338 24 26018 https://digitalcollections.library.gvsu.edu/files/original/6c5c85c682192afd4da4948469fd2989.m4v a819b331963fe0ef4e076caecbf61d63 https://digitalcollections.library.gvsu.edu/files/original/3e552cf0fb8852e65e0d95401af77fbb.pdf ad8b0d1a2a88a9b23c3e6ae71081f71f PDF Text Text Grand Valley State University Veteran’s History Project World War II Rosadell Galmish Wolf on Elvin Jay Galmish Background (00:00:00) 2nd Lieutenant, Army Air Corps Died September 5, 1944 in service of his country Born in Cochranton, Pennsylvania, May 19, 1921 Grew up on a farm Finished high school in Cochranton Training (00:01:13) He enlisted in the military when he was 21, Air Force  Interested in learning to fly Married his wife, Rosadell Galmish (the interviewee), in July before entering the service His wife went in to teach that year After enlisting, he waited until January for his notice (00:02:30)  Had a job during these months of waiting Went to the Aviation Cadet Center in San Antonio, Texas for training No telephones available freely at the time, very strict on its usage  Would be allowed calls once in a while No flight training at the cadet center, just basic training  Lots of testing: recognition and identification of different planes, instant recognition  Very strict training, couldn’t talk often to his family  Was in training for about 6 months, end of May went on to the next phase of training Flight Training (00:05:07) Flight training in Vernon, Texas. Rosadell traveled by train to join him there � She never traveled anywhere, especially never by herself  He had good grades in his training, so he was able to go into town during the weekend  They had planned to meet on Friday, but he wasn’t there  That weekend, Rosadell found out that his weekends now started on Saturdays instead of Fridays  The woman, whose house they would be staying at had gone to meet her, but had gone to the wrong train station  Rosadell stayed in the woman’s daughter’s room that was being rented out Elvin was having a hard time with flying because he would get air sick (00:07:35)  His instructor gave him one last time to see if he could overcome it  If he didn’t, he would be taken out of the program  He didn’t get air sick on that flight and could finish training Went to Enid, Oklahoma for the next level of training (00:08:30) Rosadell shared a room with another cadet’s wife Elvin would have to do night flights; he would sometimes fly over his wife’s apartment and he would dip his wings so she could see him (00:09:35) The woman she was staying with had a son and was worried about Polio and moved back home; Rosadell then had to stay by herself (00:10:00) Went to Frederick, Oklahoma for his next phase of training (00:10:46)  Took a car with another couple to get there  Rosadell taught at the school there, part-time November 3, Elvin got his wings (00:12:30)  Elvin had forgotten his uniform for the ceremony so he came back and visited his wife for a little while during school After graduation, Elvin was given time to go back home for 10 days; had been training for a year (00:13:40) �Delrio, Texas was his next destination; Rosadell couldn’t join him (00:14:04)  She eventually was given a guest room at the base; December 6  Was given the chance to fly in a B-76 In January, Elvin finished his B-76 training and went to Freeport, Louisiana; Barksdale Air Field (00:15:20)  Met his crew there  Permitted to live off base, but motels weren’t as common during the ‘40’s  Stayed at a cabin with another couple Rosadell tells a story about her sister coming in to visit her (00:16:49) Training completed there (00:19:25) Didn’t enter the war right away, stayed in Freeport (00:19:42)  Wanted to have some leave time so Elvin could get Rosadell back home; she was expecting a baby, at the time  Didn’t get the leave time, was scheduled to go to Europe  Last time Rosadell saw him was when he left to go back to the field, April His crew and he was sent to New Jersey until May (00:21:27) The day before his birthday, in May, his crew reached England (00:22:04)  Went by ship He was stationed in England but Rosadell doesn’t know where (00:22:43) He wrote when he could, can guess that it was a month before he started making flights (00:23:05)  All letters were censored, couldn’t talk about flights but could say little things  End of June, Rosadell can guess, is when he began flying (00:24:05)  Once mentioned, in his letters, that he had been in London (00:25:00) � Lived in a regular barracks, but never went in-depth about much because he wasn’t allowed  The only thing he ever mentioned, about flights, was that he could always tell how close the flak was because of his co-pilot He wasn’t involved in D-day, arrived too early (00:26:40)  Was able to push the Germans back enough to make a small airport  Elvin was stationed there, near Omaha Beach  Mentioned in a letter that he had been issued a helmet which he used it to clean his clothes  Rosadell was happy he wrote about this because when they sent his footlocker back, all of his clothing was discolored Combat took place mainly over Germany (00:29:10) At the end of the War, the tail gunner of Elvin’s plane had survived (00:29:25)  He told Rosadell that they were all set to be sent to the Pacific Theater of Operations, was glad they weren’t Elvin was awarded the Air Medal with three clusters and a Purple Heart (00:30:20) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Galmish, Elvin (Interview outline and video), 2009 Creator An entity primarily responsible for making the resource Galmish, Elvin Description An account of the resource Rosadell Galmish Wolf, wife of 2nd Lieutenant Elvin Jay Galmish, tells the story of her husband during World War II from her perspective. Elvin Jay Galmish enlisted in the Army Air Corps at the age of 21 and trained to be a pilot. His wife traveled with him during his training until he was sent to Europe in 1944 where died in service of his country. He was a bomber pilot, based first in England and then in France (so presumably with the 9th Air Force). Contributor An entity responsible for making contributions to the resource Vandermyde, Nicholas John (Interviewer) Jacobs, Lucas Christopher (Interviewer) Forest Hills Eastern High School (Ada, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Air Corps Women Other veterans & civilians--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-06-09 Identifier An unambiguous reference to the resource within a given context GalmishE Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/18271f55afe967f8ab03a439b8b60b3b.jpg 7a9c0c2e4da55a77205fcbb04a80d163 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_1_010 Date A point or period of time associated with an event in the lifecycle of the resource 1937-01-26 Title A name given to the resource Galvez Hotel Description An account of the resource Hotel Galvez where Rotary Club meets, Galveston, Texas. Subject The topic of the resource Galveston Bay (Tex.) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/06daf1c677eb3e3a4938ded815fb5fdf.pdf bd37c91983eff174cd80762af392dc3e PDF Text Text Speaking Out Western Michigan’s Civil Rights Histories Interviewee: Gamal Gasim Interviewers: Gagan Singh Supervising Faculty: Melanie Shell-Weiss Location: Grand Valley State University Special Collections Date: 4/23/2012 Biography and Description Gamal Gasim, assistant professor of Middle East Studies and Political Science, earned his PhD in political science from Texas Tech. He teaches Introduction to Middle East Studies, Middle East politics, and comparative politics. Before Grand Valley, he taught at Texas Tech, University of Wisconsin-Madison during the summers of 2006 and 2007, and at the University of Illinois at Urbana-Champaign and Beloit College during the summers of 2008 and 2009 respectively. He discusses how people who do not know anything about Islam or Muslims discriminate against them, and how the media plays a negative role in society in America. Transcript GAGAN: So. Well first of all I would like to know some basic information about you. Like, where you’re from... GASIM: Yemen, I’m from Yemen. But, I was born and raised in Sudan. GAGAN: Ok. GASIM: Then I moved back to Yemen. I spend all of my vacations in Sudan. And then, when I finished my undergraduate and ....Do you want to close the door so...(A LOT OF BACKGROUND NOISE) So, I was raised in Sudan I received all of my education until I finished my undergraduate at the University of Hartford (??), went back to Yemen and then I went to Malaysia and did my first Master’s degree there in Malaysia. I went back to Yemen and I work- I worked two years, then I came back, I came, to the U.S. I did my second Master’s degree and my Doctorate and I joined Grand Valley almost three years ago. GAGAN: Oh, so right after you finished yourGASIM: Yes, yes. Actually before I finished, one year before I finished. GAGAN: Oh okay. GASIM: I finished in 2010, and I joined Grand Valley in 2009. Page 1 �GAGAN: Okay. GASIM: As assistant professor (LISTEN TO AGAIN @ 1:10) Silence GAGAN: So, where did you say you did your doctorate? GASIM: Texas. Texas Tech. GAGAN: Texas? Oh, okay. So then you moved to Michigan right after? GASIM: My Master’s was in Kansas and then I moved to Texas and then I came to Michigan. GAGAN: Oh, yes. You’ve been travelling all over. GASIM: Yeah, and I also work in Wisconsin and I work in Illinois during the summer. University of Wisconsin- Madison, University of (???) College of (??) in Wisconsin and University of Illinois- UrbanaChampaign. I taught two years here and two years there and during the summers. GAGAN: What do you do at the Madison, the school of Madison? Kansas? School of Madison? GASIM: Kansas University has a school of (Medicine/Madison??). Kansas State, Kansas State University, they don’t have a School of Medicine GAGAN: Oh okay. Pause So I’d like to know, like, since this is a diversity class and our interview is based on that, my topic I chose is like, after 9/11, and actually even before, like the differences. I’ve noticed. But, I would like to know, like, what you have noticed. GASIM: Since I came here after September 11, immediately. In, I think, 2002. On a personal level, all my life in America on academic campuses and universities. Dealing with highly educated people. So, I don’t see it really that much personal. I...maybe sometimes a few things outside, but not that much. In the beginning, I see tight security screaming for us in the airports and stuff like that. Now, in the last 3 or 4 years, I don’t know if they removed me from the list or not but I don’t see it that much. I don’t see it that much. So. Personal. But yes, of course. ...especially in Arabian/Muslim American communities they feel that now that they became, they moved from what we call, they were like...before September 11 they were invisible. Like many other minorities. Okay? ...American eyes and very invisible in the public discourse. They were invisible in discussions and suddenly they moved from this invisibility to hypervisibility. And they came to be regarded as the ‘other’. GAGAN: They stuck out, like right after that. GASIM: Yes. GAGAN: They started noticing- Page 2 �GASIM: Yes, yes. GAGAN: “Oh they’re brown. They’re not Americans”. GASIM: (Not sure what he’s saying) And other groups too. Like Muslims, being considered to be..(Can’t figure this part out) GAGAN: Yeah, like seek(??)...yeah, seeks(??). Yeah, that’s who I am. And I’ve noticed, like we don’t wear turbans, but my dad’s friends wear turbans. So, because they wear turbans they thought they were Muslims. GASIM: Some of them think that, unfortunately. Because... GAGAN: Yeah, but it isn’t right, even if they were Muslims. GASIM: Yes, yes. GAGAN: Wearing, they… GASIM: But, I think this is like guilded by far association, like, because of the resemblance of the Taliban’s, or something like that. And it’s just also the ignorance of people sometimes. GAGAN: Yeah. Silence And I’ve noticed that, too, myself. That sometimes, if you-if people know about you, if you have close friends, they know about you. They’re more, what? Educated. GASIM: Yes! GAGAN: But, if there’s people who don’t have like Muslim friends, Indian friends, seek (?) friends...they won’t know the difference. GASIM: Absolutely. And studies showed that those who are Muslim have more federal views about Salam (?) and Muslim GAGAN: Yeah. GASIM: (…) than those who don’t have friends, yes. (...) GAGAN: Yeah, I was reading, or it was a, news? Or a show on-in PR, and they were talking about after 9/11 how Muslims were being treated. But, people that had friends, like white people who had friMuslim friends, they favorited them. They thought they were the nicest people. But, people that didn’t know anything about Islam or Muslim people, they basically hated them. GASIM: Yes. GAGAN: They thought they were ‘bad’. Page 3 �GASIM: Yes. Absolutely. GAGAN: So, they’re not educated about… GASIM: Yes. Silence GAGAN: What else do you feel like could change, should be changed or how can people be educated more? GASIM: America has this long tradition of isolationism. Ok? And I think it’s so deep rooted in the culture. For example, I teach classes about issues in political politics. And the first of the semester what I do, I always show pictures or photos of Kim Kardashian and I let the class talk about her. They know almost everything about her. And then another picture of Lindsay Lohan, and then a, Snooki, and I let the class talk like 15 minutes about these 3 people. they know almost who their husbands, boyfriends, what they do, when they went to jail, all this kind of information. And then I will show a picture of the British Prime Minister. GAGAN: Mhmm. GASIM: And nobody knows anything about him. GAGAN: Yeah. GASIM: So, basically, America’s for a long time been isolated here, even until of course September 11 happened and all (…) like, Bill Harper or like that, then they think that, okay well what happened in maybe Afghanistan or the Middle East might affect them here, too. So, that’s a big issue. Hopefully, education might help a little bit. This is why schools like Grand Valley requires you to take courses like yours. Diversity, global diversity, in order to educate the students about understanding diversity and other cultures. So, that is, that is, helpfulness of education. building more programs like this would help. the media, I’m not sure. I’m not sure that that could help. But, the U.S in general, moves toward more, I mean after…the demographic make-up in the country is going to be- change in the coming 50 years or 40 years. So that might force people to basically stand out and come to close contact with different ethnic groups. I mean in the long run. Maybe I’m optimistic. Brief silence GAGAN: But do you like, you mentioned, the media. You said that won’t help much. Why do you feel that? GASIM: the medi—the role of the media, I mean what they, I mean. Deep sigh I don’t know. I mean, of course, sometimes the media can play a role in what you call the normalization of certain ideologies, or the acceptance of a specific minorities life. For example, now many shows about gay couples, for example, okay? Trying to let the public at least, accept that reunion. In that area, that works very nice. (?) But, that impact would take a very long time and I don’t know if there is really, if the Page 4 �media is playing a very significant, constructive roles in this areas. I’m not sure about that. I’m not an expert in media, but this course sometimes shows the news and media outlets that focus on news and important news sometimes is not healthy. like Fox news or others and some do, some do a decent job. But, in general, (…………………) GAGAN: Have you noticed the difference between media here and media from different countries? GAGAN: Like, in the U.S, it’s just what they kind of want you to know, information. But, if you listen to BBC, they actually tell you a little more information about what’s going on in the U.S. and outside. Which sometimes, I feel that they kind of hide some stuff here. GASIM: Yeah that comes by us by omission. U.S. of course, has a long tradition of reporting about different countries and BBC has what I would consider, so far, a credible source for information for many countries. Like there is of course differences between reporting and commenting on the news ? so the BBC is doing a good job at reporting on what happened and, and, and reaching out to many people. And what they report, I don’t think they report from the British point of view. But American media tends to report from American prospective and, and basically what, what helps sometimes a political and (…..). And most of the (…) newspapers and media are controlled by conservative and reporters tend to be liberal. And like for example, some newspapers owned by conservatives, on current issues and they tend to be sometimes conservative, but in social issues they tend to be liberal because that is what most reporters are liberal. But, yes, I mean, they don’t have that, of course that long tradition like the BBC, for example. And sometimes people here like, to the right wing are so upset about, they’re disappointed about what you call the, the BBC, the PBS, for example. They think that they worry (……). So, I think that is, could be dangerous because the PBS to some extent, in my understanding is, similar to the BBC. public funded type of media. But, the BBC of course has that tradition and that respecting differences in Africa and the Middle East. And now of course we see new media coming from developing countries reversing the flow of information from North to South. Like in (...) which is challenging the Western dominance of media. Of information. GAGAN: So like, you mentioned earlier like at the airport security was a little more strict/is more strict for us, like, do you, when you go there or when you’re at the airport, do you feel like upset or angry? GASIM: No, I tend to be relaxed and smiling. Because otherwise I, I will, I fly a lot. I fly a lot when I came here for conferences. That’s like 3 or 4 times a year, at least. And, and I decided always to be smiling. These people are doing their job powerfully. And, and, and after all it’s for my safety. But, I remember that in 2002 they used to have microphones and this loud speaker. And they would always, they normally have this phrase, like they are going to select some people randomly. GAGAN: Mhmm. GASIM: And always I was selected randomly. [Laughs] GASIM: So, so that was then. I think from 2002 to 2004...Things changed I think when Bush was reelected. So then before his election you see all this kind of media, terrorist alerts. And Americans were constant attack of fear, there was like another September 11 coming and this. But suddenly after he was elected again... Page 5 �GAGAN: it slowed. (??) GASIM: Yeah I mean you hear that these colors and this . And, and I remember until 2004 all this abundance...used to talk about how they are safe and no major attack...and I was wondering if Obama would say the same thing. Like now, since now 4 years since Obama is now and no major attack in the U.S. So, it is interesting to see the things. GAGAN: Yep, [haha]. So do you feel like discriminated a--at all? At that? Like... GASIM: I mean I am not sure. I, of course, it is difficult to, basically, know the intent, ? GAGAN: If they are doing their job, but the way they treat you? The way they talk sometimes? Do you feelGASIM: of course they are not like, I mean at that time. Now, it is different from 2005 to now I don’t, I don’t really see that. many times they pass out additional screening. Many times. Rarely I was stopped actually. I see sometimes worried people being chased (laughs) and-and which is, I feel sorry for them, but at the same time I’m happy that it’s not me, ? So that has changed a lot. From 2002 to 2004 and 5, it was...One time I remember in particularGAGAN: Mhmm. GASIM: I miss a flight and then I have-I had a connection and I was going to a conference in New York. GAGAN: Mhmm GASIM: And in Kansas City, I remember I pass security and I was waiting and waiting because I missed my flight. And Kansas International Airport, Kansas City International Airport is not that big. So not so many people around and I think I was sitting for like 2-3 hours and suddenly a security agent came to me and asked me “Sir, I want to check your documents”. Even though I was just waiting for my flight. And if it were someone else he or she might be upset “Why?” “I’m not passing security, I already did that and I’m here waiting for my-” . And he asked me questions about where is my flight and how-why I’m waiting longer here. GAGAN: Suspecting you. GASIM: Yeah, so basically I show her my documents and I was fine. That happened to me in Kansas--the three incidents happened in Kansas City. One also, one--one time I was going from Kansas City to Manhattan where, Kansas, taking a small flight, where I did my second master. And there was a woman, American-Indian woman, from India. And she was selected and I was selected. The only, we are on a small flight, like maybe, 12 people? GAGAN: Oh and two brown people? [Laughs] GASIM: Yeah, so, she was selected and even though we came, we had already been screened from New York and we went through this process of, this screening. And we had our connection just in Kansas City, going to Manhattan. I mean there is no reason for us to, there is no security reason...it is just a Page 6 �connection! And actually in the gate there is security agents and they said from TSA and the man said, “I’m going to select people from random”. They used to test them like that. And then they choose her and they choose me. And she was extremely angry. And she threw the bag to them, like that, “You wanna take this? This is here for you”. And I was really surprised by her behavior. She’s American so she knows her rights. And I’m not American I’m (...) Anything can happen, anything can happen to me. Even though I was (...). So she was extremely angry, but I decided for a long time, by that time, not to let that affect me, as much. If I be angry. And actually, I remember the man, the security agent, he was very calm with this woman. he did not react angrily. Maybe they know that they are wrong, that what they do is wrong, but the woman has a right because there is no harm...and no need for this. GAGAN: Yeah, they shouldn’t. No need for violence. GASIM: Yeah. No need for her to be subject to screening. Cause she already passed it, she came from New York and just, in the waiting area going--taking another flight you don’t do that. That’s unheard of. GAGAN: Well, it’s kind of like you feel--don’t you feel a little weird when there’s other people already watching you and it’s only you or the Indian lady? GASIM: No, no. I mean myself—myself I...because usually if someone has a problem with me it is not my problem, it’s his problem. GAGAN: Yep. GASIM: And that doesn’t make me feel bad. Ok? I mean if someone is racist to me, or makes a racist comment--I remember one time I was, during having my, when I was doing my doctorate degree at University of Texas I was going (........) my meal, my meal there. And then a homeless white woman stopped me and asked me for money. I think she was maybe drunk, alcohol or something. I don’t have cash so I say can I buy a meal for them, but I don’t have cash. And I say to her, I don’t have money for you, I’m sorry. And she asks me if I’m a terrorist. [Pauses] And I was laughing because look at she. I was a doctorate student here (laughs) I’m paying my bills, I’m contributing, I’m teaching my own classes and you are a homeless woman here and not only begging for money to use it for drugs but begging me and thinking you are better than me and you call me a terrorist. And she followed me actually, I almost feel like this woman is going to cause some trouble. And-and I wasn’t rewarded because how people can take any kind of racket. So I went there and she followed me into the Burger King and I think they are used to her because they let us in and I told the cashier, I said, just to be like, “This woman is following me”. And the woman, because I did not respond negatively to her and the way she took that like out of weakness or something because I’m so (…) I don’t want to create unnecessary problems for myself. Not because I’m afraid of her . I just told the woman that this and she really, the cashier, she was African-American and she threatened her and she said “You either leave this property or I will call the police for you”. And the woman left. Another friend of mine, we used to work in Yemen together and he came, an exchange student like me from (…) student. And he came to Missouri. And his first two days in the U.S in Missouri (laughs) and he stayed in a motel looking for apartment, the school is starting next week and then he found an address and being near an area so he was just walking looking for this place to rent and he felt like he got lost because like sometimes you are disorientated after long flights. So he asked, like in our country, you ask anybody about directions. Page 7 �So he asked a man like do this street or where this is and the man said “You just wait here and I’ll show you, just wait”. And the man went and called the cops for him. [Pauses] So the man was waiting for this guy to help him. He wasn’t (…). And the police were nearby, they came, dispatch. And when they say, they ask him and they had all his documents with him, his passport and everything. And when they realized that he was an exchange student they felt very sorry, they told him that there are some people who they are not really that smart and they were all nice to him. The man wasn’t really shocked that he was just asking about an address and then they told him the man suspected that you are a terrorist or something. So, so things like this could happen. There are many, many examples of this happening. I remember one of the very funniest and saddest examples. I was told by someone I trust very much, he told me. There was a young Muslim couple, the woman had a scarf. And one time the neighbor came, an old lady, to visit them. The man was not there, the woman welcomed that old lady. And, she asked her a very strange question, she said, “Can I check your rooms? Can I see your rooms?” Usually as a guest you don’t do that. (laughs) GAGAN: Yeah, you don’t do that. GASIM: Yeah, so she—she lets her. Which indicates a nice woman; she lets her see the rooms. And after she checks all of the rooms, the kids’ rooms, and everything, the kitchen, everything, and she said, “Actually to be honest with you, I had a vision that you and your husband hijack an airplane and crash into my house. [Pause] And I called the FBI about that”. [Laughs] GAGAN: She really called the FBI?? GASIM: Yeah, yeah. So she was so concerned about that dream and because she saw this neighbor, this Muslim couple, and the police I think or the FBI, they told her, “We don’t act on people’s dreams”. So basically and she told him she’s really worried. She’s really thinking these people are preparing something like that in their homes, building something in her dream and that they hijack an airplane and . Attack and destroy her home. So they advise her why don’t you go visit them by yourself and see? (laughs) Gamal and Gagan talking at same time, laughing GASIM: And she followed their basically advice and she came to see for herself. If, fortunately that her dream did not come true. [Laughs] GAGAN: That’s weird though. GASIM: Yes, I was told this. So, things can be to that extreme where it’s easy to label people terrorist. Page 8 �GAGAN: Yeah, people usually…My dad owns a store and once in a while we get one customer who’s, if we refuse him, refuse to sell, like if they’re already a little drunk or something, we refuse to sell. And then they actually start getting all racist, mean. And one guy was like, “You terrorists and this that”. I feel real angry. GASIM: Yes, but your father I’m sure is calm. GAGAN: Yep. GASIM: Yeah, cause if you feel angry every time then you are not helping yourself. You are helping them, yes. GAGAN: Yeah, I mean. I really understand how everyone feels. GASIM: Yes. GAGAN: Then I also noticed, like like most of the students, like we look at younger kids, like my age, Indian kids, Arab kids, or any other foreign kids they don’t really get in trouble here. They’ll be like, the good kids. GASIM: Yes and many (….). They—they’re from hard-working families, they came, they built their lives from scratch. GAGAN: Yep. GASIM: And life, life in America for immigrants even if you are the kid because Americans don’t accept degrees from other countries. So it is very hard to see all of them, they have very impressive stories to tell about how they struggled to pay their bills and how they struggled to send their kids to college and, and their kids are hard-working kids and loyal to their families and they have these family values. So, this of course, yes. This America was built by these immigrants who are hardworking people. Yes. GAGAN: That’s what I was getting at but still that, by the color they think, oh their bad even though. the while kids are getting into trouble here, more fights and stuff but still its because they are brown, they are bad. GASIM: Yes of course we don't want to be like white kids are bad GAGAN: But we do GASIM: But I see your point that most of the immigrant kids are hard working, their parents motivate them to do well to go to better school and be a engineer and you want to be a doctor, right? GAGAN: Yeah GASIM: Do you want to be a doctor? GAGAN: Hmm yeah, I want. yeah I want to, yea that’s what I'm doing. GASIM: All my international students, all my like students coming from international background, like they want to be doctors. Some want to be in medical science, nothing them wants to be go for political Page 9 �science for media because that’s very important. If you go to hospitals, most of them are basically doctors are either foreign born or came from families, where their parents are also foreign born. GAGAN: Yup, and I have noticed that… GASIM: Yes yes, let me just check, if you don’t mind, the because I have class at three, if you don’t mind? GAGAN: No problem GASIM: If you don’t mind? (Prof. Gasim logins into his computer to check his schedule and his emails before class, as he says this the start sound of the computer could be heard also). GASIM: Oh OK. (here he says something which was very clear to hear). GAGAN: We still got some time? GASIM: I just, my class is jus like ten minutes, and I need just like aaaahhh aaahhh. GAGAN: Ten minutes? GASIM: How many questions do you have left? GAGAN: Just question about like, changes in the community you in. hmmmm GASIM: Actually I’m not in community, just fine. GAGAN: I mean.. GASIM: Not like American, living alone [hahahaha] GAGAN: Even here GASIM: Yeah hmmm GAGAN: You probably notice everyone working with you but like if you go to a grocery store or something like you were talking about the airport situation, like person infront of you is, im gonna use a White person again, and they are really nice talking to them but when its your turn, they just say ok its this much( talking about the cashier, not talking to him and just asking him to pay the total amount) GASIM: Hmmm, to be honest with you, no, its me personal. Sometimes it’s a, in some cases aaa, one time I went to the bank and I had unfortunate incident in a bank, just recently, jus a small bank I have an account, and I felt the lady there was lied to me. It is a long story, so I went out and I was really angry. Then I call, I called the a the bank and she answered, she told me she was manager. I know she wasn’t the manager, so I insisted the then I talk to the higher level headquarters nationally u know. It’s a national bank, a bank that has many branches nationwide and I told them what I need is two things, basically needed a apology from that branch because basically I feel there is discrimination and number two, I don’t want this to be happen to other persons. I know my rights and I can fight my rights but I don’t someone whos just know not much communication or have the time to follow up these things. And they really apologized, the manager of that bank called me the morning and apologized, the director of that region called me and apologized and I get a formal letter of an apology. Page 10 �GAGAN: That’s good GASIM: That is one thing sometimes here even like, one time here in department, I was here a faculty, there was a student, basically I was had to talk to her supervisor because of my accent or something I don’t know I’m the fucklty( sorry that’s how he pronounced it)I keeping let that happen. I keeping her( I did not understand what he said at this moment but it was only a sentence). I told her, I was very angry and I talk to her like I was very firm and wanted to make sure that there was nothing. Then she and another man I talk to him, he try to defend her, on a different lecture and left a message, message to the supervisor; I wanna talk to the head otherwise I going to rise this to the highest level in the school. Next morning, six o’clock in the morning, I check my voice message from home here and I found a message from da, the man in the beginning was defense about the girl, I told him look, if you still want to be defensive here, what I need is you to realize that this is wrong and to ask, to apologize for it. GAGAN: Yea GASIM: That’s what I want, I’m not hmmm if he feels that hmmm there is nothing wrong here, there is no point to continue the conversation. I’m go to fear until he realizes which side is wrong and after I said that he immediately apologized, more than once. So, you need to, because once they apologized they are wrong. GAGAN: They realized, yeah. GASIM: If they were not wrong, they would never apologize. So, that is I think, I mean this happened very few that I can tell but I feel sorry for people who were in… GAGAN: People that don’t English, cant explain or argue their side. GASIM: Yes yes, it doesn’t mean if you don’t speak English, it doesn’t me that you are not intelligent person. Sometimes, unfortunately people think that because you don’t speak their language, you are not smart or intelligent. GAGAN: Yeah yup. GASIM: And if your not cautions if you don’t speak the language, you like. Even they can make fun of you, those who don’t speak their language enough. And my life I spent my life, international student all my life. GAGAN: Yeah, you been traveling everywhere. GASIM: And always as a minority. So, I never lived as a majority [hahaha] in a place. So, that is, then you get a strong sense of what is justice, what is right and what is important. GAGAN: that’s how you become stronger. GASIM: Yes and you educate people about it, you get people like because they take us sometimes for granted. GAGAN: So, basically to end like most of this, some of discrimination is by educating everyone because lot of people that are racist, they are not educated about other people. Page 11 �GASIM: Sometimes with education, sometimes people know but they still insisted to act racist because of selfish economic interest, selfish political rights. So education is yes but you need to let people know they are wrong, you need to stand up for what is right and not just wait until it to happen to us. GAGAN: Yup GASIM: So if it happens to someone else, GAGAN: Yea we need to take a stand GASIM: Yes, I remember jus two weeks ago, I was in McDonalds. I was getting grading my papers and had my coffee. There was a homeless man, he was very nice and friendly and sometimes I talk to him. I saw him and I asked him if he if he if he wants me to buy him a lunch. And he said yea I can buy, then I went and ordered and then I left. Then they put the order in my table, they thought it was my order, so when I came he was not there, so I moved all the order in his place. Then I walk, like to have a break and I came back again. And then the manager came, she was a very nice young woman, asked me if I got my order, maybe they realized that there is not. I said, oh yeah and then to clarify things to her, I assumed that maybe the man took my order, so I’m saying no I bought this for him. Because she say me pay for it. GAGAN: Then she saw that the plate or tray with the other guy. GASIM: Yes, I mean he was not there when she came and asked me. I told her no, I bought this for him I just. I thought I clarified enough for her and then she left. Then also I walk again, the man came, finishing was eating. Then there was another woman, friend of his wife, his ex-wife, she saw him and she also bought him a salad like a lunch. I think the man was well before he became homeless. This homeless people also came from good background. Doesn’t mean they were born homeless. GAGAN: Yeah, yup. Some people go bank, bankrupt, so they don’t have any other choice. GASIM: Absolutely, this can happen to any of us in this country. So, anyways, the man came back. The man was little bit upset and so I ask him why, he ask can I talk to you? Because I was busy working. I said yes. He told me the manage came and insulted him basically talking why you beg people for food. (he says something here which wasn’t very clear, just one sentence not much). I was really offended by that, I tell him that no you never ask me for food, I never saw, you never bother anybody, you never beg for food. And he was dressed nicely and I said that is all, I’m going to talk to her. GAGAN: Hmm GASIM: So I went and I call her. I said, look I told her what happened, I told you, you asked me if I bought him this meal. This man never asked me for, I I said I think you really hurt his feelings. Yes, hes homeless but he is a decent human being, he has feelings and I think you owe him an apology. You need to go apologize to him. And she said she will do it but she was busy. After few minutes she came there, I was sitting, she came very nicely, she sat with him and said, I want to tell you something that I’m really sorry. The man moved by this, then she told him something, she made him laugh, I don’t know what they both talk about. Then the man look at me and said you talk to her and I said yes. But, my point here is so even the man was white, we need to stand up for justice. GAGAN: There is other kinds of discrimination not just because your from a different country, there is also like poor and rich.. Page 12 �GASIM: Economic bases, religious bases, ethnic basses, there is also based on color, based on linguistics, based on ethnic, color also comes into this gender bases, sexual orientation. I mean we might not approve peoples way of life but that is in this country at least. Everyone should have his dignity as a human being. Whatever background they came from and we need to stand up for that. GAGAN: Yup, definitely, we just did a 24 hour no judging exercise. It didn’t go so well for most people I think. I tried so hard not to judge anyone, so I think it’s a good exercise. I think more people should be involved in this, its hard. You start thinking why am I doing this, why is it so hard for me to not like judge someone. GASIM: I learned my lesson a lot not to judge people. Sometimes things can happen to us like, and when you live in different countries you see, you live that. i really have just, I need to do a few things. You can stop me if you need anything, another time we can continue our discussion anytime. GAGAN: Okay, that’s fine, no problem, thank you. GASIM: I hope this was helpful for what you’re doing? GAGAN: Yes this was, thank you very much. END OF INTERVIEW Page 13 � https://digitalcollections.library.gvsu.edu/files/original/05ac84ef3aa33330f9bea130eacd3932.mp3 d121eb090b52d5436a419548de1c3aa1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Speaking Out: Western Michigan Civil Rights Oral Histories Subject The topic of the resource Civil rights--Michigan--History Personal narratives Oral histories African Americans--Personal narratives Gays--Personal narratives Lesbians--Personal narratives Bisexual people--Personal narratives Transgender people--Personal narratives Veterans--Personal narratives Women--Personal narratives People with disabilities--Personal narratives Muslims--United States--Personal narratives Hispanic Americans--Personal narratives Homophobia Discrimination Islamophobia Stereotypes (Social psychology)--Upper Penninsula (Mich.) Description An account of the resource Collection of oral history recordings documenting the history of civil rights and social justice advocacy in Western Michigan. The collection was created by faculty and students as a project of the LIB 201 (formerly US 201): "Diversity in the U.S." course from 2011-2012. Creator An entity primarily responsible for making the resource Grand Valley State University. Brooks College of Interdisciplinary Studies Source A related resource from which the described resource is derived Speaking Out: Western Michigan Civil Rights Oral History Project (GV248-01) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-05-02 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context GV248-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1930-2011 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV248-01_Gasim_Gamal Title A name given to the resource Gamal Gasim audio interview and transcript Creator An entity primarily responsible for making the resource Gasim, Gamal Contributor An entity responsible for making contributions to the resource Singh, Gagan Description An account of the resource Gamal Gasim, assistant professor of Middle East Studies and Political Science, earned his PhD in political science from Texas Tech. He teaches Introduction to Middle East Studies, Middle East politics, and comparative politics. Before Grand Valley, he taught at Texas Tech, University of Wisconsin-Madison during the summers of 2006 and 2007, and at the University of Illinois at Urbana-Champaign and Beloit College during the summers of 2008 and 2009 respectively. He discusses how people who do not know anything about Islam or Muslims discriminate against them, and how the media plays a negative role in society in America. Subject The topic of the resource Civil rights--Michigan--History Muslims--United States--Personal narratives Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Relation A related resource Speaking Out: Western Michigan Civil Rights Oral History Project Date A point or period of time associated with an event in the lifecycle of the resource 2012-04-23 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/eb16c66afd6f7a61772dddb9cd137acd.pdf c277747b37f1ecc39e8294e9c01c7f41 PDF Text Text Young Lords In Lincoln Park Interviewee: Gamaliel Ramirez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 5/11/2012 Biography and Description English Gamaliel Ramirez was born in 1949 in South Bronx, New York to recently arrived immigrant parents. Their family moved to Chicago in 1955. He attended the Peabody School on Augusta just east of Ashland and west of I-94, which then divided the Puerto Rican community in half, with Old Town, Lakeview and Lincoln Park on the east, and Wicker Park and Humboldt Park on the west. Although Mr. Ramirez was never a member, he hung around with the Latin Kings and with the Young Lords. Struggling with undiagnosed dyslexia, Mr. Ramirez was forced out of school when he was 16 years old. It was then that he decided to teach himself how to paint, visiting the Art Institute of Chicago to study the paintings of European, and later the American and Latin American, masters. Mr. Ramirez became one of the pioneers of the Chicago-based Latino Art Movement and has exhibited his paintings nationally and internationally. Mr. Ramirez’s brother, Eddie Ramirez, was Assistant Coordinator in charge of precincts during the Jiménez for Alderman Campaign. Gamaliel Ramirez volunteered to work with the Latin Eagles and Young Lords to clean up the area and stop the flow of drugs in the then well- established open drug market of Wilton and Grace Streets. The Young Lords brokered a deal with the Latin Eagles to clean up the graffiti �in the neighborhood in return for Mr. Ramirez assisting them to paint their Latin Eagle -- an Eagle and Puerto Rican Flag symbol -- on the wall in their Wilton and Grace neighborhood. Mr. Ramirez also led the painting of murals at the Young Lords office, both outside and inside. Spanish Gamaliel Ramirez nació en 1949 en South Bronx, Nueva York a padres que acababan de inmigrarse. Su familia so mudo a Chicago en 1955. Atendió la escuela de Peabody, en Augusta que era este de Ashland y oeste del I-94. En este tiempo el I-94 separaba la comunidad en dos partes, el Old Town, Lakeview y Lincoln Park en el este, y Wicker Park y Humboldt Park en el oeste. Señor Ramirez nunca fue un miembro de los Latin Kings o de los Young Lords si era amigos con unos de los miembros. Luchando con dislexia, Señor Ramirez fue forzado ah abandonar la escuela cuando tiene 16 años. Era en este momento que decidió aprender a pintar, visito el Art Institute of Chicago para aprender sobre las pinturas Europeos y luego fue con maestros para aprender sobre las pinturas Americana y Americana Latina. Señor Ramirez fue uno de los primeros de ser parte del Movimiento de Arte Latino en Chicago, y expone su arte nacional igual que internacionalmente. El hermano Señor Ramirez, Eddie Ramirez, era el coordinador asistente que estaba en cargo distritos durante la Campaña de Alderman para Jiménez. Gamaliel Ramirez ofreció trabajar con los Latin Eagles y Young Lords para limpiar la aria de drogas que en este tiempo había cambio de drogas en simple vista en las calles de Wilton y Grace Street. Los Young Lords hicieron un acuerdo con los Latin Eagles para limpiar el graffiti en el vecindario. Señor Ramirez también fue un líder en pintar los murales en la oficina de los Young Lords, por dentro y por fuera. �Transcript JOSE JIMENEZ: Where were we? GAMALIEL RAMIREZ: Well, everything, with doing the murals and doing the whole community, involved in things that I -JJ: Involved, what’s that like, involved? GR: Yeah, things I’m involved in. JJ: How did you involve? (inaudible) GR: Well, a lot of the time, I was doing community work and work in my community. I was also studying art. I was always going to the Art Institute and studying what’s going on, reading books. JJ: (inaudible) GR: I was self-taught. Just, I look at it this way. I used to go and study the masters, so I claimed that the masters taught me how to paint, although they were dead and I didn’t have a conversation with them. But by looking at their work is what I studied, and then by studying them, I evolved into my own thing (overlapping dialogue). JJ: You mentioned Vincent van Gogh. GR: Vincent van Gogh, Picasso. Also, later on, I got very much into the Latin American scene too. I think I visited about 10 murals in Mexico, [00:01:00] Orozco, Siqueiros, Rivera. I actually go to Mexico just to see the murals. I traveled to all different parts of Mexico, looking at the murals, checking them out, learning, because you can see the photographs, and they’re incredible, but when 1 �you see the real painting, it’s just mind-blowing. It’s nothing like the photographs. The photographs are small. You don’t see so many details. You don’t see brushstrokes. You don’t see the whole thing, you know? But when you go to see the Mexican murals in Mexico live, then you learn a lot about the -JJ: The detail? GR: You learn a lot about what the artist was dealing with, yeah, his style and stuff like that. And of course, I also went to San Francisco to check out the murals, LA, check out the murals. I tried to check some out in New York. Everywhere I’d go, I’d try to learn the history of the local movement. In San Francisco, they got a strong movement, and I spent time here off and on with a friend of mine, (inaudible). You probably know him from the old days, and [00:02:00] he’s out there painting murals, and I stayed with him. He knows everybody over there. He’s been there that long. So, I’m always studying. (inaudible) a little better before. Economically, we were doing better. The travel was a little cheaper. With 100 bucks, I could drive my car all the way to LA. You can’t do that no more. (laughs) And the flights are more expensive now. I don't know, what did it cost you to come over here? JJ: We got here with the school, so it was 200 dollars. GR: Round trip? JJ: Yeah. GR: For each one? JJ: Yeah. 2 �GR: That’s good. No, I gotta do some research, but I was thinking of going there next month or not. I’m put in a situation where I need to get registered with a hospital, and I need to find an apartment. I need to do other stuff, so I really can’t travel yet, so I’m thinking maybe just travel later. It’s nothing [00:03:00] that important. I’m painting my storage place in Chicago, so that’s the only thing that I got over there that’s important, and I miss my friends, but I got new ones here. I gotta make new ones eventually. JJ: Didn’t you have a community agency that you were teaching for a while? GR: Urban Gateways. Well, yeah, ironically, I was kicked out of school, out of grammar school, eighth grade, never made it to high school. But as soon as I started teaching in the community and working with the gangs, working with the churches, working with the schools, I got popular in that sense, and then they hired me, Urban Gateways, through some influences from the Latino Board of Directors that screamed that, “There’s no Latinos in your program.” And they said, “Well, find us some qualified ones, and we’ll hire them.” So, my name was submitted, and not only that, David was already there. JJ: David Hernández. GR: Right. And then from there, José del Rios came and the Maria de (inaudible). Then we saw more Latinos started getting in. I was like the second Puerto Rican there. [00:04:00] For 25 years, I’ve always worked having an agency (inaudible). I always worked on my own, freelancing, but I also worked in the schools. After they threw me out, I went back to the schools and worked with them for 25 years, teaching grammar school from kindergarten to eighth grade and high schools. 3 �And when I left, when I got my cancer and emphysema and all that, and I had to give it up, I was working every day at different schools, working for After School Matters with Maggie Daley’s program, and then I was working for Urban Gateways for 25 years. JJ: So, you said you got cancer and emphysema. GR: I got cancer and emphysema all at the same time it hit me sort of. JJ: Is it in remission or--? GR: Well, the cancer’s in remission, but that’s why [00:05:00] I’m saying I gotta hook up with the hospital system here to make sure that it’s at bay, that it’s not messing with me now. The last time I had cancer, the main thing that it did to me was that it didn’t let me produce blood, so I was walking around with three pints of blood and didn’t know it for four months, and I was falling everywhere. I was bumping my head on every wall at Adrian’s? house. (laughs) I was collapsing everywhere, and we didn’t know what that was all about, until one time I collapsed in the hospital, and they took me to the ER, and they checked me out, and they says, “You know, you only got three pints of blood. We’re gonna have to give you blood.” And after all that, after four months with struggling with it, I mean, I was crawling through my chemo. I crawled through radiation. I crawled through the whole process because nobody knew that I was missing blood, and that was the reason why I couldn’t get up, I couldn’t stand up. I’d stand up and fall down. My students had to pick me up. So, after that, they told me I had [00:06:00] emphysema, so they retired me. They gave me social security. Ironically, the social security check is what I get normally, and then I starve half 4 �the time because I didn’t work in the summer, and I didn’t work on the holidays, but with social security, I’m doing better because I get a check regardless if it’s summer, holiday, whatever. I still get that check every month, and it’s about the same amount that I was making with them, but there was parts that I didn’t have no income, like all summer. It was rough. I just did some freelance work here and there. And then Christmas, there was no jobs. There was many times at Christmas, I didn’t have no money to buy gifts for my daughter. I was really feeling terrible about that, but that’s how it was. Now I get the steady check all the time, and if I’m painting a painting, don’t tell nobody. (laughter) You can’t prove that. JJ: Yeah, you have your ways, man. GR: (laughs) No, so I make [00:07:00] a little bit of extra income that way, no big thing though. It’s not to the point where they’re going to -- JJ: Chump change. GR: Yeah, it’s chump change, exactly. It just gets me through the end of the month, which I enjoy. I enjoy that because everything that I painted, Puerto Rico, that I -- JJ: There’s only so much money in that city. GR: Right. JJ: (inaudible) GR: Right. Poverty is 17,000, so if you go over 17,000 -- JJ: You’re on Social Security, you’re in the poverty range. GR: Yes, in poverty. I was in poverty when I was working. (laughs) I was working still. I was in poverty when I was working. 5 �JJ: You’ve done a lot of volunteer work for a lot of organizations, at the Daley Center. GR: Yeah, and I’ve done murals for half price. JJ: Right. All your life. GR: All my life, I’ve been donating. They call it “donation”. JJ: And that was (inaudible) or in person? GR: Yeah. You know what I do now, if you go to my murals in Chicago, [00:08:00] you’ll see that it is also funded -- JJ: We had a lot of politicians helping the Young Lords, and I had appreciated that. GR: Right. Yeah, a lot of people are donating. The last piece that I donated, that painting of [congelo?] that I did to the Haitian cause. When they call Gallery, the Black Gallery of Chicago, she did a fundraiser for the people of Haiti, so I donated a painting, and that brought in 700 dollars. It was worth twice as much, but I’m happy that I was able to do something. And I just got out of the hospital. JJ: So, you still do some shows. GR: Well, down in Chicago, I have a show. I did some drawings, and I sent them to them, and they’re showing my work. JJ: And they are showing it? GR: Yeah. And then I just did that thing on Channel 11. They showed a lot of my work here. They interviewed me, and they talk about my work. JJ: What was the name of that thing on Channel 11? What was that? GR: Oh, I can’t remember. JJ: Was it like a video? [00:09:00] 6 �GR: Yeah, it’s a video of low-income housing artists, and I was one of them that wanted to move into the space, so I got on. They loved my -- they needed artwork because -- JJ: The low-income artists in Chicago, you’re saying? GR: Yeah. JJ: On Bloomingdale Street? GR: It was [NNWAC?] that did it, the Near NorthWest Arts Council, on Bloomingdale, and the building project was called ACME, and like I say about it, it was done upside-down, so to speak, and because of that, I was ousted out of the program. They pushed me out, so to speak. I mean, I put down payment, but I had to do several things to qualify to get the low-income money. Because I couldn’t do that immediately, they put somebody else into my place. And I just said, “Forget about it,” and so I (inaudible), and I’m like, “Oh, there’s so much (inaudible) going on,” and half the people there are not real artists, so I didn’t feel very comfortable. They had some real good artists in there, [00:10:00] like [Daniel’s?] in there. I have to give that. They do have some artists in there that are very good and very prolific, but there are some artists there that are not really art -they’re art teachers who they’ve been teaching forever. They don’t have to be selling their work. They don’t have to be showing. They’re involved (inaudible). Anyway, I left that, and during that time, I was living in south Chicago. I had moved to south Chicago for five years, so I pretty much knew the city. JJ: So, when you were in south Chicago, you were donating work out there. 7 �GR: Yes, I did projects over there with the community organizations. Some of them are published, very well known. They’re published on the internet, and they’re published in books, Chicago Public Arts Group. They liked the work, and they used it for their books. They never funded me. I did it on my own with the agencies, but it’s several of them. They’re very well done and still intact, very beautiful. [00:11:00] Everybody loves that work, and I’m real proud of it. But I did murals in Benito Juarez High School also, 18th Street. I’ve done in the Black communities, like Kanoon School, I did a really nice mural in the gym, “It Takes a Whole Village,” a nice painting of, you know, Africans, Afro-American community, schools all over the place, Catholic schools, all these, St. Mary’s, St. Sebastian in the lunch room. So, I did it with the kids. At St. Pius, in their lunch room, there’s one at St. Pius. So, all over the city, I was doing the murals with the Urban Gateways. I would go in for 10 weeks. Then we’d started planning and organizing, and I taught people the basic stuff, basic lessons, and from there, we’d come up with a concept, and we’d paint them. [00:12:00] And I would get one class to paint for an hour. The other class would paint for an hour. The other class would paint for an hour. Then I’m outta there, right? Then, I’d put in a few touches here and there, boom, got a mural, and they’d hang ’em. They’d put up really nice panels. They gave me a few dollars for building the panels, and I would take them to the school, paint them real nice, and they’d hang them on their walls, so they’re still there. Stockton Elementary in Uptown, I spent six months working on a project there with the principal there, with -- what was her 8 �name -- Deborah Esparza. She was from Lakeview also. I met her there. And I ran to her, and she told me, “Why don’t you come to my school?” JJ: What’s her name? GR: Deborah Esparza. She’s got a doctor’s degree, so she was at Stockton Elementary in Uptown. JJ: She’s in Puerto Rico now? GR: No, she’s still teaching. I think she’s a district supervisor. She was a young principal with a doctor’s degree, so she was moving up when I first met her, [00:13:00] so she’s a supervisor now in Uptown in that area. But there’s a really nice mural in there in the hallways as you walk to the auditorium. Helen Shiller was there. I got some Greeley Elementary School, across the street from Gill Park. There’s two murals facing the community, out to the community, that I did with them. I did several murals. That was the last job that I had. I actually was doing a few murals. You know, they came out so beautiful, sometimes I felt so sad because people would steal them, teachers. They got ’em in their rec room or something. JJ: They’ll take ’em? GR: They’ll take them. They say, “What happened to the mural?” (laughter) JJ: It was a painting or a mural? GR: Well, right, we’d put ’em on panels. Then we’d put ’em outside. I’d done that in south Chicago and at Greeley Elementary. I used a technique that I had to learn real fast how to use because it was cheaper than painting the wall, and I wouldn’t [00:14:00] have to take the kids up there. We could do it all ground level. 9 �JJ: Because you were doing these murals with the kids. GR: Yeah. We would design the concepts and put them together and then paint them with a group of special kids, after-school programs basically. JJ: After-school programs, that was with people who have gang -- GR: Greeley was an interesting school because gangs -- it was just cream of the crop. That school got the Blue Ribbon Award, the National Blue Ribbon Award, for one of the best schools in the country. That school got that, so that wasn’t a gang program, but over there with the high school, Kelvyn Park High School, now that’s different. That was people who are trying to get the gangbangers into making art and stuff. It was difficult. I had a lot of success with the Latino kids from Latin America. They’re very polite, very well mannered, and they love to do things. They all love work. They love [00:15:00] to work, so they all work. Some of the gang guys, as soon as you try to get them to work, they just give you a hard time and give you dirty looks and then walk away. So, it’s hard. That’s the question. JJ: But you did do some prevention because they’re being able to do something before they went into that. GR: Yeah, might’ve. Yeah, there’s a lot of kids who also became artists. JJ: (inaudible) GR: Yeah. There’s a lot of kids became artists eventually. I had students that became artists, and apparently they didn’t get into gangs and stuff like that. But the gangs are overwhelming the schools over there. You know the problem in Chicago in the ghetto. It’s overwhelming. It’s not exactly an easy thing. And part 10 �of it is not so much us or them. It’s more the system is what creates these problems. You know what I’m saying? JJ: What do you mean? GR: Well, it’s too top heavy. [00:16:00] The administration is very top heavy. They run all the schools. By the time the money trickles down to the schools for extra services and stuff like that, it trickles down, and they don’t get much of it. And now, the way the money is set up, they get the money from property values, so if you’re in the ghetto, what kind of property value are you going to have? But if you go to Winnetka or if you go to Zion and you go to one of their schools and teach, which I’ve gone that far out to teach, and you go into the schools, they got everything. They got beautiful studios. They got beautiful rooms, beautiful lunch rooms, beautiful buildings, and the teachers get paid fairly well, and they get a chance to do with the kids some -- learn things like that. But the difference between that and going to a school in the South Side of Chicago and Lawndale neighborhood, South Lawndale by Hyde Park, where the university is moving everybody out of there, [00:17:00] Chicago University, I was teaching a class of kindergarten kids. Their principal explained to me -- the principal was a friend of mine -- he explained to me, “These kids, their parents are crackheads and stuff like that. We got to try to teach them and stuff.” They’re very difficult to discipline. They don’t have any discipline at all. It was very hard to discipline them. And he would get their attention, but anybody else, like a stranger like me, I had to work twice as hard with them. They would grasp the concept, but they didn’t learn. They didn’t even know how to hold pencils. 11 �JJ: You mentioned Kelvyn Park or something like that. You mentioned that people were being displaced or something. Was it the South Side? GR: Yeah, the South Side, in Lawndale, South Lawndale. JJ: There’s been a lot of displacement in Chicago. GR: Oh, yeah. JJ: You grew up also in Lakeview, and [00:18:00] you (inaudible) Lincoln Park. GR: And even Humboldt Park is changing. JJ: And Humboldt Park is changing. Do you think that the fact that the community is changing all the time, do you think that had an impact or anything on some of these things? GR: Well, it’s -- what do they call it -- economic injustice going on, injustice. It’s economic injustice. Poor people are poor, and they don’t give any resources. JJ: Have you seen Winnetka? Winnetka, that’s the neighborhood that’s been stable all the time. The same people have been living there all the time. They haven’t been displaced. Do you think that contributes to the kids acting a little bit better than the ones in Humboldt Park or some other place who were displaced? I mean, it’s a political question I’m asking. GR: Well, yeah, because you’re talking about Winnetka. JJ: (inaudible) GR: Well, [00:19:00] isn’t it Bill (inaudible) comes from Winnetka, no? Or he comes from that neighborhood up there, right? JJ: (inaudible) GR: Yeah, right? (laughs) So, in other words -- 12 �JJ: Now, he was all right. GR: No, he’s a political person, and all they’re doing -- they blew up the building. JJ: But actually, what I’m saying is political. They got a kid grows up in the neighborhood. You moved all the time. Did that have an effect on you, you moved all the time? GR: Oh, yeah. You didn’t have a steady neighborhood. You didn’t have a steady group of neighbors. You didn’t know what it is, a neighborhood. You didn’t know what a neighborhood was, really. Once I moved into a Puerto Rican neighborhood, that was the first time that I had the chance of not moving around, but I chose to move around still. But then I went to Lakeview. Now, Lakeview, of course, renovated quicker than West Town. If I would’ve stayed in West Town, people in West Town, if you tell them about gentrification, they say, “Well, that’s over there.” [00:20:00] They don’t realize it’s right behind them. As a matter of fact, I told them, I’m here, watch out. (laughs) And they follow the artists. They follow the art trends. Like Wicker Park, they bring in the artists, and some commercial people come down, and then it brings the yuppies, and it brings everybody else, and then before you know it, they’ll come the million dollar homes that they have now in Bucktown, right? They only cost 10,000 dollars awhile back. You could buy a greystone building for 10,000 dollars, three stories, three apartments, you know, nice building. Now that same building is worth a million dollars, so yeah, it doesn’t help. It’s sort of like Helen. Helen is the only person I know that was able to bring in some yuppies but keep ’em at bay, 13 �keeping ’em like, say, where you can only have so many condominiums on the block. After that, you gotta give us something else. JJ: Helen Shiller? GR: Helen. [00:21:00] And because of that, they were always trying to get her out, and spent millions of dollars trying to get her out. She left on her own, but because she was tired. She was tired. But she was always telling me the stories that that’s how they did it over there. And she was doing a lot of the low-income housing stuff and Mayor Daley learned that from her. He actually adopted some of the programs. You know, the corporate Chicago, if they see good ideas, they take ’em eventually, they use them. So, low-income housing’s a reality now, and art is low-income. Mayor Daley, he’s very proud of that ACME building. And he helped make it happen. Mayor Daley has been there, pictures of David and his wife and all that with Mayor Daley. (laughter) But those [concepts?]come around for regular people, and then the city sees that it needs to be done. Everybody criticized Mayor Daley for having the city that doesn’t have low-income housing, and so he started saying, “Oh, let’s do something for the low-income housing now.” So, he is doing [00:22:00] his bit, or he was doing his bit. JJ: But do you think he was kind of pressured into that? GR: Yeah, because he had to put face. JJ: Because he came into office in ’55?, (inaudible). That’s where the neighborhood said, “You need to split.” GR: Yeah, they had the plan where they wanted to get rid of us. JJ: Right now, (inaudible) pressure to get them out. 14 �GR: Yeah, because otherwise he’d be just like his father. JJ: The city’s still displacing people. GR: Yeah, but he said that he’d be like -- well, he has been -- JJ: Oh, you’re talking about the younger Daley. GR: Yeah. JJ: But his father was the same plan. GR: It’s the same thing, yeah. It’s all, he inherited everything. Of course, he inherited everything. I mean, you know. It’s proven that he was the state’s attorney when they killed Fred Hampton, right? And it’s proven that he got blood on his hat, but they don’t say anything about it. So, it’s like, okay, so the city pays out millions of dollars to a family, and that’s it. And newspapers say that the city admits that [00:23:00] they did wrong, and they admit that Mayor Daley knew about it. Everybody knew about it, the Red Squad. I mean, they admit to it. JJ: What was the Red Squad? What do you mean, the Red Squad? GR: Well, it was that the FBI throughout the city developed this squad to go and kill Fred Hampton. It’s the Red Squad. I mean, you knew all about it before I knew about it. I learned about it through history because I wasn’t living there at the time, but you knew about it when it happened. You know what I mean? So, the time and all that, people understand that, and community leaders understand that. The Puerto Rican community understands. The Mexican community understands it. But you still have the whole thing that they have this buffer, and it’s called the middle class. (laughs) It keeps everybody voting and saying, “Oh, he’s doing a good job.” Right? 15 �JJ: That’s what they (inaudible). (laughs) GR: Well, the middle class is corroding [00:24:00] right now, and that’s what the whole application issue is. As the middle class corrodes, then that’s how France had the revolution, because they got rid of the middle class. People got really upset. There was like nothing but poor people, and so they had the revolution. That’s one of the reasons why France started, after the revolution, to have free education, because if you educate the masses, then you could have a middle class. But if you don’t educate them, you’re not going to have a middle class. The middle class is that buffer that keeps politicians in place, in this country anyway. The middle class, they’re falling like cockroaches. They’re falling, but they don’t see it. They don’t realize who they are. You know what I mean? It’s not gone, or I mean, the whole thing when Slim Coleman was working in Uptown for your election, for your campaign, during the campaign, and it was that the white Appalachian [00:25:00] poor people didn’t think that the system was all that bad because they were white, and then the Black have it bad because the Blacks are Black, you know? But they didn’t realize that they were also just as bad off as the Black people, or worse, some of them. And this happens to -- I went to the south, to South Carolina, and you could see how the yuppies go there and buy a hillbilly’s house, renovate the inside but leave the outside look like a hillbilly house, so it has the authentic look, rustic look. So, you can tell the difference there. Their roads have Pampers all over the place, and their kids are running around naked. You could see the other one had sparkling glass, and it’s beautiful with its old roof and all this stuff. But that’s what the yuppies have taken over, 16 �buying all these areas up, so the Appalachians are forced out also in North Carolina, when I went there to visit. JJ: So, there’s a big displacement there. GR: Yeah. There’s displacement going on everywhere, [00:26:00] everywhere. The whole thing that’s going on in Florida with the ban and the foreclosures and all that, that’s incredible. That’s incredible that that could happen at such a massive scale. Well, one of the reasons nothing happens, nothing can be done about it, nothing has been done about it because they killed all the left movement. They killed everybody on the left, not the right. They didn’t kill the right movement. The right movement is healthy, too healthy. (laughs) JJ: So, they killed a lot of leaders? GR: They killed all our leaders. If Martin Luther King was around, would they be able to get away with this? No, there would be some organizing. There would be some high-level organizations, not only (inaudible), but Fred Hampton (inaudible). He would’ve been the mayor of Chicago. If all these people that they killed during the ’60s, ’70s, if those people were still alive, if Robert Kennedy was alive, things would be totally different. [00:27:00] They wouldn’t let these things happen. That’s the only reason Nixon was able to become president, because they killed all the left talent, and there was nobody to run, and Richard Nixon looked like a genius, (laughs) and we all know better than that, right? It was because they killed everybody on the left. A lot of people don’t understand that, all right? I see that very clearly because I say, well, what happened? Where’s all my support? Where’s my backup? It's not there. What happened to 17 �it? They all got killed. Who killed ’em? The right-wing people killed them. It wasn’t us. It was right-wing people. Guess who gave Nixon a hard time for the presidency, kicked his ass, made him look like shit? Kennedy, because who killed -- next thing you know, Kennedy gets killed, and Nixon looking good. Before that, he was looking like an idiot because they didn’t have something to compare him to. I don’t know, [00:28:00] I think that’s what happened. I know that’s what happened. I don’t think; I know that’s what happened. That’s why it was such a loss these days, because they wiped out the left movement. We’re waiting for the next generation of left, and they’re out there in the streets. You don’t see them, but if you keep your eyes open and your ears to the pavement, you’re gonna see that Chicago beat up a bunch of young people during the times that they had whatever, the Democratic Convention, the Republican Convention. It always brings all these young people out, all these young organizers. Occupation’s a good example of what’s going on, Occupation. It’s a good reaction to the Tea Party. It's a good reaction. JJ: Occupation of Wall Street? GR: Yeah. JJ: I would say it’s kind of an evolution from our time. GR: Right. And now it’s internet, different from our time. They have the internet now, which means they can organize [00:29:00] pretty fast. And then every town is organizing across the country. You know, what they do is they keep on hiring more police. I was talking to the people on the Greater West Town Committee, and this is Pulaski and North Avenue. They have a historical society there, and 18 �they have these articles about the problems in the neighborhood, so I started to - you know, Jeff-something is saying, “Yeah, the problem is because of this and this and this.” “Oh, yeah, going around pointing fingers. Blame the rich people.” I said, “No, sorry if you’re rich, man, but the point is that if we don’t have no economics for the people, then we’re going to have these problems.” Poor people didn’t come from nowhere. They were invented. They were produced, and our society’s doing that. And if there’s only a few rich people [00:30:00] and there’s a bunch of poor people, then you know what the problem is. They got rid of what I said. They erased the articles out of the page, and they don’t even want to talk about it, or they want to talk about gentrified Pulaski and North Avenue; bring them back. They want it back to where it was, and they’re going to get it back because that’s what’s going on. Look at Wicker Park. Look at Lincoln Park, same thing. They just don’t realize that, what they’re doing. The yuppies moving into Humboldt Park, I mean, I agree with you that they need a place to live, (inaudible). (laughter) I feel bad for the yuppies because everybody blames everything on them. They didn’t tell the yuppies when they moved into the neighborhood, that apartment that they’d rented just now for 1,000 or 2,000 dollars only cost 100 dollars before they came. They didn’t tell them that. What did they do? The developers, [00:31:00] and they put City Hall and the politicians. The politicians, these are our own politicians that are doing that. They’re selling us out short, and that’s how the yuppies move in. And then what are they doing in West Town? Okay, Humboldt Park (inaudible). Humboldt Park is a good deal. I’m sorry, it’s so -- you know? And these little kids, turning them 19 �into hate people. People, they hate yuppies. I hear that. I hear that from these young people that they hate yuppies, but they don’t realize that the politician that they’re getting into office is the one that okayed that deal made that the banks and the developers made so now for the yuppies to come in and pay 2,000 dollars a month. If they put the same energy into helping the poor people out, then they could do something positive, but they don’t. The politicians and the banks, bankers and developers, are in it together, and it’s legal, and they [00:32:00] make the yuppies look bad. And they blame it all on the yuppies. You know what I’m saying, right? JJ: Yeah. GR: On Division Street, yuppies keep out. What’s that all about? They don’t know who the real enemy is. We are our own enemies. Right now, we’re overrepresentative. We have more Puerto Rican congressmen than any small group of people ever had, and we can’t get shit done, and we’re still struggling. Just look at it. We’re only four million people. What community enjoys so many politicians, of four million? No community has that many politicians of four million people. They don’t have that many politicians. We got Puerto Ricans in the Bronx. We got Puerto Ricans in Manhattan. We got Puerto Ricans from everywhere. We got Puerto Ricans in Philadelphia. We have Puerto Ricans in Ohio, in Chicago, all these congressmen. We got more congressmen than we need, and [00:33:00] yet we can’t get any -- still, we got the worst schools, living in the worst ghettos. They’re making deals with developers, the banks, offices. There’s politics, right? The art of compromising. 20 �JJ: Any final words? GR: Any final words? (laughs) JJ: (inaudible) GR: Well, it’s not over. (laughs) It’s just beginning. I mean, let’s look at it this way. We’re going to be a footnote in history, how (inaudible) evolved. But I think what we’re seeing and what we’re doing right now are very important because, for instance, I talked to this young lady that was feeding the crowds in New York, young Puerto Rican girl. She was telling me about what she’s involved, what she’s doing. She had cancer. She had a brain aneurysm, but she’s out there [00:34:00] doing it, and with her husband. They’re both political, young Puerto Ricans. And I said, “Man, I wish I was out there with you guys. I feel so guilty I cannot be part of this.” And she said, “You was doing this when I was a little kid. I mean, you were telling me I gotta do something. Your work has been political. Your stuff has been political since the very beginning, since I met you, since I’ve known you, and you’ve influenced a lot of people.” And what we’re telling them is, “Look at him. Look at you, what you’re thinking, what you’re saying, because that’s the real answer.” It’s our idea comes solutions. You can’t have a solution if you don’t look at the problem, and we have examined the problem, like under a microscope, all our lives. We’ve been very critical of the society, of the system, of the political people, very political. We’ve been very political. In that sense, we’re just at the [00:35:00] beginning of it, really. We are the beginning. The ’60s was the beginning. Where they’re going to in the future is all related. It’s all related. And things will get better. I mean, I quit voting because I heard, was it 21 �[Kleberg?] say, “Well, people think they’re radical because they go out and vote for a liberal every four years.” That’s not radical. That’s not organizing. You gotta live a life. You gotta organize. You gotta live a life. You gotta do it. And now I choose to be with my artist friends, my artist family, and we all help each other, and we all get ahead somehow and keep on moving forward. And our expressions and what we say about society, it’s very important for the future. This is why this is important, this video, your project that you’re doing. How is that? Sound great? (laughs) END OF VIDEO FILE 22 � https://digitalcollections.library.gvsu.edu/files/original/d4d757e0fae9dbbf76fb208b218f6900.mp4 060d9db24b90e05a32e6c2576d9da284 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Gamaliel Ramirez vídeo entrevista y biografía Descripción Spanish language Description entry Gamaliel Ramirez nació en 1949 en South Bronx, Nueva York a padres que acababan de inmigrarse. Su familia so mudo a Chicago en 1955. Atendió la escuela de Peabody, en Augusta que era este de Ashland y oeste del I-94. En este tiempo el I-94 separaba la comunidad en dos partes, el Old Town, Lakeview y Lincoln Park en el este, y Wicker Park y Humboldt Park en el oeste. Señor Ramirez nunca fue un miembro de los Latin Kings o de los Young Lords si era amigos con unos de los miembros. Luchando con dislexia, Señor Ramirez fue forzado ah abandonar la escuela cuando tiene 16 años. Era en este momento que decidió aprender a pintar, visito el Art Institute of Chicago para aprender sobre las pinturas Europeos y luego fue con maestros para aprender sobre las pinturas Americana y Americana Latina. Señor Ramirez fue uno de los primeros de ser parte del Movimiento de Arte Latino en Chicago, y expone su arte nacional igual que internacionalmente. El hermano Señor Ramirez, Eddie Ramirez, era el coordinador asistente que estaba en cargo distritos durante la Campaña de Alderman para Jiménez. Gamaliel Ramirez ofreció trabajar con los Latin Eagles y Young Lords para limpiar la aria de drogas que en este tiempo había cambio de drogas en simple vista en las calles de Wilton y Grace Street. Los Young Lords hicieron un acuerdo con los Latin Eagles para limpiar el graffiti en el vecindario. Señor Ramirez también fue un líder en pintar los murales en la oficina de los Young Lords, por dentro y por fuera. Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Latin Kings--Illinois--Chicago Justicia social Activistas comunitarios--Illinois--Chicago Artes, puertorriqueños--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_Ramirez_Gamaliel Title A name given to the resource Gamaliel Ramirez interview and transcript Creator An entity primarily responsible for making the resource Ramirez, Gamaliel Description An account of the resource Gamaliel Ramirez was born in 1949 in South Bronx, New York to recently arrived immigrant parents. Their family moved to Chicago in 1955. Although Mr. Ramirez was never a member, he hung around with the Latin Kings and with the Young Lords. Mr. Ramirez became one of the pioneers of the Chicago-based Latino Art Movement and has exhibited his paintings nationally and internationally. Mr. Ramirez also led the painting of murals at the Young Lords office, both outside and inside. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Social justice Community activists--Illinois--Chicago Latin Kings--Illinois--Chicago Arts, Puerto Rican--Illinois--Chicago Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-12 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/114458b51f24920110166f4821b65941.mp4 6f3fb28353f41d53bb9bac7ae1a103ff https://digitalcollections.library.gvsu.edu/files/original/27a55b90bb62fe9d72e0290c39714ab9.pdf 51b702b3027ce6df3e0bdb070aa0901b PDF Text Text Grand Valley State University Veterans History Project Interview Subject: George B. Gane Interviewer: Dr. James Smither Interview Length: 46 minutes Introduction (00:15) Family and Friends (01:12) • Gane mentions that his father was a salesman. His father served in the Canadian Army during World War I as an ambulance driver. • Born and raised in Grand Rapids, Gane graduated from South High School in 1942. (01:33) Pre-enlistment (01:47) • Gane mentions that for a short time he worked in a machine shop and a packaging job. Joined the military in early 1943. • Afterwards, Gane mentions being sent to Fort Custer, MI. Further describes how one could which branch of service they wanted to serve in. He chose the air corps. Enlistment and Training (03:10) • From Fort Custer, he went to a Floridian country club. While there he took a few tests to determine what he was best eligible for. • Afterwards, they sent him to armory school at Buckley Field, 20 miles outside of Denver, CO. In one encounter there he tells of how FDR came and reviewed the troops. • Gane also mentions that they taught him how to put together guns and clean them and work with the turrets. • From there he went to a gunnery school in Texas. Tells of an encounter in which they would practice shooting targets on a railroad track. • From gunnery school, Gane mentions his time flying in the back of an 18.6 two-seater plane. These types of planes were what pilots usually started their training in. (08:28) • Gane mentions that from Texas he was sent to Walla Walla, Washington where he met up with all personnel to undergo more training. �• From Walla Walla, they went to Rapid City, SD where they flew out of there for a few months. (10:23) Gane describes his service with his lead crew. Tells of how each group has 8 crews; with 2 lead crews per squadron. • Gane describes his one year training going from base to base around the U.S. Mentions service at Rapid City, SD; Walla Walla, Washington; Redwood, OR; Nebraska; and Paiute, TX. • Doesn’t mention much about his crossing across the Atlantic. Gane does mention though that they first went to Newfoundland and then were sent to Britain. Bombing Campaign in Europe (15:05) • While in Britain, Gane describes his time as a waist gunner aboard a B-17. Gives a brief description of the different jobs that a crew aboard a B-17 had. He mentions that they usually flew at 25,000 to 30,000 feet. Also, discusses his crew in some detail. • Gane was based near Norfolk, England. He describes his time there briefly. Gane mentions that they started bombing raids in February 1944 over Europe. Most of the time he remembers getting one engine shot out 20-25% of the time by flak. Describes the general conditions of what being under heavy flak fire entailed. • Gane describes the relationship between bomber and fighter crews during the war in Germany. On their 2nd bombing run to Berlin he mentions that they lost three engines. Describes in some detail the 2nd attack over Berlin and getting credit for shooting down a German aircraft. (29:48) • Gane briefly mentions their bombing attacks in Poland. (30:58) He describes an encounter in which a friend of his got shot down over Denmark. He relates how he was rescued by the underground and smuggled to Sweden where he was picked up and sent to London, England where Gane had to come in to identify him. • Afterwards Gane briefly describes his service aboard a radar ship version of a B-17. Mentions that he did this from February to September 1944. (34:30) • He briefly mentions what life was like in England and that there were no problems with the local populace. While stationed there he supervised a skeet range and trained crews for a few months. At Christmas he went home. (37:44) Going Home (39:42) �• Afterwards, they sent Gane to a gunnery-instructor school in Paiute, TX. He describes how they put in charge of the training crews there. Briefly mentions that he flew 30 combat missions and got out in September 1945. After the war (41:18) • After Gane was discharged, he returned to Grand Rapids where he mentions working for Peter Pan Bakery for three ears as a bakery deliver going from house to house. Afterwards, Gane worked for 35 years at a local electronic parts house. Following that he moved to Owosso, MI and lived there for 10 years and came back. Shared his personal thoughts on his time in the service and what he learned from it. (44:50) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Gane, George B. (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Gane, George B. Description An account of the resource George B. Gane is a WW II veteran who served in the U.S. Army Air Corps with the 92nd Bomber Wing from 1944 to 1945. In this account he discusses his pre-enlistment years, enlistment and training in the U.S., and bombing missions in Europe. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army. Air Corps World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-06-25 Identifier An unambiguous reference to the resource within a given context GaneG Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/07b24f139365b3193b9f4f4e6bbfa9d8.jpg 20eb57b63b94b68417da28fa3a8a8412 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1714 Title A name given to the resource Gangut-Sevastopol class battleship Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gangut-Sevastopol class Russian BB (battleship), October 1, 1947. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/671fae028e6a18b18f0221ab8be9ef2c.jpg d75312b0d59a596315b0f5e68dac88df Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1715 Title A name given to the resource Gangut-Sevastopol class battleship Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gangut-Sevastopol class Russian BB (battleship), December 1, 1949 (October 1, 1947). Subject The topic of the resource United States. Navy Military education Russia World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1949-12-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f71d846340eb17f025470edf66855702.jpg 64739a1a2d66cf6108d84ffb9f475ec0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1031 Title A name given to the resource Gannet British A/S attack aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gannet British A/S attack aircraft, September 1, 1953. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/fe625b4e14463826e8b9ac46a207b407.jpg ceaed316a6d1d72cf1d92a3c2eca7483 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1037 Title A name given to the resource Gannet British anti-submarine attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gannet British anti-submarine attack, March 1, 1954. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b48fe9491bded5178dedc353b5dca1b4.jpg 81cbcfc61de9e0d91fbba2e045c7589f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1002 Title A name given to the resource Gannet British RN (Royal Navy) attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gannet British RN (Royal Navy) attack, September 1, 1954. Subject The topic of the resource United States. Navy Military education Slides World War, 1939-1945 Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/bd0841d72a20210cf089b29f066cbe70.jpg 478383a40718e59998f791cc54829c44 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1003 Title A name given to the resource Gannet British RN (Royal Navy) attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gannet British RN (Royal Navy) attack, September 1, 1954. Subject The topic of the resource United States. Navy Military education Slides World War, 1939-1945 Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/935d4c5ea2d5998bb8b0b9dc0a42ba19.jpg 7506e01fae019b29fb0310fda30359fa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1034 Title A name given to the resource Gannet British RN (Royal Navy) attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gannet British RN (Royal Navy) attack, September 1, 1954. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/29dd4fa2c6f0eb1b56aa65ac96978bbb.jpg 5d478dd01cf2ea633b51eee2e583d46e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1035 Title A name given to the resource Gannet British RN (Royal Navy) attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gannet British RN (Royal Navy) attack, September 1, 1954. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7c11bd73b54209d6b18ea99ff124b583.jpg f9d6dcd90ee1547b7da37823d997c814 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1036 Title A name given to the resource Gannet British RN (Royal Navy) attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gannet British RN (Royal Navy) attack, September 1, 1954. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f0b5a1fad367c5409b6809975d473b84.jpg 7fdcad987a0d4b13a650a4518a988ac4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1004 Title A name given to the resource Gannett attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gannet British attack (A/S), September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3e1f5c202da9d9301ed3c4d8ccfa5aa0.jpg bcdf3c5e57ab2a527936c3b0097f6af3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1029 Title A name given to the resource Gannett British anti-submarine attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Gannett British anti-submarine attack, March 1, 1954. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/15c033bb274588c43f3f04eed0ac16c5.mp4 a081d37c16a4a9923ddf1d06927b0d23 https://digitalcollections.library.gvsu.edu/files/original/46dcc6251de35840bac8ee51d1bbd54b.pdf 090b85d9244d32e979d5202c9b7b33f5 PDF Text Text Grand Valley State University Veterans History Project Interview Fred Garcia Vietnam War Total Time: 27:58 Childhood and Pre-Enlistment (00:18)     Born in Lansing, MI in 1948 Obtained a Masters Degree from Michigan State University in Administration Father was a World War II Veteran (01:20) Drafted into the Army in 1968 Training (01:48)    Attended Basic Training at Fort Knox, KY (01:55) Took Advanced Infantry Training at Fort Polk, LA. (02:02) He was selected at Fort Polk for a special unit. To be selected, they had to score very well on both the IQ and PT tests. There were 30 men in this unit. They had special training while they were at Fort Polk. Active Duty (04:40)     He was sent to Fort Meyers, VA to work a desk clerk job and training ASA troops for night missions and duty. (05:38) He was then sent to the DMZ in Vietnam, but was then shortly sent to the DMZ in Korea. (08:02) He was involved in some brief firefights while in Korea. (09:10) They had some dog handlers in his unit. Post-Service (11:05)   He went to college after coming back from Korea, and worked as a teacher after he graduated. He has two sons. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Garcia, Fred (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Garcia, Fred Description An account of the resource Fred Garcia was born in 1948 and served in the Army during the Vietnam War. Fred was drafted into the Army in 1968, and was trained as an infantryman. He spent his time on active duty as a desk clerk, training troops, and in the Demilitarized Zones in both Korea and Vietnam. After his time in the service, he worked as a teacher. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-06-16 Identifier An unambiguous reference to the resource within a given context GarciaF1130V Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c20f45c267e994c63cc9fc6bcea4ad26.jpg 7b98fab8348802fdabb32a0e55285df4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GarciaJorge Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1980 Title A name given to the resource Garcia, Jorge Description An account of the resource Jorge Garcia, Education Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng 1980s https://digitalcollections.library.gvsu.edu/files/original/128d1a3990630797f9eccb6810bb64a7.jpg c9bb43c930b78acecc9db317df79bc24 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GarciaSecundio_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Garcia, Secundio Description An account of the resource Secundio Garcia, Facilities Management Director Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/1feeb55ee4b4eb5aa57436c0a832e104.jpg 4fb4add393ae9762e2a55f7a4ff38665 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GarciaSecundio_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Garcia, Secundio Description An account of the resource Secundio Garcia, Facilities Management Director Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/5de793404ce6214db58f3b1b5d3ee9f5.jpg f6042911b3a9245c571c2e68e13e5694 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_M128-0001a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1972-06/1972-08 Title A name given to the resource Gardener at Magdalen College, Oxford, England Description An account of the resource Black and white photograph of a university gardener working inside a landscape bed on the campus of Magdalen College at the University of Oxford in Oxford, England. Scanned from the negative. Subject The topic of the resource Gardeners--England--Oxford Magdalen College (University of Oxford) University of Oxford Oxford (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a93e9c9b9fa38a765cfc6bc16ea5d45b.jpg 784d70b404477aebbc874ae330ca4764 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_4_005 Date A point or period of time associated with an event in the lifecycle of the resource 1937-03-18 Title A name given to the resource Gardens Villa d'Este Description An account of the resource Black and white photograph of the gardens of Villa d'Este. Buildings are visible in the center of the image with mountains in the background and trees in the foreground. Subject The topic of the resource Rome (Italy) Villa d’Este, Spa Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/216d6713940b30e15e272615f384c211.jpg 9272c89991dfeef0247e42a5bde2e116 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_EastmanAlbum_3_1911-1915_011 Date A point or period of time associated with an event in the lifecycle of the resource 1911-08-16 Title A name given to the resource Gardiner Gateway Arch Description An account of the resource Black and white photograph of the Roosevelt Arch entrance to Yellowstone National Park in Gardiner, Montana. The top of the arch reads for the benefit and enjoyment of the people. Water damage is visible on the image, which was scanned from the negative. Subject The topic of the resource Yellowstone National Park Montana Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0af0b147d38a3b3b6621231ca7d81e3f.mp4 5259d374eb4d536e9284f8e1d332a1e8 https://digitalcollections.library.gvsu.edu/files/original/eb243824ad01bb6e48d3f4f8662fe8db.pdf 7d64bc3116621c4b351a29367628839e PDF Text Text Grand Valley State University Veterans History Project Lawrence Gardner (01:06:56) (00:15) Background Information • • • • • • Lawrence was born in Illinois near the Mississippi River His father worked for the railroad and often was transferred around the state Many of Lawrence’s family members were working in the circus He went to school at Saint Thomas Academy and later got a job working as a machinist Many of his friends had been joining the service after the war started and Lawrence felt that it was his duty to do so also He enlisted in the Marines in June of 1942 (09:15) Basic Training • Lawrence took a train to Chicago and then to San Diego where he was outfitted with a uniform that did not actually fit him • He was sent to boot camp in Chicago where they often trained for gas attacks • The training was tough with much discipline and they spent a lot of time running, marching, and climbing walls • Lawrence had been older than the other men and many of them called him “dad” (13:45) Training Classes • While waiting to leave for Guadalcanal, Lawrence was chosen to travel to Michigan and take classes • He first was sent to Abrams Aerial Service Company where he worked with aerial photography and reconnaissance • He later took classes at Michigan State University in Lansing and stayed in a hotel near the capitol building (20:20) North Carolina • Lawrence had weapons training in NC, working with .30 caliber machine guns that were air cooled and water cooled .50 caliber machine guns • Lawrence got married to his girlfriend from Illinois while in NC • She later followed him to California where she worked with the Marine Corps • Lawrence became part of the 4th Marine Division while in CA (24:00) Map Making • Lawrence left on the USS Pillsbury from San Diego to Hawaii �• • • • • • From Hawaii they headed for Iwo Jima but were accidently hit by another US ship and about 300 men were killed Lawrence then had to go back to Hawaii where he began working on a base in Maui His job was to make maps for invasion of islands in the Pacific, like Iwo Jima, Saipan, Tinian, and Okinawa Lawrence would first fly over the island and take pictures of the terrain He would sometimes land on the island and scout the area He was working with commanders to find the best route for an attack (34:55) Iwo Jima • The island was surrounded with ships and Lawrence took a landing craft to shore • There were bodies floating all over in the water • 3 divisions had been on the island with about 70,000 men • It was hard for them to advance past the beach and many of the landing craft had sunk • Lawrence eventually made it to a base near the landing strip and saw many B-29s • He volunteered to fight on the front lines and help relieve some of the men that had been there for weeks without any breaks (44:25) Japanese Soldiers • There were many Japanese hiding underground behind trap doors; they would jump out of their hiding spots, surprising and shooting the American soldiers • They had once found a Japanese man waiting in their chow line • He was dressed in an American uniform and spoke English (47:15) Okinawa • On march 15, 1945 Lawrence left Iwo Jima on a ship to Okinawa with a floating reserve group • They ended up being diverted to Guam because of the huge storms going through the Pacific at that time • Lawrence was sent back to Hawaii and discharged shortly after arriving in Chicago (55:35) Working in the US • Lawrence took a bus from Chicago back home in Rockford, Illinois • He was not able to get his job back working as a machinist, though he had been told that they would hold his position for him • He later moved to Michigan and began working for the Michigan Gas Utility Company � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Gardner, Lawrence D. (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Gardner, Lawrence D. Description An account of the resource Lawrence Gardner was born in Illinois near the Mississippi River and enlisted in the Marine Corps during WWII. He was pulled out of basic training to take courses in aerial photography. He served in the Pacific and helped to plan the invasions of Saipan, Tinian, Iwo Jima and Okinawa. He worked as a mapmaker with the 4th Marine Division, and at times served on the islands that the division attacked. On Iwo Jima, he volunteered to serve in the front lines when his division was short of men. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Marine Corps World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-11-14 Identifier An unambiguous reference to the resource within a given context GardnerL Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives