931 24 26018 https://digitalcollections.library.gvsu.edu/files/original/ef6a3a3ea2bc00b8e5f6ba717d116176.jpg 37ef313fe3fdbc1e65254d05244ab78b 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_MX242 Title A name given to the resource TB-7 Russian heavy bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TB-7, Russian HB (heavy bomber), April 25, 1945. Subject The topic of the resource United States. Navy Russia World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-04-25 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/6fb4b3a10ffaa9d465f9517df2fba56d.jpg 702ed99fceaefa8e44ab35e666f3ea5c 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_MX243 Title A name given to the resource TB-7 Russian heavy bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TB-7, Russian HB (heavy bomber), April 25, 1945. Subject The topic of the resource United States. Navy Russia World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-04-25 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/afe95b1ca28bdcc53aa833913a8814ad.jpg d62fbe447bb3e988b9198f1f9bbb18a9 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_MX2618 Title A name given to the resource TB-7 Russian heavy bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TB-7, Russian HB (heavy bomber), May 15, 1945. Subject The topic of the resource United States. Navy Russia World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-05-15 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/243a22a30d022d1cb71dd14022b1cd42.jpg be271d11c12b0cf0c5fe9add1a4c20b8 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_M194 Title A name given to the resource TBF Avenger torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TBF Avenger, US Navy torpedo bomber, 1943. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943 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/4f8574ce8a0cfecfc999e02172b7a1bf.jpg 7271b54f7cd2e6cfd71ac44d8148a813 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_M2323 Title A name given to the resource TBF Avenger torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource US Navy T/B, TBF Avenger, November 15, 1943. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943-11-15 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/87959329d06725a6446a592e09070fe6.jpg ddea1885804a1c0ccf3d53e0fe0891bc 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_M193 Title A name given to the resource TBF-Avenger torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TBF-Avenger, US Navy torpedo bomber, June 1, 1943. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943-06-01 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/61863bd0686487dcdf2cb74cc5863038.jpg c4ba18540a518104e85ee1bb998c14cc 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_556 Title A name given to the resource TBM Avenger torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TBM Avenger torpedo bomber, October 1, 1947. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 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 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8f2223b6edd91b19c205ee61086c8745.jpg d27b128d5bcc3522c757dd8058038a23 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_557 Title A name given to the resource TBM Avenger torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TBM Avenger torpedo bomber, October 1, 1947. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 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 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/fef0bb7a26ac9aef6388268311650eda.jpg 4f35b0db6786795fa0fa40e369ed1e7f 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_559 Title A name given to the resource TBM Avenger torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TBM Avenger, US Navy torpedo bomber, October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f4384fa1e098d3979b7e94be5d49aa52.jpg 5a869bcc8dd20fccfe8d228b9535d53c 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_M3981 Title A name given to the resource TBM Avenger torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TBM Avenger torpedo bomber, US Navy TB, November 15, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-11-15 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/272a85c27e070338ce71f6bb73a90c4b.jpg 0580315861e26c6c47a0ab92e0e6bcf4 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_MX942 Title A name given to the resource TBM Avenger torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TBM Avenger, US Navy TB (torpedo bomber), January 20, 1945. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-01-20 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/26f12895d55ff2504691854d8fc940bd.jpg d548a768cc79965a2df2e46a26417222 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_565 Title A name given to the resource TBM Avenger US Navy torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TBM Avenger US Navy torpedo bomber, October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/179d7ce61dc8e93ea06710087abdb70e.jpg f82010563ceef2489bc7916f09f7e9cf 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_M3785 Title A name given to the resource TDR-1 unmanned assault drone Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TDR-1, unmanned, assault drone, US Navy, October 1, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/313523f4d86db04522a299fbcd4ef9c4.jpg 456010a18fe29b945e715cf4d837c514 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_M3786 Title A name given to the resource TDR-1 unmanned assault drone Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource TDR-1, unmanned assault drone US Navy, October 1, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9f18344929127807b04f0ad1d18427e9.jpg b66b339641e4ecc22f8b0f0407552dee 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 TePaskeMary_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Te Paske, Mary Description An account of the resource Mary Te Paske 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/1e1bb88ba918c6dd6a195c71c1890fa4.jpg e437c84bb0161cceb1778c84c0517331 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 TePaskeMary_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Te Paske, Mary Description An account of the resource Mary Te Paske 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/3ab6a68295be525eae93e72a39519e9c.jpg 6cd3931e7d1e86233ee7b10f0e94e1d5 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 TePaskeMary_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Te Paske, Mary Description An account of the resource Mary Te Paske 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/cd40a1fb71d025a6b94d7d6adc6b7c4b.jpg 0735bbb0023f30b79926cf27910463cb 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 TePaskeMary_Photo04 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Te Paske, Mary Description An account of the resource Mary Te Paske 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/18bc18e2978ff3e5cc00745458f930c2.jpg 71c0615149146ea76fddf1139b4242ae 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 TePaskeMary_Photo05 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Te Paske, Mary Description An account of the resource Mary Te Paske 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/fc338a719783cada8e617c4bdef50193.jpg 299977f8e6b716e847de5f3a9fac94e9 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 Rapids Boat and Canoe Club collection Creator An entity primarily responsible for making the resource Grand Rapids Boat and Canoe Club Description An account of the resource Scrapbooks of newsclippings, photographs, postcards, and ephemera of the Grand Rapids Boat and Canoe Club. Photos were taken at regattas on Reeds Lake; the Grand River; Peoria, Illinois; and in Chicago of club members, and events. Historical articles, reports of regatta events, and articles featuring members Charles McQuewan and Jack Corbett are included. Programs include the First Grand Regatta on Great Salt Lake 1888, and Peoria Rowing Festival, and banquet and music programs and the GR Log, a publication of the Grand Rapids Boat and Canoe Club. Materials from the Central States Amater Rowing Association, and the National Association of Amateur Oarsmen are also included. Date A point or period of time associated with an event in the lifecycle of the resource circa 1980s to 1940s Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks, (RHC-54)</a> Subject The topic of the resource Grand Rapids (Mich.) Outdoor recreation Boats and boating Racing shells Publisher An entity responsible for making the resource available Grand Valley State University Libraries Identifier An unambiguous reference to the resource within a given context RHC-54 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-54_Photographs-GRRC35 Creator An entity primarily responsible for making the resource Grand Rapids Boat and Canoe Club Date A point or period of time associated with an event in the lifecycle of the resource no date Title A name given to the resource Teammates on land Description An account of the resource 13 male teammates pose for picture on dry-land, some in GR tanks, others in dress suits. One teammate is lifted on the shoulders of two others. Found in dark brown scrapbook. Subject The topic of the resource Grand Rapids (Mich.) Outdoor recreation Boats and boating Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks (RHC-54)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">No Known Copyright</a> 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 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/756cf9339fe335c70c708461ca382c09.jpg 15f4f4574b01069658e7257c5b847856 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 Rapids Boat and Canoe Club collection Creator An entity primarily responsible for making the resource Grand Rapids Boat and Canoe Club Description An account of the resource Scrapbooks of newsclippings, photographs, postcards, and ephemera of the Grand Rapids Boat and Canoe Club. Photos were taken at regattas on Reeds Lake; the Grand River; Peoria, Illinois; and in Chicago of club members, and events. Historical articles, reports of regatta events, and articles featuring members Charles McQuewan and Jack Corbett are included. Programs include the First Grand Regatta on Great Salt Lake 1888, and Peoria Rowing Festival, and banquet and music programs and the GR Log, a publication of the Grand Rapids Boat and Canoe Club. Materials from the Central States Amater Rowing Association, and the National Association of Amateur Oarsmen are also included. Date A point or period of time associated with an event in the lifecycle of the resource circa 1980s to 1940s Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks, (RHC-54)</a> Subject The topic of the resource Grand Rapids (Mich.) Outdoor recreation Boats and boating Racing shells Publisher An entity responsible for making the resource available Grand Valley State University Libraries Identifier An unambiguous reference to the resource within a given context RHC-54 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-54_Photographs-GRRC36 Creator An entity primarily responsible for making the resource Grand Rapids Boat and Canoe Club Date A point or period of time associated with an event in the lifecycle of the resource no date Title A name given to the resource Teams Preparing for Race Description An account of the resource Two crewboats on the water near the dock. Two other crewboats rowing behind them. Found in dark brown scrapbook. Subject The topic of the resource Grand Rapids (Mich.) Outdoor recreation Boats and boating Racing shells Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks (RHC-54)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">No Known Copyright</a> 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 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/2d4e4050e2364142ad50c648ae15c32c.mp4 44cde49f9ecae3bf4b509026c99f276e https://digitalcollections.library.gvsu.edu/files/original/fff96cc01906c428c167a527dd48e704.pdf 0eb77fccb3e73c241d827eb6c7586d6e PDF Text Text Grand Valley State University Veterans History Project Chet Teater (00:28:21) (00:15) Background Information • Chet was born on February 25, 1946 • He fought in Vietnam and was a Army Specialist 4 with the tank service • Chet was born in Benton Harbor, Michigan and grew up in Caledonia • His father was a farmer and also ran a dye cast factory • There were six children in his family and his mother stayed at home • His brother was in the Navy during the 60s and Uncle had fought in Guadalcanal during World War Two • Chet had worked with a telephone company before being drafted in 1969 (2:40) The Army • Chet went through basic training at Fort Knox in Tennessee • He then was sent to Fort Benning and began working in a specialized training armor unit • Chet received his assignment to be sent to Vietnam in 1970 • Military life was hard for him at first, but he believes that it would probably be easier to adjust to now • There was much conformity and everyone was made out to be the same • He became very close with some men and still talks to some of them today • Chet arrived in Vietnam on January 1, 1970 and left that same year on December 31 (6:10) Vietnam • Chet often worked with the D Troop 17th Armored Cavalry of the 199th Infantry Brigade • They provided detail security for roads, supply for firebase camps, and went on search and destroy missions • Chet has got in touch with many old friends from Vietnam using the internet • He had not spoken to some of the men for about thirty years, but they were able to find him years later (9:15) Life After the Service • Chet began working with the phone company again after his time in the service • His family helped him to re-adjust to civilian life and forget about the war • He joined the American Legion and is now Commander of the Caledonia Region Post 305 • Chet received the Kent County Veteran of the Year Award (10:40) Citizens • Many of the people in Vietnam were nice, especially the “montagnards” �• • • • The large military base that they lived on was later completely removed by the Vietnamese because they had wanted all the materials During the war the men had to keep watch on the roads because the Vietnamese would try to rip it up and take pieces of tar for material There were many desperate people that went through their garbage Chet went with some other men to visit some orphanages and donate money (16:00) Driving Armored Vehicles • Chet had been a driver and later became a Commander, working with Armored Personnel Carriers, which were like “boxes with tracks” • He has a good memory of all his experiences and lost some really good friends • Combat was often scary with things often exploding all of a sudden all around you • Chet experienced combat two days after arriving in which they had to rescue that had been tied down • Yet most of the time it was boring, working on guard duty in very hot and dirty conditions (20:35) R & R • Chet had a choice of Italy or Australia and chose the latter • He spent most of his ten days in Sydney and it was fantastic, but very depressing when it was over (23:00) Agent Orange • Vietnam was filled with green foliage and tons of mosquitoes • Agent Orange was spray all over all the bases to kill the growth • Almost everyone that fought in Vietnam was exposed to the chemical, especially those that worked with armored vehicles because the tracks dug up so much dust • The chemical affects everyone differently and some people got cancer from it � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context TeaterC Title A name given to the resource Teater, Chet (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Teater, Chet Description An account of the resource Chet Teater was born in Benton Harbor, Michigan in 1946 and was drafted into the Army in 1969. He served with an armored cavalry unit in Vietnam in 1970 and participated in an assortment of combat missions and security assignments. He discusses combat conditions in Vietnam, the Agent Orange issue, and relations with Vietnamese civilians. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army Vietnam War, 1961-1975--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-06-05 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0e76c510ca517e5199ea711e5eb96abf.jpg c611f8441bda3d6c49d26373b7e281ab 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 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</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 GV012-01_UAPhotos_000271 Title A name given to the resource Ted Nugent in concert Description An account of the resource Ted Nugent in concert. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Concerts Events Language A language of the resource eng 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> 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 black and white photo https://digitalcollections.library.gvsu.edu/files/original/9c98578313225f05817eb194a8321dd7.pdf 2a7def24dbed2de83aa50e81891bb077 PDF Text Text Young Lords In Lincoln Park Interviewee: Ted Pearson Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 7/12/2012 Biography and Description Ted Pearson is a long-time resident of Lincoln Park who has been active within the progressive movement all his life. Early on in 1968 and 1969 he would come by the Young Lord’s People’s Church to offer his support for the Young Lords and their programs. For most of the Young Lords who had just stepped out of gang violence in Chicago, it was their first time ever being involved in protests, demonstrations, or sit-in occupations of institutions. It was a difficult beginning for the Young Lords, who lacked role models and reference points. Some people were even afraid of their unrefined meager appearance, though they were creative and dressed in their best with what they had. Nevertheless, the Young Lords did not originate from a middle class movement. They did not even resemble a student movement at first. It was only later when they began to grow that students and others joined them. Back then there was pride to say you were “Lumpen.” Mr. Pearson and others like him stood for working people, and he hated discrimination and racism then and now. He was one of several who did not judge, but related, relaxed, and took the time to talk and get to know the original members of the Young Lords. It was easy to notice that he genuinely cared for the plight of the poor, and in turn for him to realize that the Young Lords were not evil but were his friends. They were odd looking but they shared the same values. He was also strong on the need to fight racism. Mr. Pearson co-chaired the Chicago branch of the National Alliance Against Racist and Political Repression. His mother had been active in the Women’s �International League for Peace and Freedom. She was a strong supporter of a movement called, “The Right of a Black Family to live in a White Community.” This movement was led by Carl Braden and was put forth during the Red Scare of the 1950s, when the House Un-American Activities Committee was hunting for communists, in all parts of government and the country. Mr. Pearson has supported many democratic causes since before the 1960s. They include the Young Lords and Black Panthers, Voter Registration Drives, Immigrant Rights, The Committee to Defend the Bill Of Rights, Harold Washington for Mayor, the Obama Campaign, and the Lincoln Park Neighbors United for Peace Against the War in Iraq. This was a grassroots group of neighbors who came together to speak out in a unified voice against the war. They believe in using peaceful non-violent solutions, to promote social justice, conserve the environment and protect civil and human rights. �Transcript TED PEARSON: Ted Pearson, I was born July 22nd, 1942, in New York. JOSE JIMENEZ: In New York? TP: Yeah. JJ: All right. Ted, we’re talking about your mother and you coming here to Chicago. You said you were the only child? TP: Mm-hmm. JJ: What about children? Did you have any children, or what’s your spouse’s name? TP: Kathy. And we’ve been married since December 1963. We have two children and four grandchildren. JJ: What are their names? TP: Two children named Allen and Robert and then four grandchildren, Matthew, Emily, Lee, and Lynn. [00:01:00] And of course, they’re all above average, right? JJ: They’re red diaper babies? Is that what you’re saying? TP: Well, no. Lee and Lynn are not, because their family situation was more complicated. Our son married their mother. We call them our grandchildren, but they’re not directly related to us. And then our other two kids, they’re very political actually. Kids aren’t political these days. I don't know what’s the matter, but they just don’t get political. JJ: Do you feel bad about that? TP: Well, I worry about the future of the world when so many kids seem to be not that concerned, but I think it’s changing. I think today, more and more young people 1 �are becoming concerned about the way things are going and what’s going on. But to be honest, I have to say that we didn’t do our job very well, in terms of bringing up the young people to have more of a social conscience [00:02:00] and think more about the future of the world and the people and where we’re going. JJ: When you say they’re not political, do they recognize that there was some discrimination of some people? TP: Oh, yeah, they’re progressive, I would say. They’re democratic, you know, in the small D. JJ: They’re not Republican. TP: No, they’re against discrimination. They’re for peace. They’re for all the right issues, but they’re not activists. JJ: And what is an activist to you? TP: An activist to me is a person who devotes themselves to the movement, who sees that as their main reason for existence, so to speak, you know, the way we were. JJ: So, you mean someone that goes out and will pass out some flyers or go to meetings? TP: Someone [00:03:00] who feels responsible for the future of the world and the city and the community, who doesn’t say, “Yeah, yeah, I agree, but let somebody else worry about it.” JJ: And that’s what’s going on today? TP: I think so, too much, but more and more young people are getting involved. I think the Occupy movement was a good example. It’s a turning point. We’ll see. 2 �JJ: And what did happen to the Occupy movement in Chicago? I remember making a call, and it took me a long time to get through, so I could tell that there was some kind of repressive thing going on there, when I can’t even get ahold of somebody. TP: Yeah. The Occupy movement, of course, it’s very diffused. JJ: And there was something with the phone. It wasn’t that they didn’t respond. I clearly connected to their office. It’s not a response issue. TP: I mean, there are a lot of different currents, and there’s no leader of the Occupy movement, so it’s a kind of a loose [00:04:00] coalition of people. They come, and they respond to specific things, but I think that the spirit is there. They’ve changed the conversation in the country. That’s what’s important, I think. JJ: And a lot of the stuff are issues that at least the Young Lords were concerned about, in terms of the Bank of America and housing and all this other. TP: Yeah, they’re anti-corporate. They’re anti-bank. They’re anti-finance, and many anti-capitalists, but they don’t have a clear revolutionary perspective, I don’t think. JJ: So, what would you say, that they’re just in their infancy, or are they gone? TP: Yeah, it’s a very new movement. No, they’re not gone. I think the State is trying to disrupt them. They’ve been victims of repression. They’ve been infiltrated by the police. They’ll learn. They’re learning. First of all, [00:05:00] you can’t characterize them as such because there’s so many different currents, and I think it’s a very fluid situation. People are learning. People will study. I don’t think that they express a class struggle approach, per se, but they certainly project a struggle approach, and they’re 99 percent against the one percent, but they 3 �might not see it quite as a class struggle because they don’t understand classes the way Marxists would. Let’s put it that way. But still, I’m very optimistic. JJ: I agree that they’re similar in, well, kind of anti-what we were. We wanted to try a different approach or something. For example, the whole too much, like ultrademocracy, they would call it, they wanted [00:06:00] more democracy. They wanted more looseness, and we couldn’t understand. It’s difficult for us -- TP: We’ve been there. JJ: -- to understand that. TP: We have to be very careful we don’t say, “We’ve done that. we could tell you what’s wrong with it.” They gotta learn that for themselves, and they’ll figure out maybe a better way. Not like we had such a great success story. Once we ended the war, things kinda fall apart. JJ: It’s been kinda quiet for a while, so it’s good that they’re there. So, overall, you feel that they’re surprising -- TP: I’m very optimistic, yeah, if we can keep the world from melting in the meantime. (laughs) JJ: So, you mentioned your children now. You said you lived in Lincoln Park since 1964. TP: Yeah. [00:07:00] JJ: Did you live on the western part of Lincoln Park at that time too? TP: We lived at Menomonee and Cleveland, 1808 Cleveland, and we moved there from Hyde Park. My wife and I had just gotten married. We’d just gotten out of 4 �school. We needed a place that we could afford to live. I went and worked for the movement right away, right out of school. I’d never worked at a regular job. JJ: What do you mean? You got a job? You actually got a job? TP: Yeah, I got, well, a paying job. I got 35 dollars a week (laughs) for working for the CP. I started working in the bookstore, and I was also an organizer for the W.E.B. DuBois Clubs, which was a precursor to the Young Communist League, which came later. JJ: So, it was called, at first, the W.E.B. DuBois Club? TP: Yeah. JJ: And what was that like? TP: It was a socialist-oriented youth organization. That’s what we called it, coming out of the McCarthy period. It had an obvious relationship to the Communist Party, but it wasn’t organizationally [00:08:00] connected to the Communist Party. But we needed a place to live that was inexpensive. We couldn’t afford to stay in Hyde Park, so at that time -- and this was back when the Old Town School of Folk Music was still at North Avenue and Cedric. JJ: Oh, I didn’t know they were there first. TP: Yeah, they were at 333 West North Avenue. Also in the building was the Proletarian Party, which you probably never heard of. JJ: No, I never heard of that. TP: This was a bunch of old guys who -- and I mean, they still met. They were a spinoff of one of the socialist parties. JJ: Three-thirty-three, is that where that was? 5 �TP: It’s right on the corner of North and Cedric. There had also been a progressive Marxist school there. JJ: So, how was it for you? That was a progressive area? TP: This was in the ’60s, in the early ’60s, late ’50s. So, we figured the North Side was kind of a cool place to live, [00:09:00] and we wanted to live up there, so we found an apartment at Menomonee and Cleveland, 65 dollars a month for six rooms. And you had to heat it yourself, and had the hot water heater in the kitchen, and the landlord, her name was Bonafede, an Italian couple. The daughter lived on the first floor. They lived on the second floor, and the apartment on the third floor was the one they were renting. JJ: So, was this an Italian area, you think? TP: Well, there was some Italians. It was a mix. It was a mix of Italians, Germans, different European nationalities. JJ: Is your background Italian too? TP: No. My background, my father was Jewish, and my mother was a Presbyterian. So, when we went up there, my wife and I went up there in the evening, [00:10:00] and we liked the place, and the guy says, “Oh, well, my wife made a mistake. When we she showed it to you, she told you 65 dollars, and we’d been charging that for years, and we decided we were gonna raise the rent to 75 dollars. Is that okay?” He said, “Just after a year. It’ll be 65 for the first year and then 75, and I’ll never raise the rent again. I promise.” I said, “That’s great. That’s fine.” I said, “Where is the lease?” He says, “Lease?” He says, “What’s the matter? Don’t you trust me?” (laughter) He says, “You pay the rent, and you 6 �live there. What else do you want, you know?” That’s the way it was back in those days. We lived there five years. He never raised the rent after that, and the only reason we moved was because our kids, we had one kid, and we wanted more, and we’d need more room and bought a little house over on Magnolia Avenue and Webster, and we’ve been there ever since. So, that’s it. But when we bought our house -JJ: Did you live on Bissell also? TP: No, never on Bissell. [00:11:00] We bought our house in 1969 for 13,000 dollars. Most houses today over there are going for over a million dollars. I mean, that’s how the neighborhood’s changed. JJ: Magnolia and Webster in Lincoln Park? TP: Yeah. I mean, when we moved over there, south of Menomonee on Cleveland was mostly Puerto Rican. South of North Avenue was all Black. JJ: South of Menomonee and Cleveland was Puerto Rican in 1964? TP: Yeah. And west of there, Larrabee Street was mostly all Black, and west of Larrabee was mixed, Puerto Rican, Black, white. They tore down all of Larrabee Street. They tore down most of North Avenue, all that North Avenue. They widened the street. They tore all that stuff down. I mean, they just pushed all -- JJ: Because I remember North Avenue was like the borderline. Just like north, [00:12:00] it was beginning to start spreading Puerto Ricans that had come from the Carl Sandburg Village area. TP: Yeah. 7 �JJ: Now, let me ask you a question because you mentioned that Cedric and North Avenue was the aggressive area, also what they used to call Bughouse Square. TP: Yeah, that was at Washington Park. JJ: So, was that also part of that community? TP: Well, it’s south of there, but it had a tradition. JJ: That’s what I mean. TP: It was expected that -- it was a very -- what’s the word? “Progressive” is not quite the right word, but it was a very tolerant area. People, even the old-timers in the neighborhood, would tolerate people who were different, which is maybe why the neighborhood attracted a lot of artists and a lot of hippies and, you know, young people and some radicals [00:13:00] and folk singers like Win Stracke. The Old Town School of Folk Music was right over there. I used to drive a cab, and this is really not very important, but I used to get off work at one or two in the morning. I would go to -- there used to be a place of North and North Park. I drove out of the Checker garage on North Park and North Avenue, and after work, I’d go over to this place, the Saddle Club, right on the corner of North Park and North Avenue. And Win Stracke and all the kids from the Old Town School would come in there after their classes, and they’d sit around, and they’d sing, and they’d drink. It was the greatest time, you know? Nobody does that anymore. Maybe the Old Town School in their new location does that. I don't know. I haven’t been up there. But it’s just, that’s the way the neighborhood was in those days. And everybody was welcome. It was one of the few places in Chicago, even though it was structured -- I mean, it was segregated. [00:14:00] I don’t want to make it 8 �sound like it was -- it wasn’t heaven, you know. There were little ghettos here and there. There was a Puerto Rican block and a Black community. Like west of Sheffield, along Maud and along in there, that was all Black, South of Armitage, west of Sheffield, in that triangle. Now there’s no Black people living there at all, not any, unless they’re wealthy, and I don’t think there are very many that are wealthy. JJ: That’s what you mean by it was segregated? TP: Yeah. But even though it was segregated like that, there was still tolerance. Everybody got along. You mentioned earlier the gangs that were growing up around in the ’60s. I wasn’t aware of that really, to be honest. JJ: But I mean, you didn’t see like Armitage was starting? Because at nighttime, we only saw for a while -- I think it was actually until 1955 [00:15:00] and ’60, I think that the youth, the social clubs became gangs. But at nighttime, there was more Spanish people living there at that time as you went. TP: Yeah. JJ: After like ’66, they were already moving out. TP: Moving west further. JJ: But around ‘64, you could still see some Spanish people living there. TP: Oh, yeah, but I wasn’t aware of gangs. JJ: Oh, you weren’t? TP: No. Of course, we didn’t go out late at night very much. I mean, you’d see people on the street, but -- JJ: Yeah, during the day, they weren’t out. 9 �TP: It was not like it was a high crime area. I don't know. It was a nice place to live, really. And you know, sure, stuff happens. Things would happen. JJ: In fact, they called themselves social clubs, and a lot of them were really playing softball and different -- did you see any of that [00:16:00] going on? TP: You’d see people playing softball, sure, in the schoolyard. Right. But I wasn’t aware of organizations of youth, of young people, because I wasn’t young enough, I guess, and I wasn’t really from that neighborhood in the same way they were. I know there was a little store downstairs from where we lived on Cleveland, you know, one of these little mom-and-pop stores. And the people that ran it, they were racist. They really were. They would say things about Black people and Puerto Ricans that were very uncomplimentary, to say the least, but they never refused to take money from any of the people. They would let kids come into the store and buy things, and people would buy things. They had attitude problems, but still in all, you know. JJ: Now, at that time, there was a big -- it was a group called the [Corps?] that hung around in the playground of St. Michael’s. [00:17:00] You never saw it? TP: I wasn’t aware of it, no. JJ: We were just looking for -- we were young, and we were (overlapping dialogue; inaudible). TP: Right. I wasn’t very aware of that at all. It’s not that I never saw it, I’m sure. I just didn’t think about, you know. JJ: But you were aware that there were these different sections in there, the (overlapping dialogue; inaudible) sections? 10 �TP: And I was very aware of the urban renewal that was going on already. JJ: What was that? TP: Well, like on Larrabee Street, there was a big struggle to save Larrabee Street as a Black community, or just as a community, because it was a thriving neighborhood. And there were all these tensions. There was the Ranch Triangle Association, the Lincoln Park -- what were they called? JJ: Neighborhood Association. TP: Neighborhood Association, they wanted urban renewal, and we would all, “we,” now I’m talking about the left-wingers, would always argue, “You know, you guys are shooting yourselves in the head. You allow them to push out these people, [00:18:00] they’re gonna end up pushing everybody out.” And that happened. Most of those folks are all gone, can’t afford to live there anymore, but we lost that struggle. JJ: So, did you go to some of those meetings? TP: Yeah. JJ: And what -- TP: Well, we’d speak, and we’d try to raise hell, but we didn’t win. And it wasn’t ‘til later really that the Neighborhood Commons and the Young Lords, later in the ’60s, late ’60s, that there was more of an organized fight back then. JJ: But in the beginning, you struggled. Were there any Blacks or Spanish people going to the meetings? TP: Sure, because their communities were being affected, but they just spoke as individuals. That’s my recollection. Now, I could be wrong. I remember some of 11 �the progressives in the neighborhood that I thought they were not so clear on it, because everybody [00:19:00] wants to live in a nice neighborhood, right? But how come living in a nice neighborhood means that certain people have to be pushed out of the neighborhood? It’s not right. And I remember the Tap Root Pub. It’s the only thing that was saved, and then they lost their liquor license, but they kept going for a couple years, and then they finally left. JJ: What was his name, Buddy? Buddy was his first name or nickname, Buddy from Tap Root Pub. TP: He was a Libertarian or something. Yeah. JJ: And a shrewd businessperson. TP: Yeah. I can’t remember his name. JJ: But he was still there the same day that they were knocking it down. TP: Yeah. JJ: So, he (inaudible). TP: He held on as long as he could. What the heck was his name? JJ: Buddy. It was Buddy something. TP: Yeah. I don’t remember. JJ: But then he moved. He used the fact that the pub got destroyed, and he moved it [00:20:00] right around the block, so he had a lot of customers. TP: Yeah, but then that’s gone too. JJ: That’s gone now? TP: Yeah, it’s all gone. JJ: That’s sad. 12 �TP: Yeah. I don't know what happened to him. JJ: But he did fight. He was a businessman fighting urban renewal. TP: Yeah, he fought, but he fought by himself. And one man is easy. They picked him off eventually. JJ: Because I know when he was in the building, they were knocking it down. He was still in the building. TP: Yeah. JJ: Okay. So, you were going to the meetings. What about, just ask you because that was during that time the Democratic Convention was close to -- I mean, the neighborhood was also called Lincoln Park, and you were living there. TP: Right. JJ: So, were you active? What was your role? TP: See, I wasn’t active in the neighborhood as I should’ve been, to be honest. [00:21:00] I feel that way now. I was active in the peace movement. I was active in the broader youth movement. There was a demonstration in May of 1968. Clark Kissinger was one of the main organizers of it. You remember Clark? JJ: I remember that name. TP: Good organizer. We marched from Grant Park to the Daley Plaza. The police had closed the Daley Plaza, but they neglected to tell anybody that it was closed, so it was 10,000 people. It’s a pretty big demonstration for Chicago. It was against the Vietnam War. We get to the Daley Plaza, and the police say the plaza’s closed. They wouldn’t let anybody on the sidewalk even, couldn’t get in at all. Nobody in the back of the line knew what was going on in the front of the 13 �line, [00:22:00] except that people were just getting pushed more, tighter and tighter and tighter, and then finally the police said, “You’re a disorderly mob. You have to disperse.” And they started beating the shit outta everybody. This was a precursor to the Democratic Party Convention. It was like a practice run, and arrested I don't know how many people, a lot of people. They beat up. I mean, people were thrown into paddy wagons. They were bloody, fractured skulls. Nobody got killed or anything, but I was there. I was working for the People’s Daily World. I was taking pictures of what was going on. They grabbed me. I got hit over the head, thrown in a wagon. They grabbed my camera, and obviously I didn’t get any of those pictures. And then they threw us all in a tank at 11th and State. It must’ve been 50 people crammed into this holding cell they had. But I missed the Democratic Party [00:23:00] Convention because I got hit by a car in June. JJ: Oh, okay. You got hit by a car? But these people were all from Chicago? TP: Yeah. These were all Chicagoans. This demonstration was all Chicagoans. JJ: This was a precursor to the -- TP: It was a precursor. JJ: -- to the Democratic Convention. TP: Right. And the Democratic Convention, I was in the hospital. I watched it on a TV, felt terrible about it. JJ: You got hit by a car, you said? TP: I got hit by a car, crossing the outer drive, in June of 1968. JJ: But it had nothing to do with the demonstration. 14 �TP: No, I was just on my way to a meeting, actually, and was crossing. I used to park on the other side of the drive. Used to be able to park over there for 25 cents for four hours. (laughs) That was a long time ago. And so, you could park all day for 50 cents, basically, and so I was walking to my car, and I got hit by a car, crossing the drive. Guy ran a red light, and he was going pretty fast, and I spent four months in the hospital. [00:24:00] JJ: Where was your office, and where were you functioning? TP: My office was downtown in the Loop at Monroe and Wabash. That’s the People’s Daily World office and the CP office. JJ: Okay. And now, you mentioned before about the different groups, the W.E.B. DuBois organization? TP: Yeah, W.E.B. DuBois. JJ: Was that a precursor to the -- TP: To the Young Workers Liberation League, which then became the Young Communist League. JJ: Would you say that there were different forms organizing or something like that, different meeting structure, different structure? TP: Well, I mean -- JJ: Without going deep into description, I’m just trying to -- TP: No, the organization was not focused on the neighborhood. Like the DuBois Club, we had a Chicago organization. It wasn’t very large. It was only maybe a couple dozen people. [00:25:00] We were involved in the movement, the civil 15 �rights movement, the peace movement, but not any neighborhood movements per se, although some people were. JJ: So, there was a struggle of saying that they needed work in the neighborhoods? TP: No, we didn’t, not really. I tell you, I became more aware of the neighborhood movement in Lincoln Park when you guys took over the seminary. And that, for me, was really the beginning of involvement in that kind of a struggle, in the neighborhood. I’d been on the periphery of the struggle before. I had opinions. I’m one of those people who has an opinion about everything. I don’t know much, but (laughs) I’ll give you an opinion on anything. JJ: So, what was your involvement with the connection with the Young Lords? TP: I was at McCormick Theological Seminary when you guys sat in. JJ: I remember going to a meeting, I think, with you, if you recall that. TP: I don't know. JJ: We went to a meeting. It was a CP meeting or something. I was just being introduced. [00:26:00] TP: There was a guy that lived in Lincoln Park, David Engelstein. You remember him, his wife, Fritzi Engelstein? He named the clinic after her. JJ: That’s right. TP: He was in the party, and he actually had a group, a study group, I think, and I think you were in the study in the group, and I might’ve gone. JJ: I wasn’t in the study group, but I came. I came to one of the meetings. TP: Because I know he talked about you. JJ: Oh, maybe it was him then. 16 �TP: He was very impressed with you. But anyway, he was more involved in Lincoln Park in the neighborhood. JJ: Okay, so maybe it was him that brought me. But then I don't know how we got to know each other, we got in contact. TP: Well, I got to know you in McCormick Theological Seminary. When you guys, when that sit-in took place, Donna Morgan was involved in that struggle, and I had a personal relationship with her, which I don’t want to go into because it was not the most healthy situation. JJ: Oh, okay, so you knew Donna or something like that? [00:27:00] TP: Yeah, but I got involved in that, not through her, but in part, with her. JJ: Now, did I ever meet [Canti?], or did I meet Donna? TP: You probably met Donna, red-haired woman. She lived on Bissell. JJ: That’s the one. Okay. TP: Right. She had two kids. And she ended up taking a bunch of money from the settlement from the sit-in, which was very bad. She did some really bad stuff. JJ: From the -- TP: From, you know, when you guys got the settlement from McCormick, and I don’t remember. I mean, I don't know, I never knew how it was actually -- the Young Lords got some money. I don't know. JJ: People accused me of taking some money, and I was trying to say, “What money?” TP: There was this group, Angie Lynn? JJ: Angie Lynn, yes. 17 �TP: She had Angie Lynn that set up this working in welfare mothers in Lincoln Park, and they got some money. JJ: Yeah, it was called Mothers and Others. TP: Something like that. Anyway. JJ: Oh, the welfare [00:28:00] group, okay. TP: Yeah. So, they got money from McCormick. JJ: That was Omar Lopez then, the Latin American Defense Organization. TP: Right, that was a different -- JJ: They were working with the welfare rights. So, Donna was working with them? TP: They ended up spending the money, and she spent it on herself. JJ: Okay, because they did get money for a clinic. They got 25,000 dollars for a clinic. TP: Well, they never set up a clinic. JJ: No, they did, but maybe she was managing some of the monies for them. TP: She mismanaged a bunch of the money, because I remember you guys -- JJ: Yeah, because they closed down. We kept our clinic. TP: You guys were really pissed because the question came up, what happened to the money? And I know you came to me. JJ: Exactly. And I got blamed for it, and I never even knew there was money. TP: I didn’t know what was going on. And when we asked Donna about it, she gave us these photocopies of all these checks made out to cash, signed on the back by either her [00:29:00] or Angie Lynn. But she had falsified them. She had whited it out in the main photocopies. 18 �JJ: But Angie Lynn was our communications secretary. TP: Yeah. I got blamed for it because I had the -- JJ: She must’ve falsified Angie’s name. TP: Yeah. I think so. Yeah. But anyway, it doesn’t matter. JJ: Right, but it’s good to know because I’d been accused. I didn’t even know that there was money. TP: I heard on the grapevine years later, well, not that long later, a year or two later, that somebody at McCormick had asked Donna, why did she take all that money? And she said she used it for my campaign. I was running for the Constitutional Convention for 1970. JJ: Exactly. That’s what that was. TP: And she said she used it for my campaign. I said, “What?” JJ: That’s the meeting I went to, was the Constitutional Convention. That’s what it was. TP: I said, “What?” “That’s what she said.” So, I got, “No wonder you guys [00:30:00] came to me mad, wanted to know where the money was.” (laughs) We had a meeting in your office, and it was pretty rough because you thought I had the money, or took the money, I think. JJ: I was accused of having the money, but I would get accused of anything any other members did. TP: Well, they accused you of everything anyway. JJ: Anything the members did, I got blamed for, but that’s all right. That was my responsibility. 19 �TP: Well, I remember you guys used to have those -- it wasn’t a picnic -- like a barbecue, remember, at the church, when you took the church over? It was for [Delares?] or something, and we used to go out and get vegetables and food and bring it over. Remember that? JJ: Right. Yeah. TP: Because we’d have to go down to the old South Border Market and get a lot of stuff for free. JJ: Well, no, I don’t remember completely, so explain to me [00:31:00] about that, and what was that? We had the people (overlapping dialogue; inaudible)? TP: I don’t remember the details, but there was more than once, I think. There was a big cookout, and I think a party, a big neighborhood party. JJ: Yeah, we had a block party, the first block party in that area. Now it’s everybody has block parties there. TP: Yeah, and so we went out to the market, and we got vegetables and -- because you know, the market after 11 o’clock, if they can’t sell it, they throw it away anyway, right? So, we would get all the stuff that they hadn’t been able to sell, get corn on the cob and lettuce and tomatoes and all kinds of good stuff. We got some meat from some of the packers, even. I think we got some ribs and stuff. I don’t remember. It was a trunk load of stuff, and we brought it over. It was a great time. JJ: So, you were at McCormick, and that kind of lasted a week. TP: Yeah. I stayed. I slept there a couple nights. JJ: What was it like being in there? 20 �TP: It was fun. I don’t remember. [00:32:00] JJ: What do you remember? TP: I remember there were a couple of big meetings. Was it in the administration building? It wasn’t in the chapel. It was fairly big building. JJ: Yeah, the administration building. TP: And Noel Ignatin was there. Remember Noel and his wife Hilda? JJ: Yeah. She was pretty active with Angie, right, the Mothers and Others? Yeah. TP: Right. And Clark Kissinger was there, and he was waving a Little Red Book all the time. JJ: Clark Kissinger, he was into the Red Book. He was real close to us, and he actually was the artist that did the work inside, the murals inside. He did a whole Puerto Rican history inside the -- TP: I didn’t know that. JJ: -- for the daycare center. He drew it. TP: Yeah, he’s with the RCP now. He’s prominent in that. JJ: Revolutionary -- TP: Revolutionary Communist Party. It’s the Maoists, the only surviving Maoists. JJ: Wasn’t Eugene his dad or somebody? [00:33:00] TP: I don't know. JJ: Eugene Feldman, right? TP: Eugene Feldman, I know, but I don't know -- JJ: Was he related in some way to Clark? TP: I don’t think so. Maybe he was. I don't know. 21 �JJ: Maybe (overlapping dialogue; inaudible). Who was Eugene Feldman’s son? TP: I don't know. Gene Feldman was at the DuSable Museum. That’s how I knew him. JJ: Yeah. But he worked with us too. He was supporting us too. We had a bunch of leaders around us that I didn’t know that they were leaders ‘til later. TP: He was older. JJ: He was older. He was very active and supportive. TP: There were a lot of left-wingers used to live in Lincoln Park. Remember Syd Harris? Did you know him? JJ: No. I heard that name though. TP: He was a photographer. He did a lot of work for the labor movement. JJ: Who? TP: The labor movement. JJ: Oh, he did, Syd Harris? Okay. I knew he (inaudible). That’s what I mean. All these (inaudible) people came around the church TP: His son just published a book of his work a couple years ago, Jerry Harris. Do you know Jerry Harris? JJ: No, I don’t know him, but [00:34:00] I want to get to know him now because now that you mention these names, I remember that they would come. I would get introduced to them. TP: Yeah, Syd used to work on Cedric. Remember where Twin Anchors is, or was? I don't know if it’s still there or not, at Willow and -- is it Willow? JJ: Willow and Cedric. 22 �TP: Willow and Cedric, right on the corner, Syd lived right next door to there, and his house burned down. Oh, it must’ve been in the early ’70s that it happened. JJ: So, the church became like (overlapping dialogue; inaudible). TP: His wife, his first wife, lived on Orchard. Remember Fran Vivian? Does that name ring a bell? JJ: You know, it does ring a bell. TP: Yeah, an older white lady that lived at like 1848 North Orchard. She and Syd, not naming the other, Phyllis Harris, lived in that building. They had a two-flat. JJ: If you hadn’t mentioned the names, I would’ve forgotten them. TP: These were old-timers. They’d been there for a while. [00:35:00] JJ: And did they always live in Lincoln Park? TP: Yeah. I don't know about Syd, but I know Fran had lived there for, I don't know -- JJ: Ages? TP: -- a thousand years. (laughs) JJ: So, they were from Lincoln Park. They were the progressives of Lincoln Park and the CP. (laughs) TP: Yeah. Well, David and Fritzi lived in Lincoln Park. They always did. They used to live on -- JJ: That’s right, because the clinic was named after her. TP: -- what was it -- on Belden just east of -- JJ: So, what was Fritzi? Why were they involved, and what did they do? TP: David is an educator. JJ: I know they named the clinic after her. 23 �TP: And Fritzi was active. I think she was active with -- remember what’s-her-name -Kathy Devine and all those people that had -- JJ: Pat Devine. TP: Pat Devine, yeah. JJ: I actually interviewed her too. TP: Good. And she’s still in Chicago? JJ: She’s still in Chicago. She’s on the South Side. TP: I haven’t seen her in a long time. I probably wouldn’t know her if I saw her now, you know? JJ: Yeah. Well, you’ll see her. The interview’s on YouTube. TP: Okay. [00:36:00] But Fritzi somehow got involved, maybe coming out of the meetings that David had with you guys. I don't know. There was a lot of fervor. (overlapping dialogue; inaudible) were involved. JJ: She was involved with Pat. Pat was definitely going with us. Pat was one of the people that got me involved in the (inaudible). TP: Yeah. And I’m trying to remember, was the clinic -- I don’t remember why she -- JJ: Well, the clinic, right in the beginning, we had one clinic, and that was Fritzi Engel’s thing. That was more on diversity. But I knew them, so I knew these people, and I knew why they named the clinic after her, so she must’ve done a lot of -- TP: Yeah, she was a very good person. I think she passed away. I can’t remember when she died. I’d have to look at some files. JJ: What was she involved with? 24 �TP: You know, I don't know. I’d have to go back and look. I could find out. [00:37:00] She was obviously well-known enough that they named the clinic after her. JJ: Right. So, she must’ve done a lot. TP: Have you talked to Mike James? He would know. JJ: I have talked to Mike James. But I will talk to him. I got to talk to him, especially now. So, what Eugene Feldman? What was he? TP: Feldman, I only knew from the DuSable Museum. I really didn’t know him from Lincoln Park. JJ: So, he was connected to the DuSable Museum. TP: He lived in Lincoln Park though, I think. JJ: He lived in Lincoln Park? TP: Right. The main way I knew him was through the DuSable Museum. JJ: Yeah, Lincoln Park had offices in tabloids, newspaper tabloids. All the different groups were -- TP: Yeah. I remember the Wobblies used to -- well, Johnny Ross and them, the Threepenny settlement, and he was kind of a character. JJ: Well, actually, he would give us monies from his theatre, and we actually one day went to him for monies, and he refused. And we sat in, in his office, and then the reporters [00:38:00] came and wanted us to talk against him, but then we decided not to do that because we had a lot of respect for him, so we just walked outta there. And the next day, he called and says, “Okay, we can talk now,” and he gave us a donation. But we didn’t want to go against someone who was progressive. 25 �TP: Yeah. He had that building. JJ: And that was good. TP: He had that building on Lincoln Avenue, where the Wobblies had their office, you remember, upstairs? JJ: Right. Oh, that was his building? TP: Yeah. JJ: I know he had the (inaudible) theatre and all that, Threepenny, something like that. TP: He had a bunch of theatres in Chicago, all on (overlapping dialogue; inaudible). JJ: Yeah, that’s what it was. He had the Spanish theatres too, were his. TP: Right. He had one up on Sheridan Road. I forget the name of it. It was like Sheridan and south of Lawrence. JJ: Oh, yeah, that’s right. We actually had a meeting there. TP: I think it was a big theatre. I don’t remember the name of it though. JJ: I can’t remember what it was. TP: Palacio something. I don't know. JJ: Palacio Theatre. Yeah, [00:39:00] he was (inaudible) TP: Anyway, you bring back memories, you know? I would’ve never thought of this stuff. (laughs) JJ: That was Lincoln Park. TP: But actually, Johnny lived in Hyde Park, but he had a lot of connections in Lincoln Park. JJ: He had fought against the fascism of the Spanish Civil War. 26 �TP: He was in the Lincoln Batts, yeah. JJ: Which we didn’t know. I mean, we were there. The Young Lords, it was the first time we were ever active. Our parents were not as active as some of the Independence Party or anything. That was the first time we were active. TP: Syd Harris was in the Spanish Civil War also. JJ: Who’s that, Syd Harris? TP: Yeah. JJ: So, what else then, in terms of the changes in Lincoln Park after the Young Lords are no longer there? TP: What time is it getting? Oh, but the coffee. Shut off the (inaudible). Let’s get the -- (break in audio) TP: Everybody that lives there now -- I’ll start [00:40:00] with my block. I live on the 2200 block on Magnolia. Of the people who lived there when we moved there in 1969, there are probably three families left. Erwin Helfer lives across the street. I don't know if you know him. He’s a blues piano player, kind of well known. He was there when we moved in. There was a lady across the street just died this week. And then the Midlers, who live two doors down from us, they’re still there. That’s it. I think I said we paid 13,000 dollars for our house. [00:41:00] Our taxes were 9-- dollars a year. Now our taxes are 25,000 dollars. JJ: A year? From 900 to 20 grand? TP: Yeah. You know, there’s tremendous pressure on people to sell their houses. All the old-timers are gone. 27 �JJ: Would that be the main pressure, that the taxes are up? TP: It’s a big part of it, sure, because you can’t afford to live there. It’s like paying rent to the county. You think you own your house, and you’re paying all this money to the county. Now, I’ll be honest. We rebuilt our house in 1995. We were going to make it bigger, but then it turned out it was actually cheaper to tear it down and build a new one, so that’s what we did. So, that caused our taxes to go up. If we were to rehab the house, it wouldn’t be as high. [00:42:00] I don’t think we realized what the effect would be. So, people whose houses have not been torn down and rebuilt, their taxes aren’t as bad as ours, but it’s still like paying rent to the county. And if you’re a working-class family on a pension, you can’t afford it. And the only reason the Midlers are still there, I’m sure, is because their son lives with them, and he's got a good job, and they can afford to stay there. JJ: But I mean, that did help you, the equity of your house, right? TP: Yeah, but big deal. You can’t spend your equity. What are you gonna do? They say, “Well, these people are complaining about their taxes, but when they sell their house, they’ll get all this money.” But we’re not selling our house. We don’t want to move. We want to stay where we are. A lot of other people had to sell their houses because they couldn’t afford to live there anymore with the taxes because the property values were going up so high. [00:43:00] I mean, when we moved there, the rents were like less than 100 dollars a month. Now a twobedroom apartment, you’ll pay 2,000, 3,000 dollars a month for it. JJ: And when you say that, you’re talking about a big area? 28 �TP: Yeah, the whole Lincoln Park. Where we live on the western edge of Lincoln Park, it’s not -- JJ: Is it by the (overlapping dialogue; inaudible) square area? TP: Yeah, it’s becoming even more than over east. It’s costing more. Now they’re building -- you didn’t know these people, I’m sure, but there used to be an old German couple that lived on our block. They had a nice building. Their mother lived there with them, and they rented out one apartment. It was a lot and a half. They moved to Las Vegas or someplace. The building got sold. The guy who bought it tore it down. They built a mansion there. It’s like a 20-room house with a huge drawing room and a [00:44:00] grand piano in it. It’s ridiculous, you know? (laughs) The house on the corner of Belden and Magnolia just sold a couple years ago for four million dollars. Who could afford to live in a neighborhood like that anymore? Working-class people can’t afford that. When we moved on that block, on our block, it was a very mixed block. Around the corner, two Black families, two mixed Black and white families, actually they’re still there. Surprisingly, they’re still there. In fact, the guy that used to work at the hardware store at Armitage, Armitage hardware, what was that, Frank’s Hardware, remember? He’s a Black guy. He used to work at that store on Lynwood. JJ: And he lives on Lynwood? TP: Yeah, he lives around the corner still. He still lives around the corner. JJ: But is the hardware store still there? [00:45:00] 29 �TP: The hardware store is gone. Now, I mean, they have like a bail order business there or something. It’s not really a store. You can’t go in and buy stuff. JJ: And that was pretty well established. TP: Yeah. That was a good hardware store. Also on the block, there was a Mexican family, been there a long time. The whole block was working-class people. Next door to us, there was a couple that had come from Kentucky. He’d been a miner. He was retired early because of black lung. All these people are gone. The neighborhood, rest of like Southport over there was mostly Latino. South of Webster, between Webster and Armitage and Sheffield and Racine was mostly Puerto Rican. That’s my recollection anyway. North of Webster were the old Germans and Italians, and [00:46:00] remember the Kellys? They still live there. They still live on Seminary. Kelly’s Pub, you know Kelly’s Pub on -- JJ: Yeah. TP: They’re still there, but they got money. They were never hurting. But I bet you a lot of the Kellys that used to live on that block aren’t there anymore. I haven’t checked. I’d have to go look. But I ran for alderman. JJ: So, there was a block of Kellys. TP: Yeah. When I ran for alderman, I went door to door, getting signatures on my petition, you know? JJ: You ran for alderman there? TP: In ’71, yeah. JJ: When? TP: Seventy-one. Yeah, I ran against Bill Singer. 30 �JJ: Oh, I didn’t know that. TP: That’s how I got to know Bill Singer, is running against him. JJ: Actually, when he ran for mayor, he came by the church and wanted our endorsement, and then he took a picture with us. (laughs) But we would’ve endorsed you. TP: Well, I didn’t run for mayor. [00:47:00] But the neighborhood is so different now. South of Armitage was all Black, west of Sheffield, south of Armitage, that triangle, east of Clybourn, Maud Street, Kenmore, what was the other? What’s the block west of Sheffield? JJ: West of Sheffield? TP: Yeah. It’s not Dayton. That’s Clark Street. JJ: Yeah, you got Kenmore, and you got Seminary. TP: Yeah, it was Kenmore, Seminary, yeah, those two streets. It was all Black. Now it’s all white, all white. There used to be machine shops all in the neighborhood. Remember? JJ: Right. TP: You know? They’re all condominiums now. People used to neighborhood. Nobody works in the neighborhood now unless they work in the stores, you know, as a clerk. And they don’t [00:48:00] live in the neighborhood. They have to take the bus to get to the neighborhood. But the machine shops, they’re all gone. They’re all condominiums now. Remember there used to be a place on Fullerton, west of Ashland, called [KRIVO?] that catered to the machine trade, the machinists. They had every tool you could imagine. If you could think of a 31 �tool, they had it. There’s no place like that left in the neighborhood. There used to be a place on Clybourn that’s just this side of the tracks, between Fullerton and the railroad tracks, on Clybourn. It had nothing but nuts and bolts. It was entire store, a city lot store filled with nuts and bolts. That’s all they sold. There was no screw that you could possibly [00:49:00] want that they didn’t have. I used to work on my car, and I had an English car. If I broke a bolt, you couldn’t get it at a hardware store. You’d go to that little store, they would have exactly what you needed, the right length, the right thickness, the right thread, everything. That store is gone. All the stuff, when Chicago used to actually make things, in that neighborhood, we used to make stuff in that neighborhood, you know? There used to be that, remember the Pink Lady soap factory over on Lakewood? JJ: Yeah. TP: That’s condominiums now. Believe it or not, they converted that chemical company into condominiums. If those people had any idea what had been going on in that building before they got there, they knew what toxic chemicals were in there, they wouldn’t live there, but nobody told them, so now it’s condominiums. JJ: I believe I had read something that Lincoln Park had a history of [00:50:00] working-class families that, I mean, some of the housing was built back in the ’30s and ’40s war, so like you mentioned, the factories. TP: Yeah, because there were all these factories right in the neighborhood, you could walk to work. You had a couple big machine shops on Clybourn, and then Finkl was over there. They’re still there, Finkl is, although they’re moving too. They’re 32 �going to shut that down now and move that too. They’ll probably put a shopping mall in there or something. JJ: Yeah, they moved all the factories that were there, so that was something that I hadn’t looked at. Now, as an activist person, as someone that knows about racism and all that, how do you feel about what took place in terms of -- I mean, I’m looking at it [00:51:00] from a Latino perspective, but the Black community was wiped out of there, and working-class people were wiped out of there. How do you see that? How was that done, and how do you feel about it? TP: Well, it was done because nobody saw that -- I mean, there were a lot of white property owners in Lincoln Park who thought that making the neighborhood better, which is code for getting rid of the Latinos and the Black people, would somehow make their neighborhood safer and better and all that stuff, except that they couldn’t afford to live there anymore either. So, they were snookered. They were tricked, and racism does that. JJ: What do you mean they were tricked? TP: The real estate agents, the real estate interests, the people, the City, the people who pushed urban renewal. JJ: The City was also involved? TP: Yeah, I mean, of course. It was the whole power structure in there. It was not just a few individuals. [00:52:00] I mean, they had a master plan. Come on, you know that. They planned the get rid of Cabrini-Green 30 years ago, 40 years ago. They realized they made a big mistake when they allowed Black people to live there. They started attacking that project from the beginning. You know 33 �what? You mentioned Fred Hampton. People don’t remember this. Six months after Fred Hampton was murdered, two police were killed at Cabrini-Green, allegedly by snipers. They went through Cabrini-Green. They knocked down all the doors. They arrested hundreds of people. They finally settled on a couple of people that they pinned that crime on, and we’re in touch, the alliance is in touch with those guys now, much [00:53:00] later. JJ: You said, “the alliance.” What’s the name? TP: The Chicago Alliance Against Racist and Political Repression. I’m completely convinced that they’re innocent. They’ve been in prison for 40 years, 42 years. They’re very well adjusted to prison life because when you’re facing a life sentence -- JJ: What are their names again? TP: Johnnie Veal and George Knights. Johnnie Veal was 16 or 17 when this happened. They accused him of being the triggerman who actually shot these two police. Fact is, he was there when it happened, but he wasn’t where they said he was. He wasn’t upstairs shooting at people. He was downstairs playing basketball. We’re struggling to try to reopen his case, but they targeted CabriniGreen for destruction that long ago. They were already thinking about ways, [00:54:00] and they just let the place go to hell, you know? They didn’t do anything to stop the gangs there. They didn’t do anything to make it livable for people, and they made it impossible for people to live there. And then when they wanted to tear it all down, they could get away with it. And you look what’s over 34 �there now. They say they have mixed-income housing, you know, mixed, maybe one or two Black people, and everybody else is middle income. JJ: So, the community was kind of integrated, in a way, segregated? TP: Segregated but mixed. JJ: But mixed. TP: Right. JJ: But how does it look today? TP: Today, it’s all white, except there’s still a few little places left they haven’t got to yet, but it’s just time, just time. JJ: So, you see that as clear race, a racist thing, as an activist person, or how do you see it? TP: Sure. Absolutely. It couldn’t have happened -- [00:55:00] if the white people would’ve objected -- JJ: Because apparently legally, it’s not racism because otherwise they would’ve been sued, right? TP: Well, they were sued, but that’s another story. I mean, sure, you can sue them, but you won’t win. If the white people in the community had not been taken in by this idea of racism, by the idea that somehow getting rid of Black people would make the neighborhood better, and the Puerto Ricans, and the neighborhood would still be livable for those people. Those people are all gone now. They’ve been pushed out just like everybody else. I mean, a lot of them have died. Let’s face it. It’s true too. A lot of them stayed until they passed away, and their kids sold the house. The kids didn’t stay there. They cashed it in. 35 �JJ: So, from your vantage point, how would you attack something? If it’s a racist plan, how would you attack it, from your vantage point, still being living there, [00:56:00] but seeing how everyone got kicked out? TP: I don't know if there’s anything that can be done now to save that neighborhood. JJ: No, not to save their neighborhood but I mean other, the future other. TP: The same thing is going on in Logan Square and in Wicker Park. Wicker Park is probably too late. Logan Square, maybe it’s still possible. I don't know. JJ: Some people say, “Let’s join the zoning board,” or, “Let’s run for council.” TP: I’m for that. You can fight in all those areas. What time is it? I got to watch because I got a meeting. What time is it? JJ: I think it’s time. TP: But, you know, we can continue if you want, I mean later, some other time later, but talk to other people too. END OF VIDEO FILE 36 � https://digitalcollections.library.gvsu.edu/files/original/3744a8195158c1733d017ce090ddf04f.mp4 92c6122616fcf53a6550281530cf1b8d 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 Ted Pearson vídeo entrevista y biografía 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 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_Pearson_Ted Title A name given to the resource Ted Pearson video interview and transcript Creator An entity primarily responsible for making the resource Pearson, Ted Description An account of the resource Ted Pearson is a long-time resident of Lincoln Park who has been active within the progressive movement all his life. Early on in 1968 and 1969 he would come by the Young Lord’s People’s Church to offer his support for the Young Lords and their programs. For most of the Young Lords who had just stepped out of gang violence in Chicago, it was their first time ever being involved in protests, demonstrations, or sit-in occupations of institutions. It was a difficult beginning for the Young Lords, who lacked role models and reference points. Some people were even afraid of their unrefined meager appearance, though they were creative and dressed in their best with what they had. Nevertheless, the Young Lords did not originate from a middle class movement. They did not even resemble a student movement at first. It was only later when they began to grow that students and others joined them. Back then there was pride to say you were “Lumpen.” Mr. Pearson and others like him stood for working people, and he hated discrimination and racism then and now. He was one of several who did not judge, but related, relaxed, and took the time to talk and get to know the original members of the Young Lords. It was easy to notice that he genuinely cared for the plight of the poor, and in turn for him to realize that the Young Lords were not evil but were his friends. They were odd looking but they shared the same values. He was also strong on the need to fight racism. Mr. Pearson co-chaired the Chicago branch of the National Alliance Against Racist and Political Repression. His mother had been active in the Women’s International League for Peace and Freedom. She was a strong supporter of a movement called, “The Right of a Black Family to live in a White Community.” This movement was led by Carl Braden and was put forth during the Red Scare of the 1950s, when the House Un-American Activities Committee was hunting for communists, in all parts of government and the country. Mr. Pearson has supported many democratic causes since before the 1960s. They include the Young Lords and Black Panthers, Voter Registration Drives, Immigrant Rights, The Committee to Defend the Bill Of Rights, Harold Washington for Mayor, the Obama Campaign, and the Lincoln Park Neighbors United for Peace Against the War in Iraq. This was a grassroots group of neighbors who came together to speak out in a unified voice against the war. They believe in using peaceful non-violent solutions, to promote social justice, conserve the environment and protect civil and human rights. 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 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 2012-07-12 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives