779 24 26018 https://digitalcollections.library.gvsu.edu/files/original/5ad0081ab7ef4d3013d9d2e82ae431c1.jpg 21dce24d054dfb1e29f00753c244b0d3 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_M3271 Title A name given to the resource Passenger cargo ship Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource US Passenger-cargo, July 1, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--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 1944-07-01 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/223cece7bfa93fcb2eefc47ef19f1a66.jpg 9cf818d19fc645d3a0e0a930db3c53aa 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_M1475 Title A name given to the resource Passenger Liner Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Passenger Liner, November 10, 1943. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--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 1943-11-10 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/e33c9d56f882cf8f3aeaffe4af6f3696.jpg 0b5e21d96c9fc66f00081d9b0f7c7f4d 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_M1484 Title A name given to the resource Passenger Liner Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Passenger Liner, November 10, 1943. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--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 1943-11-10 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/5eabbeb7cc703f613d46a3be9b419327.jpg 829697139ca84450cb9b74cfb5dce5f7 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_M3168 Title A name given to the resource Passenger Liner Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Passenger Liner, modern, May 25, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--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 1944-05-25 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/8745479ac165b7270d696ca9b629167f.jpg 0bd52507db83dcd50007d68f214e2b10 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_M3171 Title A name given to the resource Passenger liner Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Passenger liner, USMC type, May 25, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--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 1944-05-25 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/1bfaf5a8ca5010a8506507d3e20b7cda.jpg 01b8f15e198bce157b585172467b1d73 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_M3272 Title A name given to the resource Passenger liner Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Passenger liner, July 1, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--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 1944-07-01 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/15df613598eeb0e347ba5127c3072230.jpg f3f04cbfae30402a82ade3c73c355b3a 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_M3274 Title A name given to the resource Passenger liner Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Passenger liner, July 1, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--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 1944-07-01 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/a94755f3ade5b8662afea22141a0c709.jpg 62759929e51ed508973444d95524a4cb 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_M3328 Title A name given to the resource Passenger Liner Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Passenger Liner, modern, July 1, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--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 1944-07-01 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/a8617167ce69b236585654846e819799.jpg 63815a662338c885a6903c5f65e3b73f 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_M3268 Title A name given to the resource Passenger USMC ship Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Passenger-USMC type, July 1, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--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 1944-07-01 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/96c1526f99c079cbec26b8be283812f9.jpg be25d9160d375d2e1eb9ab4629feb136 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 PassiRanjit 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 1971 Title A name given to the resource Passi, Ranjit Description An account of the resource Ranjit Passi, Mathematics 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 1971s https://digitalcollections.library.gvsu.edu/files/original/bc3cdbf39fb243e7578fb35514d5fea0.jpg 1e54790cd154ae8cfa691ec13a481171 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 Mathias J. Alten Collection Subject The topic of the resource Grand Rapids (Mich.) Artists--Michigan Painters Photographs Description An account of the resource Digitized photographs, artworks, and diary transcript from the papers of West Michigan painter, Mathias J. Alten (1871-1938) represent one of the most important collections in the holdings of both the University Library's Special Collections and the University Art Gallery. Alten, a German native who came to Grand Rapids as a youth, is a celebrated American regionalist often referred to as the Dean of Michigan Painters. The photographs and papers document his family life and career and support the collection of Alten paintings owned by the University. Creator An entity primarily responsible for making the resource Alten, M. (Mathias), 1871-1938 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/456">Mathias J. Alten papers (RHC-28)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives 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 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-28 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1893 - 1929 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="https://gvsu.lyrasistechnology.org/repositories/2/resources/456">Mathias J. Alten papers, RHC-28</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-28_MAlten_00012 Title A name given to the resource Passport photograph of painter Mathias Alten Description An account of the resource Passport photograph of painter Mathias Alten (seated right), Forest Emerson Mann (standing), and an unidentified sculptor (seated left) taken in Seville, Spain. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives Subject The topic of the resource Alten, M. (Mathias), 1871-1938 Grand Rapids (Mich.) Artists--Michigan Painters Photographs 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 Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1912 https://digitalcollections.library.gvsu.edu/files/original/80470794842bf301a4bfb2c4f6197130.jpg d7e021fbfc349232c29b57d632f6fab3 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 Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection 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 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <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 DC-01 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 Seidman Rare Books. PQ2388.R4 M413 1899 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 DC-01_Bindings0419 Title A name given to the resource Pastor Naudie's Young Wife Description An account of the resource Binding of Pastor Naudie's Young Wife, by Eduard Rod, published by Little, Brown, and Company, 1899. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings 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 Date A point or period of time associated with an event in the lifecycle of the resource 1899 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/212fd035fa5e4a2502b90099cbb47c64.pdf 49782a114afcf9f765884e58d9665b55 PDF Text Text Pastoral Prayer 1996 Richard A. Rhem Christ Community Church Spring Lake, Michigan June 2, 1996 Transcription of the prepared text   O  God,  we  address  you.   Yet,  is  that  not  presumption?   For  you  are  the  high  and  lofty  One    who  inhabits  eternity.   How  dare  we  speak?   How  do  we  speak?     And  to  whom?     Yet,  we  speak.   We  cannot  do  otherwise,   for  in  some  deep,  primal  sense,     we  know  we  have  been  addressed  –   addressed  by  someone  beyond  us,   by  One  who  always  eludes  our  groping  attempts    to  grasp,  to  define.     Yet,  the  prophet  spoke  of  you  as  dwelling     with  those  of  humble  and  contrite  heart.   Moses  was  said  to  have  seen  your  glory   and  heard  you  speak  as  friend  to  friend.   The  evangelist  claimed  the  Word  was  made  human,  dwelling  in  our  midst.   St.  Paul  witnessed  to  seeing  your  glory  in  the  face  of  Jesus,   and,  while  he  acknowledged  that  now  we  see  in  fuzzy  images  only,   one  day  we  shall  see  face  to  face.     With  the  Psalmist,  we  affirm:   The  Lord  is  my  light  and  my  salvation,   whom  shall  I  fear?   The  Lord  is  the  strength  of  my  life,   of  whom  shall  I  be  afraid?     © Grand Valley State University   �Pastoral Prayer, 1996 Richard A. Rhem In  your  presence  we  join  with  persons  across  the  nation   gathered  in  our  Capitol  –  standing  for  children.   O  God,  we  do  pray  for  children,  for  the  rising  generations,   the  generations  yet  unborn.   As  a  nation,  move  us  to  truly  human  values;   enable  those  who  care  for  the  children   to  turn  the  tide  of  neglect  and  abuse.   God  save  the  children.     In  your  presence,  before  your  face,   we  celebrate  this  community  of  faith.   When  alone,  isolated  with  our  fears,  our  questions,   you  seem  far  away.   Doubt  erodes  our  trust;   despair  threatens  our  deepest  hopes.   And  then  we  come  together,   the  Word  becomes  flesh  –   in  the  touch  of  another,   in  the  solidarity  of  community.     We  enter  this  sacred  space   and  know  again  what  is  beyond  knowing  –   life  together,  shared  experience    restores  our  trust  and  renews  our  hopes.     The  birth  of  a  child,  a  watery  cross  on  the  forehead  saying,   “This  child  is  loved,  belongs,  will  never  be  abandoned.”     Beautiful  young  men  and  women  rise  to  say,  “I  believe,”   light  a  candle  owning  for  themselves   their  spiritual  birthright.     Two  lives,  so  wonderfully  nurtured,  so  richly  endowed,   find  each  other,  kneel,  give  themselves  to  the  other,   yet  remaining  wholly  their  own  persons,   acknowledging  in  their  separateness  their  union   which  is  the  mystery  of  your  bonding  love.     A  tent  is  erected  on  a  parking  lot   and  over  half  a  thousand  of  this  community   let  down  their  hair  and  kick  up  their  heels     and  celebrate  in  sheer  joy–   all  that  is  human;   all  that  is  good  and  true  and  beautiful  –   and  a  people  knows  in  their  heart   © Grand Valley State University Page 2   �Pastoral Prayer, 1996 Richard A. Rhem that  grace  is  present  and  the  future  bright.     A  four-­‐and-­‐a-­‐half-­‐year-­‐old,  beautiful  and  lovable,   visits  the  world’s  leading  cancer  center   to  be  treated  for  a  deadly  disease,   and  our  hearts  are  joined  –  pleading  for  her  healing,   embracing  her  loved  ones  with  compassion  that  wells  up  within  us.     Baptisms,  confirmations,  weddings,  life-­‐threatening  disease,   tent  revival  and  pig  roast  –   a  rose  that  celebrates  a  birth;   a  rose  that  bespeaks  the  presence  in  absence   of  one  loved  and  lost  awhile.     Dear  God,   what  a  quilt  of  human  experience  we  share.   And  as  the  images  tumble  through  our  minds,   we  know  we  do  know.     We  do  believe.     Ah,  dear  God,  we  believe;   help  thou  our  unbelief.   We  cling  to  you;   there  is  nowhere  else  to  turn.   We  turn  to  you,     we  worship,  the  miracle  happens  again  –   not  once  for  all,   but  all  we  need  for  now,   token  enough  of  that  day  that  shall  know  no  setting  sun   when  we  shall  be  all  together     in  the  presence  of  Light  Eternal,   knowing  as  we  are  known  –   indeed,  face  to  face.     O  Lord,  hear  our  prayer,     through  Jesus  Christ  our  Lord.   © Grand Valley State University Page 3   � 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 Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> 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 Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-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 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Location The location of the interview Christ Community Church, Spring Lake, MI 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 RA-1-19960602 Date A point or period of time associated with an event in the lifecycle of the resource 1996-06-02 Type The nature or genre of the resource Text Title A name given to the resource Pastoral Prayer 1996 Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource eng Description An account of the resource Prayer created, delivered, or published by Richard A. Rhem (Dick) on June 2, 1996 entitled "Pastoral Prayer 1996", at Christ Community Church, Spring Lake, MI. Tags: Prayer, Community of Faith. Format The file format, physical medium, or dimensions of the resource application/pdf Community of Faith Prayer https://digitalcollections.library.gvsu.edu/files/original/6b1b413cd9cf78c6639124b27988c07a.jpg bf8bde4898c299e54b9ba4e046d6b7aa 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_G058-0005 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 1966-06 Title A name given to the resource Pastureland in Ambleside, England Description An account of the resource Black and white photograph of a farm and pastureland in the Lake District town of Ambleside, England. Scanned from the negative. Subject The topic of the resource Ambleside (England) Lake District (England) Pastures 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 1960s 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/ed4bad41c9f95de80866f60685ccb51b.jpg 0644a18d582259ea6ae16a47b368b08f 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Brigham-D_0154 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1955 Title A name given to the resource Pat and Frank Woods Description An account of the resource Photograph Pat and Frank in swimming suits holding their son Mike who is standing on a wooden railing on the beach. Behind them are four other people sitting or laying out towels. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Beaches Outdoor recreation Families Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg 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/88a8216f194a30166792a507c830738a.jpg ce0712e5df46622b314f1f50c267ce1d 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection WGVC-TV 1980s 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/. 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 Pat McAllister working for WGVC-TV Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001522 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Description An account of the resource Pat McAllister working in WGVC-TV studio using broadcasting equipment. Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges University television stations Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In copyright - Non-commercial use permitted.</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/6ece9e0b1e485d0b9a70bb3ddd9274b1.jpg e7fe582998c2ea24522a25075be52b80 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Brigham-D_0068 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1960 Title A name given to the resource Pat Woods holding daughter Kathy Description An account of the resource Photograph of Pat holding her daughter Kathy at Beech-Hurst. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Children Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg 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/0eb6bed579170cefda68c6be5db09132.jpg d91043cea43534822d376525a1c39aea 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Brigham-D_0062 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1954 Title A name given to the resource Paton sisters with Ben Plummer Description An account of the resource Photograh of sisters Esther Paton Eddy and Barbara Paton Eddy with grandson Ben Plummer on a log on the beach. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Beaches Outdoor recreation Families Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg 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/63257c8636288cd2c92d5da4c69a6e2e.jpg 1b84fb72624e68d62defe43e5e934af9 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 PatonDon_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Paton, Don Description An account of the resource Don Paton Subject The topic of the resource Grand Valley State University – History 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/c502be8c98bdb88ae457692cbd184a1b.jpg e9008add3823e5330dbd0d99e2f0e0ce 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 PatonDon_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Paton, Don Description An account of the resource Don Paton Subject The topic of the resource Grand Valley State University – History 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/3cc5996736effcfa3507bf43b2d62bcd.jpg d26832f40d792863d1bb26bd1afa02a3 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 PatonDon_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Paton, Don Description An account of the resource Don Paton Subject The topic of the resource Grand Valley State University – History 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/e14458cb9d9cf216be36ea03c0056757.jpg ac2d260a072bb7116ed30f0806d20356 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 PatonDon_Photo04 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Paton, Don Description An account of the resource Don Paton Subject The topic of the resource Grand Valley State University – History 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/20b21fe133aa4ef0ab266e8bdae22bb8.jpg 1069d516ea553f1c33ff62e2073c28b6 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1960s 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/. Date A point or period of time associated with an event in the lifecycle of the resource 1969 Title A name given to the resource Patricia Dahl and Mrs. Bernice Danielson teaching a kindergarten class Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001621 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Description An account of the resource Patricia Dahl, GVSC student teacher at Hall School in Grand Rapids, and her supervising teacher, Mrs. Bernice Danielson, with kindergarten class. Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Subject The topic of the resource Grand Valley State University Michigan Grand Rapids (Mich.) Universities and colleges Education Students Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In copyright - Non-commercial use permitted.</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/c68b03040abe4744e913bc5a74e2d4ef.pdf 31376d754ba0a3f804691b7395711967 PDF Text Text Young Lords In Lincoln Park Interviewee: Patricia Devine-Reed Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 2/10/2012 Biography and Description English Patricia Devine-Reed was the leader of the Concerned Citizens of Lincoln Park (later called the Concerned Citizens Survival Front of Lincoln Park), the first group to protest urban renewal plans on the grounds that Puerto Ricans and African Americans were being displaced from their homes and priced out of the renewing neighborhood. Ms. Devine-Reed successfully recruited José “Cha-Cha” Jiménez to attend one of their meetings with the Department of Urban Renewal in 1969. The meeting proved to be important for many reasons. Mr. Jiménez took a group of about 35 youth into this meeting. When they saw a display detailing the displacement of Puerto Rican and poor people from Lincoln Park and heard the realtors and developers from the Lincoln Park Conservation Association describe their plans for the neighborhood, they were furious and spontaneously thrashed the entire urban renewal building. The resulting destruction closed down the building for several months. Ms. Devine-Reed also helped to organize the broad-based Lincoln Park Poor People’s Coalition (Mr. Jiménez became its president) to try to save the poor from being forced out of their homes in Lincoln Park. An artist and curator, Ms. Devine-Reed continues to advocate on behalf of women, civil and community rights in Chicago. �Spanish Patricia Devine-Reed era una de los líderes del Concerned Citizens of Lincoln Park (después se cambiaron a los Concerned Citizens Survival Front of Lincoln Park), que fueron el primer grupo en protestar los planes de reconstrucción ciudadana en parte de que los Puertorriqueños y Afroamericanos iban ser desalojados de sus casas y luego subieran el precio de la renta de las nuevas residencias. Señora Devine-Reed felizmente recluto a José “Cha-Cha” Jiménez para uno de los reuniones del Department of Urban Renewal en 1969. Las reúnes probaron ser muy importantes por muchas razones. Señor Jiménez tomo in grupo de jóvenes a esta reunión. Cuando vieron la muestra de cómo desalojado de los Puertoriquenos y pobres de Lincoln Park y escucharon como los agentes y promotores de Lincoln Park Conservation Association describieron sus planes para el vecindario, los jóvenes estaban furiosos y revolcaron el edificio en donde estaban haciendo la reconstrucción. Esto resulto en cerrando el edificio por unos meses por la destrucción. La señora Devine-Reed también ayuda los pobres que están desalojados de sus casa en Lincoln Park, con la organización, Lincoln Park Poor People’s Coalition en donde el señor Jiménez era presidente. Una artista y conservadora, Señora Devine-Reed continua soportar los derechos de mujeres, el civil y la comunidad en Chicago. �Transcript JOSE JIMENEZ: Can you tell me how you feel (inaudible)? PATRICIA DEVINE-REED: JJ: Okay, so -- (inaudible) anything. PDR: My name is Patricia Divine-Reed. I was privileged to be in Lincoln Park in the 1960s and early 1970s, and to have met Cha-Cha Jiménez and the Young Lords during that time. I came to Lincoln Park as a full-time resident in 1964, after I had graduated from college. I had attended Alverno college in Milwaukee, Wisconsin, but during the four previous summers, I had also lived in Lincoln Park with a organization, Young Christian Students, whose [00:01:00] mission it was to awaken students to issues of social justice, the need for change, how Christians impacted that, and so on. So, I was working with young Christian students. When I graduated, I moved full-time to the Lincoln Park neighborhood. It was a very exciting place. There was every imaginable European Ethnic group lived in the community; Irish, Germans, Polish, there were gypsies in the community. A large -JJ: What year was this? PDR: The Puerto Rican, 1964. Large Puerto Rican section of the community. In the south end of the neighborhood, [00:02:00] there were low-income African American families, that was just north of Cabrini-Green. And there were lots of students there. Some hippies, but it was a opened community, where everyone could live, everyone could express themselves. And a very exciting place. In the 1 �mid-’60s, as we entered into the later ’60s, ’66, ’67, there were some obvious changes that had started to take place in the neighborhood. The eastern part of the neighborhood was growing more and more wealthy, and many of the people who had lived there before [00:03:00] no longer could afford to own their homes, to rehabilitate their homes, to pay the taxes. On the main streets, there were a lot of large apartment complexes that were -- that had tenants, tenants of all kinds, families, single people, students. And many of those buildings, the owners were absentee landlords, and they had stopped renovating the properties. So, there were changes taking place. It wasn’t always clear exactly what was happening. But there were also changes taking place all over the world. This was a time of great questioning of upheaval throughout the world. There were [00:04:00] independent struggles taking place, and the whole Southern Hemisphere, Africa, South America, Central America, India, all over the world there were independent struggles taking place. JJ: Okay, so all these things are going on all over the world, so how were you feeling about these things? PDR: Well, I had been raised to believe that everyone should have a fair shake in life, that -- that people should love everyone, that everyone needed to have equality and justice and adequate food, clothing, shelter, [00:05:00] independent voice in their own lives. So, I was feeling excited about new possibilities for the human race. JJ: In Lincoln Park here? 2 �PDR: Throughout the world, in Lincoln Park, in the whole United States, there was a Civil Rights movement that was going on in the United States. There was a large student movement. There was a movement against the war in Vietnam, very large. The people were speaking out everywhere for their own independence, and own self-determination. So, it was a time that the old way of life was being challenged, and new possibilities for people were opening [00:06:00] up. In Lincoln Park, the changes that we saw taking place seemed to be very -- initially seemed to be very much a part of the old way of life. Those who had were getting more, were moving into the neighborhood, were moving out people who had lived there all their lives had small businesses, sent their children -- raised their children through the schools, and so on. And they could no longer keep up with the tax payments and the renovation that was being required. I really became aware, though, of what the specifics of the situation were, I believe it was summer, 1966. Maybe it was -- excuse me, winter, 1966. Maybe it was ’67. [00:07:00] I had become involved with a church in the neighborhood, Parish of the Holy Covenant. And they had opened a storefront in the 2500 block of Lincoln Avenue, the north part of Lincoln Park, so that the church would have a -be much more involved on a day-to-day basis in the lives of the people in the community, whatever the issues happened to be. There was -- so my early engagements, I learned that there was a larger organization of churches, the North Side Cooperative Ministry, that included all the mainline churches in the area. [00:08:00] And one of their main struggles was against a new program that had come to the area, and that was Urban Renewal. Urban Renewal was a 3 �program that had been put in place after World War II. It was federal. The legislation had been written by Truman and Julian Levi from the University of Chicago. He had been on the board of the University of Chicago. And the goal was to bring a stronger financial base to urban cities, and also around institutions in the city. So, the University of Chicago, I’d become very worried, because the University had been become surrounded in the Woodlawn neighborhood by an African [00:09:00] American community, and they wanted to make certain that things were safe and secure for university students, professors, and so on. And also, that land would be available for expansion of the University. So together with Truman and the City of Chicago, Mayor Daley, they put in place legislation that would enable development to take place in the city. Well, the problem with the legislation that was put in place was that it was development to the advantage of institutions in the city, not large numbers of people that lived in the city. So the first Urban Renewal Program that took place happened down around the University of Chicago. And there was [00:10:00] a large movement from Woodlawn Organization against the program, because what it meant was, that through a semi-legal body, the Conservation Community Council, plans could be developed that would remove large sections of people and make way for development by the University. It might be housing, it might be expansion of University buildings. But it was not to the advantage of the people that were living there. So the Woodlawn Organization was the first one to take on this whole notion of Urban Renewal. The second area of -JJ: And they were in favor of urban renewal? 4 �PDR: Not the Woodlawn Organization. The Woodlawn Organization was opposed to [00:11:00] urban renewal as it was taking place down in Woodlawn, because it meant that many people would be forced to move without having anything to say about it. The next area that was to be developed in the city was the area on the near west side, which was primarily an old, Italian community and a newer African American community. That was to make way for the University of Illinois, which at that time was at Navy Pier, but they wanted to create this whole University complex on the near west side of Chicago. And that meant, again, that sections of land that were owned by families would have to be confiscated by the city to make way for the building of University of Illinois, [00:12:00] or the state, in this case. Florence Scala was the woman for the Italian community, the new west side, that began organizing people in opposition to the building in the expansion of the University. And they have massive movement of people. But you could see -JJ: What do you mean massive? (inaudible) PDR: -- large numbers, large numbers of people that came to -- tried to keep their homes, tried to get adequate value for their homes. And businesses, it was a thriving community, tried to make, instead of the renewal that was taking place, just to the benefit of the University [00:13:00] that money would be made available for people to renovate their homes, to renovate apartment complexes for decent living for tenants of all kinds. But as -JJ: Were there demonstrations, too? Or no demonstrations? 5 �PDR: There were demons-- oh, they demonstrated. They were very vocal, yes. They were an inspiration to many communities. But as we can see now, the University of Illinois is the property owner in a large, large area that goes from -- the University itself goes from Roosevelt up to Jackson, in some places, and it goes all the way west from Halsted to Ashland. So Halsted to Ashland is a mile. [00:14:00] So it’s at least a mile square, and in some cases goes east of Halsted. Some of the buildings are east of Halsted. Very little housing left there from the old Italian community, the African American community, the owners of the buildings that were renting to African Americans, Latinos and Italians -- all of that has been wiped out. Many churches and other institutions tried to hold out for a long time, but eventually, they also gave in. Maxwell Street, the owners of the property on Maxwell Street, a wonderful, wonderful open-air market, primarily stands owned by the Jewish community, they held out for a long time, but [00:15:00] eventually, Maxwell Street also went by way of the University. This happened over quite a number of years, but it was happening at the time I was living in Lincoln Park. And the pastors of churches had become very concerned about what was happening and what the future was for people in the community. The first action that I became involved in was at a -- it was a demonstration outside of the offices of Lincoln Park Conservation Association in the winter. I believe it was January, 1967. Lincoln Park Conservation Association was supposed to be [00:16:00] a neighborhood association, like the old -- like Back of the Yards Neighborhood Council, the Alinsky Organizations. But it had become a homeowners’ association, but not representing all homeowners; not the small 6 �homeowners, not the working-class homeowners, but those who had quite adequate financial resources and wanted to see the community around them develop into a more wealthy area. Lincoln Park Conservation Association had completely thrown their hat into supporting the Urban Renewal Program as a way to upgrade financially the community, not as a way [00:17:00] to improve the quality of housing for the people living there. Remember, I said it was a very diverse and very exciting ethnic area, racial area, all ages. And it was clear that as the community became wealthier, that was no longer going to be the case. So in, I believe, January of 1967, there was a demonstration by the North Side Cooperative Ministry, and many other members of the churches in opposition to positions that were being taken by Lincoln Park Conservation Association. A short time after that, a new organization was formed, Concerned Citizens of Lincoln Park, and the main goal [00:18:00] of Concerned Citizens was to represent the common people of the neighborhood that were not being represented by Lincoln Park Conservation Association, so it included the homeowners, the shopkeepers, all the ethnic groups. And they were in coalition with the churches and with an organization in the southern part of the neighborhood, Neighborhood Commons, that was actually a corporation whose goal was to develop low income housing for people in the southern part of the neighborhood. I eventually became the principal organizer for Concerned Citizens of Lincoln Park. So we organized everywhere. Wherever there was a [00:19:00] threat that a particular area was going to be the next area that the city or realtors were going to try and capture, there we would go to organize. So it 7 �might be tenants, it might be homeowners, it might be a commercial strip. And it became clear that actually, Concerned Citizens and the churches were a little behind the eight ball, that the plan had pretty much already been set by the Lincoln Park Conservation Association and the City of Chicago. Then we learned also that the only way this program came [00:20:00] to the neighborhood was that institutions had to join with the city to bring the Urban Renewal Program. And the institutions that were in support of the program were Children’s Memorial Hospital, DePaul University, and McCormick Theological Seminary. Their goal was to create a area around their institutions, which would be conducive to their staff, to their students, to a different kind of population that existed in the community, which was the ethnic family population of the community. So not only was it Lincoln Park Conservation Association [00:21:00] that became the organization that we were confronting, challenging about what they were doing, but it was also these institutions. Legally, the statute required that there be a paralegal or semi-legal body that would approve the plans for our community. That body had to include the institutions, include people from the City of Chicago, some residents from the community, Conservation Community Council included all of those people, but none of them represented the low income and middle [00:22:00] income families and ethnic groups of the community. It included only the institutions and the wealthy of the community, the eastern side of Lincoln Park, closer to the lake. The primary position taken by Concerned Citizens of Lincoln Park is that we want renewal for the people who live here, not for a whole new population of people. We’re not opposed, we’re not opposed to houses 8 �being upgraded for people who live here, we’re not opposed to new housing for African American and Puerto Rican and Mexican and Polish families. We want the neighborhood to be upgraded [00:23:00] for the people who live here. That’s the right of everyone to live in decent housing with decent stores, decent schools, good transportation, access to the amenities of the lake, and so forth. But that was not what the plan was of those who were in control of the planning process. Monthly, there were meetings at the Conservation Community Council. So for each meeting, we would organize residents to attend whose living circumstances were being considered at that meeting. It was sometime [00:24:00] in late ’67 or 1968 that I was working with a group of tenants in the 20- and 2100 blocks of Halsted Street, west side of the street. There was the Conservation Community Council was considering a plan to demolish the buildings there. We were organizing tenants to come and speak for themselves about improving that property, rather than demolishing it, and improving it for the people who lived there. One night, I recall we were -- another organizer, Dick [Vision?] and myself, we were making posters out on the sidewalks, and it was a [00:25:00] summer night, in front of the buildings in the 20 hundred block, and there were young guys who had a hotdog stand right on the corner there at Halsted and Dickens. And we started talking to them about what we were doing, and asking them to join us in making these posters because their -- this month, their homes might not be threatened, but they would be next month or next year, if the plan continued to move forward of Lincoln Park Conservation Association, and the Conservation Community Council. We were out there many nights, actually, 9 �working with residents, and one night I met a young man named Cha-Cha Jiménez. He was very sharp, [00:26:00] very bright. Had -- I think he had just come out of jail on some charge, and he said that he -- he told us that he was the leader of the Young Lords gang. I said, “Well, I don’t care, you (audio cuts out) and start fighting for your people because they’re going to meet the same fate as the people in these buildings right here.” I said, “You know, people in the buildings want you to help them, but they’re afraid of you, and you don’t want -you’re afraid of them because you say they don’t want you on the corner. You need to join together. This is time to join together, not to be separated. Cha-Cha was -- he challenged what we were saying, “Why should [00:27:00] we do this?” But eventually he came to see that fighting for any one group in the neighborhood was a way that he could secure the future for his own Puerto Rican brothers and sisters. They had been in the community since the ’50s, and were growing, large Puerto Rican community in the southern part of Lincoln Park. Their future in the community was threatened, just as that of all the other ethnic groups in the community. So eventually Cha-Cha joined with us. I remember one of the first meetings that he agreed to go to, it was a [00:28:00] Conservation Community Council meeting. I’m not even sure exactly which proposal was being considered at that meeting. It may have been for the 20-block, 100-block of Halsted. And he brought with him other members of the Young Lords Organization. And at some point in the meeting, I believe it was just after the vote by the Conservation Community Council to support the demolition of the property, they, as young people do, were very angry, and got up and started 10 �throwing chairs. It was something that all the civilized people were very surprised at. I mean, [00:29:00] we had been demonstrating very nicely, and there had been, you know, everybody acted very proper because the churches were behind the opposition movement, and so on. But now we had these young people. And their whole style of operating was much different than that of the churches. But the police were called, and they were arrested. But it set in motion a very important liberation struggle for the community that went on for -JJ: What, exactly, do you remember of that day for this kind of a -- but I don’t think they were -- police didn’t arrest people that day, it was another day that they arrested (inaudible). But what do you remember -- PDR: What I remember is the chair throwing, and everybody from all sides [00:30:00] were just stunned. JJ: Who was in the audience? PDR: Well, there were -- these meetings were -- by this time, many people had started to come to the Conservation Community Council meetings because it meant their future. You know, where were they going to (dog barking) -(break in audio) PDR: Sure. JJ: Okay, so what do you remember of that meeting, that Community Conservation Council meeting? PDR: Well, Cha-Cha came with, I don’t know, 10 to 15 guys that night. This was really their first involvement. They -- in fact, I was surprised he brought so many. 11 �JJ: Ten or fifteen, or fifty or sixty? Wasn’t it something like that, now? [00:31:00] Or a little larger amount in terms of people? PDR: You had 50 or 60? JJ: I thought that we (inaudible). PDR: Oh, I don’t think you had that many. JJ: Okay. All right. PDR: But anyway, it doesn’t matter the number, what -JJ: How many do you think came? How many do you think came? PDR: I don’t know. Fifteen, twenty. JJ: Fifteen or twenty? All right. All right. PDR: Yeah. There were a lot of people at the meeting. They had charts out, the Conservation Community Council had charts out with the plans that had already been decided, or were being proposed, to date. They still had different sections to vote on, and so on. I [00:32:00] remember Cha-Cha looking at it, and the areas where his family lived and where most of the Puerto Rican family lived in the new proposal, they were not going to be there anymore. So he took that time to educate his guys and say, “Look at” -- you know, “Where are we in the future?” So it really became a time when he used to do political education with the other young people that came with him. The proposals, as I said, I don’t remember the exact proposals that were being voted on at that meeting. Each meeting they voted on a section of the community, and what was to happen. And there was already a proposal that had been laid out by the institutions, [00:33:00] the city, and Lincoln Park Conservation Association. None of the people from Concerned 12 �Citizens had been involved in making these proposals. They had done this all in closed doors, and so on. JJ: Whose office was that? PDR: It was the Urban Renewal office. There had been an office specifically sat up to manage the Urban Renewal Program and operation, so it was a political office. It was the City of Chicago office that we were meeting at. The Young Lords raised the issue about representation. Actually, representation was being raised by many. The North Side Cooperative Minister was raising the issue, in fact, had a whole [00:34:00] slate of people that they wanted to be included on the Conservation Community Council. As the issue of representation was raised, Cha-Cha raised the issue of, where are the Puerto Rican community on this Conservation Council? And things happened very fast. And all of a sudden, chairs were flying. And it was -- everyone, everyone was stunned on all sides, because this wasn’t the way the “proper people” did business. But it woke folks up to the fact that [00:35:00], you know, this is a new day. And people are not gonna let somebody else speak for them, plan their lives for them. But we’re going to determine our own life, our own future, have our own voice. This is our own community. We’re gonna stay here. If there’s any development that takes place it has to include us in the decision making. It has to be done for us, as well as others in the community. It was -- I think the meeting ended very quickly. There were no decisions that were made after that. They wanted folks out as fast as possible. And -- 13 �JJ: Now you were -- you said people were [00:36:00] standing outside. Were people afraid? Were some, like -- were your people afraid of the Young Lords, or other (inaudible)? PDR: I think -- well, clearly people from the city were afraid, and Lincoln Park Conservation Association, because what was being challenged was their position of leadership. I don’t think anybody from the churches that were from the North Side Cooperative Ministry or Concerned Citizens of Lincoln Park -- they were stunned because it was a different way of doing business. But I don’t think that they were afraid. They were happy, as a matter of fact, that there were additional voices that were coming into participation in the community around this issue. What was at stake, according to the proposals, was moving [00:37:00] out 80 to 100,000 people, working class people, poor folks, owners of small stores, senior citizens, all their lives and whose homes weren’t up to the standard that they expected in the renewal program. So there was a lot at stake. And there was also a lot at stake for those who sought profit from urban renewal, the real estate companies -- billions were to be made from the new developments that were proposed. So any challenge to that was frightening to those who had developed the plans to that point. [00:38:00] I think the churches which had joined together to challenge the renewal plans were churches that saw that everyone had to have the opportunity to speak for themselves, to be independent, to have decent food, clothing, shelter. So they weren’t afraid of this new movement, but they were in support of it. And in fact, a short time later offered housing to the Young Lords Organization; [00:39:00] Armitage Avenue, United Methodist Church. The 14 �Young Lords were offered housing by Reverend Bruce Johnson. So, I mean, that’s just a sign that the churches were in support, for the most part, of what was happening. JJ: So this meeting takes place, and you go back to the Concerned Citizens of Lincoln Park, and North Side Cooperative Ministry was there also. So now what were -- how did they feel about the -- was there -- did it impact them, or --? PDR: No, they were very much -- it impacted them, yes. Yeah, it impacted them because -- but in a positive way, it’s a growing movement for -- to maintain a diverse multicultural, [00:40:00] multi-income community. JJ: Because they didn’t [answer that?], there was a Lincoln Park Poor People’s Coalition? Can you (inaudible)? PDR: But that came about much later. JJ: Okay. What came next, what came next. PDR: Yeah. You know, I don’t know if I remember all of the -JJ: Timeline? PDR: The timeline, yeah. JJ: Okay. PDR: I remember major things that happened. I remember the day-to-day of organizing. JJ: Well, two days later, there was an arrest, right? Or not an arrest, but there was an action at the Chicago (inaudible) police station. What was that about? PDR: Well -JJ: Two days later. (inaudible) 15 �PDR: -- Young Lords had been arrested. Cha-Cha had been arrested, and other Young Lords had been arrested. And while there was no -- [00:41:00] they initially weren’t charged with anything, they had been picked up by the police. And we had a demonstration outside, and some of us went inside the police station. I remember that Reverend [Reed?] was always a spokesperson. And the churches -- none of you were jailed at that time, were you? You were arrested, but -JJ: There were two warrants after that charge. No one was arrested. PDR: Nobody was arrested? Nothing? JJ: There were two warrants and I was taken to the lock-up, and then I was released, and then there was a group outside that we -- [00:42:00] they were outside. PDR: But again, that was -- I mean, the police should have had no reason to pick up the Young Lords at that time. But everything in Chicago was connected to the Daley administration. Remember, this was a city office where the demonstration had taken place two nights before. The Conservation Community Council was the paralegal body, operating out of the Urban Renewal office, the city office. Daley -- or those who connected with him gave the word, and the Young Lords were arrested two days later. Picked up. Picked up two days later. So [00:43:00] anybody who was available went at a moment’s notice over to the police station to provide support outside the station, and several people were allowed in the station. And that really was the mantra, the style of things from 16 �then on, that if anybody was attacked, instantly we would mobilize a support group to provide support, to raise bail money, to provide legal support. JJ: How did you work with the Young Lords after that? After those meetings, there were other meetings, there was -- PDR: There were lots of meetings. Lots of meetings. Things happened very fast. And the next two years, the next two years all seems [00:44:00] to flow together. I worked very closely with Cha-Cha many, many, many, many nights, talking about what the specific issues were related to the Urban Renewal plan, what it meant for groups, working class people, poor people to speak for themselves, to no longer be oppressed by traditional systems. And it wasn’t something unique, it was happening everywhere in the United States and around the world that people were speaking for themselves. It just happened to be that this situation was an issue of land and housing, and where people lived, and whether or not they could continue to live in the houses that they lived in. And it [00:45:00] pointed to the future. You know, these issues were to be issues of people for, you know, generations to come. It was almost impossible working with the Young Lords to separate the issues of Lincoln Park from the issues of Puerto Rican independence, and self-determination of people that I remember studying Mao Tse-tung’s “Little Red Book” with Cha-Cha, and going over line by line, studying the works of -- studying things that SDS was putting out that were being put out through the [00:46:00] Civil Rights movement. This was the year that -JJ: Were there newspapers or tabloids, or what? How were you studying -- did you have a newspaper? 17 �PDR: We had a newspaper, Concerned Citizens of Lincoln Park had a newspaper, which we tried to put out monthly. It was a lot of work. And it carried the stories of people who, in the community, who were on welfare. Some businesses that were being forced out carried the stories of senior citizens who were harassed during the Democratic Convention in Lincoln Park in the part itself, but they were residents of the community. So it carried the plans [00:47:00] that -- the new plans that the Conservation Community Council was putting out. Proposals for housing, new construction as well as renovation of buildings that were already there, it presented the -- what groups like Neighborhood Commons were doing in the southern part of the neighborhood. So there was a lot of information about local things happening in the community. There were also newsletters that were put out by Neighborhood Commons. The churches were constantly issuing information about what was going on, not just about housing, but all of -[00:48:00] things interrelated. The health issues interrelated. There was a growing welfare rights organization. There was a growing relationship between African Americans in Cabrini and the areas just north of Cabrini, and south Lincoln Park. So all of these things impacted each other. Yes, we studied these with Cha-Cha. But also, many other things that were being published. The Civil Rights movement was continually issuing information. And then of course, ’68 was a year where many [00:49:00] things happened. There was the murder of Martin Luther King, Jr. There was the murder of Bobby Kennedy. The very vocal rising up of the Black Panther party, especially in Chicago, and Maywood in West Side of Chicago. There was a Democratic Convention that took place. That very 18 �clearly impacted the Lincoln Park neighborhood. Of course, the mayor did not want the people demonstrating, and then there was a split in the opposition movement to the Democratic Convention. [00:50:00] SDS split. And a group called the Weathermen split off. And their position was, we need to go into the neighborhoods and organize people in the neighborhoods, and expose Mayor Daley and the city for what they’re doing in the neighborhoods. And I recall having a conversation at that time with Cha-Cha about this, and what did he think about it? And he said, “Oh, if they do that, they’re just going to come and arrest us. The police will say that we were the ones that did it because it’s our neighborhood, and arrest those that they’ve always arrested before.” It was during that time that another young group formed called the Young Patriots, because they were the sons of many of the people who were involved with concerned [00:51:00] citizens, who were from -- who lived in the northern part of Lincoln Park, but who were from Appalacian Community. So they had been there for some time. But the young people were also harassed by the police. And they said that if anybody from the outside comes and demonstrates during the time of the Democratic Convention, they’re going to arrest us. The heat is going to come down on us. And so while we should have been in support of the opposition to many of the things that were happening at the Democratic Convention, the movement in Lincoln Park was, in some cases, opposed to the demonstrators. And we [00:52:00] had our own actions planned for the Democratic Convention. We had planned to showcase what the city, Lincoln Park Observation Association, the institution was doing in Urban Renewal by 19 �having a major march to the Urban Renewal office during the Democratic Convention. And we did. We had at least 300 people. It was, in some cases a celebration; we had a lot of ethnic music, we had ethnic flags and colors, we had big Paper Mache heads, and it was in one way a -- (phone rings) (break in audio) PDR: Okay, well, I was talking about the demonstration we [00:53:00] had during the Democratic Convention. And one of the things that we tried to make certain was that outsiders, Weather Underground, and any others that were trying to demonstrate in our community would have nothing to do with our demonstration, because they did not represent us. Their presence was a threat to especially young people in the Lincoln Park community, Puerto Rican community, the southern white community, African American community. Clearly, Cha-Cha, the Young Patriots and Fred Hampton were saying no, we don’t want you coming to our community during the Democratic Convention, or ever, to demonstrate, because it’s going to come back on us. They’re [00:54:00] going to say, “You did this,” especially since the young people had begun to be political. The young people from the community. And they were a threat to the new proposed way of life in the community. So yeah, the -JJ: I believe there was a countermarch, or something like that, between the Young Lords and the Panthers, or -- PDR: Well, we had the march to the Urban Renewal office. That was a large march. And it was very celebratory. There were lots of banners, colorful banners, ethnic music, drums, and people playing guitar. We had, as I[00:55:00] said, the Paper 20 �Mache heads of Urban Renewal. So it was -- it was a time for us to really consolidate, the churches, the community groups. We all consolidated and joined together. It was probably the first time that we really had a action that brought together all the different parts of the growing coalition in the community. So yeah, I wouldn’t say it was the countermarch, I would say it was THE action. But every night, every night during the Democratic Convention, I remember patrolling -- [00:56:00] a large group of us patrolled the streets in the community. I remember being out with Dick Vision and several others to make certain that the police were not going to arrest anyone from the Young Lords and other young people in the community. And, yeah, every night, we were out there patrolling. JJ: ’Cause these were the days of rage, actually. That’s what they were calling them. PDR: Yes. Yes. That’s what they called “the days of rage.” And there was already so much anger by this, Mayor Daley and the City of Chicago, that we just couldn’t allow anything more to come down on people in the neighborhood. [00:57:00] Cha-Cha, you have a much better memory of the timeline of events than I do. JJ: You were kind of skipping around, but let’s -- can you kind of explain what was going on with the whole McCormick situation, before the McCormick tip over, what was going on? I’m talking about the McCormick Theological Seminary. PDR: The McCormick Theological Seminary, Children’s Memorial Hospital and DePaul University were the three community institutions that joined together with the City of Chicago and realtors to bring Urban Renewal to the community. So they had 21 �become an enemy. Now there were many people inside of McCormick Theological Seminary, especially students [00:58:00] who had decided to place their allegiance with members of the community. So there were some professors, and many students. After all, McCormick was a theological school, theological institution that said that they were training people for ministry, and that they supported justice and equality for all people. So they were the most obvious contradiction as far as the three institutions went. They said one thing, yet they were operating in a totally different way. So it was [00:59:00] really the Poor People’s Coalition led by, at this point, the Young Lords Organization, determined to try and break McCormick, to get them to come to support of the Poor People’s Coalition. We had support inside by some students, and we had support by some professors. So on one hand, they were the weakest institution. On the other hand, they had these contradictions that were going; they said that they were training people for ministry, and yet were acting in an opposite way. So there was a decision to -- and this was not something that was unusual [01:00:00] in those days, there were many instances across the United States where movements would capture land or buildings and hold it as a way of strengthening their position. So that’s what happened at McCormick Theological Seminary. JJ: There was a meeting the same night as the takeover that took place at your office, you were meeting on some kind of decisions, where some information had been brought to the meeting about the -- I mean, what was the information that was being brought to the meeting? 22 �PDR: You know, I don’t remember. JJ: I mean, it was sort of like McCormick didn’t say anything, they might want to endorse something they’d planned, or, what do you call that? I know there was a meeting. I don’t know -- PDR: I remember the meeting. I remember the meeting. I don’t remember [01:01:00] what the specifics were, though, on the endorsement. JJ: Who was there? Who was at the meeting? PDR: There were people there from the Poor People’s Coalition from throughout the Lincoln Park. JJ: Do you have the names of (inaudible)? PDR: I remember Neil Shadle was there. He was the Neighborhood Commons, along with Dick Brown. Reverend Reed was there. JJ: Was Dick Simpson or any of those people there? PDR: Dick was there, yeah. Dick was there. I think from the Young Lords, Luis Cuza was there. JJ: I was there once. PDR: Yes, you were there. But I don’t remember the specifics. But there were parallel [01:02:00] decisions being made all over the -JJ: Were meetings going on with McCormick during that time to try to get them to invest money for housing, or --? PDR: Yes. We had been having meetings with McCormick to get them to endorse a housing corporation for, we called “Poor People’s Housing Corporation.” And there was really no money backing up the development of plans. We had been 23 �trying to get McCormick to support that development, and also, to act [01:03:00] on what they said that they were about, as an institution. Generally, to get McCormick to support the movement against what we came to call “Urban Removal.” What had they refused to do, I don’t remember the specifics. I don’t remember the specifics. But what I do remember was that McCormick was in the weakest position because they were acting against what they said they stood for. We had strong support inside the institution from students, and students really were the ones that opened the doors to us so that we could go into the institution [01:04:00] and claim it as ours for a week, we held it for a week. JJ: What do you mean, “claim it as ours”? What took place? PDR: We made an encampment inside the administration building of McCormick Theological Seminary. We refused to move until McCormick agreed to certain demands. If they had agreed to the demands before we ever went into the Seminary, we wouldn’t have expanded the demands. But once we were in there, we agreed to increase the demands. One demand was, we [01:05:00] asked for a million dollars to be put into a fund for low-income housing in the community for the Poor People’s Housing Development Corporation. We asked for $500,000 for many other things, for a free people’s legal clinic that was in the community and was representing people whenever it appeared that they had been unjustly arrested, brought up on trumped charges, and so on. So money for the free people’s legal clinic. We asked for money for the welfare organization that was developing in the community for the [01:06:00] daycare center that was to be run by the Young Lords Organization Medical Clinic, to be run by the Young Lords 24 �Organization. After a week, McCormick agreed to many of the demands. We compromised. Five hundred thousand instead of a million dollars for the Housing Corporation. A little lesser money for the legal clinic, I think it was $100,000 for the legal clinic. And I am not sure of the exact amounts now for the health center, for the -JJ: Twenty-five thousand for the -- PDR: Twenty-five thousand? JJ: Yeah. PDR: - for the child care center, [01:07:00] and for the welfare organization. But it was -- I think one of the things that was significant about that action was that so many of the students and actual -- the professors that were part of McCormick actually worked with us through the -- worked with the Poor People’s Coalition through the entire week negotiations beforehand, afterwards continued to work with the organizations that were funded through McCormick, set up many forums, educational forums about housing, about healthcare, [01:08:00] about people’s independence movements, and so forth. It was -JJ: Independence for Puerto Rico -- PDR: Independence for Puerto Rico, but also when I say “independence movements,” I’m talking about the Civil Rights movement, all the movements for justice and equality. Remember, there were women’s struggles that were going on, many struggles that were going on. So a coalition -- so a coalition -JJ: So the women’s struggle was also part of the movement that was going on in Lincoln Park. 25 �PDR: Yes. Yes. So a coalition developed between the Seminary and the larger coalition in the community. That, I think, was even more than the monies that came [01:09:00] out of it, that that coalition and the support that began to be generated from McCormick. Eventually, this wasn’t at the peak of the struggles in Lincoln Park, but eventually McCormick left Lincoln Park and moved to Hyde Park near the University of Chicago. JJ: Before we go there, were you inside the takeover -- when the takeover was taking place, were you inside the building? PDR: Of course. JJ: Okay, so what was going on inside? PDR: There was very disciplined -- everyone that was there was very disciplined, was very focused on the issues of the community. There were educationals that were taking place for all of those who were inside about what the issues [01:10:00] were on housing, on healthcare, on welfare. There were teams of people that were voted to do the negotiations with the administration of the Seminary. Everyone who was inside was very serious, was very disciplined, respected the building, was respectful of the administration of the Seminary. We clearly had a different view, but nevertheless, there was an atmosphere of respect. Education [01:11:00] and empowerment of everyone who was there. It was, I think, of all the actions, it was a time for real empowerment of especially communities that had been cut out of power. Young Lords, I think it was the primary empowerment action that took place for the Young Lords Organization. There were many situations, but that, I think, was the primary one. 26 �JJ: Was there any cultural events any other, besides just -- were they just kind of discussing different things? Was there any music or anything -- PDR: Oh, yes. One of the things that marked -- and for me, marked a difference [01:12:00] between the other kind of organizing events I had been -- everything in Lincoln Park that we did was cultural. We had music and bright colors and banners. People did art and sang. It was a time to use the arts to organize, to celebrate, to educate, to, you know, really bring people together and get them a sense of power and dignity. JJ: Now the Young Lords came from a gang, a street gang, that’s kind of clear that that’s where they came from. In fact, there was several youth groups in the community. And they kind of used the name, the gang, anyway, to their advantage, when they were being put down. But as they became [01:13:00] more political, you saw the transition come and take place. They didn’t take time to study before they [came out?], they just kind of went right from the beginning to the political movement. How did people react to that? Were they afraid of them? Or how did they react to the Young Lords? I mean, I’m sure that everything they did was not correct, there were some mistakes made, but how were people in generally been -- like in McCormick and some of the other [outside of that?], how did people feel about the Young Lords? Were they afraid of them, or --? PDR: Well, at McCormick, I think they were afraid -- it was clear that their building had been taken over. I mean, that was frightening. This is something new. Something challenging the authority of the seminary leadership, [01:14:00] yes, 27 �you know, that was scary to those at the seminary. And then here are these ragtag young people that are not -- don’t do everything in the proper way. Nevertheless, education had taken place already before they went in there, every meeting was -- you know, there’s a book learning and then there’s hands-on education, experiential education. And both were taking place, but taking place very rapidly. Not in the school setting, but, you know, as I said, every night I remember long into the night, having educated discussions [01:15:00] with ChaCha and others. JJ: Where did you sleep? Where could you sleep? Did you sleep, or --? PDR: I’m talking before we get to the Seminary, before we get to the Seminary. And then all the meetings at the Urban Renewal office, at Concerned Citizens office, at the Young Lords’ headquarters -- meetings were taking place all over, all the time, many. And these were experiences for educa-- were educating the Young Lords very, very rapidly. By the time we get to the Seminary, there was quite a sophisticated understanding of what was happening in that community. [01:16:00] And there were some people that had joined the Young Lords, like Luis Cuza, that were college educated. And Luis continued the education on a daily basis with the Young Lords. They were being educated by the attorneys who were representing them on various issues, for various events and actions. So education was constantly taking place. But yeah, they were -- if you’re power is challenged, I don’t care who you are, you take a step back. You’re afraid. You, you know, want to react strongly. I mean, you [01:17:00] don’t just accept somebody challenging your position. And that’s what was happening at 28 �McCormick. But during the week that we were inside the Seminary, there was continual education that was taking place. And as you asked, cultural activities. Yes, cultural activities. And people slept in the administration building. We slept in the -- there was a lounge there, and people slept wherever there was a place to sleep. JJ: What about food? Where did get it? PDR: We went -- we had groups that were going outside and getting food, and we had people bringing food in to us, and so forth. I remember, I left -- those of us who were -- [01:18:00] some of us were more mobile. JJ: So some people (inaudible) -- PDR: Because we were white and -- (laughs) So some of us could move in and out more easily. JJ: Where was the police in all of this? PDR: The police -- well, actually the Seminary, I think, wanted to handle most of it themselves. They didn’t call the police, which was a tribute to the Seminary. I mean, they could have locked us all up for a long time. But again, and this was our correct assessment about going into the Seminary, rather than to DePaul University or to Children’s Memorial Hospital, that the [01:19:00] Seminary claimed that they were training people for ministry, and that they supported justice and equality for all. And so now there’s a group of people that’s demanding that they act on that. And they chose not to call the police, because it would really show up the contradictions. And they negotiated. It took several days for them to agree to negotiate with us. But they negotiated, and as I said, 29 �our demands increased from what they had originally been. But we also agreed to compromises in terms of how much money. [01:20:00] And I think that the Seminary also -- the Seminary leadership also realized that this was time -- that these were critical issues in the community. Everything that we were asking for was a very serious and critical need among people in the community. And, you know, it may have taken them a few days, but that’s all it took them to make agreements with us. Later, I learned from a pastor that they put some other things in place that most of us weren’t even aware of. They set up a fund for the Puerto Rican community to study [01:21:00] at the Seminary, if they chose to. And there were young Puerto Ricans that took advantage of that, and one became a pastor. I don’t know, there may have been more, but one I know became a pastor as a result of that. So, you know, they went a step further than some of the things we’d even been demanding. JJ: So it impacted them, the students, (inaudible). PDR: The students, the students were definitely impacted. And I think it probably impacted their ministries down the road. I mean, I don’t have contact with any of the people that were students at the Seminary at that time. But it would be very interesting in these interviews that [01:22:00] you’re doing if you could -JJ: Touch base. PDR: -- yeah. If you talk to some of them, if we could find them, locate them. I think that other significant things that took place with the Young Lords and really helped to build the movement were the murder of Bruce and Eugenia Johnson. And the murder of Manuel Ramos. 30 �JJ: Let’s start with the murder of Bruce Johnson and Eugenia Johnson. Could you just talk about what happened? PDR: Well, Bruce -- or, one morning the children of Bruce and Eugenia Johnson were found [01:23:00] wandering on the street outside the parsonage. The parsonage was next door to the Armitage Avenue church, Armitage, and Dayton -- am I right? JJ: I just -- they had another parsonage, I think it was on Seminary or Kenmore, or something like that. I’m not sure of the street. That’s where it actually took place. Because the parsonage we were using was part of the church for our office (inaudible). PDR: Yeah, but the children were found wandering outside the parsonage of the -JJ: The church? PDR: No no no no no, not the parsonage of the church, but where the family was living. JJ: Where they were living. PDR: Yeah. JJ: I think it was -- PDR: And actually there were several parsonages over there. JJ: Right. I think they lived at the Seminary, come that time. PDR: Yeah. Well, it turns out that Bruce [01:24:00] and his wife, Eugenia, had been murdered in their bed, stabbed countless times. It was a very bloody situation. And the police, of course, were called in to be -- and an investigation began. But an investigation was never -JJ: I think they were discovered by the mailman, or something like that, or --? 31 �PDR: By one of the neighbors. JJ: Oh, was it one of the neighbors? PDR: The neighbors found the children. JJ: Okay. PDR: I know mailmen may also have discovered them, you know, I’m not sure. But I know one of the neighbors found the children wandering outside and went to their home and [01:25:00] found them. And I don’t know about the mailman, he may also have. But it was a horror and a shock to everyone. You know, immediately, people said that it happened because they had allowed the Young Lords Organization to use the church as their center for organizing and operating, and so on. JJ: Some people said that the Young Lords may have done it. Some people say they (inaudible). PDR: I have never heard that. JJ: You have never heard it. PDR: I have never heard that. JJ: So it was -- what you heard was that people thought they’d be -- or they gave them permission to begin. PDR: Right. And there were different things. [01:26:00] Some people said it was some folks from Lincoln Park Conservation Association, other people members of the -it might have been members of the congregation that were opposed to his giving the Young Lords space. The United Methodist Church never really did a thorough investigation. And the police did not do a thorough investigation of 32 �what happened. Everything sort of ended. It was closed. But the death caused the movement to increase by -- dramatically overnight. There were [01:27:00] masses of people at the funeral, spilling out of the church upstairs, downstairs, in the streets. Massive demonstration. So the death was not something that caused the movement against Urban Renewal to stop, it caused it to grow. And it also brought greater support for the Young Lords Organization as well. JJ: How did they feel then, where Bruce Johnson was part of that same movement, because the Young Lords actually got taking over that church, right? There was a takeover of the church? PDR: There were -- most people felt that Bruce had given the [01:28:00] space to the Young Lords. JJ: Okay. So he actually was a supporter of the Young Lords. PDR: Yeah. JJ: Okay. PDR: There was primarily a Cuban congregation that was members of the church at the time, it’s an older European congregation. And it had been on the edge of doing some creative things, supporting issues and addressing issues in the community, and so forth before this, and continued after that. JJ: Wasn’t that a member of the North Side Cooperative Ministry? PDR: Yes, he was. JJ: So he was also (inaudible). PDR: They were -- yeah. He was -- the Armitage Avenue church had been a member since the previous pastor had been there, Gerry Forshey, I think, was there 33 �immediately before. Yes. [01:29:00] And he was in support of the movement for decent housing for those who lived in the community. My husband, later became my husband, Jim Reed, they had the -JJ: The Reverend Jim Reed? PDR: The Reverend Jim Reed had the sermon at the funeral service for Bruce Johnson, and talked about this as a symbol of what this whole movement meant in the community. This is a short sermon, as his sermons always were, and very [01:30:00] powerful. Lifted Bruce and Eugenia up for their support of the struggle in the community. So take over maybe from your perspective, but he also, from other people’s perspective, gave the space to the Young Lords to operate. JJ: And actually, the very next day we were already seeing that there was a cooperation between the Young Lords and the church. PDR: Yeah. JJ: We were seeing that the very next day. It was -- PDR: There were members of the church that supported it, and others who didn’t. JJ: Right. PDR: But that -JJ: And he could have called the police, and he didn’t. I mean, he refused to call the police, and the Young Lords even the congregation (inaudible) PDR: Right. Right. But the death of Bruce and Eugenia [01:31:00] caused great consciousness of large numbers of people to grow overnight. You said, “Well, we didn’t have education” -- all of these events brought dramatic leaps in education overnight. And, I mean, part of it was the times, and the demands of 34 �people everywhere for first voice, people speaking for themselves. The Native American community was demanding it. The African American community was demanding it. Now the Puerto Rican community is demanding it. People all over demanding first voice, speaking for our self, self-determination. And in this case it was self-determination around housing ownership, [01:32:00] quality of housing, quality of the community. So overnight when Bruce and Eugenia were murdered, people in all the surrounding communities had a consciousness awakening. Initially, my contact was with young Puerto Rican men, but when this event happened, I remember all the young women that were partners, wives, friends, just hangers on, and the Puerto Rican community coming out, getting political consciousness, starting to take action, supporting their guys, [01:33:00] doing things independently. The whole movement for childcare and for healthcare that was raised at McCormick was raised by young women. So there was just this incredible political awakening that I say took place overnight -- it felt like that, you know. But weeks, months, things were happening very, very fast. The neighborhood’s West division, I remember there was a period of time when Obed Lopez didn’t really have too much to do with what was happening in Lincoln Park. But with these events, especially when Manuel Ramos was killed, Obed joined his forces together [01:34:00] with those -- and West Division and Lincoln Park joined forces together. JJ: What do you remember of the Manuel Ramos issue, the case, Manuel was killed. Manuel was killed. Do you know what was taking place with the membership 35 �and all that? I mean, what do you (inaudible) -- in the community, how did they respond to his death? PDR: They were angry. It was an anger -- it was different Bruce and Eugenia. That was shock. This was just a deep, deep hurt and anger, not just among young people but among their parents and, you know, it was -- it took things to a new level. And [01:35:00] the march -JJ: Were you at the church, or at the funeral? PDR: I was at the funeral. JJ: Can you describe that? I mean, how did they -- PDR: What I remember more than the funeral was the funeral march. JJ: Okay. PDR: You know, I believe we had 10,000 people. Maybe more. People came out of their houses to say, “Enough’s enough.” JJ: And he was killed by an off-duty police officer, James Lamb. PDR: Yeah. JJ: And so he was killed by an off-duty police officer, [01:36:00] but that had been happening to the Puerto Ricans, and it was -- PDR: It was a common experience, right. JJ: That’s where we wanted to bring that up then. PDR: Right. Yeah, the older generation, Puerto Rican generation came out, as well as -- there were people from other communities that joined. The Italian community, the people from all walk-- from all the ethnic joined in. Of course, the main was the Puerto Rican community, but it was a family affair, family protest, you know, 36 �“We’re not taking this anymore.” And I think when that march took place -- up to this point, the City of Chicago wasn’t really frightened. Mayor Daley [01:37:00] wasn’t (audio cuts out), I think this frightened him, because it was very large and it represented families, and it represented the men of the Puerto Rican community as well. And connections were also made with many other communities. The march itself was -- the other marches that we had had, the events that we had had with music and banners and so forth were uplifting. The Manuel Ramos march, I remember to be a solemn, much more solemn and serious affair. [01:38:00] I’m getting tired. (break in audio) PDR: But the movement on Lincoln Park is just something that had to be done. I mean, it was a situation that presented itself, the utmost inequality, extreme oppression, the thought of moving out, 70,000, 100,000 poor and working class people to be replaced by people who had wealth and influence. I recall a meeting at Waller High School, which is now Lincoln Park High School -JJ: (inaudible) PDR: And at that time, we had to meet at the school, because it could hold [01:39:00] a thousand people. And by that time, the movement in the community, both for and against Urban Renewal, had grown to such a point, so many people were involved, so many people had positions on things that we had to have, if you could imagine a community needing in a place that housed a thousand people. And I recall at one point saying, in the last few years, 70,000 people have been moved out. And people from Lincoln Park Conservation Association booed me. 37 �And I said, “It’s a matter of simple mathematics. You go down Larrabee, Vine Street, all the streets in the neighborhood that have been bulldozed, you know how many buildings were on each street. You know how many stories were [01:40:00] in the buildings. Just those kinds of things alone, just start adding the figures up, and you come to these numbers. I said, “Just mathematics and science, that’s what it is. Plus all the buildings that have been renovated that families have lost, that were large, and families that are there now. So the whole movement for people owning and controlling their land and their housing was something, to me, that my background, being raised as a Catholic and living as a Christian, that said people have to have a voice in their life, have to control their lives, have to determine what happens to [01:41:00] themselves. JJ: This was -- PDR: So Cha-Cha says that I was an inspiration, to me it was just something that had to be done, that when you see a situation of extreme injustice like that, you’ve got to stand up and take action. And that’s what I’ve tried to do my whole life. So I would say that this is a young man that saw the same thing I saw, and was hungry for information. I had a few jumps on him, I had seen the plan, and I had heard other people talk about what was going on, and I had joined the movement for just housing, you know, a year or so before he had. All I was doing was conveying the same information that I received [01:42:00] from others. So it was a matter of passing on information to enable people to determine their lives and futures. 38 �JJ: But it’s interesting, you didn’t just see the -- it’s a question of housing or urban renewal, it’s always a question of voice? Is that what you’re saying? PDR: A voice, self-determination, that everybody -- everybody has a right to determine their own life and future. Or should have a right. JJ: And you didn’t see the community as having a voice? Is that what you’re saying, or --? PDR: No, a voice -- the majority of the people in the community did not -JJ: What do you mean by “a voice”? PDR: A voice means that you have a right to speak for yourselves about where you live, how you live, how much you pay for your housing. That had to have been taken away from people [01:43:00] by a plan that had been put together independent of the people who lived there. JJ: A plan that had been put together -- PDR: By the City of Chicago, by the institutions that bought Urban Renewal there, by those who were going to make a great profit from it, realtors. We used to talk all the time about Rubloff, and Draper & Kramer were the big profit makers off of this situation. And I’m sure there were many, many others. But -JJ: Draper & Kramer, they were big developers in Lincoln Park also? PDR: Draper & Kramer and Rubloff were the two big ones that were vocal and out in front at the time the organizing was going on in the ’60s and early ’70s, yeah. I’m sure there were many others, but those were the two at that time. JJ: Now this was [01:44:00] a plan that was devised in -- at City Hall. What was the benefit to -- how did you see the benefit to the political machine at that --? 39 �PDR: Well, the Urban Renewal Program, if you remember, was developed -JJ: It’s -- PDR: -- after World War II to -- as a way to -- right after the war, people moved out of cities and moved to suburbs. There were a lot of suburbs burgeoning all around Chicago and around cities all over the country. And so there’s a way to bring people back to the city to create a tax base that could pay for -- or a larger tax base that could pay for all [01:45:00] the needs of a city. What better place to do that than in the most desirable areas of the city, along the lake. I don’t know if you remember, we used to talk about -- they want to do this because it’s near the lake, it’s near transportation lines, it’s near downtown. So this was one of the areas that was seen as prime real estate, prime real estate for a wealthier community that would help to increase the tax base for the City of Chicago. So this was conceived in downtown, inside closed doors. And I’m sure nobody thought there was gonna be the uprising of the people [01:46:00] against the plan. Who would even know about the plan? It was a secret plan, it was something that only the institutions and those that were gonna benefit knew about. But thankfully, there were some ministers and others that had a conscience that started telling the larger community about what was going on. JJ: Okay, so now you’re looking at the Young Lords, and a movement at Lincoln Park, and the Concerned Citizens of Lincoln Park. And who -- I mean, many people think that that’s just a small isolated movement. But, I mean, it was just like more -- a lot of people don’t know who was involved in it, wasn’t there different people that were involved, in this Young Lord’s movement? 40 �PDR: Well, first of all, I mentioned [01:47:00] that there was the North Side Cooperative Ministry. Now that was -- represented all the mainline churches. JJ: What was in the church? PDR: The Catholic churches, the Methodist churches, the Presbyterian, Episcopal, Baptist, Lutheran. [David Dore?] was the president at that time; I forget which of the churches he was at. But working class people go to church. So it was really representation of large sections of the community, many of which were going to be put out of the community because they could no longer afford -- it might have been the rehabs, it might [01:48:00] have been the taxes. It might have been the fact that, you know, the area they had their small business was planned for a different kind of business development. So the parishioners, which represented thousands of people, were going to be removed from the community. There were sections of people that were not represented by the churches. But tenants, the people that lived in the three and five flat buildings along all the main streets in the community, in many cases they were “unchurched,” so Concerned Citizens of Lincoln Park started organizing those people. And it was, again, a wide mixture [01:49:00] of people. There was, as I said, Appalacian that lived on certain of the streets. Gypsies -- nobody could organize the gypsies, they were not organizable. But, they did -- I recall there was one area where we had set up a block corporation for people to put money into their own block to rehab. The gypsies on that block participated. That was the only place I know that they did. But that was up north as well. And then, of course, the Puerto Rican community, represented through initially the Young Lords, but then families joined forces as 41 �well, in the southern part of the community, [01:50:00] there was an African American community that was represented really by Neighborhood Commons, although Neighborhood Commons was more diverse as well. There were many Puerto Rican families that participated with Neighborhood Commons Association as well. JJ: Some of the businesses? What about the Tap Root Pub I heard -- what was that about? PDR: The Tap Root Pub was on Larrabee Street. Harley Budd was the owner of the Tap Root Pub. He was very much engaged in trying to keep businesses in the community. He had a business on Larrabee Street. The plan called for the demolition of all properties along there. In fact, some of the houses were tenants still there, really didn’t have a voice. I recall there were two [01:51:00] buildings that they started -- they brought the bulldozers, too, while people were still living in the houses. They woke up in the morning and there were bulldozers there. Of course the families had to move out very quickly. And I believe the Red Cross helped with the placement of the families in those buildings. But Harley Budd held out for the Tap Root Pub. Eventually, his building went also. One of the things that happened with the business -- with homes and businesses is that -JJ: What do you mean he held out? PDR: He -- all the other buildings around him were torn down. But the Tap Root Pub stood as a symbol of his defiance that he, as a business owner, had a right to be there, and [01:52:00] actually, his business built during those years. It was very successful. But eventually, he also gave way, too. I’m not sure if they gave him - 42 �- for him, no money was adequate to replace his business. But what eventually happened, I’m not quite sure. I lost contact. The plan was to build townhouses in that whole area there along Larrabee Street, for blocks. And the land stood vacant for quite a number of years. Well, that was also the land, that Poor People’s Development Corporation made a proposal on. [01:53:00] JJ: What happened at City Hall with that? Do you know? PDR: It never got to City Hall, it was at the Conservation Community Council level. There were two corporations that submitted plans for -JJ: Can you recall the other corporation? PDR: I don’t remember the name of the corporation, but I do remember that we brought in research about the other corporation. They had not developed properties in the City of Chicago. But they had developed on lands in other communities. And one of the communities was Aurora, where I had grown up. And there was a city dump to the south of where I had grown up that had been covered over. Before the land [01:54:00] had adequate time to settle, this company had built on the land. People invested their whole life savings in buying the homes that this company had built housing on. And within a year or so, there were gaps in the foundations a foot wide. These were all working class people that had -- this was it. This was their life that they had put into purchasing these properties. So we brought that information to bear, as well as testimonies from some of the people who lived in the buildings, in the homes. But they were given the contract to build, [01:55:00] rather than Poor People’s Development Corporation. 43 �JJ: And Poor People’s Development Corp, what about Ira Bach? Was he part of the Poor People’s Development Corporation? PDR: Ira --? JJ: Bach? PDR: No. JJ: He wasn’t? He used to be the head of the Department of Urban Renewal before, something like that. Did he support a plan, or --? PDR: No. JJ: Oh, he didn’t? Okay. PDR: No. The architect that did -JJ: Howard Alan. PDR: Howard Alan. Thank you. I should not forget that. No, he was a staunch ally. JJ: Howard Alan? PDR: Yeah. JJ: Yeah. Where does he come from? I know he’s still on Armitage, but how did he -- PDR: Is he still on Armitage? JJ: Yeah. I didn’t (inaudible), he’s still in the same place. [01:56:00] PDR: Really? JJ: Yeah. I’m going to interview him after this thing. He went to our camp (inaudible). He’s very much in support of the Young Lords. PDR: Yeah. Yeah. Yeah. JJ: I don’t know how he (inaudible). 44 �PDR: He was recommended to us through -- I don’t remember now. But he -- I mean, he didn’t just appear. He had been working with us on housing issues. JJ: Housing issues. PDR: Yeah. JJ: But it’s okay, (inaudible). PDR: No no no, when you interview him, I would like to -JJ: Touch base with him? PDR: Yeah. JJ: Okay, (inaudible). PDR: Good. Good. I’m glad that you’re in touch with him. JJ: Any last thoughts, and then we’ll stop. PDR: The last thoughts are that this [01:57:00] movement, as large as it was, could still be broken by the City of Chicago, because we weren’t -- there had been lots of people’s movements in the United States. But they weren’t land-based movements in cities. This was a whole new development. It was happening not just in Chicago, but in St. Louis, and many other places around the country. We weren’t sophisticated enough to -- we knew that we had to connect with other movements for independence. So we joined forces in the Rainbow Coalition with the Black Panther party, and the Young Lords movement grew, expanded [01:58:00] to New York, a Young Lords party in New York City. But the housing movement, we really needed to join forces with people all over the United States that were fighting the same fight that we were fighting for control of the land that we lived on. But we weren’t sophisticated enough. We didn’t know the power of 45 �the federal government to break the movement by declaring everybody communists. We didn’t know the power of the City of Chicago to arrest everyone. And when that didn’t happen. to start flooding the community with drugs again, heavy, heavy drugs. JJ: So you feel that (inaudible)? PDR: Oh, yes. Yes. Yes. JJ: And you’re worried, and you think that -- is it your basis? PDR: What is my -- what is my basis? [01:59:00] JJ: Your basis for that, yeah. Where do you get that from? PDR: When you were in jail and others were in -- then when you went underground, the young people that were left in the community were high all the time. And, I mean, I had seen it early when guys were shooting up on the corner of Halsted and Dickens. And now here it is again, and it wasn’t just a matter of depression, because, you know, the leadership is temporarily not visible. The accessibility to drugs was very great. And it wasn’t [02:00:00] just there, it was in -JJ: (inaudible)flooded with drugs PDR: It was in all the communities where there had been strong political movements, it happened. JJ: In the United States? PDR: Oh, I’m talking Chicago. I don’t know about the others, but I’m sure it happened to other -JJ: In all the communities that were active with drugs between -- 46 �PDR: Yeah. Yeah, yeah. And so, you know, there was the -- there was lack of sophistication. We had -- didn’t build into what we were doing, security to protect the leadership, to transition to new leadership, to -- we didn’t know. It was new. We were ignorant. We didn’t have national coalitions established. We weren’t in a [02:01:00] position to have, you know, federal legislation, in opposition to the federal legislation it was operating in the neighborhoods at the time for Urban Renewal, how we -- so the lessons to be learned, as I have thought about this over the years, if they can kill a movement as large as the movement was in Lincoln Park, and on people’s issues in the City of Chicago at that time, after King’s death, then the message to people now is, you have to have coalitions with everyone who is engaged in the same struggle, nationally, internationally. [02:02:00] It’s our -- still, even in this age of technology and so on, people are strong in numbers. And we have to continue to build new leadership, new leadership, new leadership. JJ: So, what you’re trying to say is, besides whatever we need to be doing, it was (inaudible). You’re also saying that you feel that what we did in Lincoln Park, was that a defeat, or was -- PDR: No. I think it was a victory in that we trained -- we brought to consciousness thousands of people. We lost the struggle in that community for [02:03:00] quality housing for poor and working-class people. But we -- but a consciousness was built among thousands of people, about what their rights are, about the fact that they, if they choose, can have the power to speak for 47 �themselves. That they can join together with other people to make change. So that was significant. And that was a win. JJ: A win. So the win was, we gave them a voice. PDR: Yeah. JJ: Okay. So I will end it right there. The voice. END OF VIDEO FILE 48 � https://digitalcollections.library.gvsu.edu/files/original/b93a0076c8df2857030dd8f90e9d25df.mp4 d419cdf40627a32d9a07af5066811aac 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 Patricia Devine-Reed vídeo entrevista y biografía Descripción Spanish language Description entry Patricia Devine-Reed era una de los líderes del Concerned Citizens of Lincoln Park (después se cambiaron a los Concerned Citizens Survival Front of Lincoln Park), que fueron el primer grupo en protestar los planes de reconstrucción ciudadana en parte de que los Puertorriqueños y Afroamericanos iban ser desalojados de sus casas y luego subieran el precio de la renta de las nuevas residencias. Señora Devine-Reed felizmente recluto a José “Cha-Cha” Jiménez para uno de los reuniones del Department of Urban Renewal en 1969. Las reúnes probaron ser muy importantes por muchas razones. Señor Jiménez tomo in grupo de jóvenes a esta reunión. Cuando vieron la muestra de cómo desalojado de los Puertoriquenos y pobres de Lincoln Park y escucharon como los agentes y promotores de Lincoln Park Conservation Association describieron sus planes para el vecindario, los jóvenes estaban furiosos y revolcaron el edificio en donde estaban haciendo la reconstrucción. Esto resulto en cerrando el edificio por unos meses por la destrucción. La señora Devine-Reed también ayuda los pobres que están desalojados de sus casa en Lincoln Park, con la organización, Lincoln Park Poor People’s Coalition en donde el señor Jiménez era presidente. Una artista y conservadora, Señora Devine-Reed continua soportar los derechos de mujeres, el civil y la comunidad en Chicago. Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Narrativas personales Justicia social Activistas comunitarios--Illinois--Chicago Renovación urbana--Illinois--Chicago Pobreza--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_Devine-Reed_Patricia Title A name given to the resource Patricia Devine-Reed video interview and transcript Creator An entity primarily responsible for making the resource Devine-Reed, Patricia Description An account of the resource Patricia Devine-Reed was the leader of the Concerned Citizens of Lincoln Park (later called the Concerned Citizens Survival Front of Lincoln Park), the first group to protest urban renewal plans on the grounds that Puerto Ricans and African Americans were being displaced from their homes and priced out of the renewing neighborhood. Ms. Devine-Reed also helped to organize the broad-based Lincoln Park Poor People’s Coalition to try to save the poor from being forced out of their homes in Lincoln Park. 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.) Personal narratives Social justice Community activists--Illinois--Chicago Urban renewal--Illinois--Chicago Poverty--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 2012-02-10 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives