children, the private schools and academies. There are scores of colofcd mlen and women still living in this District wilo are decently educated, and who iovcer went to any but white schools. Th'ler are also wilite men and women still alive here, wlih wnilt to school in this city and in Georgetown withl colored children and felt no offence. -
A History of the War of 1812 and the Star-Spangled Banner
t t c c A History of the War of 1812 and The Star-Spangled e e j j Banner o o r r Objectives: Students will be able to cite the origins and outcome of the War of 1812 P P and be able to place the creation of the Star-Spangled Banner in a chronological framework. r r e e Time: 3 to 5 class periods, depending on extension activities n n Skills: Reading, chronological thinking, map-making. n Content Areas: Language Arts- Vocabulary, Language Arts- Reading, Social Studies- n a a Geography, Social Studies- United States history Materials: B B ♦ Poster board or oak tag d d ♦ Colored markers e e l l ♦ Pencils g g ♦ Copies of reading material n n a a Standards: p p NCHS History Standards S S K-4 Historical Thinking Standards - - 1A: Identify the temporal structure of a historical narrative or story. r r 1F: Create timelines. a a t t 5A: Identify problems and dilemmas confronting people in historical S S stories, myths, legends, and fables, and in the history of their school, community, state, nation, and the world. e e 5B: Analyze the interests, values, and points of view of those h h involved in the dilemma or problem situation. T T K-4 Historical Content Standards 4D: The student understands events that celebrate and exemplify fundamental values and principles of American democracy. 4E: The student understands national symbols through which American values and principles are expressed. 5-12 Historical Thinking Standards 1A: Identify the temporal structure of a historical narrative or story. -
War of 1812 Booklist Be Informed • Be Entertained 2013
War of 1812 Booklist Be Informed • Be Entertained 2013 The War of 1812 was fought between the United States and Great Britain from June 18, 1812 through February 18, 1815, in Virginia, Maryland, along the Canadian border, the western frontier, the Gulf Coast, and through naval engagements in the Great Lakes and the Atlantic and Pacific Oceans. In the United States frustrations mounted over British maritime policies, the impressments of Americans into British naval service, the failure of the British to withdraw from American territory along the Great Lakes, their backing of Indians on the frontiers, and their unwillingness to sign commercial agreements favorable to the United States. Thus the United States declared war with Great Britain on June 18, 1812. It ended with the signing of the Treaty of Ghent on December 24, 1814, although word of the treaty did not reach America until after the January 8, 1815 Battle of New Orleans. An estimated 70,000 Virginians served during the war. There were some 73 armed encounters with the British that took place in Virginia during the war, and Virginians actively fought in Maryland, Virginia, and Ohio and in naval engagements. The nation’s capitol, strategically located off the Chesapeake Bay, was a prime target for the British, and the coast of Virginia figured prominently in the Atlantic theatre of operations. The War of 1812 helped forge a national identity among the American states and laid the groundwork for a national system of homeland defense and a professional military. For Canadians it also forged a national identity, but as proud British subjects defending their homes against southern invaders. -
B-65 Francis Scott Key Monument
B-65 Francis Scott Key Monument Architectural Survey File This is the architectural survey file for this MIHP record. The survey file is organized reverse- chronological (that is, with the latest material on top). It contains all MIHP inventory forms, National Register nomination forms, determinations of eligibility (DOE) forms, and accompanying documentation such as photographs and maps. Users should be aware that additional undigitized material about this property may be found in on-site architectural reports, copies of HABS/HAER or other documentation, drawings, and the “vertical files” at the MHT Library in Crownsville. The vertical files may include newspaper clippings, field notes, draft versions of forms and architectural reports, photographs, maps, and drawings. Researchers who need a thorough understanding of this property should plan to visit the MHT Library as part of their research project; look at the MHT web site (mht.maryland.gov) for details about how to make an appointment. All material is property of the Maryland Historical Trust. Last Updated: 03-10-2011 B-65, Francis Scott Key Monument Baltimore City Capsule Summary The Francis Scott Key Monument by the French sculptor Jean Marius Antonin Mercie stands on Eutaw Place at Lanvale Street. Dating to 1911, the monument is a fountain composed of a sculptural tableau of bronze and marble within a granite-walled basin. The bronze figure of the poet Key stands in a marble boat with a seated bronze sailor, as they return from the British ship on which Key had been held during the bombardment of Ft. McHenry. The figure of Key presents his manuscript to the bronze figure of Columbia, who stands, flag upraised, high atop the stepped roof of a marble temple which rises from the center of the pool. -
The United States Navy Looks at Its African American Crewmen, 1755-1955
“MANY OF THEM ARE AMONG MY BEST MEN”: THE UNITED STATES NAVY LOOKS AT ITS AFRICAN AMERICAN CREWMEN, 1755-1955 by MICHAEL SHAWN DAVIS B.A., Brooklyn College, City University of New York, 1991 M.A., Kansas State University, 1995 AN ABSTRACT OF A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of History College of Arts and Sciences KANSAS STATE UNIVERSITY Manhattan, Kansas 2011 Abstract Historians of the integration of the American military and African American military participation have argued that the post-World War II period was the critical period for the integration of the U.S. Navy. This dissertation argues that World War II was “the” critical period for the integration of the Navy because, in addition to forcing the Navy to change its racial policy, the war altered the Navy’s attitudes towards its African American personnel. African Americans have a long history in the U.S. Navy. In the period between the French and Indian War and the Civil War, African Americans served in the Navy because whites would not. This is especially true of the peacetime service, where conditions, pay, and discipline dissuaded most whites from enlisting. During the Civil War, a substantial number of escaped slaves and other African Americans served. Reliance on racially integrated crews survived beyond the Civil War and the abolition of slavery, only to succumb to the principle of “separate but equal,” validated by the Supreme Court in the Plessy case (1896). As racial segregation took hold and the era of “Jim Crow” began, the Navy separated the races, a task completed by the time America entered World War I. -
Fort Mchenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (4)” of the John Marsh Files at the Gerald R
The original documents are located in Box 67, folder “Fort McHenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (4)” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 67 of The John Marsh Files at the Gerald R. Ford Presidential Library DRAFT /FORT McHENRY /JOMarsh/6-26-75 We meet here at twilight's last gleaming. The casement walls and silent cannon of Fort McHenry bear quiet testimony to a nation's travail on another night in another age. Francis Scott Key enshrined forever those events in 1814. The patroitism and national pride surrounding our flag, our country and their defense that night are our heritage in song and verse. The Star Spangled Banner is an expression of love of country. We must not become so sophisticated, or so blase, that we ignore these simple but eloquent lessons from our past. We need to remind ourselves that America really is 11 the land of the free and the home of the brave. -
The Importance of the Star Spangled Banner in Maryland History Topic
The Importance of the Star Spangled Banner In Maryland History Topic: The National Anthem “Star Spangled Banner” and Francis Scott Key Grade Level: Elementary Duration: One 45 minute class period Essential Question: What was/is the importance of the “Star Spangled Banner” and Francis Scott Key in Maryland/American History? VSC: 5.C.2.a. http://mdK12.org/instruction/clarification/social_studies/grade4/5C2a.html Standard: 5.0- History Indicator: C.1.a.- Maryland’s role in the War of 1812 Lesson Objective: Students will analyze and describe the creation/importance of the “Star Spangled Banner” in Maryland/American History. Essential Vocabulary: Francis Scott Key Fort McHenry War of 1812 spangled national anthem patriotism/nationalism Materials: * Discovery Education clip “Francis Scott Key”, “War of 1812” and “The Star Spangled Banner”, * Audio of the “Star Spangled Banner” and “Teacher and the RocKbots-Star Spangled Banner” * 1814 image of the bombardment of Fort McHenry: http://www.150.si.edu/images/3batl.jpg. * One copy of the “Star Spangled Banner” for each student. Procedure: Background: The most famous and most significant result of Maryland's involvement in the War of 1812 is the writing of the "Star-Spangled Banner" by Francis Scott Key, which would in 1931 become our nation's national anthem. Instruction: 1. The language of Francis Scott Key's poem is difficult for students understand, and few truly comprehend the meaning behind the words they sing. To help students understand the background and significance behind the "Star-Spangled Banner," first have them read the first stanza of the poem and try to explain what it describes. -
Washington City, 1800-1830 Cynthia Diane Earman Louisiana State University and Agricultural and Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School Fall 11-12-1992 Boardinghouses, Parties and the Creation of a Political Society: Washington City, 1800-1830 Cynthia Diane Earman Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Part of the History Commons Recommended Citation Earman, Cynthia Diane, "Boardinghouses, Parties and the Creation of a Political Society: Washington City, 1800-1830" (1992). LSU Historical Dissertations and Theses. 8222. https://digitalcommons.lsu.edu/gradschool_disstheses/8222 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. BOARDINGHOUSES, PARTIES AND THE CREATION OF A POLITICAL SOCIETY: WASHINGTON CITY, 1800-1830 A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of History by Cynthia Diane Earman A.B., Goucher College, 1989 December 1992 MANUSCRIPT THESES Unpublished theses submitted for the Master's and Doctor's Degrees and deposited in the Louisiana State University Libraries are available for inspection. Use of any thesis is limited by the rights of the author. Bibliographical references may be noted, but passages may not be copied unless the author has given permission. Credit must be given in subsequent written or published work. A library which borrows this thesis for use by its clientele is expected to make sure that the borrower is aware of the above restrictions. -
THE CHOLERA YEARS the United States in 1832, 1849, and 1866
CHARLES E. ROSENBERG THE CHOLERA YEARS The United States in 1832, 1849, and 1866 WITH A NEW AFTERWORD CHICAGO AND LONDON THE UNIVERSITY OF CHICAGO PRESS There has not been an active case of cholera in the United States for almost fifty years, and to the present-day American physician it is no more than a chapter in a textbook of tropi- cal medicine. To his nineteenth-century counterpart it was a soul-trying and sometimes fatal reality. Cholera was the classic epidemic disease of the nineteenth century, as plague had been of the fourteenth. When cholera first appeared in the United States in 1832, yellow fever and smallpox, the great epidemic diseases of the previous two cen- turies, were no longer truly national problems. Yellow fever had disappeared from the North, and vaccination had de- prived smallpox of much of its menace. Cholera, on the other hand, appeared in almost every part of the country in the course of the century. It flourished in the great cities, New York, Cincinnati, Chicago; it crossed the continent with the forty-niners; its victims included Iowa dirt farmers and New York longshoremen, Wisconsin lead miners and Negro field hands. Before I 817, there had probably never been a cholera epi- demic outside the Far East; during the nineteenth century, it spread through almost the entire world.' Of all epidemic dis- 1 Though there is some controversy as to the extent of cholera's early pere- grinations, most historians of the disease agree that it has been endemic only I INTRODUCTION 3 and darkened, the skin of his hands and feet drawn and puckered, “One often,” recalled a New York physician, “thought of the Laocoon, but looked in vain for the serpent.” Death may intervene within a day, sometimes within a few hours of the appearance of the first symptoms. -
Dissertation FINALLY.Pdf
Copyright by Rowena Houghton Dasch 2012 The Dissertation Committee for Rowena Houghton Dasch Certifies that this is the approved version of the following dissertation: “Now Exhibiting:” Charles Bird King’s Picture Gallery, Fashioning American Taste and Nation 1824-1861 Committee: Susan Rather, Supervisor Michael Charlesworth Neil Kamil Emily Ballew Neff Jeffrey Smith “Now Exhibiting:” Charles Bird King’s Picture Gallery, Fashioning American Taste and Nation 1824-1861 by Rowena Houghton Dasch, AB, MA Dissertation 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 Doctor of Philosophy The University of Texas at Austin December 2012 Dedication For my family, each member of which has carried me through a portion of this journey. Dorothy Knox and Tom Houghton Kevin, Caroline, and Litty Dasch Acknowledgements When one embarks on a journey destined to take up a third of her lifetime, it becomes impossible adequately to acknowledge all who have joined in on the adventure. My first and greatest acknowledgment must be to my parents, Tom and Dorothy Knox Houghton. Their commitment to education and to the arts underpins all that I have accomplished academically in my own life. My mother has supported me at each step of the way, to the point of decamping for a summer to Alexandria, Virginia to provide childcare while I was in residence at the National Portrait Gallery. My father was taken from us too soon. He saw me finish my MA, and the strength of his conviction that I would finish my Ph.D.