Smithsonian Anacostia Community Museum
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National Visionary Leadership Project 2003
National Visionary Leadership Project 2003 ACMA staff 2014 Anacostia Community Museum Archives 1901 Fort Place, SE Washington, D.C. 20020 [email protected] http://www.anacostia.si.edu/Collections/ArchiveCollection Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Scope and Contents note................................................................................................ 1 Names and Subjects ...................................................................................................... 2 Container Listing ............................................................................................................. 3 National Visionary Leadership Project 2003 ACMA.09-005 Collection Overview Repository: Anacostia Community Museum Archives Title: National Visionary Leadership Project 2003 Identifier: ACMA.09-005 Date: June 4, 2003 Creator: National Visionary Leadership Project Extent: 0.25 Linear feet (1 box) 5 Video recordings (5 VHS 1/2" video recordings) Language: English . Administrative Information Acquisition Information Co-founded in 2001 by Camille O. Cosby, Ed.D. and Renee Poussaint, The National Visionary Leadership Project (NVLP), a nonprofit, tax-exempt organization, unites generations to create tomorrow's leaders by recording, preserving, and distributing through various media, the wisdom of extraordinary -
Evolution of a Community: 1972 Exhibition Records
Evolution of a Community: 1972 Exhibition Records ACMA.M03-040 Kendra Jae Funding for partial processing of the collection was supported by a grant from the Smithsonian Institution's Collections Care and Preservation Fund (CCPF). 2017 July Anacostia Community Museum Archives 1901 Fort Place, SE Washington, D.C. 20020 [email protected] http://www.anacostia.si.edu/Collections/ArchiveCollection Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Scope and Contents........................................................................................................ 2 Arrangement..................................................................................................................... 2 Historical Note.................................................................................................................. 2 Names and Subjects ...................................................................................................... 2 Container Listing ............................................................................................................. 4 Series 1: Exhibit Records, 1970-1972, undated...................................................... 4 Series 2: Oral History of Anacostia Project Files, 1970-1974, undated.................... 5 Series 3: Neighborhood Background Research Files, 1898-1988, -
Black Lives Matter at School Washington History Resources
Black Lives Matter Resource Guide This Black Lives Matter at School Week of Action Washington History Resource Guide is a curated list of content from Washington History including: A special issue released Fall 2020, “Meeting the Moment” came together in the summer of 2020 as a response to the global pandemic and ongoing Black Lives Matter protests. Profiles of famous as well as less well-known Black women and men who have made their mark on Washington, D.C.; Articles addressing political and social issues affecting the lives of Black women and men in Washington, D.C., from its founding to the near-present; Pieces highlighting the impact of local Black women and men on the arts, business, culture and politics of Washington, D.C. Teachable Moments – short articles designed for classroom use that take a single local primary source and explore its historical context with DCPS curricular needs in mind; and An annotated bibliography relating to a little-known experiment in community policing that took place in Washington, D.C. between 1968 and 1973. Last updated January 2021 Contents Washington History in the Classroom ............................................................................................................................................ 3 Selected profiles ...................................................................................................................................................................................... 4 Dorcas Allen ...................................................................................................................................................................................... -
20Th Century Black Women's Struggle for Empowerment in a White Supremacist Educational System: Tribute to Early Women Educators
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Information and Materials from the Women's and Gender Studies Program Women's and Gender Studies Program 2005 20th Century Black Women's Struggle for Empowerment in a White Supremacist Educational System: Tribute to Early Women Educators Safoura Boukari Western Illinois University, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/wgsprogram Part of the Gender and Sexuality Commons, and the Women's Studies Commons Boukari, Safoura, "20th Century Black Women's Struggle for Empowerment in a White Supremacist Educational System: Tribute to Early Women Educators" (2005). Information and Materials from the Women's and Gender Studies Program. 4. https://digitalcommons.unl.edu/wgsprogram/4 This Article is brought to you for free and open access by the Women's and Gender Studies Program at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Information and Materials from the Women's and Gender Studies Program by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Manuscript; copyright 2005(?), S. Boukari. Used by permission. 20TH CENTURY BLACK WOMEN'S STRUGGLE FOR EMPOWERMENT IN A WHITE SUPREMACIST EDUCATIONAL SYSTEM: TRIBUTE TO EARLY WOMEN EDUCATORS by Safoura Boukari INTRODUCTION The goal in this work is to provide a brief overview of the development of Black women‟s education throughout American history and based on some pertinent literatures that highlight not only the tradition of struggle pervasive in people of African Descent lives. In the framework of the historical background, three examples will be used to illustrate women's creative enterprise and contributions to the education of African American children, and overall racial uplift. -
Towards Equal Footing ……
Towards Equal Footing Responding to the Perceived Constitutional, Legal and Practical Impediments to Statehood for the District of Columbia Acknowledgements This writing, the product of a series of writings by me, first began in 1975. From the moment I settled in Washington, D.C. in 1970, it struck me as strange that by virtue of the routine act of crossing an invisible line, coming within the boundaries of the nation’s capital and making it my home, most of the rights I had enjoyed, as a citizen of the state of Indiana, were lost. In the shadow of one of the greatest icons of democracy, the Washington Monument, that simple act of moving --- an act carried out by thousands and thousands over the years --- has made our lives difficult and different from the lives of every other citizen in America. That simple act caused us to become second-class, non- voting citizens unable to participate fully in our federal government. Currently, close to 600,000 taxpaying Americans who reside in the District of Columbia --- more than the number of those who reside in the state of Wyoming and close to the number who reside in nine other states --- bear all the burdens of citizenship, yet do not share in the benefits, particularly, the right to vote in the same manner as all other citizens. In 1978, the House of Representatives and the Senate passed House Joint Resolution 554 by a two-thirds vote. The Resolution proposed that the District of Columbia would be treated “as though it were a state,” for the purposes of electing Senators, Representatives, the President and Vice-President and members to the Electoral College. -
Ruffins-Book.Pdf
Mythos. Memory. and History 507 CHAPTER 17 tory within the United States. There were both Native American and occasional European slaves at some points in American history, but slavery was an overwhelmingly African American experience. 2 That enslavement has fueled a powerful debate over the fundamental civil rights and appropriate governmental relationships laid out in docu Mythos, Memory, and ments such as the Declaration of Independence, the United States Constitution, and the Constitution's Bill of Rights, to name only the History: African American most important. While conflict among ethnic groups and classes may characterize many aspects of American history, the Civil War had to be Preservation Efforts. , fought to resolve the issues relevant to Afro-Americans. Moreover, no 1820-1990 other ethnic group has been victimized by state constitutional amend ments denying them the right to vote and to share public facilities, as were African American people in the late-nineteenth-century South. FATH DAVIS RUFFINS While discrimination existed within many areas of American life against certain religious groups and people of foreign origins, at the same time segregation laws were formally enacted in many states for the specific purpose of controlling the social and political access and economic opportunities of one ethnic group: African Americans. Fur n 1968 a major television network aired thermore, the modern civil rights movement, which changed Ameri an extraordinarily popular documentary can life and has proven inspirational to activists around the world, entitled Black History: Lost, Stolen, or was initiated and led by African Americans. In these ways (and in IStrayed? Narrated by Bill Cosby, this others too detailed to mention) the history of Black people is deeply program sought to show the public the state of historical research and intertwined with the more general history of this country. -
Barry Farm Dwellings Other Names/Site Number N/A
NPS Form 10-900 OMB No. 1024-0018 (Expires 5/31/2012) United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations for individual properties and districts. See instructions in National Register Bulletin, How to Complete the National Register of Historic Places Registration Form. If any item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional certification comments, entries, and narrative items on continuation sheets if needed (NPS Form 10-900a). 1. Name of Property historic name Barry Farm Dwellings other names/site number N/A 2. Location street & number not for publication 1100-1371 Stevens Road SE; 2677-2687 Wade Road SE; 2652 Firth Sterling Avenue SE city or town Washington DC vicinity state DC code DC county N/A code 001 zip code 20011 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this nomination _ request for determination of eligibility 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. In my opinion, the property _ meets _ does not meet the National Register Criteria. I recommend that this property be considered significant at the following level(s) of significance: national statewide local Signature of certifying official/Title Date State or Federal agency/bureau or Tribal Government In my opinion, the property meets does not meet the National Register criteria. -
These Separate Schools: Black Politics and Education in Washington, D.C., 1900-1930
These Separate Schools: Black Politics and Education in Washington, D.C., 1900-1930 By Rachel Deborah Bernard A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Waldo Martin, Chair Professor Mark Brilliant Professor Malcolm Feeley Spring 2012 Abstract These Separate Schools: Black Politics and Education in Washington, D.C., 1900-1930 by Rachel Deborah Bernard Doctor of Philosophy in History University of California, Berkeley Professor Waldo Martin, Chair “These Separate Schools: Black Politics and Education in Washington, D.C., 1900-1930,” chronicles the efforts of black Washingtonians to achieve equitable public funding and administrative autonomy in their public schools and at Howard University. This project argues that over the course of the early twentieth century, black Washingtonians came to understand their two-pronged goals of administrative autonomy and equitable allocation of resources in both their public schools and at Howard in terms of civil rights. At the turn of the twentieth century, many African Americans in Washington defended their educational institutions as venues for individually demonstrating their own good citizenship and respectability, in other words as means to social and economic uplift. By the 1910s and 1920s, however, they spoke about equal educational opportunity as a civil right, guaranteed to all citizens by the Constitution. Also, while these struggles for educational equality began in the public schools, they were soon taken up by leaders at Howard University and its law school. In addition to educational equality, administrative autonomy was another key part of black Washingtonians’ rights agenda. -
Towards Equal Footing: Responding to the Perceived Constitutional, Legal and Practical Impediments to Statehood for the District of Columbia
University of the District of Columbia Law Review Volume 13 Issue 1 Article 2 3-31-2010 Towards Equal Footing: Responding To The Perceived Constitutional, Legal And Practical Impediments To Statehood For The District Of Columbia Johnny Barnes Follow this and additional works at: https://digitalcommons.law.udc.edu/udclr Part of the Constitutional Law Commons, and the State and Local Government Law Commons Recommended Citation Johnny Barnes, Towards Equal Footing: Responding To The Perceived Constitutional, Legal And Practical Impediments To Statehood For The District Of Columbia, 13 U.D.C. L. Rev. 1 (2010). Available at: https://digitalcommons.law.udc.edu/udclr/vol13/iss1/2 This Article is brought to you for free and open access by Digital Commons @ UDC Law. It has been accepted for inclusion in University of the District of Columbia Law Review by an authorized editor of Digital Commons @ UDC Law. University of the District of Columbia Law Review Volume 13 Spring 2010 Number 1 TOWARDS EQUAL FOOTING: RESPONDING TO THE PERCEIVED CONSTITUTIONAL, LEGAL AND PRACTICAL IMPEDIMENTS TO STATEHOOD FOR THE DISTRICT OF COLUMBIA Johnny Barnes* * Attorney Johnny Barnes spent almost a quarter of a century in various Congressional staff positions, serving as Chief of Staff to several Representatives. During his time with Congress, Barnes was involved in the successful effort to secure passage of a proposed amendment to the United States Constitution that would have given full voting representation to the District of Columbia. That amendment passed by supermajorities (two-thirds) in the House and Senate, but later died during the ratification process in the states. -
UNIVERSITY of CALIFORNIA Los Angeles “Free DC:” the Struggle For
UNIVERSITY OF CALIFORNIA Los Angeles “Free D.C.:” The Struggle for Civil, Political, and Human Rights in Washington, D.C., 1965-1979 A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Selah Shalom Johnson 2015 © Copyright by Selah Shalom Johnson 2015 ABSTRACT OF THE DISSERTATION “Free D.C.:” The Struggle for Civil, Political, and Human Rights in Washington, D.C., 1965-1979 by Selah Shalom Johnson Doctor of Philosophy in History University of California, Los Angeles, 2015 Professor Brenda Stevenson, Chair “Free D.C:” The Struggle for Civil, Political, and Human Rights in Washington, D.C., 1965-1979, illuminates one of the greatest political shortcomings in 20th century America, which was the failure to provide full political enfranchisement for the citizens of Washington, D.C. – the first major American city with a majority African-American population. This project centers on the Free D.C. Movement, a political crusade to fully enfranchise Washingtonians, through grassroots organizing and by pressuring the Federal government to address the political, social, and economic ills that plagued the nation’s capital for nearly a century. Washingtonians’ struggle for full political enfranchisement was one of the most significant goals and significant shortcomings of the 20th century. ii Washington has been an under-researched part of Civil Rights Movement history, even though the city had an instrumental role during this era. My project explores the “Free D.C.” Movement through the lens of residential segregation, employment, and education. I examine how the desire for institutional changes and improvements in these areas helped shape and direct the local movement, and consequently undermined Washington, D.C. -
2013 Commemorative Book
Dr. MARTIN LUTHER KING, JR. COALITION-HAWAI’I Hawaii Celebrates 25th annual Martin Luther King, Jr. Holiday Holiday Souvenir Booklet January 21, 2013 http://mlk-hawaii.com 1 Dr. Martin Luther King, Jr. Coalition – Hawai`i 2013 Officers: Patricia Anthony . President Lee Gordon . Vice President Juliet Begley . Secretary William Rushing . .Treasure Co-Sponsor: City & County of Honolulu Event Chairs: Candlelight Bell Ringing Ceremony: Marsha Joyner & Rev. Charlene Zuill Parade Chairs: William Rushing & Pat Anthony Unity Rally: Jewell McDonald Vendors: Juliet Begley Webmaster: Lee Gordon Coalition Support Groups: African American Association Hawaii Government Employees Association Hawaii National Guard Hawaii State AFL-CIO Hawaiian National Communications Corporation Headquarters US Pacific Command ‘Olelo: The Corporation for Community Television Kappa Alpha Phi Fraternity State of Hawai`i United Nations Association of Hawaii – Hawaii Division United States Military University of Hawaii Professional Assembly Booklet Editor: MarshaRose Joyner Copyright: Hawaiian National Communications Corporation, 2013. All rights reserved. 2 Dr. Martin Luther King, Jr. Coalition – Hawai`i 2013 TABLE OF CONTENTS Holiday Calendar . 4 Nagasaki Peace Bell . .. 5 Bell Ringing Ceremony January 1, 1863 . ... 7 One Hundred Years of Struggle . 8 March on Washington . 10 Equality Hawaii . 14 To Dream the Impossible Dream . .. 15 Grand Marshal . .. 19 Importance of the Holiday . 21 Senator Daniel K. Inouye . .. .23 Mahalo. 24 3 The 25th Annual Martin Luther King, Jr. Holiday Calendar Friday January 18, 2013- Noon The Queen & Dr. King Concert with The Royal Hawaiian Band I’olani Palace Grounds Sunday, January 20, 2013 Annual Bell Ringing Ceremony 5:30 p.m. Nagasaki Peace Bell Honolulu Hale Civic Grounds Lauhala & Beretania Streets Monday, January 21, 2013 The Martin Luther King, Jr. -
Nationally X Statewide Locally
NFS Form 10-900 0MB No. 1024-0018 (Rev. 10-90) United States Department of the Interior National Park Service Vs NATIONAL REGISTER OF HISTORIC PLACES REGISTRATION FORM This form is for use in nominating or requesting determinations for individual properties and districts . See instructions in How to Complete the National Register of Historic Places Registration Form (National Register Bulletin 16A) . Complete each item by marking "x" in the appropriate box. or by entering the information requested. If any item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-900a) . Use a typewriter, word processor, or computer, to complete all items. 1 . Name of Property historic name The Alexander Crummell School other names/site number N/A 2. Location street & number Kendall and Gallaudet Streets,/ 1 \\ N. ©. E. ©. not for publication N/A city or town Washington j ~Y\J\ vicinity N/A state District of Columbia code DC county/N/A zip code 20002 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act of 1986, as amended, I hereby certify that this X nomination ___ request for determination of eligibility 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. In my opinion, the property X meets ___ does not meet the National Register Criteria.