DOCSLIB.ORG

Curriculum Connections Overview

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Curriculum Connections Overview DCPS 12th Grade D.C. History & Government Curriculum Connections Overview Smithsonian Anacostia Community Museum Located in the historic Anacostia neighborhood in Washington, D.C., the Smithsonian Anacostia Community Museum (ACM) was founded in 1967. Under the leadership of its first director John Kinard, the museum became a means for people in an urban neighborhood to voice their concerns about city life, examine their role in society, and encourage local cultural expression. Mission: Together with local communities, the Anacostia Community Museum illuminates and amplifies our collective power. Vision: Urban communities activate their collective power for a more equitable future. A Right to the City The history of Washington neighborhoods reveals the struggles of DC residents to control—or even participate in— decisions affecting where and how they live. Prior to passage of Home Rule in the 1970s, congressmen, private developers, appointed members of the local government, and even sitting presidents decided the course of the city’s development, often with little or no input from residents. In the mid-twentieth century, massive federal “urban renewal” projects, school desegregation, and major highways (both proposed and built) spurred civic engagement, protest, alternative proposals for development, and a push for self- government. By 1968, “White men’s roads through black men’s homes” became a rallying cry, pointing to the racism that afflicted the urban and suburban planning of the era. A Right to the City Digital Exhibit highlights episodes in the history of six neighborhoods across the city – Southwest, Anacostia, Shaw, Brookland, Chinatown and Adams-Morgan. In each neighborhood, ordinary Washingtonians helped shape and reshape their neighborhoods in extraordinary ways: through the fight for quality public education, for healthy and green communities, for equitable development and transit, and for a genuinely democratic approach to city planning. The exhibit also challenges young people to consider how they might Prepare to Participate in taking informed action about the District’s future. District of Columbia Public Schools 12th Grade D.C. History Curricular Connections The District of Columbia Public Schools 12th Grade curriculum devotes one semester to understanding the past, present and future of Washington, D.C. Following the DCPS 12th Grade History and Government Scope and Sequence and Unit Guides, the Smithsonian Anacostia Community Museum has created this annotated overview of the exhibit to assist DCPS faculty in using A Right to the City Digital Exhibit as a means of building content knowledge about the ways in which Washingtonians, in the past, have “activate[d] their collective power” in order to bring about “a more equitable future” for current residents of the District. By doing so, ACM hopes to assist DCPS teachers to inspire District students to evaluate how the lessons of the past might guide them in taking informed action in order to guarantee a “Right to the City” for the next generation of Washingtonians. 12th Grade DC History, Unit 2 Guide: Changing Neighborhoods, Changing City: Growth and Gentrification Inquiry Arc: Does growth benefit a city? A Right to the City Digital Exhibit Unit 2 Overview: DC Content A Right Prepare Compelling Supporting Adams- Power to the Southwest Anacostia Shaw Brookland Chinatown To Question Question Morgan Standard City Participate 12.DC.22.1 CQ3: SQ4 Explain the What does As the Great Migration unfolded, tension diversity look what does diversity look like in between like in Washington, D.C? gentrification Washington, x x x x x x x x and the DC? (According to A Right to the City, interests of what does diversity in DC look like long-term today?) residents. SQ5 How did the growth of the federal government during the eras of x xx x x x xx x World War I, the New Deal and World War II affect the District? SQ8 What is gentrification and how has xx xx xx xx xx xx xx xx it effected long-term residents? Big Ideas Related to A Right to the City Digital Exhibit: • After years of population decline, gentrification has produced new forms of growth in the District as well as created tension among long-term residents and newcomers and forces District residents to confront difficult issues of race, class, power and history. Building Content Knowledge Using A Right to the City Digital Exhibit: • Use the maps in A Right to the City to explore geographic patterns of racial population distribution in the District. • Consider changing patterns in the racial makeup of Washington, D.C. and develop inquires as to why that shift occurred. Performance Task Using A Right to the City Digital Exhibit: • Explore Brookland to discover how Sam Abbott used slogans and the visual arts to advocate for neighborhood change. Have students consider how they can use these lessons learned in order to adapt them to their own social media campaign strategy. Alternatively, consider how Sam Abbott could be a source of inspiration for a traditional poster campaign around the school. Adapted from 12th Grade DC History Unit Guide developed by District of Columbia Public Schools 12th Grade DC History, Unit 3 Guide: Citizens Fight for Justice: Civil Rights in D.C. Inquiry Arc: What should resistance look like? A Right to the City Digital Exhibit Unit 3 Overview: DC Content A Right Prepare Compelling Supporting Adams- Power to the Southwest Anacostia Shaw Brookland Chinatown to Question Question Morgan Standard City Participate 12.DC.10.3 CQ1: How did SQ3: What role did educational, Explain how African economic, religious and/or cultural African- Americans institutions play in the African American survive and American community in x x x x x x x leaders thrive during Washington, most notably on resisted the Jim Crow historic U Street? discrimination. era? CQ2: How did SQ4: In what ways did African DC residents American residents challenge legal take the Civil segregation? x x x x x x Rights movement and make it local? SQ5: Why did riots erupt in 1968 and how did they affect x x Washington, DC? SQ6: Why were civil rights and home rule linked during the x x x x x 1960s? SQ7: In what ways did El Salvadoran immigrant residents x make their voices heard in the early 1990s? CQ3: When SQ8: What does effective change should people look like? x x x x x x x x fight for change? SQ9: How have past leaders tried to bring positive change to the x x x x x x x District? SQ10: What is the most effective way to address injustices in x x x x x x x today’s District? Adapted from 12th Grade DC History Unit Guide developed by District of Columbia Public Schools Unit 3: Citizens Fight for Justice: Civil Rights in D.C. Adapted from 12th Grade DC History Unit Guide developed by District of Columbia Public Schools Inquiry Arc: What should resistance look like? Big Ideas Related to A Right to the City Digital Exhibit: • As Jim Crow segregation took root, African Americans resisted racist violence in the Riot of 1919 and protected and nurtured their communities in a way that enabled them to thrive, particularly in the U Street area. • After World War II, African Americans used different methods to challenge legal segregation, including filing lawsuits and organizing protests and acts of civil disobedience. • While legal breakthroughs and reforms, including the expansion of home rule, brought positive changes to DC, underserved and marginalized communities resisted in ways that challenged city leaders—most notably in the 1968 riots and the 1991 Mt. Pleasant Riots. • A tradition of activism continues in the 21st century as DC residents of all backgrounds campaign for issues such statehood, a living wage, marriage equality affordable housing and civil rights, and more. Building Content Knowledge Using A Right to the City Digital Exhibit: What does resistance look like? • Explore what resistance looked like in each of the six neighborhoods. How did DC residents take the Civil Rights movement and make it local? • Compare and contrast the ways “educational, economic, religious and/or cultural institutions” played a role effecting change in each neighborhood as well as in various ethnic communities. Evaluate the short-term or long-term effectiveness of resistance as it played out in each neighborhood as well as in various ethnic communities. • Explore how African American residents in Anacostia, Shaw and Adams-Morgan challenged legal segregation in the schools. • Explore how the 1968 riots affected the Shaw neighborhood and how the citizens of the community were prepared to participate in initiatives to rebuild using community and faith-based partnerships. • Explore how a variety of ethnic communities in Adams-Morgan advocated for change. • Explore how the DC residents used the arts to advocate for change in neighborhoods such as Brookland, Chinatown and Adams-Morgan. • Explore how student activism made a difference in neighborhoods like Anacostia, Chinatown and Adams-Morgan. What does change look like in your neighborhood? • Utilize the maps in each neighborhood chapter to conduct a virtual walking tour by comparing how each neighborhood has changed over time • Lead students on a walking tour as a class group activity or assign as a homework activity. What does effective change look like? • Explore what change looked like in each of the six neighborhoods. Who can advocate for change? • A Right to the City Digital Exhibit highlights ordinary Washingtonians (even young people) who advocated for change in their communities? Though it is important to remember people like Marion Barry, Walter Washington and Walter Fauntroy, how did advocates like Roberta Patrick, Rebels With a Cause, and members of the Latin American Youth Center make a difference in the lives of the District’s young people? Performance Task Using A Right to the City Digital Exhibit: • In advance of developing a two-minute Project Soapbox speech, have students consider ways they might adapt the strategies employed by Washingtonians of the past by Preparing to Participate in effecting change in the District today and in the future.
Load more

Recommended publications
  • Roger Addison Oral History Interview Final Edited Transcript
    Roger Addison Registration and Compliance Clerk, Legislative Resource Center Oral History Interview Final Edited Transcript May 29, 2019 Office of the Historian U.S. House of Representatives Washington, DC “I think if you were very fortunate, it was a blessing to work in this institution. Everyone couldn’t do it, and everyone couldn’t handle it. You have people come in and out. And you probably still today have that. But I could think of no other place that if you put your faith in God first of all and you put your feet firmly on the ground and you grind, you can accomplish a lot of things here in this place as far as opportunities and jobs.” Roger Addison May 29, 2019 Table of Contents Interview Abstract i Interviewee Biography ii Editing Practices iii Citation Information iii Interviewer Biography iv Interview 1 Notes 50 Abstract Born and raised in Washington, DC, Roger Addison spent more than 30 years working for the U.S. House of Representatives. Addison’s family had a strong connection to the Capitol—his aunt, Janie Mae (Kelley) Galmon, mentored many relatives while she worked as a chef in the House Member’s Dining Room. Addison’s familial connection led to a job offer moving furniture for the House in 1988. This position laid the foundation for Addison’s long career supporting the work of the Office of the Clerk. In this interview Addison recalls his childhood in the District. He fondly describes the tight-knit community in his neighborhood adorned with many “mom-and-pop” stores.
    [Show full text]
  • CURRICULUM VITA September 2019
    CLARENCE LUSANE, PH.D. CURRICULUM VITA September 2019 254 Madison Street, NW Washington, DC 20011 (202) 806-9383 office (202) 641-0791 cell [email protected] or [email protected] CAREER ACCOMPLISHMENTS • Former Chair, Department of Political Science – Howard University (2015-2019) • Tenured Full Professor • Professor Emeritus of Political Science and International Relations – American University (1997-2015) • Political Researcher and Writer • Public Policy Consultant • Former Commissioner – District of Columbia Commission on African American Affairs SUMMARY OF ACHIEVEMENTS AND SKILLS • Author of eight books and contributor to 20 books • Published more than 100 journal, magazine, and news articles • Professional consultant to the U.S. Department of State, Congressional Black Caucus, Congressional Black Caucus Foundation, World Council of Churches and other U.S. government, private and non-profit organizations and agencies • Recipient of prestigious British Council Atlantic Fellowship in Public Policy • Lecturer on international affairs, global racism, electoral politics, and other issues at over 40 colleges and universities including Yale, Harvard, Howard, Columbia, Georgetown, University of Chicago, and University of California-Berkeley • Lectured in over 60 countries including Bosnia-Herzegovina, Brazil, Canada, China, Colombia, Cuba, England, France, Guadeloupe, Hungary, Japan, the Netherlands, New Zealand, North Korea, Pakistan, Russia, Rwanda, Scotland, South Africa, South Korea, and Ukraine • Broad international, national, and local organizing experience with political organizations and community-based Non-Governmental Organizations • International election observer in Haiti and Democratic Republic of the Congo WORK/EMPLOYMENT Howard University, Department of Political Science, Washington, DC. July 2019 to present: Professor Teach undergraduate and graduate courses in the areas of Black Politics, Comparative Politics, and International Relations.
    [Show full text]
  • Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism
    Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism By Matthew W. Horton A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory in the Graduate Division of the University of California, Berkeley Committee in charge: Dr. Na’ilah Nasir, Chair Dr. Daniel Perlstein Dr. Keith Feldman Summer 2019 Working Against Racism from White Subject Positions Matthew W. Horton 2019 ABSTRACT Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism by Matthew W. Horton Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory University of California, Berkeley Professor Na’ilah Nasir, Chair This dissertation is an intervention into Critical Whiteness Studies, an ‘additional movement’ to Ethnic Studies and Critical Race Theory. It systematically analyzes key contradictions in working against racism from a white subject positions under post-Civil Rights Movement liberal color-blind white hegemony and "Black Power" counter-hegemony through a critical assessment of two major competing projects in theory and practice: white anti-racism [Part 1] and New Abolitionism [Part 2]. I argue that while white anti-racism is eminently practical, its efforts to hegemonically rearticulate white are overly optimistic, tend toward renaturalizing whiteness, and are problematically dependent on collaboration with people of color. I further argue that while New Abolitionism has popularized and advanced an alternative approach to whiteness which understands whiteness as ‘nothing but oppressive and false’ and seeks to ‘abolish the white race’, its ultimately class-centered conceptualization of race and idealization of militant nonconformity has failed to realize effective practice.
    [Show full text]
  • The Abernathy Uproar Simmering Feud Comes to a Boil Over the Civil Rights Leader's Book
    The Abernathy Uproar Simmering Feud Comes to a Boil Over the Civil Rights Leader's Book over the soft-spoken minister with the salt- By Art Harris / Washington Post Staff Writer / and-pepper hair and mustache who whispers gratitude, then signs his name in the shadow ATLANTA—So why are scores of black of New Age tape racks? A bodyguard with a professionals, like 49-year-old Carl Franklin, .38 on his hip eyes the patient, racially mixed standing in line, some for almost two hours? crowd of 150 standing in line at the Oxford Why are they willing to plop down $25 for a Bookstore for their turn. book and an autograph from a civil rights "I resent any so-called black or white lead- warrior some top black leaders have branded ers who try to make decisions for me, who a "Judas" for serving up his allegations of want to dictate what I should read and Martin Luther King Jr.'s extramarital esca- think," says Franklin with a shrug. pades? "God bless you," says Abernathy, the man Does no one care that the author has been under fire, fighting back in yet another chap- attacked by such luminaries as Andrew ter from the postwar trenches of America's Young, Jesse Jackson, Walter Fauntroy, Wil- long dormant civil rights movement. liam Gray, Benjamin Hooks and John Lewis? It was the night before an intense session Or is there no concern for The Widow, with Bryant Gumbel on NBC's "Today" show Coretta Scott King, an institution herself yesterday. All was not peace and love in the who allowed loyalists to use the $15 million land of nonviolent social protest.
    [Show full text]
  • Washington, DC 20005
    4 FEDERAL ELECTION COMMISSION WASSESIO. DC X*3 THIS ISTE GII4NII5 OF MWR # i47E FILED CNA O. 4 - R PORTS ANALYSIS REFERRAL TO OFFICE OF GENERAL COUNSEL DATE: 26 Apr11 1989 ANALYST: Anthony D. Raymond I. COUITTt3: Keep Hope Alive Political Action Committee (C00229286) Cirilo A. McSween, Treasurer (October 15, 1988 - Present) Alvin J. Boutte, Treasurer (June 28, 1988 - October 14 1988) 733 15th Street, NW, Room 7001/ Washington, DC 20005 II. RELEVANT STATUTE: 11 CFR 102.5(a) (1) (i) I I I. BACKGROUND: Receipt of Apparent Impermissible Contributions From Unregistered Organizations The Keep Hope Alive Political Action Committee ("the Committee*) received apparent impermissible contributions from four (4) unregistered organizations totalling $5,850 during the 1988 October Quarterly reporting period. The 1988 October Quarterly Report disclosed the following contributions from unregistered organizations: $5,000 from Friends of Jesse Jackson on July 13, 1988; $250 from the John Wiley Price Campaign on July 9, 1988; $500 from the Committee to Elect Rev. A.R. Polk on July 10, 1988; and $100 from the Mid-Brooklyn Political Association on September 15, 1983 (Attachment 2). On December 7, 1988, a Request for Additional Information (wRFAI" ) was sent to the Committee concerning the permissibility of the funds received from the unregistered organ' zations. The RFAI stated that if the funds were impermissible, the Committee should refund the amounts to the donors or transfer the funds to a non-federal account with the donor's consent (Attachment 3). l/ Prior to the 1988 Year End Report, the Committee listed its address as 1074 Thomas Jefferson Street, Washington DC 20007.
    [Show full text]
  • Black-Jewish Coalition” Unraveled: Where Does Israel Fit?
    The “Black-Jewish Coalition” Unraveled: Where Does Israel Fit? A Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Hornstein Jewish Professional Leadership Program Professors Ellen Smith and Jonathan Krasner Ph.D., Advisors In Partial Fulfillment of the Requirements for the Degree Master of Arts by Leah Robbins May 2020 Copyright by Leah Robbins 2020 Acknowledgements This thesis was made possible by the generous and thoughtful guidance of my two advisors, Professors Ellen Smith and Jonathan Krasner. Their content expertise, ongoing encouragement, and loving pushback were invaluable to the work. This research topic is complex for the Jewish community and often wrought with pain. My advisors never once questioned my intentions, my integrity as a researcher, or my clear and undeniable commitment to the Jewish people of the past, present, and future. I do not take for granted this gift of trust, which bolstered the work I’m so proud to share. I am also grateful to the entire Hornstein community for making room for me to show up in my fullness, and for saying “yes” to authentically wrestle with my ideas along the way. It’s been a great privilege to stretch and grow alongside you, and I look forward to continuing to shape one another in the years to come. iii ABSTRACT The “Black-Jewish Coalition” Unraveled: Where Does Israel Fit? A thesis presented to the Faculty of the Graduate School of Arts and Sciences of Brandeis University Waltham, Massachusetts By Leah Robbins Fascination with the famed “Black-Jewish coalition” in the United States, whether real or imaginary, is hardly a new phenomenon of academic interest.
    [Show full text]
  • Download Printable Version of Entire Document (PDF)
    DINNER PROGRAM MASTER OP CEREMONIES LeBARON TAYLOR INVOCATION WELCOME MAYORMARION 5. BARRY MESSAGE FROM THE PRESIDENT CONGRESSMAN LOUIS STOKES, PRESIDENT CONGRESSIONAL BLACKCAUCUS FOUNDATION PRESENTATION OP AWARDS GEORGE W. COLLINS AWARD J. LAMARHILL ADAMCLAYTONPOWELL AWARD COLEMAN YOUNG HUMANITARIANAWARD PERCY SUTTON WILLIAML.DAWSON AWARD CONGRESSWOMAN SHIRLEY CHLSHOLM INTRODUCTION OF CONGRESSIONAL BLACKCAUCUS MEMBERS AND CONGRESSIONAL BLACKCAUCUS FOUNDATIONBOARD MEMBERS CONGRESSMAN WALTER E. FVUNTROY DENIECE WILLIAMS ORCHESTRA CONDUCTED BYMR. WEBSTER LEWIS SALUTE TO BLACKBUSINESS CONGRESSMAN PARREN J. MITCHELL ACKNOWLEDGEMENT OF CONGRESSIONAL BLACK CAUCUS FOUNDATIONPATRONS CONGRESSMAN LOUIS STOKES AND CONGRESSMAN JULIANC DIXON 3 TABLE OF CONTENTS HONORARY CHAIRPERSONS 6 HONORARY DINNER COMMITTEE 6 BOARD OFDIRECTORS 7 DINNERCOMMITTEE 7 WELCOME MESSAGE FROM THEPRESIDENT 9 SPECIAL MESSAGE 11 CONGRESSIONAL BLACKCAUCUS MEMBERS 12 CONGRESSIONAL BLACK CAUCUS FOUNDATION: ANEWMISSION FOR NEW TIMES 50 THEGRADUATE LEGISLATIVEINTERNPROGRAM 55 1982 CONGRESSIONAL BLACKCAUCUS AWARDS 60 LEGISLATIVEUPDATE 66 ANECONOMIC DETOUR TO SUCCESS 74 CONSOLIDATED BANKANDTRUST 76 BEREAN SAVINGSASSOCIATION 76 THECONGRESSIONAL BLACKCAUCUS ANDBLACKBUSINESS 77 BLACKBUSINESS ALIVEANDDOING QUITEWELL 78 NON-TRADITIONALFINANCE FOR MINORITYBUSINESS ENTERPRISE 79 THEPHILADELPHIATRIBUNE 80 PARKERHOUSE SAUSAGE COMPANY 80 MINORITYBUSINESS ANDINTERNATIONALTRADE 81 OUR RESPONSIBILITY TO THEBLACKCOMMUNITY 81 BLACKBUSINESS INTHE1980S 83 E.E. WARD TRANSFER ANDSTORAGE COMPANY 84
    [Show full text]
  • International Freedom Mobilization Program
    International Freedom Mobilization SUMMIT CONFERENCE OF BLACK RELIGIOUS LEADERS ON A~ARTHEID ~ Program Name _ Address _ Hotel Room _ International Freedom Mobilization SUMMIT CONFERENCE OF BLACK RELIGIOUS LEADERS ON APARTHEID April 17th through 19th, 1979 UNITED NATIONS CHURCH CENTER 777 United Nations Plaza New York City, New York Welcome To all conferees, who have come from near and afar, we wish you a most hearty WELCOME! We'd like to take this opportunity to thank you for your cooperation, patience, encouragement - and most of all your prayers. We have an excellent agenda planned, and we trust you have all come in the spirit of joining efforts to improve thelot of our family in South Africa. We intend to make your short stay with us as productive and pleasant as possible. The INTERNATIONAL FREEDOM MOBILIZATION extends to you its most h~artfelt welcome. JANYCE E. BOLDEN Conference Co-ordinator - GENERAL INFORMATION Registration All conferees must wear the official badge during the sessions. Purchase Wednesday banquet ticket ($10.00) during registra­ tion. Emergency Message Center Incoming calls and messages during conference hours will be accepted at (212) 697-2115. Messages will be posted at message center on 2nd Floor of United Nations Church Center. Acknowledgements Special thanks to the United Methodist Church Center for the United Nations for their assistance and cooperation. Location of Sessions All sessions will be held on Second Floor of the United Nations Church Center unless otherwise indicated. Our volunteer staff, pages and hosts have been drawn largely from the graduate student boody of Union Theological Seminary.
    [Show full text]
  • Summary of Sexual Abuse Claims in Chapter 11 Cases of Boy Scouts of America
    Summary of Sexual Abuse Claims in Chapter 11 Cases of Boy Scouts of America There are approximately 101,135sexual abuse claims filed. Of those claims, the Tort Claimants’ Committee estimates that there are approximately 83,807 unique claims if the amended and superseded and multiple claims filed on account of the same survivor are removed. The summary of sexual abuse claims below uses the set of 83,807 of claim for purposes of claims summary below.1 The Tort Claimants’ Committee has broken down the sexual abuse claims in various categories for the purpose of disclosing where and when the sexual abuse claims arose and the identity of certain of the parties that are implicated in the alleged sexual abuse. Attached hereto as Exhibit 1 is a chart that shows the sexual abuse claims broken down by the year in which they first arose. Please note that there approximately 10,500 claims did not provide a date for when the sexual abuse occurred. As a result, those claims have not been assigned a year in which the abuse first arose. Attached hereto as Exhibit 2 is a chart that shows the claims broken down by the state or jurisdiction in which they arose. Please note there are approximately 7,186 claims that did not provide a location of abuse. Those claims are reflected by YY or ZZ in the codes used to identify the applicable state or jurisdiction. Those claims have not been assigned a state or other jurisdiction. Attached hereto as Exhibit 3 is a chart that shows the claims broken down by the Local Council implicated in the sexual abuse.
    [Show full text]
  • Walter Edward Fauntroy 1933–
    FORMER MEMBERS H 1971–2007 ������������������������������������������������������������������������ Walter Edward Fauntroy 1933– DELEGATE H 1971–1991 DEMOCRAT FROM THE DISTRICT OF COLUMBIA alter Fauntroy’s leadership in the civil rights Rights,” which focused on recommendations for improving Wmovement paved the way for his two-decade career the lives of African Americans after the passage of the as the District of Columbia’s Delegate in the House of landmark 1964 Civil Rights Act.4 Fauntroy also served as Representatives. While he was concerned with many issues the District of Columbia coordinator for the March on during his tenure, Fauntroy dedicated much of his career Washington for Jobs and Freedom on August 28, 1963. In to attaining home rule (a municipal government elected by preparation for the Washington march, Fauntroy and other the people) for Washington, DC, and to ending apartheid leading civil rights activists, such as future Representative in South Africa. “When you carry a big stick you can walk Andrew Young of Georgia, assisted King with his famous “I quietly,” Fauntroy once remarked, revealing his political Have a Dream” speech. When Fauntroy learned that King strategy, which embraced compromise and coalition- would have only eight minutes to speak, he indignantly building to accomplish his legislative goals.1 told his mentor, “They can’t limit you—the spokesman of Walter Edward Fauntroy was born in Washington, the movement—to that.”5 Fauntroy also helped organize DC, on February 6, 1933, the fourth of seven children of the 1965 march from Selma, to Montgomery, Alabama, Ethel (Vine) and William Fauntroy, a U.S. Patent Office and was national coordinator of the 1968 Poor People’s clerk.
    [Show full text]
  • WEB Amherst Sp18.Pdf
    ALSO INSIDE Winter–Spring How Catherine 2018 Newman ’90 wrote her way out of a certain kind of stuckness in her novel, and Amherst in her life. HIS BLACK HISTORY The unfinished story of Harold Wade Jr. ’68 XXIN THIS ISSUE: WINTER–SPRING 2018XX 20 30 36 His Black History Start Them Up In Them, We See Our Heartbeat THE STORY OF HAROLD YOUNG, AMHERST- WADE JR. ’68, AUTHOR OF EDUCATED FOR JULI BERWALD ’89, BLACK MEN OF AMHERST ENTREPRENEURS ARE JELLYFISH ARE A SOURCE OF AND NAMESAKE OF FINDING AND CREATING WONDER—AND A REMINDER AN ENDURING OPPORTUNITIES IN THE OF OUR ECOLOGICAL FELLOWSHIP PROGRAM RAPIDLY CHANGING RESPONSIBILITIES. BY KATHARINE CHINESE ECONOMY. INTERVIEW BY WHITTEMORE BY ANJIE ZHENG ’10 MARGARET STOHL ’89 42 Art For Everyone HOW 10 STUDENTS AND DOZENS OF VOTERS CHOSE THREE NEW WORKS FOR THE MEAD ART MUSEUM’S PERMANENT COLLECTION BY MARY ELIZABETH STRUNK Attorney, activist and author Junius Williams ’65 was the second Amherst alum to hold the fellowship named for Harold Wade Jr. ’68. Photograph by BETH PERKINS 2 “We aim to change the First Words reigning paradigm from Catherine Newman ’90 writes what she knows—and what she doesn’t. one of exploiting the 4 Amazon for its resources Voices to taking care of it.” Winning Olympic bronze, leaving Amherst to serve in Vietnam, using an X-ray generator and other Foster “Butch” Brown ’73, about his collaborative reminiscences from readers environmental work in the rainforest. PAGE 18 6 College Row XX ONLINE: AMHERST.EDU/MAGAZINE XX Support for fi rst-generation students, the physics of a Slinky, migration to News Video & Audio Montana and more Poet and activist Sonia Sanchez, In its interdisciplinary exploration 14 the fi rst African-American of the Trump Administration, an The Big Picture woman to serve on the Amherst Amherst course taught by Ilan A contest-winning photo faculty, returned to campus to Stavans held a Trump Point/ from snow-covered Kyoto give the keynote address at the Counterpoint Series featuring Dr.
    [Show full text]
  • Walter Edward Washington (1915-2003): a Photo Tribute
    Washington History in the Classroom This article, © the Historical Society of Washington, D.C., is provided free of charge to educators, parents, and students engaged in remote learning activities. It has been chosen to complement the DC Public Schools curriculum during this time of sheltering at home in response to the COVID-19 pandemic. “Washington History magazine is an essential teaching tool,” says Bill Stevens, a D.C. public charter school teacher. “In the 19 years I’ve been teaching D.C. history to high school students, my scholars have used Washington History to investigate their neighborhoods, compete in National History Day, and write plays based on historical characters. They’ve grappled with concepts such as compensated emancipation, the 1919 riots, school integration, and the evolution of the built environment of Washington, D.C. I could not teach courses on Washington, D.C. Bill Stevens engages with his SEED Public Charter School history without Washington History.” students in the Historical Society’s Kiplinger Research Library, 2016. Washington History is the only scholarly journal devoted exclusively to the history of our nation’s capital. It succeeds the Records of the Columbia Historical Society, first published in 1897. Washington History is filled with scholarly articles, reviews, and a rich array of images and is written and edited by distinguished historians and journalists. Washington History authors explore D.C. from the earliest days of the city to 20 years ago, covering neighborhoods, heroes and she-roes, businesses, health, arts and culture, architecture, immigration, city planning, and compelling issues that unite us and divide us.
    [Show full text]